SEND Reform: A moment for reflection, collaboration and focus on outcomes

The publication of The Schools White Paper, Every Child Achieving and Thriving, on 23 February 2026 marks a pivotal moment for the entire system supporting children and young people with special educational needs and disabilities and their families. For the sector, we now have a responsibility not only to understand the proposals, but to evaluate how these changes will translate into delivering the improved outcomes our children, young people and families deserve.

There is no doubt that SEND is a sector in need of significant support. Reform that places the child or young person at the centre of change is welcome.

At Invision360, our lens remains clear: every policy change should be judged by whether it drives genuinely improved outcomes for children, young people and families.

Understanding the scale of need

The scale and complexity of SEND need in England continues to grow. Recent data shows:

• Over 1.7 million pupils in England have identified special educational needs - nearly one in five of the school population
• Around 5.3% have an Education, Health and Care Plan
• A further 14.2% receive SEN support

Both figures are trending upwards year on year. Demand outstrips capacity in most local areas, but any reform must go beyond a response to financial pressures. It must keep the child or young person at the heart of every decision.

These numbers reflect real, everyday experiences:

• Children navigating learning with additional needs
• Schools balancing inclusive practice with constrained resources
• Families advocating tirelessly to secure the right provision

This reality reinforces why reform must be grounded in evidence, workforce capacity, and long-term sustainability, not only structural redesign.

The White Paper in context

The 2026 Schools White Paper sets out proposals intended to create a more responsive, consistent and equitable system. Two proposed changes significant for local authorities:

• Introduction of Individual Support Plans (ISPs) for all children with SEND
• A clarified, more defined role for EHCPs for those children with complex needs

Government commentary has emphasised ambitions to reduce postcode variation and provide earlier, more tailored support before needs escalate into statutory plans. However, many of the changes will be phased over the next 5-10 years and subject to consultation, giving the sector the vital time - and the responsibility - to engage and influence thoughtfully.

A moment of reflection before implementation

Reform on this scale presents both opportunity and uncertainty.

While the reform aims to reduce unnecessary complexity, early indications suggest that fewer children may qualify for EHCPs, with more supported through ISPs.

In moving towards this three tiered structure, it is essential  before, during and after that:

• Children’s legal entitlements remain protected
• Pathways to specialist support stay clear and accessible
• Professional advice continues to inform decisions and be accessible
• The transition period does not compromise on quality

Operational implementation challenges for Local Authorities

Local Authorities will shoulder the substantial operational challenges in the delivery of these reforms. And, it is important that these are acknowledged if policy intention is to translate into real world impact:

• Workforce capacity: Many local authorities already face shortages of educational psychologists, SEND caseworkers and specialist teachers.
• Systems readiness: Implementing ISPs at scale will require new processes, data systems capable of managing consistent, timely reviews, and robust quality assurance mechanisms.
• Consistent decision‑making: Clear, transparent criteria will be critical  for schools and local authorities to ensure if we transition to ISPs they are robust and equitable across settings.
• Quality assurance under pressure: Managing increasing levels of need without compromising plan quality or co‑production will be a significant challenge.

These are not theoretical risks, but practical realities that will determine whether reforms improve experiences or unintentionally increase variation.

Quality and Collaboration at the heart

Policymakers have emphasised that no child should lose effective support during transition. This reassurance matters and rightly many families and professionals will scrutinise closely.

We know from our work that clarity, consistency and evidence‑informed review processes can transform support for children and young people.

For us, this reinforces a core message: quality must remain central.

High quality plans, whether EHCPs or ISPs, must be:

• Coherent
• Regularly reviewed
• Co‑produced with families
• Anchored in measurable, meaningful outcomes

Plans must be more than paperwork; they must reflect genuine partnership and purposeful action.

Achieving this will require collaboration across the system: local authorities, schools, health partners, families and advocacy organisations, supported by careful monitoring and shared learning as reforms unfold.

Our position

The Schools White Paper presents both promise and challenge. If implemented with fidelity and collaboration, reforms could drive earlier support and greater consistency. But success will depend on:

• Maintaining high standards
• Protecting legal entitlements
• Ensuring local capacity keeps pace with national ambition

As these reforms progress, we see a crucial opportunity to strengthen consistency, elevate professional trust, and accelerate earlier identification of needs across the country. We recognise both the urgency for change and the complexity involved in delivering it effectively, with a fundamental belief that these reforms should be the catalyst for improvement.

In the coming months, we will collaborate closely with our partners to understand the practical implications of The Schools White Paper. We will review and refine how the proposed changes may operate in practice, ensuring that the voices of children, young people, and families remain at the forefront of the conversation.

At this moment in time, our commitment remains clear: to advocate for high-quality practice, evidence‑informed implementation and outcomes that give every young person the support they need to thrive.

Our collaborative role

As these challenges may emerge, Invision360 will work closely with Local Authorities, schools and partners to:

• Understand the practical demands of implementation
• Support shared learning and reflective practice
• Strengthen the consistency in reviewing and improving provision
• Help ensure that quality, equity and the child’s voice remain central throughout transition

Our commitment is to stand alongside the sector, contributing insight, capacity and partnership: not to replace local expertise, but in service of it.