Reforms to Special Educational Needs and Disabilities (SEND) System: Implications for Education

Between 2030 and 2035, significant reforms to the Special Educational Needs and Disabilities (SEND) system in the United Kingdom are set to alter the landscape of support for children with additional needs. The reforms will impact the retention of Education, Health and Care Plans (EHCPs), which are legal documents that outline the support required for children with SEND. Under the new legislation, EHCPs may become more difficult to obtain, with a focus on reserving them for students with the most severe needs.

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The transition to the reformed SEND system will begin in 2026, during which the government plans to enhance SEND provisions in mainstream schools. This includes increasing the workforce of specialists, such as speech and language therapists, and providing additional funding. Current support through EHCPs will remain intact until 2030, ensuring that no child will be forced to leave their school during this period. Children will only transition to the new system at key educational phases, such as moving from primary to secondary school or upon leaving school at age 16.

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The reformed system will introduce a four-tier support structure for children in mainstream schools. This model aims to provide EHCP-level support to some children without requiring an EHCP. Additionally, children will receive "digital passports" to track their educational needs throughout their schooling. The government has committed £200 million to train all teachers in supporting children with SEND, with the goal of establishing an inclusion base in every secondary school as part of a £3 billion funding initiative.

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The SEND reforms are a response to the increasing demand for services, which has placed a financial strain on local authorities. A survey by the Local Government Association indicated that 80% of councils anticipate insolvency due to rising SEND deficits by March 2028. The Office for Budget Responsibility has projected that high-needs deficits could reach £6 billion by the 2028/29 fiscal year. In an effort to alleviate this burden, the government plans to absorb SEND deficits into central budgets starting in 2028/29, though the source of this funding remains unclear.

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Critics of the reforms express concern that the changes may lead to reduced support for children with mild additional needs, who may no longer qualify for EHCPs. This could result in a reliance on classroom teachers and teaching assistants for support, potentially compromising the quality of education for these students. The reforms have sparked debate among parents and educators about the adequacy of the proposed support structures.

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• “no child is going to be asked to leave the school that they’re in” — Georgia Gould, Schools Minister

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• “If you have an EHCP in 2029 and you just started primary school, you will have that until you change the phase of education.” — Source close to the reforms

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The upcoming SEND reforms represent a significant shift in how educational support is structured in the UK, with potential long-term implications for children with special educational needs and disabilities.

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