The SEND White Paper: What Does it Mean and What Do You Need to Know?

The UK government has published its latest education reform paper, Every Child Achieving and Thriving, setting out what it describes as a “once-in-a-generation” shift in how schools support children — including those with special educational needs and disabilities (SEND). Released by the Department for Education, the paper outlines significant changes to funding, accountability and SEND structures in England.

But beyond the headlines and political messaging, what does this actually mean for schools? For parents navigating the system? For SENCOs already stretched thin? And perhaps most importantly — will this genuinely improve outcomes for children with SEND?

At The Sunshine Room, where we work closely with parents, SEN professionals and schools across the UK, we’ve taken a deep dive into the detail. Here’s what you need to know.

The Big Picture: The Current State of SEND in England

Before we can understand what the new reforms might change, we have to be honest about where the SEND system currently stands.

And the truth? It’s under extraordinary strain.

Over the past decade, the number of children identified with SEND — particularly those with Education, Health and Care Plans (EHCPs) — has risen sharply. Since the introduction of EHCPs under the Children and Families Act 2014, demand has grown year on year. Local authorities are now managing record numbers of plans. Many councils are operating with substantial High Needs budget deficits. Some are relying on government “safety valve” agreements just to stay financially afloat.

At the same time, mainstream schools are educating increasing numbers of pupils with complex needs, often without equivalent growth in specialist staffing or funding.

Parents: Frustration, Fatigue and Fighting for Provision

If you speak to parents navigating the SEND system right now, a few themes consistently emerge:

• Long waits for assessment

• Lack of understanding of their child's needs

• Delays in EHCP issuance

• Difficulty accessing therapies

• Inconsistent provision between local authorities

• The emotional toll of tribunal battles

For many families, securing an EHCP feels less like a support process and more like a legal campaign. Even when an EHCP is granted, the fight isn't over. Tribunal appeals have risen significantly in recent years, and the vast majority of cases are decided in favour of parents. That statistic alone tells us something important: families often feel they must fight to secure appropriate support.

Parents frequently describe the system as adversarial rather than collaborative. Instead of feeling like partners in their child’s education, many feel they are forced into advocacy roles simply to access what their child needs.

There is also growing concern about postcode variation. The support a child receives can look very different depending on where they live. Some areas of the UK only have 1 or 2 SEND or SEMH schools in the entire county - I've had parents report to me that they have to do 40-50 miles just to get their child to an appropriate school setting.

Schools: Inclusion in Principle, Pressure in Practice

Mainstream schools overwhelmingly support inclusion as a principle. Most teachers want to meet diverse needs. However, what leaders and staff consistently raise is the gap between expectation and capacity.

Common concerns include:

• High pupil-to-staff ratios

• Limited access to educational psychologists or other specialists

• Reduced external specialist support

• Escalating behavioural complexity

• Staff burnout

SENCOs in particular are reporting increasingly strategic and high-stakes roles, often juggling statutory paperwork, staff training, safeguarding considerations, and parental liaison — sometimes while still teaching part-time.

School leaders also highlight funding pressures. While high-needs funding has increased nationally, it has not always kept pace with rising demand. Many schools report cross-subsidising SEND provision from core budgets, effectively redistributing funds from other areas to plug SEND gaps.

Inclusion without sufficient funding creates tension. Leaders are expected to deliver tailored provision, but budgets and staffing often limit what is realistically possible.

Workforce Shortages: A Critical Bottleneck

Even when funding is available, recruitment remains a significant barrier.

There are national shortages of:

• Educational psychologists

• Speech and language therapists

• Specialist SEND teachers

• Experienced teaching assistants

Working within SEND is a challenging environment and whilst many want to support children with SEND, they find that actually doing the job with limited funding, increasing challenging/complex needs leads to burnout quickly.

The Major Structural Change from the SEND White Paper: A Tiered Support System

One of the most significant proposals is the introduction of a clearer tiered support model.

Under the new framework, SEND support will sit within structured levels:

• Universal support within mainstream classrooms

• Targeted and Targeted-Plus support for pupils with additional needs

• Specialist provision for those with the most complex needs

The key shift? EHCPs would be reserved for the highest level of need. Many children who might previously have qualified for an EHCP may instead receive an Individual Support Plan (ISP), delivered by the school but without the same legal enforceability.

This is the most controversial aspect of the reforms.

EHCPs carry legal weight. Parents can appeal to tribunal if provision isn’t delivered. ISPs are likely to be school-managed plans without that same statutory backing. In practical terms, this could mean fewer legal protections for families.

The government argues this will reduce bureaucracy and ensure support is delivered faster. Critics argue it risks weakening safeguards and many children may miss out on clear and necessary support if they don't "qualify" as complex needs. Both points hold some truth.

Greater Emphasis on Mainstream Inclusion

The White Paper makes inclusion a central expectation rather than an aspiration. Mainstream schools will be expected to build internal capacity to support a broader range of needs. There is clear intent to reduce reliance on costly independent special school placements and to make mainstream schools genuinely inclusive environments.

In principle, this is positive. Many children thrive in inclusive settings when properly supported. Early intervention, targeted group support and specialist input within mainstream schools can absolutely improve outcomes.

However, inclusion without sufficient staffing, training and funding risks becoming rhetoric. Teachers already managing large classes and complex behaviour cannot simply “absorb” higher levels of need without additional expertise, support or staffing. How are we meant to address this?

Reassessment at Transition Points

Another proposal likely to cause anxiety is reassessment of EHCP eligibility at key transition stages, such as moving from primary to secondary school.

On one hand, regular review ensures plans remain appropriate. On the other, transition points are already very vulnerable periods for SEND pupils. I know that my husband, who was diagnosed with autism his 20s, found the transition to secondary school horrendous. He went from a very small, village type primary school to a huge inner-London secondary with over 2000 pupils. He experienced horrific bullying, sensory overload most days and a distinct lack of support from any staff. Pupils with SEND don't just stop needing additional support because they get older - and certainly during important transition periods, if anything they need more support.

Removing statutory protection at this stage could create instability.

The £4 Billion Question: What Is the Funding Actually For?

The government has announced approximately £4 billion in investment linked to these reforms.

The funding is expected to support:

• An Inclusive Mainstream Fund for early and targeted support

• Expansion of specialist outreach services

• Workforce development and training

• Increased access to speech and language therapists and SEND specialists

• Greater early years intervention

This is, without question, welcome investment. Schools need funding. SEND services need funding. Recruitment pipelines need funding.

But here’s the uncomfortable reality: money alone does not instantly create specialists.

Educational psychologists, speech therapists and experienced SEND teachers are already in very short supply. Even with funding available, recruitment takes time. Training takes years. Retention remains, in my eyes, the biggest challenge. SEND professionals are already under incredible stress and high work loads and I get the feeling that this White Paper may actually add to the work load rather than relieve it.

What Stays the Same?

Despite the structural shifts, several principles remain consistent:

• Early identification remains a priority

• Multi-agency collaboration is still central

• Local authorities retain oversight responsibilities

• Schools remain accountable for delivering SEND provision

So this is not a dismantling of the SEND system. It is a reshaping of how support is allocated and protected.

What This Means for Different Stakeholders

For Parents

Expect earlier support in mainstream settings — potentially without needing an EHCP. Though, we know that this is already taking place! However, be aware that legal safeguards may change. Understanding the difference between an ISP and an EHCP will become crucial.

For Teachers

There will be stronger expectations around inclusive classroom practice. Training opportunities may increase. So might workload, especially during transition to new frameworks.

For SENCOs

Documentation systems may shift. Strategic planning will become even more important. The role may evolve further into capacity-building and staff development rather than primarily coordinating statutory plans. I can definitely foresee the SENCO role becoming even more over-worked than it already is.

For School Leaders

Inclusion will likely become a more visible accountability measure. Leaders will need to ensure funding is strategically allocated and staff are trained effectively.

Will It Genuinely Change Anything?

This is the honest answer: it depends on implementation.

If funding is ring-fenced, recruitment pipelines are strengthened, and schools receive sustained support, the reforms could improve early intervention and reduce unnecessary bureaucracy.

If, however, EHCP thresholds tighten without sufficient mainstream capacity, families may feel protections are being reduced without genuine improvement in provision.

The success of this White Paper will not be determined by policy language. It will be determined by whether teachers on the ground feel better equipped, whether SENCOs feel supported rather than overwhelmed, and whether parents feel confident — not anxious — about their child’s future.