Recent government statistics reveal a significant rise in the number of children receiving support for special educational needs and disabilities (SEND), reaching an all-time high. Between January 2025 and January 2026, there was a remarkable 12.5% increase in children with education, health and care plans (EHCPs), bringing the total above 700,000. This marks the largest annual increase since the introduction of EHCPs over a decade ago, illustrating the growing challenges within the educational support system.
Increase in EHCPs Signals Growing Demand
The latest figures show a marked increase in the issuance of EHCPs, which are essential legal documents detailing the support that children with SEND are entitled to receive. Over 110,000 new plans were issued in the 2025 calendar year, reflecting the escalating need among families for additional educational assistance. Notably, the number of children with EHCPs being integrated into mainstream schools has surged by more than 15%, with nearly half of these children now attending such institutions.
A spokesperson for the Department for Education (DfE) commented on these figures, stating they “demonstrate the scale of the challenge we inherited,” while also highlighting the government’s commitment to investing £4 billion to enhance specialist support within mainstream education. The spokesperson emphasised a vision for a system where every school is equipped to help every child flourish, alongside ensuring that those with the most pressing needs receive the specialised support required.
Challenges in Timeliness of Support
Despite the increase in EHCPs, there are concerns regarding the efficiency of the assessment process. The number of plans issued within the statutory timeframe of 20 weeks has decreased slightly, with less than 50% being completed on time. This delay can have significant implications for children transitioning to secondary education, as highlighted by Karen Quinn, a mother navigating the EHCP process for her son, Adam, who is set to move to secondary school in September. Quinn expressed her frustration at the delays, stating, “Every delay is going to impact the transition to high school,” underscoring the critical nature of timely support.
In response to families’ concerns, Helyn Clack, cabinet member for children, families and lifelong learning at Surrey County Council, acknowledged the complexities of individual cases but reiterated the necessity for adherence to national legislation governing EHCP assessments.
Future Reforms and Their Implications
Earlier this year, the government announced plans to reform the SEND system, aiming to reshape the landscape of educational support. From 2030, a new structure will see a reduction in the number of children qualifying for EHCPs, with all children with SEND—currently over 1.8 million—receiving individual support plans (ISPs) instead. EHCPs will be reserved for those with the most complex needs. This shift has raised concerns among families and advocacy groups who fear it may diminish legal rights to necessary support. However, the government has asserted that these changes will not adversely affect entitlements.
Education Secretary Bridget Phillipson stated her belief that every child should have access to their local school and a high-quality education, describing the current provision for SEND pupils as a “postcode lottery.” In an effort to standardise support, new guidance has been released for creating inclusion bases within mainstream schools, intended to provide targeted teaching and specialist assistance.
Voices of Concern
While some stakeholders welcome the proposed reforms, there is apprehension regarding their practical implementation. Jolanta Lasota, chief executive of Ambitious About Autism, expressed that the school environment plays a crucial role in a child’s ability to learn and succeed. However, she noted that many children feel uncertain about whether the creation of inclusion bases will genuinely foster a supportive environment or merely serve as a means of segregation.
Criticism has also emerged from teaching unions. Matt Wrack, general secretary of the NASUWT, condemned the government for introducing guidance on inclusion before addressing the long-awaited recommendations from the SEND consultation, arguing that educators are being left to navigate the complexities of inclusion without clear directives.
In light of these developments, the DfE has reiterated that the SEND system is currently “stretched to breaking point” and highlighted its investment to enhance teacher training and resource availability to better meet the needs of children with SEND.
Why it Matters
The rising number of children requiring special educational needs support underscores a critical issue within the UK’s education system, revealing both the pressing demand for tailored assistance and the systemic challenges that families face. As reforms are implemented, the potential impact on existing support structures will be closely monitored by families, advocates, and educators alike. The outcome of these changes will shape the future of educational equity for millions of children, making it imperative that the transition is handled with care and consideration.
