The direction of SEND reform is becoming clearer, but the final changes depend on the government’s consultation response and implementing legislation.
The government set out its proposed reforms to the SEND system in February 2026, alongside SEND reform: putting children and young people first, a consultation on substantial changes to SEND provision in England. The consultation closed on 18 May 2026, with ministers yet to confirm the final reforms but the government has confirmed that legislative elements of the reforms will be taken forward through the Education for All Bill, announced in the May 2026 King’s Speech.
Building on the key proposals outlined in our February 2026 article, we explore them in more detail below.
Education, Health and Care Plans (EHCPs)
One of the biggest issues around SEND reforms is the future of EHCPs. The government’s position is that children and young people with the most complex needs will have EHCPs, supported by new evidence-based specialist provision packages. The government has in mind four levels of provision which are:
A universal offer available to all children
Targeted support
Targeted plus, involving more specialist education and health input
Specialist support for those with complex needs
Children receiving targeted or specialist support would have an Individual Support Plan (ISP) instead of an EHCP. This could introduce a significant shift in provision because instead of an EHCP being perceived as the principal gateway to additional support, the introduction of ISPs could create a more structured approach for those who do not meet the criteria for an EHCP. Success will depend upon on what support is available locally and how the introduction of any new national standards and duties will operate in practice.
Health input
The government says it will resource specialist input into the new arrangements from education and health professionals, including speech and language therapists and educational psychologists. That makes the practical interface between schools, local authorities and health bodies an area to watch closely as the landscape develops.
Existing EHCPs
New needs assessments will begin in September 2029. From 2030, children and young people with existing EHCPs will begin transitioning to ISPs. Reviews at key transition points will determine whether each child or young person moves to a specialist EHCP or an ISP under the new arrangements.
The government has also described a “triple lock” intended to ensure that children do not lose effective support as the system changes.
The detail of those transitional protections will be particularly important for children and families already within the current system.
Challenges to decisions
Given the important role that challenges and appeals currently play within the SEND system, the operation of that balance between earlier dispute resolution and access to the Tribunal will merit close attention.
Independent providers
The reforms have potentially significant implications for the independent specialist sector. Proposals include national price bands, statutory SEND-specific standards for independent schools, increased transparency over costs and a formal role for local authorities in decisions about the creation or expansion of independent sector provision.
Those measures could affect providers, commissioners and investors. They may alter not only the way specialist provision is commissioned, but also expectations around pricing, accountability and market development.
Reflections
The government’s response to the SEND reform consultation is awaited.
What is already apparent is the scale of the ambition with a system intended to intervene earlier, provide a more consistent mainstream offer and reserve EHCPs for those with the most complex needs, alongside changes affecting commissioning and specialist provision.
For commissioners, providers and families alike, the critical question will be whether the eventual legal framework and the resources sitting behind it can turn that ambition into a reality for children and young people who need educational support.
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