SEND reforms white paper: A guide for families and schools

The UK Government released its long-awaited SEND reform White Paper in February 2026. Entitled “Every Child Achieving and Thriving”, it covers proposals relating to future support, provisions and funding for pupils with special educational needs and disabilities over the next decade.

Salise Dourmoush, partner in Geldards’ SEN legal team, tackles the main points of the white paper and the concerns that have been raised by families and schools.

The White Paper intends to reform SEND by focusing on early intervention, mainstream inclusion and improved access to support and funding in schools.

Nothing in the White Paper is law yet

It’s important to understand that the White Paper reforms are only proposals at this stage.

The White Paper has launched a 12-week public consultation running through until 18 May 2026, during which parents, young people, teachers, local authorities and charities can submit feedback.

Legislation based on the consultation is expected to be introduced in the next parliamentary session, expected in autumn 2026, with major changes potentially phased in from 2029 onward.

Today, the current SEND system is still in place, and you can still apply for an EHC needs assessment and EHC plan.

What the SEND reform White Paper proposes

Early years intervention

The white paper stresses the importance of early intervention, urging schools and early years settings like nurseries to identify special educational needs sooner and intervene effectively.

The idea is to put appropriate support in place before issues become more entrenched and harder to address.

Early years settings and schools will be expected to work closely with health visitors, SENCOs, family support services and Best Start family hubs to help pick up signs of SEND sooner.

There will be training for early years settings and schools and funding to support accommodations like small-group work or extra staff.

Mainstream inclusion

Inclusive education at mainstream schools and reducing the need for specialist provisions outside of mainstream are main goals in the government’s White Paper.

Under the proposals, every school will be expected to have an “inclusion strategy” and will receive additional training on SEND and inclusive teaching practices.

“Inclusion bases” – specially equipped spaces with trained staff – will be established at mainstream schools too.

They also intend to create a national network of specialists, known as “Experts at Hand”, which will include educational psychologists, speech and language therapists, occupational therapists and specialist teachers to support mainstream schools.

New tiered system of SEN support

One of the most significant changes in the White Paper is a move towards a tiered system of support for pupils with SEND.

This tiered structure introduces Individual Support Plans (ISPs) for most SEND pupils instead of Education Health and Care Plans (EHCPs).

ISPs would be drawn up by schools and parents, but it is understood that they will not carry the same legal enforceability or tribunal appeal rights as EHCPs, although this has yet to be clarified.

The new tiered system would include:

Tier 1 – Universal offer

This is for all children and will a set a “new baseline” for mainstream schools, including more inclusive practices and teacher training.

Children with SEND may start off here but draw on the other three tiers as their needs change over time.

Tier 2- Targeted

This is designed for children with SEN whose needs commonly cannot be met by the universal offer.

From this tier onwards, each pupil will have their needs and provisions captured in a new “flexible” ISP, which will be drawn up by the school in consultation with parents. It could include small group interventions or extra help accessing the curriculum, for example.

Tier 3 – Targeted Plus

This is aimed at pupils who need more specialist support and will allow schools to draw on the new “Experts at Hand” service, which is designed to improve access to education and health professionals.

Targeted Plus pupils will have access to the school’s “inclusion base”.

There may also be opportunities for short-term placements or alternative provisions before reintegrating back into a mainstream setting.

Tier 4 – Specialist support

This top tier will see mainstream and specialist settings working together for children with the “most complex” needs. There are no further details on this threshold at this time.

New “specialist provision packages” will be designed by experts and tested with parents to create packages of provision to support pupils.

This will be the only group of children who will be entitled to an EHCP by 2035. EHCPs will be created after a specialist package and placement decisions have been made, rather than beforehand. Children will also have access to new “specialist bases.”

Parents will still have a right to appeal decisions about EHC assessments and plans at tribunal.

What will happen to pupils who already have an EHCP or special school place?

The government has said that all children in year three and above today will retain their existing EHCP until at least age 16. Children in year two or below today will be reassessed at transition between primary and secondary.

From 2029-30, children with EHCPs will be assessed against the new threshold at the end of their phase of education.

All pupils who have a special school place in September 2029 will be able to stay in this school until the end of their education, unless they choose to move to a mainstream setting.

Funding

The government has pledged up to £4 billion over three years to implement these plans.

It is thought that around £1.6 billion will help mainstream schools and early years settings provide better support and round £1.8 billion will go to the “Experts at Hand” service to recruit more educational psychologists, speech and language therapists, occupational therapists and specialist teachers.

There will also be additional capital funding to support the creation of inclusion bases and adapt mainstream school facilities.

Criticisms of the White Paper

Despite government assurances, the proposed reforms have sparked criticism and anxiety amongst many educators, parents and specialists.

A major concern is that the narrowing of EHCP criteria and the introduction of ISPs could weaken families’ ability to challenge decisions or legally enforce support, leaving more children with SEND without the support they need to thrive in education.

Some parents are also worried that the changes could lead to their children losing vital support at key transition times, such as moving from primary to secondary school, which is already a pinch point in the education system for many children with SEND.

Many teachers and education professionals feel that the proposals are too ambitious and not attainable because schools are already overstretched, lacking staff and resources.

Some experts have warned that while the funding is generous, the success of these proposals is too dependent on finding enough qualified specialists, training teachers adequately, and building appropriate inclusion spaces, which may be challenging given current workforce shortages.

Some also argue that the proposals are a cost-cutting exercise aimed at reducing pressures and costs associated with local councils, EHCPs and specialist provisions, rather than changes that genuinely addressing what children with SEND need to thrive in education.

If you have any questions or concerns regarding any of the matters mentioned in this article including getting the right SEND support for your child, please contact Geldards Education Team below