Education Secretary Bridget Phillipson has introduced a set of reforms aimed at enhancing support for children with special educational needs (SEN) in England. While these changes have garnered a careful welcome from education leaders and MPs, concerns remain about the potential impact on teachers and school leaders already grappling with significant workloads.
Overview of the Proposed Changes
The government’s new initiative seeks to ensure that mainstream schools assess all pupils with special needs and develop individual support plans (ISPs) for them. This measure is expected to affect approximately 1.3 million children currently in state education who are recognised as having special needs but do not possess the necessary education, health, and care plans (EHCPs) for tailored support. The full implementation of these reforms is anticipated to take place by the academic year 2029-30.
Pepe Di’Iasio, General Secretary of the Association of School and College Leaders, remarked, “The planned SEN reforms are certainly necessary and seem sensible, but they constitute a huge ask on mainstream schools to expand existing provisions and implement training on a massive scale.” He further emphasised the critical need to address the mental health of educators, warning that the existing wellbeing crisis within the education sector could hinder the successful implementation of these reforms.
Funding and Resources
In an effort to support these initiatives, the Department for Education (DfE) will allocate £1.6 billion over three years to assist schools and colleges in implementing the new inclusion standards, which are designed to standardise support across different regions. Additionally, £1.8 billion will be directed to local authorities for hiring specialists, and £200 million will be dedicated to enhancing teacher training.
Despite the funding, Daniel Kebede, leader of the National Education Union, expressed reservations, stating, “While we welcome the inclusion grant, it is insufficient. It only equates to a part-time teaching assistant for the average primary school and two teaching assistants for average secondary schools.”
The financial support’s adequacy has also been questioned by MPs. Labour backbencher Ian Lavery stated, “There has got to be enough finance in the system so that everybody has the support they need. The schools themselves need to be able to support the kids in their care.”
Accountability and Parent Rights
The reforms propose a system where parents can lodge complaints with schools and the government if their children’s ISPs are not being honoured, although this does not extend to the existing SEND tribunal. Jen Craft, a Labour MP and a parent of a child with special educational needs, welcomed the overall direction of the white paper but raised concerns regarding the enforceability of children’s rights to support. Craft cautioned, “The big pitfall I see here is accountability. There is still work to do to get this to the place where I feel confident in it.”
Concerns have also been raised regarding the transition of children between different stages of education, particularly those currently holding EHCPs who may risk losing them in future assessments. Daniel Francis, another MP whose child has an EHCP, highlighted the importance of these transitions, stating, “The transitions are going to be very important, not just from primary to secondary, but also at 16 and 18. Hopefully, this can be worked on through the consultation process.”
Legislative Timeline and Future Implications
The government does not intend to pass the necessary legislation until 2028, allowing time to address potential issues before seeking parliamentary approval. However, some within the Labour Party express doubts about resolving intractable challenges. Jon Trickett, a Labour MP, noted, “It is a noble objective to try and ensure that every child gets the best possible future. But rolling this out is going to be quite problematic as you take each individual circumstance into account.”
Luke Sibieta, a research fellow at the Institute for Fiscal Studies, pointed out that the government is not planning any cost-saving measures during this spending review period, having increased funding by an additional £3.5 billion for 2028-29. Sibieta stressed, “If they do save money, it will be because they have increased mainstream provision and reduced the need for more costly, later interventions. They clearly want a system that delivers better value for money after 2029-30, and there is a long lead time to get the details right here.”
Why it Matters
The proposed reforms to special educational needs support in England represent a significant shift in the approach to inclusion within mainstream schools. While the plans signal a commitment to better support for millions of children, the success of their implementation will hinge on addressing the concerns of educators regarding workload and mental health. As the government navigates this complex landscape, ensuring adequate resources and accountability will be crucial for building trust among families who rely on these services. The coming years will be pivotal in determining whether these ambitious reforms translate into meaningful improvements for children with special educational needs and their families.
