A taskforce established by the Institute for Public Policy Research has suggested the introduction of a new statutory category for additional learning support in schools for students with special educational needs and disabilities (SEND). This initiative aims to reform existing education, health, and care plans (EHCPs), transforming them into systems managed by local authorities to better cater to the most complex cases.
The taskforce emphasized the importance of retaining current EHCPs, which are legal documents that outline the necessary support for young people with SEND. They argue that no child should lose their EHCP until substantial improvements are made to support families through comprehensive reforms. This recommendation follows the government”s decision to postpone the release of its Schools White Paper, which includes SEND reforms, until early next year.
Geoff Barton, the former general secretary of the Association of School and College Leaders (ASCL) and chairman of the IPPR”s inclusion taskforce, stated that establishing a new statutory support category would provide crucial reassurance to parents. Concerns have been raised regarding potential reductions in EHCPs under government reforms; however, education minister Georgia Gould has assured that there will always be a legal right to additional support for young people with SEND.
Mr. Barton noted that while successful reforms could lead to a decrease in the number of EHCPs issued, it is essential that those already granted are not revoked. Instead, he stated that the focus should shift to exploring alternative support pathways.
The taskforce”s proposal for statutory additional learning support emphasizes the need for prompt identification of learning barriers as early as possible in a child”s life. Mr. Barton highlighted that approximately 50% of children with SEND face challenges related to speech and language, suggesting that local expertise in speech and language therapy could provide timely assistance, preventing families from waiting excessively for an EHCP.
Moreover, the taskforce called for increased government investment in early intervention, which includes additional funding for schools to hire SEND professionals and enhance teacher training. Margaret Mulholland, a SEND and inclusion specialist at ASCL, stressed that addressing the issue of inadequate core funding in schools is vital for the success of any new SEND framework.
The IPPR”s inclusion taskforce was formed in the summer to address the crisis within the SEND system. Recent research indicated that one in 14 young people waited over a year to receive an EHCP in 2024, while the number of EHCP assessments conducted by local authorities surged by 250% from 2013 to 2024. Less than half of EHCPs issued last year met the statutory time limit of 20 weeks.
In cities like Leeds, more than half of young people waited over a year for their EHCP in 2024. A spokesperson for Leeds City Council noted ongoing efforts to reduce assessment times, which have already resulted in a significant increase in EHCPs completed in early 2025 compared to the previous year. Similar improvements were reported by Kirklees and Leicestershire councils, with both areas making strides to reduce waiting times.
However, researchers identified poverty, the impact of the Covid-19 pandemic, and cuts to support services as contributing factors to the escalating demand for SEND support. Mr. Barton emphasized the need for careful consideration in implementing reforms and building cross-party agreement, urging the government to establish a clear timeline for these reforms.
Baroness Morgan, a member of the IPPR inclusion taskforce and former education secretary, remarked that mere adjustments to the existing system will not suffice to ensure an excellent education for all children, particularly those with additional needs. A spokesperson from the Department for Education stated that it is unacceptable for parents to struggle to secure necessary support for their children and emphasized ongoing work to ensure that support is accessible at the earliest stages.
