What the government’s new SEND proposals mean for children, young people and their families

What do the proposals include?

The government has published a new white paper, Every Child Achieving and Thriving, alongside its consultation document, SEND Reform: Putting Children and Young People First. Together, they set out plans intended to make mainstream education more inclusive, standardise support across England and change how Education, Health and Care Plans (EHCPs) work in the future.

The headline proposals include:

More support in mainstream schools

The government aims to increase support for children in mainstream settings, including £1.6 billion funding over three years to make schools more inclusive, strengthen teacher training and speed up access to health professionals.

Over £200 million would be provided for training that helps teachers better understand and support SEND.

A new £1.8 billion “Experts at Hand” service, offering access to professionals such as speech and language therapists and educational psychologists.

New Individual Support Plans

All schools would have a legal duty to record and monitor a child’s support needs through an Individual Support Plan (ISP). These would outline the help a child receives day‑to‑day and would sit below the level of an EHCP.

Focus on early years support

The plans involve expanding early years intervention through Best Start Family Hubs, aiming to identify needs sooner and provide targeted help earlier.

Changes to Education, Health and Care Plans

EHCPs would remain in place for children and young people with the most complex needs. These would be supported by ‘Specialist Provision Packages’ – a set list of evidence‑based support models intended to bring national consistency and reduce what the government calls the ‘postcode lottery’.

What stays the same for now

It is important for families to know that:

• All current EHCPs remain in place until September 2030.
• Reviews after September 2029—at key transition points such as moving from primary to secondary school—will determine whether a child keeps an EHCP or moves to an ISP.
• No child will be asked to leave a special school.

A public consultation is now open until 18 May 2026, giving families, schools and professionals the chance to share their views.

Similarities: What’s familiar about the new proposals

Many of the proposals echo changes first introduced in the 2014 reforms, including:

• A continued presumption that children should be educated in mainstream schools where possible.
• An emphasis on education, health and social care services working together.
• Greater use of mediation to resolve disagreements before appeal.
• A requirement that families should be involved in shaping their support plans.
• A tiered approach to support within schools.
• ISPs that closely resemble the Individual Education Plans (IEPs) many schools already use.

The government’s own analysis suggests that much of what was intended in 2014 has not been achieved in practice. This raises the question of how the new proposals would lead to meaningful change without tackling these underlying issues.

What are the key concerns raised so far

While the investment in early intervention and training is welcome, the proposals have sparked a number of concerns among parents, schools and SEND professionals.

Mainstream education isn’t always suitable

Although inclusion is important, many children simply cannot access the support they need in a mainstream environment. Families often report that mainstream placements have been tried but have not met their child’s needs. Being placed in an unsuitable setting can also affect a child’s confidence, sense of belonging and ability to form social connections.

There are practical challenges of new ISPs

Schools would be responsible for assessing needs, creating ISPs and delivering interventions. This significantly increases their workload at a time of existing pressure. It also raises the question of how disagreements about the content of an ISP would be handled. The proposed complaints process appears to rely on independent experts rather than tribunal judges, which may lead to inconsistent decision‑making.

Uncertainty around who qualifies for an EHCP

The government has not yet set out clear criteria for what counts as “complex needs”. Without clarity, families may struggle to understand whether their child will continue to qualify for an EHCP in the future.

A move toward fixed ‘support packages’

The proposed Specialist Provision Packages would replace the current personalised approach, where every need is linked to a specific provision. A package‑based system risks being too broad to capture what an individual child requires.

Concerns about placement decisions

The consultation documents emphasise “value for money” when deciding placements. This approach could make it harder for families to secure specialist or independent school placements, even when these are necessary to meet a child’s needs.

Under the proposals, the SEND Tribunal would still consider appeals, but—critically—it would no longer have the power to name a specific school. Instead, it could only require the local authority to reconsider its decision, potentially delaying access to the right placement.

Capacity of the ‘Experts at Hand’ service

While welcome in principle, there is little detail on how many schools each expert would support or whether they would have sufficient time to make a meaningful difference.

What are the positive steps within the proposals?

Despite these challenges, there are areas that could offer real benefits if delivered well. This includes greater investment in early support, increased numbers of educational psychologists, more consistent access to specialist advice, and a stronger focus on inclusive practice across education settings.

However, these improvements should not come at the cost of reducing families’ legal rights or limiting their ability to secure the support their child needs.

How Slater and Gordon can support you

Navigating SEND reforms can be overwhelming, particularly when your child’s education and wellbeing are at stake. At Slater and Gordon, our specialists are experienced in guiding families through complex changes like these, offering clear advice on your rights and the options available.

We have acted for families across England in challenging decisions, securing the right support and ensuring children receive the education they are entitled to. Our team is consistently recognised for excellence, with industry‑leading expertise in SEND law, appeals and education disputes.

If you’re worried about how these proposals might affect your child, we’re here to help with calm, practical and supportive guidance.

Frequently asked questions

Will my child lose their current EHCP?

No. All existing EHCPs remain in place until at least September 2030, and no child will be asked to leave their current special school.

What is an Individual Support Plan (ISP)?

An ISP is a document schools would use to record a child’s needs and the support they receive. It is designed for children who do not have an EHCP but still need additional help.

Will special schools still exist?

Yes. Special schools will continue, and children currently attending them will not be required to move.

Can I still appeal if I disagree with the support offered?

Yes, parents will still be able to appeal to tribunal, if they have an EHCP. However, under the proposals, the Tribunal would not be able to name a specific school, which may make the process less clear‑cut.

Are these changes definite?

Not yet. The proposals are currently under consultation until 18 May 2026, meaning they may change depending on feedback.