The UK government’s 2026 schools’ white paper — published alongside a consultation on SEND reform — signals one of the most significant proposed changes to the special educational needs and disabilities (SEND) system in England in over a decade.
For schools, it points to a shift in both expectations and delivery. For families — particularly those navigating the system for the first time or relocating to the UK — it raises important questions about how support will be accessed, delivered and experienced in practice.
These reforms are not yet final policy. Many of the proposals outlined remain subject to consultation and require legislation and phased implementation over several years. Meaningful system-wide change is likely to unfold gradually across the latter part of the decade.
Even so, the proposals give a strong indication of the direction of travel.
Why reform SEND education?
The case for reform is widely recognised across the sector.
Demand for SEND support has increased steadily in recent years. The number of pupils identified with SEND — and those with Education, Health and Care Plans (EHCPs) — has grown significantly, placing sustained pressure on both schools and local authorities.
For families, this has often translated into:
- long waiting times for assessment and support
- uncertainty about what provision will look like
- very different experiences depending on where they live
This variation — often described as a “postcode lottery” — can make decision-making particularly challenging. For families relocating to the UK, where the system may already feel unfamiliar, these differences are not always easy to identify in advance.
A central aim of the proposed reforms is to address this inconsistency by creating a more coherent national framework, with greater clarity around what support should look like across different areas, while still allowing for some local flexibility.
What reforms are being proposed?
While full details are still emerging, several key themes can already be identified:
Individual Support Plans (ISPs)
A central proposal is the introduction of Individual Support Plans (ISPs). Under the current model, these would sit alongside EHCPs, which would remain in place for children with the most complex needs.
In practice, this could allow schools to put structured support in place earlier, without families needing to go through a lengthy statutory process. For example, a child with emerging speech and language needs might receive targeted support through an ISP rather than waiting for an EHCP assessment.
ISPs & EHCPs are also expected to be digitally managed, with the aim of improving transparency, speed and coordination between schools, families and specialist services.
At the same time, an important question remains: whether ISPs will offer the same level of clarity and reassurance as EHCPs currently provide — particularly in terms of accountability and how support will be enforced in practice.
A more structured model of support
The reforms also point towards a clearer, layered approach to SEND provision. The intention is to strengthen early identification and intervention within mainstream schools, reducing reliance on statutory processes where appropriate. In principle, this should make support more responsive, though much will depend on how consistently it is implemented across different settings.
A stronger emphasis on inclusion
There is a clear direction towards supporting more pupils with SEND within mainstream settings.
This is to be supported by proposals such as:
- the development of Inclusion Bases within schools
- more structured access to multidisciplinary specialist teams, bringing together education, health and other expertise
Over time, the expectation is that mainstream schools will play an even greater role in meeting a wider range of needs, with specialist input more readily available when required.
Investment in workforce and capacity
Alongside structural changes, the government has outlined significant investment in teacher development, specialist services and school capacity.
While this is important, experience suggests that funding alone is unlikely to resolve existing challenges without careful attention to how resources are used in practice — particularly at school level.
What proposed SEND reforms could mean in practice
For schools, these proposals point to a gradual but meaningful shift in responsibility.
SEND provision is set to become even more embedded as a whole-school priority, with classroom teachers playing a central role alongside SEND specialists. Schools may need to review how they identify needs, track progress and ensure consistency across different classrooms and year groups — particularly within this more standardised national framework.
For families, the move towards earlier, school-led support could be positive — particularly if it leads to quicker access to help. However, it may also raise new questions around clarity and consistency, especially whilst reforms are being introduced.
In practical terms, families will need to understand:
- how a school identifies needs at an early stage
- what day-to-day support actually looks like
- how progress is monitored and communicated
For those relocating to the UK, this level of detail will remain essential. While the reforms aim to reduce variation, differences between schools — and between local areas — are likely to persist, particularly during the transition period.
Translating policy to practice
Although much will depend on final policy decisions, there are practical steps that schools and families can begin to consider now.
Many schools are already reviewing their SEND provision against a more structured model, with a growing focus on early intervention and staff confidence. For families, this is a useful moment to engage in informed conversations with prospective schools — not just about what support exists for their child, but how this support I delivered in practice.
As the system evolves — and as more detail emerges over the coming years — strong relationships between schools and families will remain central.
The proposed SEND reforms present a meaningful opportunity to create a more consistent and inclusive system. At the same time, the reforms remain at a consultation and policy development stage, and their success will depend heavily on how they are implemented over time.
For schools, the focus will be on embedding change in a way that is both practical and sustainable. For families, it will be about understanding how the system works in reality — not just in policy documents, but in individual schools and local areas.
Ultimately, the impact of SEND reform will be shaped not only by policy design, but by how confidently it translates into everyday experiences for children, families and schools.
For schools and families seeking clarity during this transition, we welcome the opportunity to discuss your specific circumstances—please feel free to contact us.
