The UK government has announced a significant overhaul of the special educational needs and disabilities (SEND) framework in England, aiming to streamline support for children with diverse learning requirements. With the introduction of new terminology and structured support tiers, the reforms are designed to ensure that assistance is provided promptly and without the need for protracted disputes. Education Secretary Gillian Keegan emphasised that the new system will enable children with SEND to receive the help they need “when they need it”.
Changes to Education, Health and Care Plans
A pivotal aspect of the reform is the modification of Education, Health and Care Plans (EHCPs). By the year 2035, only children with the most complex needs will be eligible for EHCPs, which currently serve as legal documents outlining the specific support a student requires. Local authorities have been tasked with enforcing these plans, which have seen a dramatic rise in prevalence—from 2.8% of pupils in schools prior to 2015 to 5.3% today.
The government’s concern is rooted in the escalating demand for EHCPs, which, if left unaddressed, could overwhelm existing resources. As part of this transition, children currently holding EHCPs or awaiting assessment will retain these plans until they complete their current educational phase. Reassessments are set to commence in autumn 2029 for students in Year 2, with parents retaining the right to apply for EHCPs and contest decisions through tribunals. The aim is to gradually stabilise the percentage of pupils with EHCPs, ideally reverting to previous levels by 2035.
Introduction of Individual Support Plans
In an effort to broaden support beyond those with EHCPs, the government is introducing Individual Support Plans (ISPs). These documents will outline the specific needs of all children with SEND, detailing the support required and the anticipated outcomes. Unlike EHCPs, which confer legal rights to services, ISPs are intended to be more adaptable, focusing on daily needs.
All children will be entitled to an ISP, which schools, nurseries, and colleges will create in consultation with parents. These plans will undergo annual reviews to ensure they remain relevant. However, should parents disagree with the content of their child’s ISP, they must first navigate the school’s internal complaints procedure before escalating the issue to local authorities or the government.
New Support Framework
Accompanying the introduction of EHCPs and ISPs is a new multi-tiered support system designed to cater to varying needs. This framework comprises three levels:
1. **Targeted Support**: This includes small group assistance and reasonable adjustments, such as providing specific materials for children with dyslexia.
2. **Targeted Plus Support**: This tier grants access to specialists like speech and language therapists, alongside dedicated SEND spaces known as “inclusion bases” in schools.
3. **Specialist Support**: This level is reserved for children with the most complex needs and involves a “specialist provision package” developed by a team of education, health, and care professionals.
While ISPs will be integral to all three support tiers, only those in receipt of specialist packages are expected to qualify for the newly defined EHCPs. The Department for Education has indicated that these plans will be grounded in the specialist packages, ensuring that children have a legally protected right to the support outlined within.
To further enhance the system, the government plans to implement “national inclusion standards” by 2028, establishing clear expectations for the support that children and families should receive from educational institutions.
Why it Matters
These reforms represent a significant shift in how special educational needs are addressed in England, aiming to provide a more structured, equitable, and efficient support system for children. By focusing on individual needs through ISPs and ensuring legal protections for the most vulnerable, the government seeks to reduce the strain on resources while improving outcomes for children with SEND. As these changes unfold, their success will be measured by the tangible improvements in accessibility and the overall educational experience for affected students and their families.
