The government has unveiled a significant transformation of the special educational needs and disabilities (SEND) system in England, with plans to limit eligibility for education, health and care plans (EHCPs) to children with the most complex needs by 2035. This decision is part of a broader initiative outlined in the Schools White Paper, which aims to create a more inclusive educational environment for all pupils. Current holders of EHCPs will retain their plans until at least September 2029, when reassessments will commence at pivotal educational stages.
Government’s Vision for Inclusivity
Education Secretary Bridget Phillipson articulated the government’s ambition to foster inclusivity within mainstream schools, asserting that these changes are designed to enhance life outcomes for children with SEND. The reforms aim to alleviate the struggles many parents face in securing necessary support for their children, with Phillipson emphasising that the new system would shift perceptions from exclusion to inclusion.
The government’s commitment includes a £4 billion investment over the next three years, dedicated to bolstering resources for mainstream schools. This funding will be allocated as follows: £1.6 billion directly to educational institutions, early years settings, and colleges, while £1.8 billion will be channelled into enhancing access to specialist services, including trained teachers and speech and language therapists.
Key Changes to SEND Support
Among the most notable adjustments is the introduction of Individual Support Plans (ISPs), which schools will develop in consultation with parents. These plans will outline the specific needs of each child and the support they require. Based on these assessments, pupils will be assigned to one of three tiers of support: “targeted”, “targeted plus”, or “specialist”. Only those classified as needing specialist support will qualify for EHCPs, marking a significant shift in how educational needs are addressed.
For existing EHCP holders, provisions will remain intact until they complete their current educational phase. For instance, children now in Year 2 will face reassessments when they transition to Year 6. This phased approach aims to provide continuity during the transition to the new system while managing the increasing demand for EHCPs, which have been described as part of a “broken” system by the National Audit Office.
Concerns from Education Stakeholders
Despite the optimistic outlook presented by the government, various stakeholders have raised concerns regarding the feasibility of these reforms without adequate funding. The National Education Union warned that the current financial provisions are insufficient for schools to meet the increased expectations being placed upon them. Furthermore, the Office for Budget Responsibility has projected a potential £6 billion funding gap for SEND provisions by 2028-2029, raising alarms among education experts about the sustainability of the proposed changes.
Luke Sibieta from the Institute for Fiscal Studies pointed out that while transitioning to a new system, the government must also address the considerable financial pressures existing within the current framework. Critics, including Conservative shadow education secretary Laura Trott, have emphasised the need for clearer guidelines on how the £6 billion deficit will be managed, expressing concern over the lack of transparency regarding eligibility and support mechanisms.
Responses from Teaching Unions and Advocates
Teaching unions have generally welcomed the proposed reforms but insist that they must be backed by sufficient funding to ensure effective implementation. Daniel Kebede, general secretary of the National Education Union, remarked that the announced funding falls short of what is necessary, while NASUWT leader Matt Wrack described it as “barely a drop in the bucket.” Additionally, Paul Whiteman from the National Association of Head Teachers highlighted that the success of these reforms will also rely on the availability of support services, while Pepe Di’Iasio from the Association of School and College Leaders urged the government to consider teachers’ workloads as part of the reform process.
Why it Matters
The impending changes to the SEND system represent a pivotal moment for educational policy in England. By refining the criteria for support eligibility and investing in mainstream school resources, the government aims to create an environment where all children can thrive. However, the success of this ambitious initiative hinges on adequate funding and clear implementation strategies. Without these, the well-intentioned reforms risk becoming yet another unfulfilled promise in the quest for an equitable education system. As the landscape of educational support evolves, the implications for children with special needs—and the families who advocate for them—will be significant and far-reaching.
