SEND Reforms 2026: What Parents Need to Know (and What to Do If Your Child Is Struggling in School)
SEND Reforms 2026: What Parents Need to Know (and What to Do If Your Child Is Struggling in School)
A clear, honest guide to the Schools White Paper, new funding, Individual Support Plans, and what it all means for families navigating the SEND system right now.
A calm overview: what's being announced and why it matters
In February 2026, the government published its Schools White Paper, "Every Child Achieving and Thriving," alongside what it describes as a landmark £4 billion investment in SEND. The stated aim is to make mainstream schools more inclusive, get specialist support to children earlier, and reduce the feeling that help only comes "after a fight."
If you're a parent reading this, you're probably wondering one thing: what does this actually mean for my child? That's what this guide is for. No jargon, no spin — just a clear walk-through of what's changing, what's still uncertain, and what you can do right now.
Why families feel they have to "fight" for support
For years, many families have described the SEND system as exhausting and adversarial. Support often arrives too late, varies dramatically by postcode, and frequently depends on having an EHCP — a process that can take months and is sometimes refused even when needs are clear.
The government's own language acknowledges this. The reforms are framed as ending a system where support "comes too late and only after a fight." Whether these reforms deliver on that promise will depend on how they are implemented locally — but the acknowledgment itself matters.
The big promise: earlier help, closer to home
The central idea is straightforward: children should be able to access support in their local school, without needing to go through a lengthy formal process first. More specialist expertise should be available to schools directly. And families should not need to navigate the system alone.
The direction of travel is clear: support should follow the child, not the paperwork. Whether this works in practice will depend on staffing, training, and local commissioning — none of which change overnight.
The £4 billion headline — what it's actually funding
Large numbers can sound impressive without being meaningful. Here is what the £4 billion is actually split across:
Where the funding goes
£1.6bn
Inclusive Mainstream Fund
Paid directly to early years settings, schools and colleges over 3 years for early, targeted support at the first signs of additional needs.
£1.8bn
Experts at Hand
Creates locally commissioned teams of specialists (EPs, SaLT, OT) available to schools whether or not a child has an EHCP.
£200m+
Best Start Family Hubs
SEND outreach and support in every community's Family Hub, especially for early years identification.
£200m
LA Transformation
Funding for local authorities to redesign how they deliver SEND services and maintain provision during transition.
Inclusive Mainstream Fund: what schools can use it for
This £1.6 billion is designed to go directly to settings so they can act early — before a child reaches crisis point. Examples include small group language or literacy support, targeted social and emotional interventions, and adaptive teaching approaches for commonly occurring needs.
Early, targeted support that doesn't require a diagnosis
One of the most significant aspects is that this support should be available based on identified need, not a formal diagnosis or EHCP. A child who is struggling with attention, anxiety, or communication should be able to access targeted help without waiting months for an assessment.
"Experts at Hand": what parents should expect locally
The £1.8 billion Experts at Hand programme aims to create a locally commissioned "bank" of specialists — educational psychologists, speech and language therapists, occupational therapists, and others — that schools can draw on directly.
The government has stated that once rolled out, an average secondary school could receive over 160 days of specialist time per year. Special and alternative provision schools are also expected to act as expert hubs, providing training and outreach to mainstream colleagues.
Specialist input beyond EHCP-only routes
Currently, many families find that the only way to access specialist support is through an EHCP. The Experts at Hand model is designed to change that — making specialist input available as part of a school's regular toolkit, not something reserved for children who have been through a formal assessment process.
What this looks like in your area will depend on local commissioning. The funding is national, but the delivery will be local. Ask your school and local authority what plans are being made.
What changes in school day-to-day (and what might not)
Inclusion bases: what they are and who they may help
The White Paper includes plans for every school to have an "inclusion base" — a dedicated space and team within a mainstream setting designed to provide additional support for pupils who need a more adjusted environment for some or all of the school day.
This is funded through a £3.7 billion capital programme that also covers 60,000 new specialist SEND places. In principle, inclusion bases could help children who currently fall between mainstream and specialist provision — those who need more support than a standard classroom can offer, but who could thrive with the right adjustments.
"Every teacher a teacher of SEND": training ambitions vs reality
The reforms include a new requirement for all teachers to be trained to support children with SEND, backed by £200 million. The ambition is clear. The challenge is equally clear: teacher workload is already high, recruitment is difficult, and meaningful SEND training requires ongoing practice, not a single module.
For families, the important question is not whether training is announced, but whether the adults working with your child genuinely understand their needs and have the time and support to respond well.
Individual Support Plans (ISPs): the part parents should watch closely
One of the most significant practical changes is the introduction of Individual Support Plans (ISPs). These are structured plans created by schools to record a child's needs, the support they will receive, and how progress will be reviewed.
How an ISP is different from an EHCP
What good ISP support looks like in practice
A well-written ISP should be specific, practical, and reviewed regularly. It should name what the child needs, what is being done, who is responsible, and how the school will know if it's working. Vague statements like "differentiated support" or "monitor in class" are not enough.
A note on legal protections
ISPs are not a replacement for EHCPs. If your child has complex needs that require legally enforceable provision, an EHCP may still be the appropriate route. ISPs are designed to formalise support for the many children who currently have no documented plan at all — which is a positive step, but not the same as legal protection.
EHCPs, thresholds, and the worry parents have
Let's address the concern many families have directly: "Will my child lose support if they don't meet a higher threshold?"
This is understandable. When the system is redesigned, existing rights and protections can feel uncertain. Here is what we know so far:
- The government has stated that EHCPs will continue to exist for children with the most complex needs
- ISPs are positioned as an additional layer of support, not a replacement for plans
- The intention is that more children receive documented support, not fewer
What's still unclear
Some important details have not yet been spelled out:
- How EHCP thresholds might be adjusted in practice
- How funding will be allocated between areas and phases
- What accountability measures will exist if local authorities or schools under-deliver
- How these reforms interact with existing safety valve agreements affecting local SEND budgets
What to ask your school or local authority right now
Questions for your next meeting
- What support is currently in place for my child, and how is it being tracked?
- Is the school planning to use Individual Support Plans, and if so, when?
- What specialist input does the school currently have access to (and what is planned under Experts at Hand)?
- If current strategies are not working, what is the escalation plan?
- What referral routes exist for additional support, including alternative provision?
- What timescales are in place, and who is responsible for each action?
Common misconceptions about the reforms
Separating what's been said from what's been assumed
"This means special schools and AP won't be needed anymore"
RealityThe reforms still reference specialist places, short-term placements, and alternative provision. The bigger shift is about building mainstream capacity — not eliminating specialist provision. Some children will always need environments that mainstream cannot provide, even with the best adjustments.
"An EHCP is the only way to get help"
RealityThe policy direction is moving towards support being available with or without an EHCP. The Experts at Hand programme, ISPs, and the Inclusive Mainstream Fund are all designed to provide documented, targeted support outside the formal EHCP process.
"More money means instant change"
RealityDelivery depends on workforce availability, local commissioning structures, and how quickly schools and authorities can implement new ways of working. Families may not feel immediate change unless local plans and timelines are made clear.
Where alternative provision fits — especially for school refusal, SEMH, and trauma
When mainstream adjustments aren't enough yet
The reforms are focused on making mainstream more inclusive, and that is welcome. But for some children — particularly those who have been out of consistent education for months or years, those with severe anxiety, or those who have experienced significant trauma — the question is not whether mainstream should work. It is whether it can work right now, for this child, at this point in their journey.
Alternative provision exists for exactly these situations. It provides a bridge: a safe, structured environment where children can begin to re-engage with learning, rebuild confidence, and develop the regulation and resilience they need before — or alongside — a return to mainstream.
What a relationship-based AP offer can look like
Effective alternative provision is not a "parking place." It should be intentional, planned, and focused on helping children move forward. That means:
- Predictable routines that reduce anxiety and help children feel safe
- Small groups where staff can respond to individual needs in real time
- Key adults who build trust through consistency, not constant handovers
- Purposeful activities that build engagement, not just fill time
- Transition planning that supports safe, gradual steps back into education
How Changing Lives SEN supports children who need a different route back into learning
At Changing Lives, we work with young people who have complex overlapping needs — SEMH, autism, ADHD, anxiety, and often a history of school refusal. Many have been out of consistent education for significant periods. We focus on attendance tolerance, engagement, regulation, and learning readiness — the foundations that make education possible again.
Education through Horses
Our equine-assisted learning programme uses structured, purposeful activities with horses to help students build confidence, develop communication skills, and practise regulation in a real-world context. Students can work towards BHS qualifications alongside developing personal and social skills.
Education through Dogs and Small Animals
Working with dogs and small animals provides opportunities for routine, responsibility, and connection. Students learn care and welfare skills while building the consistency and engagement that supports wider learning. AQA certificates are available across these programmes.
Forest School
Outdoor learning helps students who struggle in traditional classroom environments. It supports co-regulation, builds confidence through achievable challenges, and provides a calmer, more sensory-appropriate setting for re-entry to structured learning.
We don't promise outcomes. We focus on helping each young person feel safe enough to engage, confident enough to try, and supported enough to keep going. That's where education begins for many of our students.
Next steps: a simple plan for parents
If your child is struggling in school right now, the reforms may bring welcome changes over time. But you don't need to wait for national policy to take action. Here are practical steps you can take today:
A short checklist for your next meeting with school
- Ask what support is currently in place and how it is being reviewed
- Request that support is documented — whether through an ISP, SEN Support Plan, or another school-based format
- Ask about the school's access to specialist input and what changes they expect under the new funding
- If strategies are not working, ask for a clear escalation plan with timescales
- Keep a simple record of conversations, agreed actions, and outcomes
When to consider an AP referral
If your child is consistently unable to attend school, is becoming increasingly distressed, or is not making progress despite reasonable adjustments, it may be worth exploring whether alternative provision could support them. This is not about giving up on mainstream — it is about finding what works now while longer-term plans are developed.
A good AP referral should include clear transition planning, regular communication with the family, and a focus on helping the child re-engage with learning at a pace that works for them.
How to talk to us
If you'd like to understand whether Changing Lives might be right for your child, you're welcome to get in touch or visit us. We're happy to answer questions honestly — including telling you if we're not the right fit.
You can also read more about what an SEN school is or explore the differences between SEN schools and mainstream to help with your decision-making.
Frequently Asked Questions
The 2026 SEND reforms are a set of government changes designed to help children get support earlier and more consistently, especially in mainstream schools. They include new funding for early intervention, easier access to specialist advice, and clearer expectations for how schools plan and record support.
Yes. The direction of the reforms is that children should be able to access support with or without an EHCP. Schools are expected to provide reasonable adjustments and targeted support based on need, not just paperwork, although the exact pathways can vary by local area.
An Individual Support Plan (ISP) is a structured plan created by the school to record a child's needs, the support they will receive, and how progress will be reviewed. It is not the same as an EHCP, but it is intended to make school-based support clearer and more consistent.
An inclusion base is a dedicated space and team within a mainstream setting designed to provide additional support for pupils who need a more adjusted environment for some or all of the school day. The goal is to help children access learning while staying connected to their local community where possible.
"Experts at Hand" refers to a plan to make specialist input — such as educational psychology, speech and language therapy, or occupational therapy advice — more available locally, not only for children with EHCPs. What this looks like in practice will depend on how services are commissioned in each area.
Reforms are being planned over multiple years. Some funding and changes may begin quickly, but wider system changes usually take time to implement locally. Your local authority and your child's school should be able to explain what is already in place and what is planned next.
School refusal and severe anxiety are common reasons families seek additional support. A helpful next step is a calm, practical plan with the school that focuses on safety, predictability, and small steps back into learning. In some cases, alternative provision can support re-engagement while longer-term plans are put in place.
Alternative provision can be appropriate when a child cannot currently access education safely or successfully in their current setting, even with adjustments. It should be planned carefully with clear safeguarding, a focus on re-engagement, and a transition plan, rather than being used as a long-term "parking place."
No. In a school context, animal-assisted and outdoor approaches are used to support engagement, regulation, routines, and readiness to learn. They sit within an education plan and safeguarding framework, and should not be presented as medical treatment or a guaranteed solution.
You can ask what support is currently in place, what will change under new SEND expectations, how progress is reviewed, what the plan is if strategies do not help, and what referral routes exist for specialist advice. It also helps to ask for timescales and who is responsible for each action.
Wondering What's Right for Your Child?
If your child is struggling in school, anxious about attending, or out of education — you don't have to navigate this alone. We're happy to talk through your situation honestly and help you think about next steps.
