In a significant shift aimed at enhancing the educational landscape for children with special educational needs and disabilities (SEND), the English government has announced that only those with the most complex needs will qualify for education, health, and care plans (EHCPs) by 2035. This decision, outlined in the recent Schools White Paper, seeks to reshape how support is provided in mainstream schools, promising better outcomes for affected children and easing the burdens faced by their families.
A New Framework for Support
The announcement, made by Education Secretary Bridget Phillipson, introduces a new tiered support system that will replace the current EHCP framework. Under this new model, children already holding EHCPs will retain them until at least September 2029, when their needs will be reassessed at key educational milestones, such as the end of primary school and GCSEs.
The overhaul aims to create a more inclusive environment, allowing schools to develop individual support plans (ISPs) in collaboration with parents. These ISPs will detail the child’s specific needs and outline the type of support they will receive, categorised into three levels: “targeted,” “targeted plus,” and “specialist.” Only those needing specialist support will be eligible for EHCPs, signalling a dramatic change in how educational resources are allocated.
Funding and Implementation Challenges
The government has pledged £4 billion over the next three years to facilitate these changes, with £1.6 billion earmarked for direct support to schools and early years settings, and an additional £1.8 billion aimed at increasing access to specialists such as teachers trained in SEND, speech therapists, and other crucial support staff. However, the National Education Union has raised concerns that these funds may fall short of what is actually needed, arguing that additional expectations on schools must be accompanied by substantial resources.
Critics are wary of the potential pitfalls of this new approach. Luke Sibieta from the Institute for Fiscal Studies highlighted the financial challenges, warning that while the government seeks to enhance SEND provisions, existing spending pressures in the current system remain substantial. As it stands, the gap between allocated funding and actual expenditures could reach £6 billion by the end of the 2028-2029 academic year.
Voices from the Community
Parents and educators alike have expressed mixed feelings about the proposed reforms. While many welcome the intent to reduce the struggles families face in securing adequate support, there is a palpable fear regarding the practical implications of these changes. Phillipson acknowledged these concerns during her address at a school in Peterborough, stating that the new system aims to alleviate the “fight that so many parents have had” for necessary resources, transforming the experience of children with SEND from one of exclusion to inclusion.
Teachers’ unions have cautiously endorsed the government’s aim to reform the SEND system, but they insist that without proper funding and support services, these plans may falter. Daniel Kebede, general secretary of the National Education Union, commented on the insufficiency of the announced funding, while others echoed similar frustrations regarding the potential impact of increased workloads on educators.
The Road Ahead
The White Paper also lays out additional strategies to tackle broader issues within the education sector, including improving teacher retention, enhancing maternity pay, and introducing financial incentives for head teachers. As the government pushes forward with these ambitious plans, there remain significant questions regarding the clarity of the proposed tiers of support and who qualifies for them.
Liberal Democrats education spokesperson Munira Wilson commended the government for taking initial steps towards reform but emphasised that the effectiveness of the changes will depend heavily on how these plans are executed and funded.
Why it Matters
The upcoming changes to the SEND system in England represent a pivotal moment for families, educators, and policy-makers alike. By striving for a more inclusive approach, the government aims to ensure that children with special educational needs receive the support they need to thrive. However, the success of this ambitious plan hinges on adequate funding, clear communication, and a commitment to addressing the challenges that lie ahead. For many families, the outcome of these reforms could mean the difference between a life of support and one of struggle, highlighting the urgent need for thoughtful implementation and sustained investment in the future of all students.
