Earlier this year, the government set out significant reforms to the SEND system but, following a change in leadership, there are questions over how and when they will be implemented.
In February of this year, then-education secretary, Bridget Phillipson, set out extensive reforms to the special educational needs and disabilities (SEND) system in England.
However, the subsequent months have ushered in a change of government, with Lucy Powell appointed to replace Phillipson as education secretary. These developments have led TES to question whether the SEND reforms are due to go ahead in their current guise and whether the timelines set out by the previous government will be adhered to.
What was included in the SEND reforms?
The proposed changes to the SEND system already represent big changes for schools.
They are already receiving additional financial support through the Inclusive Mainstream Fund (IMF) to help them become inclusive-by-default, and they are also required to publish an Inclusion Strategy by the end of this year.
There is now a strong expectation for all school teachers to undergo SEND training, and the government has commissioned a provider to develop new optional SEND training materials. The first of these have already been published, although major concerns were raised about their suitability.
Long-term SEND reforms
Further changes were set out for the longer term.
From 2029, schools will be required to create individual support plans (ISPs) for all pupils with SEND. Those with the most complex needs will still have education, health and care plans (EHCPs) alongside their ISPs, and the support detailed in the ISPs is designed to be delivered through a specialist provision package that underpins their EHCP.
When reforms were announced in February, the government confirmed that no changes would be made to EHCPs before September 2030 at least, and promised that no students would be asked to leave a special school.
Projections suggest that the percentage of pupils with an EHCP will continue to rise until the 2029-30 academic year, when the reforms are due to come in. Schools should therefore expect to see increasing needs for a few years.
All secondary schools will be expected to have an inclusion base, and £1.8 billion is promised for a new Experts-at-hand service, which will provide schools with a local bank of experts like educational psychologists and speech and language therapists that they can draw on.
What is happening with the rollout of the SEND reforms?
The government held a consultation on the proposed SEND reforms announced in February. This consultation concluded in May, but the government has not yet published its response.
If the reforms do go ahead, the government is likely to introduce new legislation to support some of the measures.
As yet, there hasn’t been definitive confirmation that the reforms will be delivered exactly in line with the original proposals shared in February. Tes reports that Ms Powell told the BBC back in September that the current SEND system was “not delivering the outcomes we want,” but did not state whether the reforms would be undergoing any changes.
One key clue to the future of the SEND reforms could lay in the fact that Georgia Gould, the minister who had been leading on the reforms, has remained in her post following the change in government.
Rob Williams, Senior Policy Adviser at the NAHT school leaders’ union suggested this continuity indicated that the direction of the reforms will not change significantly.
Tes believes that the Department for Education (DfE) is still reviewing responses to the consultation and that they will announce the next steps for the SEND reforms soon, with no material changes expected to the timelines previously outlined.
What are the main concerns for schools?
Tes says that schools still lack finer details about the SEND reforms.
Williams says that specific details about the proposed measures “remain a little bit unclear and undeveloped.”
He added that, though the “direction of travel feels quite clear – the questions that remain are around implementation.”
Others within the sector spoke of “broad support” for many of the proposals but warned that the measures that have been implemented so far feel “disjointed.”
Leora Cruddas, Chief Executive of the Confederation of School Trusts, told Tes:
“There is broad support for a more inclusive offer in mainstream, but we need to have the skills, support and funding in place first to avoid creating new pinchpoints.
“There is lots of good work going on – like the first batch of training materials, and work to define support packages – but some of this currently feels disjointed, like council SEND reform plans and the inclusive mainstream fund.”
Williams also feels that the reforms require better access to specialist support services, such as educational psychologist and speech and language therapists.
Other problems with implementing the changes include:
- Councils experiencing difficulties recruiting for the new Experts-at-Hand service
- Rolling out SEND reforms alongside other major changes such as the curriculum review, new safeguarding expectations in KCSIE and new enrichment benchmarks
What will help schools?
If the SEND reforms are to be delayed, schools must be properly informed about the length of and reason for these delays.
Margaret Mulholland, SEND and Inclusion Specialist at the Association of School and College Leaders, said:
“This is a long process and nobody is pretending it is simple. Where we think there is room for improvement is the way in which the reforms are communicated and how the basis for decisions taken is explained.”
She added that school leaders need to know:
- What accountability will look like under the new SEND system, particularly in relation to ISPs
- What plans look like for long-term funding
- The sequencing of SEND reforms and how things will be put in place, and when
- A clear vision from the government about how all elements of the reforms fit together
- What legislation will be introduced
Cruddas agreed with these points and told Tes:
“We also need clear communications to children and parents about how things will change, so they understand how the changes can improve the education they receive.”
Training to support inclusive practice in education
First Response Training (FRT) is a leading, national training provider. They deliver a wide and diverse range of training to schools, early years and childcare as well as health and social care and all other industry sectors.
Their training portfolio spans health and safety, first aid, fire safety, manual handling, safeguarding, mental health and neurodiversity training.
FRT have recently co-developed a focused training session on Neurodiversity and Inclusive Practice in Education, which will be co-delivered with Experts with Lived Experience and which they have developed and tested extensively in partnership with The Tapscott Learning Trust, an award-winning trust based in London.
The Neurodiversity and Inclusive Practice in Education programme is a co-produced school improvement programme designed to help schools strengthen inclusive practice and improve outcomes for neurodivergent and SEND pupils, whether formally diagnosed or not.
Developed by education leaders and Experts with Lived Experience of autism, ADHD and PDA, the programme supports schools to improve attendance, engagement, wellbeing, belonging and attainment through adaptive teaching, reasonable adjustments and whole-school culture change.
In line with the Schools White Paper and planned National Inclusion Standards, it moves thinking away from a diagnosis-led approach to a pure needs-led approach, and making schools accessible and inclusive by default.
Inspired by the nationally recognised Oliver McGowan Mandatory Training on Learning Disability and Autism, which has trained millions of healthcare professionals across England, the programme combines lived experience, practical strategies, implementation support and impact evaluation to create meaningful and lasting change within education settings.
It also supports schools to develop their Inclusion Strategies and strengthen collaboration with local education, health and care services, helping to create environments where every child feels understood, valued and able to thrive.
Learning outcomes include:
- Explain neurodiversity and common co-occurring profiles
- Recognise early indicators of dysregulation and unmet need
- Understand why autism and other neurodiverse conditions are described as
- Invisible
- Reflect on your own values, beliefs and practice
- Recognise potential differences, strengths and challenges for neurodiverse pupils
- Identify reasonable adjustments and ways to adapt your practice
- Record the impact
Addressing key concerns about SEND training for schools
FRT’s Neurodiversity and Inclusive Practice in Education training programme can address the key concerns levelled at the new optional SEND training materials from government in the following ways:
- SEND training needs to provide trainers with practical strategies they can apply in their settings to improve outcomes for children: The FRT programme focuses on practical strategies that staff can implement immediately, including sensory adjustments, communication, predictable routines, managing dysregulation and adapting classroom environments
- The training should take account of real, lived experience of neurodiversity: The FRT programme has been co-produced and co-delivered with Experts with Lived Experience (EWLE) of autism and/or ADHD. This brings an authentic perspective on how educational environments and adult responses affect children
- The programme should facilitate collaboration and learning between educators: Rather than relying on staff independently accessing resource, FRT’s facilitated sessions encourage professional dialogue, shared reflection and discussion about real classroom challenges
- SEND and inclusion training must provide teaching staff with a depth of understanding of SEND: The FRT programme explores masking, dysregulation, sensory processing, autism, ADHD, AuDHD and demand avoidance, helping staff to understand the reasons behind behaviour rather than simply responding to what they observe
- Training should bring a whole-school impact: The FRT programme’s ‘One Child in Mind’ approach encourages staff to consider individual needs and the adjustments required across the entire school environment, rather than focusing exclusively on individual interventions.
- SEND training needs to promote a significant shift away from a over-reliance on diagnostic labels: The FRT programme is explicitly needs-led. Teaching staff are encouraged to recognise barriers and make reasonable adjustments based on presenting needs, without waiting for a formal diagnosis
- The SEND training programme should be proven to be effective: FRT has run a number of pilot sessions and has received positive feedback which provides an encouraging starting point for the Neurodiversity and Inclusive Practice in Education programme. The RISE funded programme being rolled out across 34 schools in Newham and Redbridge also creates further opportunity to evaluate changes in staff knowledge, confidence and practice more systematically. Evaluating impact is a key part of the programme, with follow up support provided following the training session to see how action plans have been implemented and what meaningful changes the school has experienced. There is already early evidence of the training leading to improved pupil attendance.
Targeted training for schools which addresses ‘a very real need’
Perry Leeks, Project Director at FRT, says:
“We were so excited and privileged to collaborate with members of the neurodiverse community to develop a special programme for the education sector that specifically addresses a very real need, meets key criteria outlined in the Schools whitepaper, and helps teachers reflect on and enhance their practice and the support they offer.”
Daniel Mansfield, Training Hub Director at The Tapscott Learning Trust, added:
“One of the most powerful aspects of this programme is that it moves beyond awareness and focuses on meaningful change in practice.
“Throughout the pilot phase, we saw staff develop a deeper understanding of neurodiversity, reflect honestly on the barriers pupils face and identify practical adaptations that could be implemented immediately.
“The ‘One Child in Mind’ approach helps bring the learning to life, ensuring discussions remain rooted in the experiences of real children rather than abstract theory.
“What stood out most was the impact of learning directly from Experts with Lived Experience, which consistently challenged assumptions, increased empathy and inspired action. Schools left not only with greater confidence and understanding, but with tangible plans to improve inclusion, strengthen relationships and create learning environments where all children can thrive.”
Download our flyer to find out more about Neurodiversity and Inclusive Practice in Education.
For further information on other types of neurodiversity training, visit FRT’s webpage or download the brochure.
You can contact FRT via freephone 0800 310 2300, send an e-mail to info@firstresponsetraining.com or submit an online enquiry.