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The government has unveiled a set of proposed reforms aimed at reshaping the special educational needs and disabilities (SEND) framework in England. These changes introduce several new terms and concepts that will be essential for families, educators, and professionals to understand. While many are familiar with education, health and care plans (EHCPs), the upcoming system will also feature individual support plans (ISPs), as well as new tiers of support labeled “targeted,” “targeted plus,” and “specialist.” Additionally, national inclusion standards are set to be introduced to guide schools on the support they should provide.
One of the most significant alterations relates to EHCPs. Planned for full implementation by 2035, EHCPs will be reserved for children with the most complex needs. EHCPs are legally binding documents that specify a pupil’s educational requirements and the support they are entitled to, with local authorities charged with ensuring compliance. Over recent years, the percentage of pupils with EHCPs has risen from a steady 2.8% to 5.3%, sparking concerns that future demand may be unsustainable. Existing EHCP holders, or those assessed as needing one, will maintain their plans until they complete their current phase of schooling, after which they will be reassessed starting in September 2029. For example, pupils currently in Year 2 will be reevaluated when they reach Year 6. Parents will retain the right to request EHCPs and challenge support decisions through tribunals. The government anticipates a temporary increase in EHCP numbers during the transition period but hopes the percentage will stabilize to its current rate by 2035.
Alongside these changes, ISPs—individual support plans—will be introduced for all pupils with SEND, regardless of their EHCP status. Unlike the legally binding EHCPs, ISPs are intended to be more flexible and detail the daily support needs and goals for children. Pupils who have EHCPs will also receive ISPs that outline how the EHCP’s content will be implemented. The responsibility for creating and reviewing ISPs at least annually will lie with the nursery, school, or college, collaborating with parents. Should parents disagree with the contents of an ISP, they will need to follow the school’s complaints process before escalating matters to local authorities or government bodies.
The system will further classify support into three distinct tiers in addition to a universal offer available to all children. The baseline is “targeted” support, which may consist of small group interventions and adjustments such as providing coloured paper or laptops for children with specific difficulties. The next level, “targeted plus,” grants access to specialists like speech and language therapists or educational psychologists, and access to dedicated SEND resources within schools known as “inclusion bases.” The highest tier, called “specialist support,” caters to children with the most complex needs who will receive “specialist provision packages.” These packages, designed by education, health, and care professionals, form the basis of new EHCPs that provide a legal entitlement to necessary support. The government has emphasized flexibility, allowing children to move between these support levels as their needs evolve. Moreover, by 2028, national inclusion standards will be introduced to establish clear expectations for the assistance children and families should receive from educational settings
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