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Plans leaked from the government suggest that children in England identified with special educational needs and disabilities (SEND) will undergo a reassessment of their support rights as they progress from primary to secondary school. This reassessment will specifically affect those with education, health and care plans (EHCPs)—formal documents that specify the additional support children are entitled to. From 2029, these EHCPs will be reviewed as part of an extensive revamp of the SEND support system.
The changes are expected to introduce school-led Individual Support Plans (ISPs) that extend legal protections to all children with SEND, not just those with EHCPs. Paul Whiteman, general secretary of the National Association of Headteachers, described the current system as one that “fails children and fails schools.” The government is anticipated to release full details of these reforms soon, potentially as early as the return of MPs to Parliament, with a spokesperson from the Department for Education promising an “expansion of children’s rights” to foster a genuinely inclusive system.
Concerns about the proposed reassessment process have been voiced by disability advocacy groups and political voices alike. Munira Wilson, representing the Liberal Democrats, emphasized the need for “a radical shake-up, not minor adjustments,” condemning superficial changes with the comment, “Tweaking spreadsheets won’t fix a system that is fundamentally broken.” Kate Lawson, head of policy at Sense, expressed deep worry over reassessing children during the critical transition from primary to secondary education, while Jolanta Lasota from Ambitious about Autism noted that such timing “rings alarm bells for many parents” given the particular difficulties autistic pupils frequently face during school moves. The National Autistic Society also criticized the manner in which information about the reforms was gradually leaked, calling the approach “disrespectful” and lacking in compassion.
Currently, about 482,000 pupils in England hold EHCPs, accounting for just under a third of all SEND children and roughly 5% of the total student population. When including those up to 25 years old and those outside of school settings, the number rises to nearly 639,000. These plans provide a wide range of support tailored to individual needs, such as therapies for speech, occupational therapy, access to mental health care, or dedicated assistance from teaching aides. Many parents invest significant effort—often costly and legally challenging—to secure an EHCP for their child before primary school ends, and demands for EHCPs have climbed amidst uncertainty about forthcoming changes. Under the new framework, as children transition between educational stages—from primary to secondary and beyond—they will be moved onto the revised system, subject to reassessment that is likely to reduce the number retaining the existing EHCP protections.
Alongside EHCPs, every child identified with SEND will have an ISP developed by their school. These ISPs, which will carry some form of legal recognition, could extend support guarantees to an estimated additional 1.28 million children, although the precise legal strength of ISPs remains unclear. The system will reportedly focus more on achieving positive outcomes alongside the support provided. Early government messaging suggests this approach aims to offer earlier support interventions without the lengthy assessments, potentially minimizing the need for intensive measures later. Education Secretary Bridget Phillipson indicated plans to introduce clearer access criteria for different support tiers, with initial reports pointing to three levels: Targeted, Targeted Plus, and Specialist. Some children with more complex needs will continue to receive EHCPs, tied to national standards called Specialist Provision Packages decided by expert panels.
The government has also indicated a commitment to mainstreaming SEND provision, aiming to meet more children’s needs within regular schools. Proposals include enhanced teacher training and establishing inclusion units in each secondary school. While the National Association of Headteachers remains cautiously optimistic, stressing that “the devil will be in the detail” regarding funding and implementation, a price cap on specialist independent school placements—set around £60,000 annually—is expected as part of cost-control measures. SEND spending will be centralized by the government from 2028 onward, though financial gaps remain a significant challenge, with forecasts estimating a shortfall of approximately £6 billion.
Opposition and campaigning groups remain wary, fearing the reforms may dilute children’s legal protections. The full impact of these changes will only be clear once the detailed proposals are formally published and debated in Parliament. These reforms come amid a politically sensitive climate for the Prime Minister, increasing the potential for parliamentary dissent, especially if public opposition intensifies. The government states its intent is to dismantle a one-size-fits-all system, replacing it with a needs-led, community-based framework that supports children at an earlier stage and allows them to thrive closer to home.
It is important to note that education governance varies across the United Kingdom. Scotland uses the broader designation “additional support needs” (ASN), with legally binding “coordinated support plans” reserved for those with the most complex cases. Wales implemented major reforms in 2021 concerning additional learning needs (ALN), managing most plans through mainstream schools, while local authorities oversee cases requiring more specialist provisions. Northern Ireland also employs the SEND term but uses “statements of special educational needs” as their legally binding individual plans
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