A taskforce established by the Institute for Public Policy Research has proposed a new statutory category for additional learning support aimed at students with Special Educational Needs and Disabilities (SEND). This initiative seeks to reform the existing education and health care plans (EHCPs), ensuring that support for the most complex needs is effectively coordinated by local authorities.
The taskforce emphasized the importance of maintaining current EHCPs as legal documents, asserting that no child should lose their plan until a significantly improved support system is in place for families through comprehensive reform. This recommendation follows the Government”s announcement that it would 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, conveyed that the establishment of a statutory support category is a vital assurance for parents. Concerns have been raised regarding potential reductions in EHCPs under the Government”s reforms; however, education minister Georgia Gould has maintained that there will “always be a legal right to additional support” for young individuals with SEND.
When asked whether successful reforms might lead to a decrease in the issuance of EHCPs, Barton acknowledged that it is a possibility, adding, “If a child has been granted an EHCP, then you don”t suddenly start taking that away. Instead, you start thinking about, what are the alternative routes?”
The taskforce”s recommendation advocates for the identification of potential learning barriers as early as possible in a child”s life and proposes localized support solutions. Barton pointed out that “we know that for 50% of SEND children it”s speech and language issues” that impede learning. He suggested that by leveraging local expertise in speech and language therapies, support could be provided more promptly, alleviating the long waiting times often associated with obtaining an EHCP.
In collaboration with these reforms, the taskforce called for increased government investment in early intervention strategies, including enhanced funding for SEND professionals and teacher training. Margaret Mulholland, a SEND and inclusion specialist at ASCL, stressed that addressing the “insufficient core funding” in schools is crucial for the new SEND system”s success. She noted the importance of ensuring parents have confidence in any new approaches, as many view EHCPs as legal guarantees of their child”s support.
Since its establishment in the summer, the IPPR inclusion taskforce has been tasked with addressing the ongoing crisis in the SEND system. According to research, one in 14 young people faced a wait of over a year for an EHCP in 2024, while local authorities have seen a 250% increase in EHCP assessments from 2013 to 2024. Last year, fewer than half of EHCPs were issued within the legally mandated timeframe of 20 weeks.
For instance, over half of the youth in Leeds waited more than a year for an EHCP in 2024. A spokesperson for Leeds City Council indicated that they are continuing to invest in efforts to reduce assessment times, reporting a 117% increase in EHCPs completed in early 2025 compared to the same period the prior year. In Kirklees and Leicestershire, significant percentages of plans also exceeded the one-year mark for issuance, although local councils are implementing measures to improve these statistics.
Barton highlighted that any reforms will need careful consideration to finalize the details and build cross-party consensus. He emphasized that the Government must outline a timeline for implementing these changes. Baroness Morgan, a member of the IPPR inclusion taskforce and former education secretary, stated that merely making minor adjustments will not suffice to provide all children, particularly those with additional needs, with a quality education.
A spokesperson from the Department for Education remarked that it is unacceptable for parents to “fight for every scrap of support.” They noted that efforts are in progress to ensure support is routinely available and provided at the earliest stages, which includes improved teacher training, funding for more specialist school places, and early intervention for speech and language needs.
