The 2026 Schools White Paper could mark the most significant proposed change to SEND provision in over a decade. Published in February 2026 by the Labour government, it promises a transformed education system, and has now entered a phase of public consultation. But if these proposals pass, what would it actually look like in practice?
It is proposed that above the universal offer, will sit three tiers of layered support: targeted, targeted plus, and specialist. Targeted support involves reasonable adjustments and interventions developed and managed by school staff. Targeted Plus would include a new ‘Experts at Hand’ service, which proposes bringing expert advice from outside professionals into schools. Lastly, Specialist support provides for the children with the most complex needs, through Specialist Provision Packages (SSPs) which will underpin provision set out in Education, Health and Care Plans (EHCPs). The aim of this system is to create clearer pathways and to enable earlier intervention while reserving statutory plans for the highest level of need. If implemented effectively, this could provide children with earlier and easier access to support; more specialists spending time in schools; and flexibility as needs change. However, questions remain about capacity, consistency, and the potential for children waiting too long in lower tiers without accessing the higher support they may need. Much will depend on how fluid the system is and whether movement between tiers is genuinely accessible.
Another key proposal is that settings would have a duty to provide an Individual Support Plan (ISP) for every child with SEND. The aim of these digital documents would be to extend SEND support to a far wider group of pupils, ensuring that more children have clearly documented needs and provision in place. In principle, this represents a more inclusive and proactive approach, with earlier intervention and greater parental involvement built into the process. However, there are significant concerns about how workable this model will be in practice. It is fair to ask whether ISPs are a rebranding of what schools have long done through Individual Education Plans (IEPs) or similar, albeit with a slightly more formal footing. The requirement to produce and review a plan for every child with SEND could create a huge administrative burden on schools, particularly in high-need settings. Unlike EHCPs, ISPs are not legally enforceable in the same way, raising the risk that they become a compliance exercise rather than a guarantee of provision. If issues arise with an ISP, parents can go through a school’s complaint process and potentially an independent panel. This not only raises workload for schools further, but may also foster a more adversarial dynamic between schools and parents. Ultimately, the impact of ISPs will depend on whether they meaningfully improve provision for children, or simply become a box-ticking exercise rather than delivering real, substantive change.
The SEND reforms (2026) aim to support mainstream schools to become ‘truly inclusive’, with one key proposal being the building of inclusion bases in every mainstream secondary school, alongside an equivalent number of places in primary settings. Backed by approximately £3.7 billion in funding, the reforms seek to create around 60,000 specialist places. In theory, this could allow more pupils with SEND to access targeted support while remaining in their local school community, which could reduce reliance on special schools and improve inclusion across the system. However, true inclusion must go beyond physical placement, therefore it will be fundamental that children are able to access wider school life, not simply be educated separately within a designated room. Furthermore, concerns remain that funding may be insufficient and unsustainable, particularly given the rising demand and existing pressures on SEND budgets. This means that inclusion bases could be at risk of being under-resourced which would consequently place additional strain on schools. Drawing on my experience as a SENCo in a mainstream school with an inclusion base, I have seen first-hand that adequate funding and staffing are essential, and that delivering this effectively is a complex task for which there are no shortcuts.
A further £200+ million will be allocated over three years to provide national SEND training for school staff, with the aim of supporting schools to create more inclusive learning environments that meet the needs of all children. A fully trained workforce across every school has the potential to benefit all children, not just those with identified SEND, by equipping staff with the knowledge and confidence to respond to a wider range of needs. This could lead to more inclusive, adaptive classrooms where more children are able to succeed. However, some may argue that many teachers already possess a strong understanding of inclusive practice, and that training alone does not address the underlying issue of capacity. While staff can develop a wide range of strategies, delivering them effectively in classrooms with 30 pupils, including many with high levels of need, remains a significant challenge without additional staffing and structural support.
The government (2026) has proposed a three-phase implementation designed to ensure a gradual transition, with support remaining in place throughout.
Phase one (2026-28) focuses on investment and system-building. This includes training programmes, the rollout of ‘Experts at Hand’, and publication of SSPs.
Phase two (2028-29) brings further investment, alongside new legislation expected to come into effect from September 2029.
Phase three (2029-30 onwards) marks the full introduction of the new system. This is when the first children will be assessed under the new framework, SPPs will be fully rolled out, 60,000 specialist places will be created, and legislation covering EHCPs, ISPs and National Inclusion Standards will be enacted.
The 2026 white paper is ambitious, and if fully implemented, could bring about real change. However, success will depend on careful implementation, sufficient funding and ongoing involvement from those it affects most. The public consultation is open now and will run until 11:59pm on 18th May 2026.
This is a crucial opportunity for schools, families, and professionals to help shape what comes next. What matters most is ensuring that the gap between policy intentions and actual funded reality is finally bridged so that all children can benefit from meaningful, lasting change.
Have your say by submitting feedback online via the Department for Education website form or via email: SENDreform.CONSULTATION@education.gov.uk
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The SEN Expert was set up by Claire in 2021 following a successful career spanning 12 years in school improvement, special educational needs, safeguarding and the arts.
Claire has worked as a Deputy Headteacher, Assistant Headteacher, Consultant and SENCO in both state and private schools in inner city London, the Southwest, the Midlands and the USA.
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We offer support for families, children, and schools to navigate the complex world of SEN.
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