18 May 2026
Consultation closes
Student guide | England
SEND support overhaul: what could change for students?
A plain-English guide to the proposed SEND reforms, including mainstream help, specialist places, assistive technology and how to ask for support at school.
60,000
SEND places announced
Not before September 2030
EHCP support timing
Current answer
Quick answer: what is changing with SEND support?
England’s February 2026 SEND support overhaul is a proposed set of changes, not something that has already changed support in every school. Current SEND support still matters now, and students can still ask for help in school.
The main idea is to make more help available earlier in mainstream schools. The proposals include more mainstream funding, local specialist support, new specialist places, Inclusion Bases, digital Individual Support Plans and more use of assistive technology. The detailed proposals are set out by the Department for Education.
A helpful legal-status warning comes from Contact: “The publication of a white paper does not change existing SEND law.” That means future changes should be described as proposed, planned or possible until the law and guidance change.
The Department for Education also says: “No child is losing support they need.” That reassurance should sit beside the timing detail: the House of Commons Library says no changes to support received through EHCPs would take place before at least September 2030.
The key dates and facts
These facts separate what is happening now from what is being proposed for the future.
England only
This page is about SEND support and proposed SEND reforms in England. Scotland, Wales and Northern Ireland have different systems and terms.
Consultation timing
The formal consultation opened on 23 February 2026 and closes on 18 May 2026, according to the Department for Education consultation.
Current law
The current SEND system remains in place unless and until it is changed. The House of Commons Library says the reformed system would need legislation that is not expected to come into effect until September 2029.
EHCP timing
The House of Commons Library says no changes to support received through EHCPs would take place before at least September 2030.
Funding announced
The GOV.UK SEND support announcement describes a £4 billion SEND package, including a £1.6 billion Inclusive Mainstream Fund, £1.8 billion for Experts at Hand, £200 million for SEND training and 60,000 new SEND places including places already delivered.
What is already available and what is proposed?
The same words can sound similar, so this table separates current support from proposed future changes.
A comparison of current SEND support and proposed SEND reforms in England.
| Area | What exists now | What is proposed |
|---|---|---|
Asking for help | You can talk to a teacher, form tutor, head of year, SENCO, parent/carer or trusted adult about support you need now. | The reformed system would use digital Individual Support Plans to record needs, support, reasonable adjustments and intended outcomes. |
Support without an EHCP | SEN support can be given in school without an EHC plan, depending on the learner’s needs. | Universal, Targeted and Targeted Plus support are designed to make earlier help in mainstream settings clearer and more consistent. |
Specialist help | Schools and local authorities already use different professionals and services, depending on need and local arrangements. | Experts at Hand would be a local bank of specialists, such as educational psychologists, occupational therapists and speech and language therapists. |
More specialist provision | Some learners attend special schools, resourced provision, SEN units or other specialist settings. | The government has announced 60,000 new SEND places, including places already delivered, and a proposed new term: Inclusion Bases. |
EHCPs | An EHC plan is used for children and young people up to age 25 with more complex needs. | EHCPs would sit with Specialist Provision Packages in the future model. Sources say support received through EHCPs would not change before at least September 2030. |
The proposed support ladder
The Department for Education consultation describes four layers: Universal, Targeted, Targeted Plus and Specialist. They are proposals, not a national system already operating in every school.
Plain-English summary of the four proposed SEND support layers.
| Proposed layer | What it would mean | What a student might notice |
|---|---|---|
Universal support | Inclusive teaching, early help and reasonable adjustments as part of everyday school life. | Clearer instructions, adapted materials, a calmer lunch arrangement, seating that helps concentration, or a teacher checking understanding. |
Targeted support | Structured interventions in mainstream settings, mostly in the classroom or a Support Base. | Small-group help, a planned learning programme, or regular support to practise a specific skill. |
Targeted Plus support | More specialist help for learners who need extra support to thrive in mainstream education. | Input from Experts at Hand, support through an Inclusion Base, or time-limited specialist support where needed. |
Specialist support | Support for children and young people with complex needs, linked to Specialist Provision Packages and EHCPs in the proposed future system. | A more specialist package of teaching, therapy, resources or provision, based on assessed need. |
What extra mainstream support could look like
The proposals are designed to make more help available earlier, before problems grow. These examples are not promises for every student; they show the kinds of support the sources describe.
Earlier targeted help
Best for: The Inclusive Mainstream Fund is proposed to help settings run earlier support, such as small-group language support, staff training to spot common needs, and adaptive teaching styles.
Specialists advising schools
Best for: Experts at Hand is proposed as a local bank of specialists. DfE examples include educational psychologists, occupational therapists and speech and language therapists.
Individual Support Plans
Best for: In the proposed system, an Individual Support Plan would record a learner’s barriers to learning, provision, reasonable adjustments and intended outcomes.
Reasonable adjustments
Best for: Examples in the consultation include changes such as larger-font materials, adapting uniform expectations where needed, or entering a busy area earlier to reduce sensory overload.
Specialist places, Inclusion Bases and EHCPs
A big aim of the proposals is to make specialist support easier to access locally, while keeping students connected to mainstream education where that is right for them. The Department for Education consultation also includes a useful comment from a National Conversation participant: “Local should mean local – not 2 hours on a bus.”
Key terms connected to specialist provision in the proposed SEND reforms.
| Term | Plain-English meaning | Careful point |
|---|---|---|
60,000 SEND places | New SEND places announced by government, including places already delivered, backed by capital investment. | This is a national number, not a promise that one student will get a particular place. |
Inclusion Base | A proposed umbrella term for support or specialist provision within mainstream settings. | The term may replace names such as SEN unit, resourced provision or pupil support unit, but not every school has one. |
Support Base | A proposed base funded by a setting or trust for Targeted support. | This is part of the proposed model and should not be described as already available everywhere. |
Specialist Base | A proposed base funded by local authorities for specialist support. | It would combine access to mainstream curriculum and activities with specialist teaching and support where needed. |
Specialist Provision Package | A proposed nationally defined package of evidence-based support for learners with the most complex needs. | The consultation says it has not given one single definition of complex needs, so avoid fixed eligibility claims. |
How to ask about SEND support now
You do not need to wait for future reforms before asking for help. Current GOV.UK SEN support guidance says: “Talk to the teacher or the SEN co-ordinator (SENCO)”.
-
Write down what is hard
Name the lesson, place or task where you are struggling. For example: reading long texts, copying from the board, noisy corridors, group work, handwriting, remembering homework, or joining class activities.
-
Choose a trusted person
Start with a teacher, form tutor, head of year, SENCO, parent/carer or another trusted adult. You can ask someone to help you explain it.
-
Ask what support is available now
You might ask about extra help from a teacher or assistant, smaller-group work, adapted materials, communication support, a quieter space, personal-care support, or a tool that helps you access learning.
-
Ask who the SENCO is
Every mainstream school in England must have a SENCO. The SENCO helps co-ordinate SEN provision in school.
-
Ask how support will be recorded
Some schools already use support plans or learning profiles. The future reforms propose digital Individual Support Plans, but you can still ask how your needs and support are being written down now.
-
Ask for support again if things are not working
Explain what has changed and what still feels difficult. If you feel worried, unsafe or ignored, tell a trusted adult straight away.
A message you can adapt
Suggested wording for asking about support
Use this when schoolwork, lessons, communication, sensory issues, concentration, physical access or another need is making school harder and you want to ask for support.
Hello, I’m finding it hard to [say what is difficult, such as reading long texts, writing quickly, coping with noise, concentrating or joining activities]. Could we talk about whether I can get SEND support or reasonable adjustments? I’d also like to know who the SENCO is and what support I can try now. If useful, I can bring a parent, carer or trusted adult to the conversation.
It names the problem, asks for current support rather than a future promise, and makes it easier for the adult to involve the right person in school.
Key terms in plain English
These are the main terms students are likely to hear when people talk about SEND support and the proposed reforms.
Plain-English definitions of SEND support terms.
| Term | Meaning |
|---|---|
SEND | Special educational needs and disabilities. SEND can affect learning, communication, concentration, physical ability, socialising, reading, writing or understanding. |
SENCO | The special educational needs co-ordinator. In a mainstream school in England, the SENCO helps co-ordinate SEN provision. |
EHCP or EHC plan | An education, health and care plan for children and young people up to age 25 who need more support than is available through SEN support alone. |
Individual Support Plan | A proposed digital plan. The DfE describes it as “a record of a child or young person’s barriers to learning”, plus the support and adjustments planned. |
Inclusion Base | A proposed term for support or specialist provision inside mainstream settings, including Support Bases and Specialist Bases. |
Experts at Hand | A proposed local bank of specialists that mainstream settings could use, including educational psychologists, occupational therapists and speech and language therapists. |
Assistive technology | Tools that help a learner access learning or communicate, such as reading pens, dictation tools and communication tablets. |
Reasonable adjustments | Changes that reduce barriers for disabled learners, such as adapted materials, different ways to access a space, or changes that reduce sensory overload. |
Sources used in this guide
This guide uses official and authoritative sources so the proposal dates, funding figures and current support examples are clear.
- Open source
Department for Education SEND reform consultation
- Open source
Department for Education consultation page
- Open source
GOV.UK specialist SEND support announcement
- Open source
House of Commons Library SEND reform briefing
- Open source
Contact: schools white paper and SEND reforms
- Open source
GOV.UK SEND overview and SEN support guidance
- Open source
GOV.UK assistive technology announcement
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Support and clarity
Frequently asked questions
Straight answers to the questions people ask most often.
What is SEND support?
SEND support is help for a learner whose special educational needs or disabilities affect learning or school life. GOV.UK says SEND can affect areas such as behaviour or socialising, reading and writing, understanding, concentration and physical ability. Support might include extra adult help, smaller-group work, adapted materials, communication help or support with physical or personal-care needs.
Are the February 2026 SEND changes happening now?
No. The February 2026 overhaul is a set of proposals for England. The consultation opened on 23 February 2026 and closes on 18 May 2026. Contact says: “The publication of a white paper does not change existing SEND law.” Current support in school still matters while the proposals move through the next stages.
Will students with EHCPs lose support?
The sources used for this page say no changes to support received through EHCPs would take place before at least September 2030. The Department for Education says: “No child is losing support they need.” For an individual situation, speak to the SENCO, a parent/carer, a trusted adult or your local Information, Advice and Support service.
What is an Individual Support Plan?
An Individual Support Plan is a proposed digital plan in the future system. The Department for Education consultation describes it as “a record of a child or young person’s barriers to learning”. The consultation says it should also record the provision, reasonable adjustments and intended outcomes. It is not something every learner already has under new law.
What is an Inclusion Base?
An Inclusion Base is a proposed term for support or specialist provision inside mainstream settings. The Department for Education consultation describes Support Bases and Specialist Bases. Do not assume your school already has one; ask the SENCO what support spaces or specialist provision your school uses now.
What is Experts at Hand?
Experts at Hand is a proposed local bank of specialists that mainstream settings could use. The GOV.UK SEND support announcement gives examples such as educational psychologists, occupational therapists and speech and language therapists. It is not a promise that a named specialist will see every student straight away.
Could I get assistive technology for SEND support?
Possibly, depending on your needs and what your school can provide. GOV.UK gives examples such as reading pens, dictation tools and communication tablets, and describes lending libraries so schools can trial tools. Ask whether an adjustment or tool could help with the specific barrier you are facing.
Who can I ask for SEND support in school?
Start with a teacher, form tutor, head of year, SENCO, parent/carer or trusted adult. GOV.UK SEN support guidance says to “Talk to the teacher or the SEN co-ordinator (SENCO)”. You can write down what feels difficult before the conversation.
Can I ask for an EHC needs assessment myself?
If you are aged 16 to 25, GOV.UK EHC-plan guidance says you can request an EHC needs assessment yourself. Other people, including parents, teachers and doctors, can also make a request if they think an assessment may be needed. This is an important decision, so it is sensible to get support from a trusted adult or advice service.
What should I do if school support is not working?
Tell a trusted adult and ask to speak with the SENCO. Explain what support has been tried, what is still difficult and what you need help with next. GOV.UK signposts local Information, Advice and Support services for SEND advice. If you feel unsafe or in distress, tell a trusted adult immediately.
Sources and references
Sources and references
Official guidance
- 1.GOV.UK SEND reform consultation landing page
Consultation landing page used for England scope and overall proposal status.
- 2.Department for Education consultation
Consultation page used for the opening and closing dates.
- 3.Department for Education SEND reform consultation
Detailed consultation document used for support tiers, Individual Support Plans, Inclusion Bases, Specialist Provision Packages, assistive technology and EHCP transition wording.
- 4.GOV.UK specialist SEND support announcement
Official announcement used for funding headlines, Experts at Hand, teacher training and specialist-place figures.
- 5.Department for Education supporting information
Official supporting information used for concise reassurance wording about support.
- 6.GOV.UK SEND overview
Current GOV.UK guidance used for the SEND overview, SEN support, EHC plans and local advice signposting.
- 7.GOV.UK SEN support guidance
Current GOV.UK guidance used for examples of SEN support and advice to speak to the teacher or SENCO.
- 8.GOV.UK EHC-plan guidance
Current GOV.UK guidance used for EHC-plan and EHC needs assessment information.
- 9.GOV.UK SENCO guidance
GOV.UK guidance used for the SENCO role and qualification baseline.
- 10.GOV.UK SEND Code of Practice
Current statutory guidance baseline for the existing SEND system.
- 11.GOV.UK assistive technology announcement
Official announcement used for assistive technology lending libraries and example tools.
Peer-reviewed research
- 1.House of Commons Library
Authoritative parliamentary briefing used for a neutral summary of the proposed SEND reforms, current system status and EHCP support timing.
Other sources
- 1.Contact
Recognised charity guidance used for the caveat that the white paper does not change existing SEND law.