SEND Reform: Putting Children and Young People First White Paper – The Key Takeaways

The white paper sets out proposed changes to improve outcomes for children and young people with SEND, including early, fair support, with shared accountabilities across local partners.

The paper is currently in draft form with the DfE seeking the views of professionals during this consultation period, which runs until 18th May 2026. You can submit your views here - https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.

One of the most pertinent takeaways from this white paper is the layered approach for supporting young people with additional needs. In addition, EHCPs will be overhauled with their use for pupils with the most complex and high-level needs. For students with less complex needs, schools will be responsible for creating Individual Support Plans (ISPs).

With significant change afoot, what does the timeline look like for implementation? As is common with system reform, there is a gradual approach to implementation to allow system wide changes and education settings to prepare.

Implementation Timeline

• February 23 – May 18, 2026: 12-week public consultation on the proposals

• 2025-26 Academic Year: Initial alignment with best practice begins

• 2026-27 Academic Year: Preparation for SEND and curriculum reforms

• By July 2026: Schools are expected to map inclusion-based locations and audit interventions against new national frameworks

• 2028-29 Academic Year: Full implementation of the new SEND system

The New Tiered System

Universal Offer:

All mainstream settings will be expected to deliver a strengthened baseline of inclusive practice, backed by staff training, evidence-based teaching, inclusive leadership, and strong partnership working with families and services. With the intention of meeting the needs of all pupils, without the need to use additional tiers of support.

The Three ‘Layers of Support’ are interlocking tiers that are designed to be

flexible and can be accessed as a child’s needs change. Pupils may move between layers over time.

Future of EHCPs

EHCPs will only be issued after specialist assessments and placement decisions. Pupils not meeting the EHCP threshold will instead have support through an Individual Support Plan (ISP). Existing EHCPs for children in year three and above will continue until age 16, while younger children will be reassessed at primary-to-secondary transition. The DfE expects EHCP numbers to rise over the next three years, returning to current levels by 2035.

Updated SEND Code of Practice

The statutory SEND code will be updated to strengthen accountability and training requirements. It will include guidance on executive function, physical, sensory, speech, language, communication, social-emotional development, and mental health support for all pupils.

High Needs Funding

More high needs funding will be incorporated into core school budgets, using proxies in the national funding formula. The DfE will clarify each school’s inclusion funding share and streamline the funding landscape.

Special School Curriculum

Pupils entering special schools from 2029 can remain there until the end of their education unless they choose mainstream. The DfE will review and publish national guidance on effective special school curricula. Special schools and alternative provision will provide outreach and short-term placements for some mainstream pupils.

SEND Clusters

All schools will join local SEND clusters, collaborating with local authorities and integrated care boards. Funding may be pooled to share resources and expertise, with conditions to ensure it improves SEND provision.

Inclusion Standards and School Strategy New evidence-based national standards will guide the universal offer and all support tiers, with up to £15 million invested by 2028 to build the evidence base under independent expert oversight. Schools will produce an annual inclusion strategy showing planned support and funding use, replacing SEN information reports, with Ofsted assessing implementation and staff readiness.

New Performance Measures

Progress measures will be updated to recognise schools supporting pupils who start secondary school behind their peers, alongside existing progress 8 reforms.

Oversight of Private Special Schools

The DfE will limit independent special school expansion where local demand is unproven. Schools must meet national standards, offer placements based on specialist packages, and report costs to commissioning councils to receive state funding.

Children’s Commissioner Oversight

The commissioner will monitor SEND reform implementation, focusing on children in care, those in need, and those not in school.

How will Prospero Learning respond to the DfE consultation?

Prospero Learning will be responding to the consultation, highlighting the critical need for thorough and properly funded training for school staff. We will stress that effective inclusion relies on teachers and support staff having the skills, knowledge, and confidence to meet the diverse needs of all pupils. Without sustained investment in professional development, even the best policy reforms risk falling short in practice. Our response will advocate for practical, accessible training that equips school staff to implement the new support tiers and inclusion strategies successfully.