The Schools’ White Paper

The much-awaited White Paper on wider education system change including proposed SEND reform presents an ambitious mission of inclusion, realigned funding streams, and a wholescale focus on inclusion. However, perhaps the biggest message is one of an aspired commitment and intention to reset engagement. 

A reset of engagement with parents with children who have SEND needs, who have lost faith in mainstream state education and that school environment can meet their children’s needs and keep them safe. This dynamic has seen a trajectory of parents exercising their parental responsibility, choosing for their children to be educated at home or by other means which they consider safer and more targeted. Some parents battle for special school provision but supply vastly outstrips demand even with the emergence of private sector growth in this area. 

The issue of children’s attendance and missing children from school has been commented on widely including by the Children Commissioner for England and Wales. It has been pointed out that attending school means much more than formal teaching as it also presents an important community for children in which they can experience and achieve through a revitalised curriculum. The White Paper places great value on enrichment activities; these collective experiences provide an opportunity for children to develop social, communication and life skills they will need as they leave education into young adulthood. 

The White Paper publicises along with it a Consultation on SEND reform: putting children and young people first which is open for responses until 18 May 2026.

A reset with schools is emphasised for which it is recognised in the White Paper, will require major transformation to deliver the inclusion agenda envisioned.  The White Paper states this will be done under a programme of major new investment to schools direct supported by strong partnership working, particularly with Health. 

A reset with local authorities who remain statutorily responsible for SEND and the regulatory framework around that for accountability, but a real recognition that without redesign and system reform as suggested Local Authorities are likely to fall short year after year. 

A reset for inclusion – one system, accessible to all.

This means integrating the SEND system within the mainstream system, so that support can be provided earlier.

At the heart of the White Paper is a vision of a universal offer of high-quality teaching and support for all from early years to age 25. Inclusion is at the core, ensuring high-quality adaptive teaching methods, early support, and opportunities for growth for every child. Over the next three years, £1.6 billion will be invested to make the mainstream system more inclusive.

Specialist support will use nationally defined Specialist Provision Packages for children with the most complex needs. These will be developed and reviewed by an independent expert panel. These packages will guide provision and eligibility for EHCPs across mainstream and specialist settings. EHCPs will continue to set out the statutory entitlement to support for children and young people, with Individual Support Plans describing the day-to-day provision delivered in schools.

By 2028, the government will invest up to £15 million to build the evidence base for, and then provide, National Inclusion Standards – a digital library of high-quality identification tools and provision covering all layers of support for children with SEND.

There will be an independent expert panel who will oversee the development of the National Inclusion Standards and improving the quality of SEND evidence. They will also oversee the development of the new Specialist Provision Packages to underpin the specialist system.

The Standards will be informed by evidence, working closely with experts, as well as children and their families. They will set out what all children and families should be able to expect from their school. They will also empower leaders with clear, evidence-based guidance and approaches to make their school more inclusive, and to design targeted support for specific areas of development. By 2028, the National Inclusion Standards should guide how schools are meeting the needs of children.

Should you require further advice at this time, please do not hesitate to contact Deborah Jeremiah, Amrita Hurst, or Callum Scott.

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