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In one recent case, a young person with an Education, Health and Care Plan (EHCP) spent a long period waiting for support that had already been recognised as necessary. Therapy recommendations were agreed. Equipment was identified. Learning arrangements outside school had been discussed. Professional evidence had been shared. An Ombudsman investigation had even upheld concerns about provision. But much of what had been agreed never fully arrived. Over time, the plan changed,

Children with special educational needs and disabilities (SEND) often present what experts call a "spiky profile." This means their abilities and challenges are unevenly spread, some areas show remarkable strengths, while others reveal significant difficulties. For families, this creates a complex picture that demands flexible, nuanced support. Yet, when these families turn to the legal system to secure the right educational provisions, they face a rigid process that struggle

For many families navigating special educational needs and disabilities (SEND) provision, the system has long been described as a “bruising experience.” It is now under significant strain, with tribunal appeals rising by 55% in the 2023/24 academic year alone. While the government presents its proposed reforms as part of a “moral mission” to strengthen inclusion through earlier intervention, legal commentators and practitioners suggest they could substantially reshape how ind

For many parents, one of the most stressful parts of the SEND system is simply waiting . Once a child is struggling at school, families want to know one thing: How long does an EHCP take? In England, the law states that the Education, Health and Care Plan (EHCP) process should take no more than 20 weeks from the date the local authority receives a request for an assessment. However, the reality can sometimes feel confusing, especially when letters arrive with different deadli

When a local authority refuses to carry out an education and healthcare needs assessment for your child, it can feel overwhelming and frustrating. This assessment is crucial for identifying the support your child needs to thrive at school and in daily life. Understanding your options and the steps to take next can help you advocate effectively for your child’s rights. Local authority office building where assessments are requested Understanding the Assessment and Its Importan

Parents often tell me the system feels impossible to navigate. This week I experienced a meeting that helps explain why. The meeting was with a mental health service provider. The purpose was straightforward: discuss support for a child with significant needs. I came prepared with evidence. A lot of evidence. The child’s case included: Two Clinical Psychology reports A psychiatrist report Two Occupational Therapy reports Two Speech and Language Therapy reports An Educational

Navigating the world of special educational needs can feel overwhelming. When your child requires additional support, understanding the Education, Health and Care Plan (EHCP) needs assessment process is crucial. This process helps identify the specific support your child needs to thrive in education and beyond. I want to guide you through this journey with clear, calm explanations and practical advice. What is an EHCP Needs Assessment? - EHCP Assessment Explained An EHCP need

Navigating the world of special educational needs can feel overwhelming. When your child requires additional support, understanding the Education, Health and Care Plan (EHCP) needs assessment process is crucial. This process helps identify the specific support your child needs to thrive in education and beyond. I want to guide you through this journey with clear, calm explanations and practical advice. What is an EHCP Needs Assessment? - EHCP Assessment Explained An EHCP need

Many parents understand that there is a process once a local authority agrees to carry out an Education, Health and Care Needs Assessment. What is less well understood is how the final decision about issuing an EHCP is actually reached, and what happens afterwards. In simple terms, the process usually looks like this: 1. The local authority agrees to assess a child. 2. Advice and reports are gathered from relevant professionals, which may include educational psychology, speec

Every so often the same question resurfaces in public debate, why does it feel like everyone suddenly has ADHD or autism? For many parents and professionals, the question can feel uncomfortable, sometimes even dismissive. But behind it lies something important: society is trying to understand a shift that feels sudden, but in reality has been building quietly for decades. What we are witnessing is less a surge in neurodivergent children and more a long period of under-recogni

When Nothing Is Standard, And When a School Decides Your Child Does Not Belong There is a persistent public belief that primary schools are fundamentally safe, nurturing environments. That they operate within a tightly regulated statutory framework. That where a child has recognised additional needs, layers of protection exist, through the Children and Families Act 2014 , the Education Act 1996 , the SEND Regulations 2014 , the SEND Code of Practice (2015) , and the Equality

If you’re a SEND parent, you probably read policy updates with one question in mind: “What does this mean for my child?” And very quickly, that turns into: “Will they still get what they need?” The latest reform proposals talk about clearer layers of support and more consistent systems. On paper, that sounds reassuring. So why are so many families feeling uneasy? Not because parents resist change.But because parents have lived through systems that didn’t quite fit their chi

Much of the current discussion around SEND reform focuses on tribunals, appeals, and the rising number of legal challenges. But that is not the real issue. The real issue is trust . Trust between families and schools. Trust between parents and local authorities. Trust that decisions about a child’s education are genuinely rooted in need, not driven primarily by structure, budget, or administrative convenience. When trust is strong, disputes reduce naturally. When trust we

The current SEND reform proposals promise efficiency, consistency and early intervention. Those aims are welcome. But beneath the language of improvement sits a serious structural question: what happens if enforceable rights are quietly replaced with administrative reassurance? If access to independent appeal is reduced and oversight of schools is not strengthened at the same time, disputes will not disappear, they will move. They will move into complaints processes, Equality

Speech and Language Therapy (SaLT) is not an optional extra in the SEND system. For many children, it is the foundation of learning, regulation, social connection and long-term independence. The proposed SEND reforms signal a shift away from what the government describes as “lengthy and bureaucratic individual assessment processes” toward support based on a child’s observed “areas of development.” That shift has major implications for how SaLT is accessed, specified and deliv

The 2026 SEND White Paper sets out an ambitious vision: a system that is “inclusive by design,” where children receive support from the outset rather than fighting to unlock it through diagnosis or paperwork. The language is confident. The framework is structured. The intent is, on its face, positive. But reform is not measured by the strength of its vision. It is measured by what happens when that vision is not delivered. And that is where the current conversation feels inco

Navigating the SEND (Special Educational Needs and Disabilities) system can feel overwhelming, especially when it comes to planning for your child’s future education. One key moment that often gets overlooked is the Year 10 Annual Review of the Education, Health and Care Plan (EHCP). This review is not just a routine check-in; it plays a critical role in preparing for the Phase transfer to Sixth Form, College or further training that happens in the Autumn of Year 11. Unders

“Every Child Achieving and Thriving” and the Reconfiguration of SEND Provision On 23 February 2026, the UK government published the white paper Every Child Achieving and Thriving, proposing substantial reforms to the Special Educational Needs and Disabilities (SEND) system, representing the most significant policy change since the Children and Families Act 2014. The document outlines an ambition to create a more inclusive and efficient framework for identifying and supporting

There is a lot to review! However a step may be small and progress may be hard to see; But, enough small steps will get you to where you're supposed to be. The 2026 SEND White Paper and consultation propose significant structural reform. There is a strong emphasis on inclusion, earlier intervention, Individual Support Plans (ISPs), strengthened complaints processes, and greater use of mediation before Tribunal. Many of these proposals sound promising in principle. But when we

The Department for Education (DfE) recently announced plans to expand specialist support for children with Special Educational Needs and Disabilities (SEND) in every school and community. This initiative aims to improve access to expert help and reduce the challenges families face when seeking appropriate support. As a parent and advocate for SEND young people, I want to explore how this new approach compares with current SEND Law, especially regarding the role of maladminist