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The UK government is preparing to announce a sweeping £4 billion reform of special educational needs and disabilities (SEND) support in schools across England, marking a pivotal moment for Education Secretary Bridget Phillipson and Labour leader Keir Starmer. This initiative, described as a “once-in-a-generation” opportunity to reshape the educational framework, aims to enhance support for children with SEND while holding local councils accountable for their legal responsibilities.
Ambitious Reforms on the Horizon
In a move that has been highly anticipated since delays last autumn due to backlash from parents and MPs, Phillipson will reveal plans that promise significant investment in SEND provisions. This includes assurances of “improved support, not removed support,” as stated by Phillipson in a recent piece for The Guardian. The reforms are designed to address the pressing concerns surrounding the current system, which many argue has been failing to meet the needs of vulnerable children.
The proposed changes will introduce tailored specialist support in all mainstream schools and create an additional 60,000 places in special needs schools. This investment has been welcomed by advocates who feared the reforms might lead to cuts amidst rising service costs.
Stricter Criteria and New Funding Models
With the rollout of these reforms, schools will receive enhanced funding for specialised support. However, the criteria for obtaining an Education, Health and Care Plan (EHCP)—which grants legal rights to children with SEND—will now be restricted to those with the most complex needs. Despite this, the government assures that children on lower tiers will still benefit from additional support.
Under the new structure, parents will no longer have unfettered choice over school placements; instead, they will be provided with a list of suitable institutions. While families can appeal these decisions, there are concerns about potential limitations on parental choices and rights as their children transition to secondary education.
Holding Councils Accountable
The impetus behind these reforms comes amid record demand for SEND provision and growing distrust among parents regarding the system’s efficacy. Many families have found themselves navigating a convoluted appeals process, with a high success rate in SEND tribunal hearings, signalling systemic issues.
New regulations will place greater obligations on local councils to fulfil their legal duties toward SEND pupils. Currently, over half of EHCPs are issued beyond the mandated 20-week deadline. Government sources indicate that failure to comply with these duties could result in councils losing their authority over SEND services.
The Path Forward
The proposed white paper, set for release on Monday, outlines an investment of £4 billion over three years aimed at enhancing inclusion in mainstream schools. This funding will be allocated directly to early years settings, schools, and colleges, along with a separate £1.8 billion fund designated for an “experts at hand” service, aimed at improving access to SEND specialists, including educational psychologists and speech therapists.
While many stakeholders, including charities and think tanks, have cautiously welcomed the reforms, they stress that success hinges on effective recruitment and retention of qualified staff. As Jo Hutchinson from the Education Policy Institute pointed out, without a substantial increase in training places for educational psychologists, the services may struggle to meet demand.
Why it Matters
This comprehensive overhaul of SEND support in England represents not only a critical investment in the future of education but also a necessary shift towards a more equitable system for all children. By addressing longstanding issues and prioritising tailored support, the government aims to break down barriers faced by families of children with special needs. As Phillipson has articulated, this reform is not merely about funding; it is about fundamentally changing how support is structured, ensuring that every child has access to the resources they need to thrive in an educational environment tailored to their individual requirements.
