A recent report has called on the government to create a new statutory category of support for students with special educational needs and disabilities (SEND). This recommendation comes from a taskforce established by the Institute for Public Policy Research (IPPR), which advocates for a comprehensive system of additional learning support in schools.
The taskforce suggests that the government revamp the existing education, health, and care plans (EHCPs), transforming them into coordinated schemes managed by local authorities for the most complex needs. While it is crucial to retain current EHCPs, the taskforce emphasizes that no child should lose their plan until there is significantly improved support for families through substantial reforms.
This recommendation follows the government”s announcement that it will postpone the release of its Schools White Paper, which includes reforms related to SEND, until early next year. Geoff Barton, former general secretary of the Association of School and College Leaders (ASCL) and chairman of the IPPR”s inclusion taskforce, stated that establishing a statutory category of support offers “important reassurance for parents.” He acknowledged concerns that the reforms might lead to a reduction in EHCPs, but assured that there will always be a legal right to additional support for young people with SEND.
When asked if successful reforms might reduce the number of EHCPs issued, Barton explained that while existing plans would not be taken away, it is essential to explore alternative support routes. The taskforce aims to identify potential barriers to learning as early as possible in a child”s life, particularly since many children with SEND face challenges related to speech and language.
To implement these reforms effectively, the taskforce argues that the government should invest in early intervention, including increased funding for schools to hire SEND professionals and enhance teacher training programs. Margaret Mulholland, a SEND and inclusion specialist at ASCL, stressed the importance of addressing “insufficient core funding” in schools to ensure the new SEND system”s success. She noted that families often view EHCPs as a legal guarantee of support for their child, highlighting the need for any new approach to establish their trust.
The IPPR”s inclusion taskforce was formed over the summer to address the ongoing crisis in the SEND system. Research indicates that one in 14 young people waited over a year for an EHCP in 2024, while the number of EHCP assessments conducted by local authorities surged dramatically between 2013 and 2024. Last year, fewer than half of EHCPs were issued within the statutory timeframe of 20 weeks.
For instance, in Leeds, more than half of young people waited over a year for an EHCP in 2024. A spokesperson for Leeds City Council reported ongoing efforts to reduce assessment times, which resulted in a significant increase in EHCPs completed within the first three months of 2025 compared to the same period last year. Similar trends were observed in Kirklees and Leicestershire, where significant progress has been made in reducing waiting times.
Despite this progress, researchers have identified poverty, the impact of the Covid-19 pandemic, and cuts to support services as potential contributors to the rising demand for SEND support. Barton emphasized the necessity for careful deliberation in reforming the system, including building cross-party support and establishing a timeline for implementation.
Baroness Morgan, a member of the IPPR inclusion taskforce and former education secretary, asserted that merely making minor adjustments will not suffice to ensure that all children, particularly those with additional needs, receive an excellent education. A spokesperson from the Department for Education (DfE) acknowledged that it is unacceptable for parents to “fight for every scrap of support.” They indicated that efforts are underway to ensure that support becomes routine and available at the earliest stages, which includes enhanced teacher training and substantial investment in specialist school placements.
