The Government has published its long-awaited Special Educational Needs and Disabilities (SEND) White Paper entitled Every Child Achieving and Thriving, the most significant reform of the SEND system in a generation. The plans aim to make the current system fairer, more effective and more sustainable so that children and young people with SEND can genuinely achieve and thrive in education.
These reforms follow years of debate about rising demand, persistent delays in statutory assessments and growing concerns from parents, schools and specialist professionals that the system has not delivered consistently good outcomes.
A Shift in How Support Is Structured
A central feature of the new SEND reforms is a move towards a tiered support system which places greater emphasis on early identification and needs-led support and reduces reliance on formal Education, Health and Care Plans (EHCPs) for all but the most severe and complex needs.
Under the plans:
- A new set of Individual Support Plans (ISPs) will be introduced to provide legally binding support for pupils with less complex needs. These will be developed in schools, tailored to each pupil’s requirements and are intended to be put in place before an EHCP is formalised.
- EHCPs will be reserved for children with the most severe and complex needs and will only be issued after support packages are agreed and in place, reversing the current process where plans often define support.
- Existing EHCPs will not be immediately removed; reviews of existing plans will begin from 2029 and transition pupils gradually to the new system where appropriate.
Projections published alongside the White Paper estimate that while EHCP numbers may rise slightly in the short term, they will be reduced significantly by 2035, with many needs met through ISPs and school-based provision.
What This Means for Schools
The White Paper signals a major shift in expectations for mainstream and special schools alike:
1. More Support Delivered in School
Mainstream schools will be expected to play a more central role in identifying and responding to SEND as part of a strengthened graduated approach. This includes developing ISPs, accessing specialist support and using early intervention to reduce escalation to statutory assessments.
2. Additional Funding and Specialist Resources
The Government has pledged £4 billion over three years to boost SEND support in mainstream settings, fund specialist assistants and expand early years support. This includes hundreds of millions for additional SEND teachers, speech and language therapists and other professionals.
3. Training and Workforce Development
There will be enhanced expectations around professional development so that teachers and classroom staff are equipped with the skills needed to deliver inclusive education and respond effectively to a range of needs.
4. Inclusion Bases and Infrastructure
Secondary schools and other settings will be required to establish designated inclusion bases to support neurodivergent pupils and others with SEND, supported by a capital investment programme.
Implications for Teachers and Support Staff
For teachers and teaching assistants, the reforms present both opportunities and new responsibilities:
- Demand for skilled practitioners with SEND expertise is likely to grow as schools take a central role in delivering tailored support.
- There will be greater recognition of the contribution of support staff in delivering adaptive practice and personalised learning.
- Professional development around inclusive pedagogy and assessment is expected to become a core part of ongoing training.
Schools that invest in SEN expertise and develop strong internal SEND leadership will be well placed to implement the reforms effectively and provide meaningful progress for pupils.
Parents, Legal Rights and Accountability
The White Paper aims to preserve legal entitlements to support while reducing adversarial processes, but details around how rights will operate in practice continue to provoke discussion:
- Parents will retain rights to appeal and tribunal access, though processes may be reformed to emphasise mediation and earlier resolution.
- Councils and schools will face stronger accountability measures for delivering timely, high-quality support. Local authorities failing to meet their duties may lose powers to run SEND services.
- Some groups have expressed concern that the shift away from universal EHCP access could weaken legal protections for certain families.
Looking Ahead
The SEND White Paper outlines a long-term reform programme rather than immediate structural change. Many of the proposals will require further legislation and detailed guidance before implementation.
The reforms represent a shift towards earlier intervention, increased school-based responsibility and a reduction in reliance on statutory plans for a large proportion of pupils.
How effectively the changes are implemented will depend on workforce capacity, funding distribution and clarity in national standards over the coming years.
The full White Paper, Every Child Achieving and Thriving, is available on the UK Government website.