The latest figures from the government reveal an unprecedented rise in the number of children receiving support for special educational needs and disabilities (SEND), with the total surpassing 700,000. Between January 2025 and January 2026, there was a remarkable 12.5% increase in children holding education, health, and care plans (EHCPs), marking the highest annual growth since the introduction of these plans over a decade ago.
Growing Demand for Educational Support
The Department for Education (DfE) has acknowledged the substantial challenge posed by these statistics, stating that they reflect the scale of the issues inherited by the current administration. In response, the government is committing £4 billion to enhance specialist support within mainstream educational settings. A spokesperson remarked that their aim is to establish a system where every school is equipped to nurture all children, ensuring those with the most significant needs receive appropriate assistance.
Families whose children require more support than mainstream provisions typically offer can apply for EHCPs, which are designed to secure the necessary resources for those in need. In 2025 alone, over 110,000 new plans were issued to children and young people up to the age of 25. Despite the increase in support, there has been a slight decline in the percentage of plans issued within the statutory 20-week timeframe, with less than half of the applications being processed on time.
Increased Inclusion in Mainstream Schools
The trend also shows a significant rise in the number of children with EHCPs attending mainstream schools, with an increase of over 15% compared to the previous year. Currently, nearly half of all children with EHCPs are enrolled in mainstream educational settings. This shift comes amid the government’s announcement of reforms aimed at making mainstream schools more inclusive for SEND students.
For parents like Karen Quinn, the process of obtaining an EHCP can be fraught with anxiety and delays. Karen is currently navigating the EHCP process for her 11-year-old son, Adam, who is autistic and has ADHD and dyslexia. With a transition to secondary school on the horizon, securing timely support is critical for Adam’s success. Karen expressed her concerns about the impact of potential delays, stating, “Every delay is going to impact the transition to high school.” She hopes to ensure Adam receives the support necessary for him to thrive.
Concerns Over Proposed Reforms
In a bid to streamline the SEND system, the government has proposed changes that could see fewer children qualifying for EHCPs by 2030. Instead, all children with SEND—currently numbering over 1.8 million—would receive individual support plans (ISPs), with EHCPs reserved for those with the most complex needs. This shift has sparked concerns among families and advocacy groups, who fear it may undermine legal rights to support. However, government officials maintain that these reforms will not diminish access to essential services.
As part of the reform initiative, new guidance for creating inclusion bases within mainstream schools has been introduced. These dedicated spaces are intended to provide targeted teaching and specialist support, thereby addressing the inconsistent provision that has led to feelings of exclusion among some students. Education Secretary Bridget Phillipson emphasised that every young person should have the opportunity to attend their local school alongside their peers and receive a high-quality education. She acknowledged that SEND provision has often resembled a “postcode lottery” and expressed confidence that the reforms would tackle these disparities.
The Role of Educational Institutions
Despite the government’s optimism, concerns remain about the efficacy of inclusion bases. Jolanta Lasota, chief executive of the charity Ambitious About Autism, highlighted that the school environment can significantly influence a young person’s ability to thrive. She noted that many children are uncertain whether such bases would genuinely foster inclusion or merely serve as segregated spaces that could lead to further disengagement.
Criticism has also emerged from educational unions, with NASUWT general secretary Matt Wrack arguing that the government is shifting responsibility to already overburdened teachers and schools without providing clear guidelines on what constitutes an inclusive setting. In response to these challenges, the DfE has asserted that the SEND system is under considerable strain and that its investment will focus on equipping teachers with the necessary skills and resources to address children’s needs more effectively.
Why it Matters
The dramatic rise in children requiring SEND support underscores a pressing need for systemic reform in educational policies. As families navigate the complexities of securing appropriate assistance, the government’s commitment to enhancing the SEND system will be crucial in determining the educational landscape for future generations. The outcome of these reforms could either pave the way for greater inclusivity or risk leaving vulnerable children without the necessary support to succeed in mainstream education.