The Government is being urged to implement a new statutory category of support for young individuals with special educational needs and disabilities (SEND), according to a recent report. The Institute for Public Policy Research (IPPR) established a SEND taskforce, which recommended the creation of a new system for additional learning support within schools.
The proposed changes include transforming education, health, and care plans (EHCPs) into schemes managed by local authorities, specifically designed for students with the most complex needs. The taskforce emphasized that existing EHCPs, which outline the necessary support for SEND students, must remain in place until there is a significant enhancement in support for families through major reforms.
This recommendation follows the Government”s announcement that the release of its Schools White Paper, which contains proposed SEND reforms, will be postponed until early next year. Geoff Barton, the former general secretary of the Association of School and College Leaders (ASCL) and current chairman of the IPPR”s inclusion taskforce, stated that having a statutory category of support would offer “important reassurance for parents.”
Concerns have been raised regarding potential reductions in EHCPs under the Government”s proposed reforms. However, education minister Georgia Gould has assured that there will always be a legal right to additional support for young people with SEND. When asked if successful reforms might lead to fewer EHCPs being issued, Barton indicated that it is possible, but emphasized that a child granted an EHCP will not have it revoked suddenly.
The taskforce”s proposal for statutory additional learning support aims to identify potential barriers to learning as early as possible in a child”s life and to find solutions within their local communities. Barton highlighted that approximately half of SEND children face challenges related to speech and language, suggesting that localized support from speech and language therapy could expedite assistance, rather than leaving parents to wait for lengthy EHCP processes.
The taskforce also called for increased investment from the Government in early intervention strategies, which should include additional funding for schools to hire SEND professionals and enhance teacher training. Margaret Mulholland, a SEND and inclusion specialist at ASCL, noted that addressing the “insufficient core funding” in schools is crucial for the success of any new SEND system. She remarked that families view these plans as a legal guarantee of support, so any new approach must build their confidence.
The IPPR set up the inclusion taskforce to tackle the ongoing crisis within the SEND system. Recent research indicated that one in 14 young people waited over a year to receive their EHCP in 2024, while the number of assessments conducted by local authorities surged significantly over the past decade. In Leeds, for instance, more than half of young individuals experienced delays exceeding a year for their EHCPs in 2024.
A spokesperson for Leeds City Council stated that efforts are ongoing to reduce the time taken to complete assessments, noting a 117% increase in the number of EHCPs finalized in the first three months of 2025 compared to the same period last year. Similar improvements have been reported in Kirklees and Leicestershire, where significant numbers of plans were issued after long delays.
Despite improvements in some areas, at least one in five young people across 14 other councils faced delays of over a year for their EHCPs last year. Research points to factors such as poverty and the impact of the Covid-19 pandemic, along with cuts to support services, as potential contributors to the increased demand for SEND support.
Barton acknowledged that careful consideration is necessary for the reforms, stressing the importance of establishing cross-party consensus and outlining a timeline for the changes. Baroness Morgan, a member of the IPPR inclusion taskforce and former education secretary, asserted that merely making minor adjustments to the system will not suffice to ensure all children, especially those with additional needs, receive an excellent education.
A spokesperson for the Department for Education (DfE) expressed that it is unacceptable for parents to “fight for every scrap of support.” The spokesperson added that initiatives are already in progress to ensure support is readily available, such as enhanced training for teachers, funding for more specialist school places, early intervention for speech and language needs, and the embedding of SEND leads in local family hubs.
