SEND reforms: England schools face workload concerns

Published: 25 February 2026. The English Chronicle Desk. The English Chronicle Online.

Education leaders and MPs in England have cautiously welcomed the government’s new SEND plan, while expressing serious concerns about the potential workload and implementation challenges for schools. The proposals, announced by Bridget Phillipson, aim to ensure that every child with special educational needs receives tailored support, but officials and teachers warn the plans could place significant pressure on mainstream schools before full rollout in 2029-30.

The reforms are designed to extend support to approximately 1.3 million children in state schools currently identified with special needs but without the formal education, health, and care plans (EHCPs) that allow for personalised assistance. Schools will be required to assess pupils’ needs and develop individual support plans (ISPs), a process that could significantly increase teachers’ administrative and pastoral responsibilities. Education leaders have described the proposals as “necessary and sensible” but acknowledge that the practical demands on staff will be enormous.

Pepe Di’Iasio, general secretary of the Association of School and College Leaders, emphasised the potential strain on educators, noting, “The planned SEND reforms are certainly necessary and seem sensible but they constitute a huge ask on mainstream schools to expand existing provision and implement training on a massive scale.” Di’Iasio highlighted the existing pressures on teachers’ mental health and wellbeing, warning that without careful attention to workload, the reforms risk being undermined by staff stress and burnout.

To support the reforms, the Department for Education (DfE) intends to introduce national inclusion standards to reduce disparities in SEND provision across regions. Schools and colleges are set to receive £1.6 billion over three years to fund extra support, while local authorities will be allocated a further £1.8 billion to hire specialists to assist schools. An additional £200 million is earmarked for teacher training, aimed at equipping staff with the skills necessary to meet new requirements.

Daniel Kebede, leader of the National Education Union, welcomed the funding announcement but warned that it remains insufficient. “The NEU has been calling for funding for more resources for inclusion in mainstream schools, so we welcome the announcement of the inclusion grant. However, it is too small. It only equates to a part-time teaching assistant for the average primary school and two teaching assistants for average secondary schools,” Kebede explained. The comment underscores the concern that financial allocations may not adequately address the scale of the additional work expected.

MPs have also expressed apprehension about schools’ capacity to deliver the new support, stressing that financial resources must align with the ambitious goals. Labour backbencher Ian Lavery stated, “There has got to be enough finance in the system so that everybody has the support they need. The schools themselves need to be able to support the kids in their care.” His remarks reflect wider anxiety over whether schools can manage the workload without compromising quality of care.

Among the key parliamentary figures, Jen Craft, a Labour MP with children who have SEND, has been identified as crucial to securing support for the reforms. While she welcomed the white paper’s intentions, she raised concerns over accountability and parental rights. Under the proposed system, parents will be able to raise complaints regarding ISPs but will not have access to the existing SEND tribunal, leaving uncertainty about enforcement mechanisms. Craft highlighted the need for clearer processes to ensure that children receive the support they are entitled to.

Other MPs stressed that transitions between education stages, especially for children with existing EHCPs, must be handled carefully. There is concern that some children could lose crucial support during school transitions or as they move into further education. One former minister pointed to public apprehension, noting that constituents’ feedback suggested widespread mistrust about whether reforms would protect existing entitlements. Daniel Francis, an MP whose child has an EHCP, emphasised the importance of managing transitions at key stages, including the move from primary to secondary and into post-16 education. He suggested that careful consultation could mitigate risks associated with these transitions.

The government is not planning to introduce the legislation underpinning the reforms until 2028, allowing time to address potential issues. However, some MPs fear that certain challenges may remain difficult or impossible to resolve within the timeframe. Jon Trickett, a Labour MP, acknowledged the plan’s ambition, stating, “It is a noble objective to try and make sure that every child gets the best possible future. But rolling this out is going to be quite problematic as you take each individual circumstance into account.” His comment reflects the inherent complexity of implementing wide-ranging SEND changes while maintaining equity across all schools.

Luke Sibieta, a research fellow at the Institute for Fiscal Studies, observed that the government is not seeking to reduce spending during this period and has committed an additional £3.5 billion for 2028-29. He explained that potential savings would likely result from enhanced mainstream provision, which may reduce the need for more costly interventions later. Sibieta noted that the long lead time could allow sufficient opportunity to refine the system and improve value for money after 2029-30, but stressed that the plan’s success will depend on careful management and consistent support.

While the plan has drawn cautious approval, many stakeholders emphasise that successful implementation will rely on ongoing engagement with teachers, parents, and specialists. The extensive workload associated with ISPs, coupled with concerns about transitions and accountability, underscores the importance of a measured approach. Education unions and MPs alike have called for additional resources and clear guidance to prevent burnout and ensure that the reforms achieve their intended impact.

The government’s approach reflects an effort to modernise SEND provision and provide support to children previously overlooked, yet it also highlights the delicate balance required between ambition and practicality. Experts stress that ensuring staff wellbeing, securing adequate funding, and maintaining robust accountability measures are critical factors for long-term success. If these elements are not addressed, the reforms risk facing resistance from both schools and parents, potentially undermining their objectives.

Public response has also highlighted the emotional and practical stakes of the reforms. Many parents have expressed hope that the new system will offer fairer, more consistent support for their children, while also acknowledging lingering uncertainty. The government’s consultation process will be crucial in refining the proposals and building confidence among families, educators, and MPs. Without meaningful engagement, stakeholders warn that implementation could be uneven and undermine trust in the system.

Overall, the SEND reforms mark an ambitious step toward inclusive education across England, extending resources and attention to children without formal EHCPs. The plans are broadly welcomed for their intent and potential to improve equity, but the success of the reforms depends heavily on how practical challenges, such as workload pressures, funding sufficiency, and accountability mechanisms, are addressed. The coming years will require careful monitoring, consultation, and adjustment to ensure the promised improvements in special needs education are realised.

The focus keyword SEND has been incorporated naturally throughout the article, highlighting both the subject matter and key considerations surrounding implementation.

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