A taskforce established by the Institute for Public Policy Research (IPPR) has put forward significant recommendations aimed at enhancing support for students with special educational needs and disabilities (SEND) in schools. The proposal includes the creation of a new statutory category of additional learning support and a comprehensive overhaul of education, health, and care plans (EHCPs) to be managed by local authorities for students with the most complex needs.
The taskforce emphasized the importance of maintaining existing EHCPs, which serve as legal documents outlining the necessary support for young people with SEND. They asserted that no child should lose their EHCP until families receive “significantly better support” through major reforms. This announcement follows the government”s decision to postpone the release of its Schools White Paper, which is expected to include SEND reforms, 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, described the recommendation for a statutory support category as a “critical reassurance” for parents. Concerns have been raised regarding potential cuts to EHCPs under government reforms; however, education minister Georgia Gould has stated that there will always be a legal right to additional support for students with SEND.
When asked whether successful reforms might lead to a decrease in the number of EHCPs issued, Barton acknowledged that it was possible. He clarified, “If a child has been granted an EHCP, then you don”t suddenly start taking that away. Instead, you start thinking about what alternative routes are available.”
The taskforce”s proposal aims to identify potential barriers to learning as early as possible in a child”s development and to address these challenges locally. Barton pointed out that approximately 50% of children with SEND face difficulties related to speech and language, suggesting that local expertise in speech and language therapy could be harnessed to provide timely support, alleviating the long wait times for EHCPs.
The taskforce also highlighted the necessity of government investment in early intervention, advocating for increased funding for SEND professionals and teacher training in schools. Margaret Mulholland, a SEND and inclusion specialist at ASCL, stressed that addressing “insufficient core funding” in schools is vital for the success of any new SEND framework. She noted that families view EHCPs as a legal guarantee of support for their children, making it imperative to build their confidence in any new approach.
The IPPR inclusion taskforce was established during the summer to provide solutions to the ongoing crisis in the SEND system. Recent research revealed that one in 14 young people waited over a year to receive their EHCP in 2024. Furthermore, the number of EHCP assessments conducted by local authorities surged by 250% from 2013 to 2024. Last year, only 46.4% of EHCPs were processed within the statutory timeframe of 20 weeks.
In areas like Leeds, more than half of young people waited over a year for an EHCP in 2024, prompting city officials to invest in measures aimed at reducing assessment times. Kirklees and Leicestershire also reported significant delays, with a substantial percentage of plans issued after more than a year. However, positive developments have emerged, such as Leeds City Council”s 117% increase in EHCP completions in early 2025 compared to the previous year.
Despite these improvements, challenges remain. Research indicates that poverty, the effects of the COVID-19 pandemic, and cuts to support services have likely contributed to the increasing demand for SEND support. Barton asserted that careful planning and cross-party collaboration will be essential for reform success, emphasizing the need for a clear timeline from the government. Baroness Morgan, a member of the IPPR inclusion taskforce and former education secretary, noted that merely making minor adjustments to the existing system would not suffice to ensure all children, particularly those with additional needs, receive an excellent education.
A spokesperson for the Department for Education stated that it is unacceptable for parents to have to “fight for every scrap of support.” They added that efforts are already underway to ensure that support becomes a routine part of early education, which includes enhancing teacher training, allocating £740 million to create more specialist school placements, and implementing early intervention strategies for speech and language needs.
