In a landmark move, the government is set to announce a sweeping revamp of special educational needs and disabilities (SEND) support across schools in England, pledging £4 billion towards enhancing provision. Education Secretary Bridget Phillipson has described this initiative as a pivotal moment for the future of education, aiming to rectify the longstanding inadequacies faced by children with special needs.
A Long-Awaited Reform
Phillipson’s plans, unveiled following significant delays spurred by backlash from MPs and parents, are designed to address the urgent demand for improved SEND services. The reforms will provide tailored specialist support within mainstream schools and create an additional 60,000 places in special needs schools. The Education Secretary has asserted that this overhaul will focus on enhancing support rather than reducing it, responding directly to the frustrations voiced by families and educators alike.
The Labour Party, under Keir Starmer’s leadership, views this initiative as a cornerstone of their educational policy. Starmer remarked, “Getting the right support should never be a battle – it should be a given,” emphasising the commitment to personalised assistance for children with SEND, rather than a one-size-fits-all approach.
Stricter Eligibility and New Funding Structures
Under the proposed changes, schools will receive extra funding for specialist support, though the criteria for children eligible for an Education, Health and Care Plan (EHCP) will tighten. These plans will now primarily cater to children with the most severe and complex needs, while those with less severe conditions will still receive additional support and rights, albeit in a different framework. Parents will face new limitations on school choice, receiving a list of options instead, but will retain the right to appeal decisions.
Despite these shifts, concerns linger over the effectiveness of the reforms, particularly regarding the standard of support for children without EHCPs. As the current SEND system struggles under increasing pressure, the government acknowledges the need for councils to adhere strictly to their legal obligations. Sources indicate that failure to comply could result in councils losing their authority over SEND services.
Investment to Drive Change
The government’s proposal includes direct funding of £1.6 billion over three years for early years settings, schools, and colleges, aimed at enhancing provisions such as small-group language support. Furthermore, an additional £1.8 billion will create an “experts at hand” service, allowing access to SEND specialists, including educational psychologists and speech therapists.
This funding is expected to translate into significant resources for schools, with estimates suggesting an annual allocation of approximately £20,000 to £40,000 for primary schools, and £50,000 to £70,000 for secondary schools. By providing more than 160 days of additional specialist time annually, schools will be better equipped to cater to diverse learning needs.
Mixed Reactions from Stakeholders
The response from education charities and think tanks has been cautiously optimistic. While many support the reforms, they underscore the necessity for improved staff recruitment and retention to ensure effective implementation. Jo Hutchinson from the Education Policy Institute emphasised the importance of increasing the number of funded training places to avoid shortages in essential SEND personnel.
Nick Harrison of the Sutton Trust noted that the changes could particularly benefit disadvantaged families lacking the resources to navigate the current system effectively. Yet, concerns remain regarding the preservation of existing legal rights for children with SEND, with some advocates urging for clearer accountability measures to combat unlawful decision-making by public bodies.
Why it Matters
This ambitious overhaul represents a significant commitment to transforming SEND provision in England, marking a crucial step towards rectifying a system that has historically failed to meet the needs of many vulnerable children. As the government takes bold strides to reshape educational support, the implications for families and educators could be profound, ushering in an era of greater inclusivity and tailored assistance. The success of these reforms will ultimately hinge on their execution and the willingness of local authorities to embrace this new framework, ensuring that every child, regardless of their needs, receives the support they deserve.
