The UK government has unveiled plans to significantly reform the special educational needs and disabilities (SEND) system in England, with a focus on making mainstream schools more inclusive by 2035. Under the new framework, only children with the most complex needs will be eligible for education, health and care plans (EHCPs). Current recipients of these plans will retain their entitlements until at least September 2029, when assessments will begin to determine their future support as they progress through their education.
Key Changes to Special Educational Needs Support
Education Secretary Bridget Phillipson emphasised that the reforms aim to enhance life chances for children with SEND by fostering a more inclusive environment in mainstream schools. The government plans to invest £4 billion over the next three years, with £1.6 billion allocated directly to schools, early years settings, and colleges. An additional £1.8 billion will be directed towards increasing access to specialists, including teachers and speech and language therapists.
The reform comes amid rising demand for EHCPs, which have been critiqued for their increasing costs and complexity. The National Audit Office has described the existing system as “broken”. Under the proposed changes, children currently holding EHCPs will maintain their plans until they transition out of their current educational phase, with reassessments beginning for Year 6 students in 2029.
Introduction of Individual Support Plans
The upcoming changes will introduce Individual Support Plans (ISPs) for all pupils with SEND. These documents will be created by schools in collaboration with parents, detailing each child’s requirements and the support they will receive. The ISPs will categorize support into three levels: “targeted,” “targeted plus,” and “specialist”. Only those receiving specialist support will qualify for EHCPs.
Phillipson, speaking at an event in Peterborough, expressed that the new system is designed to alleviate the struggles many parents face in securing essential support for their children. She stated that these reforms aim to ensure children with SEND are “seen, heard, and included” within mainstream education.
Addressing Broader Educational Concerns
In addition to SEND reforms, the Schools White Paper outlines measures aimed at tackling teacher recruitment and retention issues. Proposed initiatives include improving maternity pay and offering financial incentives for head teachers. The paper also sets ambitious attendance targets, aiming to achieve the fastest rate of improvement in a decade, particularly in the North East and coastal areas, to improve outcomes for white, working class children.
However, concerns remain regarding the sustainability of the funding model. The Office for Budget Responsibility has projected a £6 billion shortfall by 2028-2029 between what councils receive for SEND and their actual spending. Luke Sibieta from the Institute for Fiscal Studies warned that the government’s strategy to bolster SEND resources while maintaining existing EHCPs could prove costly.
Responses from Educational Leaders
The Conservative shadow education secretary, Laura Trott, has called for greater clarity on how the government plans to address the looming funding gap. She highlighted that while the White Paper outlines various principles and tiers of support, it lacks specific guidelines on eligibility and funding allocation.
Meanwhile, the Liberal Democrats’ education spokesperson, Munira Wilson, acknowledged the government’s efforts as a “solid step” but cautioned that the success of these reforms will depend on the clarity of their implementation. Teaching unions have welcomed the proposed changes but insist that adequate funding is essential for their success. Daniel Kebede, the general secretary of the National Education Union, underscored that the announced funding is insufficient, with other leaders echoing similar sentiments about the need for comprehensive support services.
Why it Matters
This overhaul of the SEND system represents a critical shift in how educational support is allocated and managed in England. For parents and children navigating the complexities of special educational needs, these reforms could mean a more structured, fairer approach to support. However, the success of these initiatives hinges on adequate funding and clear communication from the government. If implemented effectively, this framework has the potential to transform the educational landscape for vulnerable children, ensuring they receive the necessary resources to thrive.
