The UK government has confirmed it is moving forward with reforms to the Special Educational Needs and Disabilities (SEND) system – a system many families say is no longer fit for purpose. With rising demand, stretched school budgets and record numbers of Education, Health and Care Plans (EHCPs), the pressure on mainstream schools and local authorities has become impossible to ignore.
But while policy discussions often focus on funding formulas and structural reform, the most important voices are those directly affected: parents, carers, school leaders, SENDCOs and, crucially, children and young people themselves.
So as reform gathers pace, what do those impacted actually want to change?
Why Is the SEND System Being Reformed?
The number of pupils with SEND has grown significantly in recent years. More children are being identified with autism spectrum conditions, speech and language needs, ADHD and social, emotional and mental health challenges. At the same time:
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Local authority SEND budgets are under severe strain
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EHCP waiting times frequently exceed statutory deadlines
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Parents increasingly turn to tribunals to secure provision
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Mainstream schools report limited capacity to meet complex needs
Successive governments have acknowledged that the current model is financially unsustainable and operationally inconsistent across regions.
However, stakeholders argue that reform must go beyond balancing budgets. It must restore trust.
What Parents and Carers Want Changed
1. Faster, Fairer Access to EHCPs
One of the most consistent concerns raised by families is the delay in assessments and support plans. Many parents report waiting months, sometimes years, for meaningful intervention.
Families want:
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Statutory timelines strictly enforced
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Transparent criteria for assessment
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Early intervention before crisis point
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Reduced need to appeal decisions through tribunal
For many, the current system feels adversarial rather than supportive. Reform, they argue, should reduce conflict, not increase it.
2. Consistency Across Local Authorities
SEND provision varies dramatically depending on postcode. Two children with identical needs may receive very different levels of support depending on where they live.
Parents want:
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Nationally consistent standards
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Clear accountability mechanisms
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Reduced “postcode lottery” disparities
If reform simply shifts responsibility without improving consistency, families fear inequalities will deepen.
3. Real Inclusion in Mainstream Schools
Many parents support inclusive education in principle, but only when properly resourced. Schools often lack:
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Trained staff
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Specialist teaching assistants
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Access to educational psychologists
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Appropriate classroom adaptations
Families are clear: inclusion without funding is not inclusion. It is containment. They want reform to prioritise practical support in mainstream settings rather than rhetoric.
What Schools and SEND Professionals Want
1. Sustainable Funding
School leaders consistently report that SEND funding does not match rising demand. Many schools are subsidising SEND provision from general budgets, impacting wider provision.
They want:
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Predictable, needs-led funding
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Reduced administrative burden
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Funding that reflects complexity of need
Without sustainable finance, reform risks being cosmetic.
2. Earlier Intervention Pathways
Professionals argue that many SEND issues escalate because early support is unavailable. By the time an EHCP is sought, needs have often intensified.
Educators want:
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Stronger early years screening
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Better access to speech and language therapy
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Multi-agency collaboration before statutory plans
Prevention, they argue, is both better for children and more cost-effective.
3. Workforce Development
Schools report difficulty recruiting and retaining specialist SEND staff. There is also concern that general teaching staff receive insufficient SEND training.
What’s being asked for:
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Mandatory SEND training in teacher development
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Clear career pathways for SEND specialists
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Increased educational psychology capacity
Reform without workforce investment, professionals warn, will fail.
What Meaningful Reform Would Look Like
If effectively implemented, the SEND reform initiative has the potential to achieve the following outcomes:
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Earlier intervention
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Clearer processes
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Sustainable funding
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Genuine inclusion
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Fewer legal battles
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Better preparation for adulthood
Not radical reinvention, just a system that works as intended.
The Opportunity: What Meaningful Reform Could Achieve
Reform Must Be Built With, Not For, Families
The government’s SEND reform agenda is one of the most significant education policy shifts in recent years. The system undeniably needs change. Demand is rising, budgets are stretched, and families are frustrated.
However, those directly impacted are not asking for radical redesign alone. They are asking for:
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Timely support
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Fair access
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Proper funding
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Genuine inclusion
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Respect and collaboration