Solving the SEND crisis: what does the government have in mind?

A few months ago, we reviewed the latest House of Commons Education Committee report into the Special Educational Needs and Disability (SEND) system in England, entitled “Solving the SEND Crisis”. We explored what schools and colleges can learn from it - which you can read about here. Now, we turn to the government's response to that report.

What is the government's response?

The government's response, published on 11 December 2025, reaffirms its commitment to reforming the SEND system. It highlights actions already underway to ensure evidence-based support is routinely available, without unnecessary barriers, for every child and young person who needs it. These include investment in school places for children with SEND, enhanced teacher training, and the Best Start Family Hubs in every local area.

The government states that its response is intentionally high level, with further details on SEND reform to be set out in the Schools White Paper in early 2026, following an additional period of engagement with children and families.  

Principles for SEND reform

The government's response anchors SEND reform in five core principles: 

• Early: support must be provided as soon as possible to prevent needs from escalating
• Local: children with SEND should be educated near their homes, with special schools supporting those with the most complex needs
• Fair: all schools should be resourced to meet predictable needs, with specialist provision available where necessary and clear legal safeguards for children and parents
• Effective: reforms must be evidence-based, ensuring access to effective practice; and
• Shared: education, health, and care services must work in partnership with families, local government, and experts.

Early Years 

The government explains that it has pledged nearly £1.5 billion over three years to expand family services, improve early education, and strengthen early intervention to ensure the right support is put in place for children as soon as possible. Key measures include: 

• Embedding inclusive practice as standard in early years settings, with increased funding and improved allocation mechanisms
• Funding Best Start Family Hubs in every local authority, with professionals trained to support parents of children with additional needs
• Continuing investment in evidence-based early language interventions, such as the Nuffield Early Language Intervention (NELI), and specialist early language leads; and
• Strengthening collaboration between education and healthcare providers

Mainstream inclusion

The government wants to improve inclusivity and expertise in mainstream schools so they can better identify and support children before issues escalate. It has established an Expert Advisory Group for Inclusion and also Regional Improvement for Standards and Excellence (RISE) advisors to drive inclusive practice. It has also commissioned an independent Curriculum and Assessment Review to ensure the curriculum meets the needs of all pupils, especially those with SEND. It also highlights Ofsted's new inspection framework, effective from November 2025, which now explicitly focuses on inclusion and gathers a wide range of evidence. 

Workforce development

The government recognises high-quality teaching as the most significant in-school factor which will improve outcomes for pupils with SEND. Its strategy includes: 

• Funding training for early years Special Educational Needs Coordinators (SENCOs) and making the National Professional Qualification (NPQ) for SENCOs mandatory in mainstream schools
• Revising the Early Career Teacher Entitlement (ECTE) to include enhanced support for teaching pupils with SEND
• Reviewing and updating National Professional Qualifications (NPQs) to strengthen inclusive leadership
• Establishing the School Support Staff Negotiating Body (SSSNB) to improve pay, conditions, and training for support staff; and
• Investing in the training of educational psychologists and allied health professionals, and expanding alternative training routes such as degree apprenticeships.

Cross-department collaboration

The response flags that the Department for Education (DfE) is working closely with the Department of Health and Social Care and NHS England to improve access to community health services for children with SEND. The aim is to ensure that allied health professionals spend more time supporting children directly rather than on admin.  

Redress and accountability

The government acknowledges the need for clear, independent routes of redress, retaining the SEND tribunal as a legal backstop. It states that the Local Government and Social Care Ombudsman continues to play a vital role in investigating complaints. The government is considering the committee's recommendations on improving local authority accountability and the tribunal's role in health and social care appeals. 

Post-16 provision

The response highlights the importance of supporting young people with SEND in post-16 education and their transition to adulthood. Key measures include:

• Ensuring access to a range of academic, technical, and vocational pathways, including apprenticeships and supported internships.
• Requiring providers to support students with level 2 English and Maths to improve attainment, with flexibility for those with education, health and care (EHC) plans
• Developing new qualifications and pathways to support gradual progression and reduce unnecessary resits; and
• Improving careers advice and align adult skills provision with the Jobcentre Plus network.

What does this mean for schools and colleges?

The government's response mainly outlines what it is currently doing and what it hopes to achieve in the future. It remains high level, with more detailed information on SEND reform expected in the Schools White Paper - a document that has already been delayed. However, that will only mark the beginning, and it is likely to be some time before any changes are actually implemented.  

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