Parents of Children with Send Give Mixed Response to England's Overhaul
Parents of children with special educational needs and disabilities (Send) have expressed a mixed response to the government's long-awaited overhaul in England. Amid relief that the changes will avoid significant disruption for families, there are deep-seated fears that some children may not benefit from the reforms, with concerns over inclusivity and access to support remaining prominent.
Becky, whose son Kyllian has multiple disabilities including cerebral palsy and is registered blind, described herself as "cautiously optimistic" about the announcements made by Education Secretary Bridget Phillipson. She felt immediate relief that her son would not have to move from his special school, a worry that had plagued her. "I was concerned they might shift the criteria, forcing us back to square one in fighting for everything again," she said. "This time, I have a bit more hope, given that parent consultations were actually conducted, unlike with previous governments."
Concerns Over Inclusivity and Complex Needs
However, Becky noted that the emphasis of the changes appears to be geared towards children who can attend mainstream schools. "While it's great they're moving towards inclusivity, there wasn't much said to address children with more complex needs and physical disabilities, like my son," she added. The plans include improving inclusion for Send children within mainstream schools and introducing new restrictions to qualify for the highest tier of support, known as an Education, Health and Care Plan (EHCP), from 2030. Children in special schools, such as Kyllian, will retain their EHCPs.
The government forecasts that approximately one in eight children with EHCPs will be transitioned to new Individual Support Plans (ISPs) between 2030 and 2035. Additionally, those granted EHCPs after 2030 will have reduced influence over school choices and fewer avenues for appeal, raising concerns among parents and advocates.
Expert Warnings and Parental Struggles
Jolanta Lasota, chief executive of Ambitious about Autism, issued a stark warning: "Limiting EHCPs to only those with the most complex needs relies heavily on mainstream schools becoming genuinely inclusive. Yet, much of the detail on achieving this remains undefined, and none of it has been proven to work at scale. We need tangible evidence of improvement before altering or removing existing rights and protections."
May Race, mother of 12-year-old Joseph who has autism, ADHD, and dyslexia, shared her struggles. Despite obtaining an EHCP, Joseph has been unable to access the necessary support and has been out of school for over a year. May expressed skepticism that he or many other neurodivergent children would benefit from the changes. "He has really struggled in the mainstream," she said. "There's been no acknowledgment that some children are unable to attend school, often due to trauma caused by the failing system."
Calls for Clarity and Funding
Jane Harris, chief executive of Speech and Language UK, which represents children with conditions like developmental language disorder, described the overhaul as "a bold vision" that could transform education for many. However, she cautioned: "Families and young people with the most significant speech and language challenges urgently need clarity on practical implications—who will qualify for an EHCP, and how the government will guarantee access to specialist bases and special schools for those in need."
Pepe Di'Iasio, general secretary of the Association of School and College Leaders, highlighted critical questions from educators: "School and college leaders will wonder if there's enough money to deliver these plans and how to meet all new expectations. The Send reforms are necessary and sensible, but they place a huge demand on mainstream schools to expand provision and implement training on a massive scale."
As England moves forward with these Send changes, the mixed responses from parents and experts underscore the challenges ahead. While there is optimism for improved inclusivity, concerns over support for complex needs, funding, and implementation details remain at the forefront, shaping the future of special education in the country.
