The SEND White Paper, like most proposed reforms, is well-intentioned. However, as ever, the real challenge lies in the detail.
Author: Dr Adam McCartney AFBPsS (UK)
Educational Psychologist and Founder https://www.dradammccartney.com
One of the most discussed implications for children is the possibility of reassessment at age 11. This is not stated explicitly in the White Paper, nor presented as mandatory. Instead, the government is seeking greater consistency across phases, particularly during the transition from Key Stage 2 to Key Stage 3. Given how turbulent this transition has been since 2014, particularly in the context of austerity, the ambition is understandable.
Secondary school places significantly greater demands on pupils. For this reason, the logic of reducing support at this stage is difficult to follow unless it is accompanied by a robust review process. Such a system would need to function as a genuine feedback loop, enabling teachers to adapt their practice in response to pupils’ needs and ensuring that this information transfers meaningfully into the secondary environment.
The White Paper also advocates for schools to hold greater legal responsibility for identifying and meeting the needs of children with SEND. In theory, this could support a more agile and responsive system. In practice, however, the proposed training and funding do not yet appear sufficient to support such a shift. Training alone rarely leads to lasting changes in systems or practice. The teaching profession has experienced more than a decade of sustained pressure, and what it now requires is genuine re-professionalisation.
Re-professionalising teaching would mean enabling teachers to become confident problem-solvers in relation to inclusion. This would not only improve outcomes for pupils with SEND, but would also strengthen teaching more broadly, supporting attainment, belonging, and staff retention.
To achieve this, pathways to expert support must be clearer and more accessible. Whether through public systems dedicated to school improvement, or through direct access to specialists with expertise in inclusive practice, schools need responsive and practical support. As it stands, it is difficult to feel confident that the current proposals will make the profession more effective or more empowered.
That said, these reforms could succeed. If teachers had direct access to expert advice alongside meaningful levels of funding, the system could begin to shift. Parents’ concerns about legal protections attached to Education, Health and Care Plans would also reduce if they felt confident that teachers were equipped to meet needs effectively, rather than positioned in opposition to them.
In short, reform is necessary. However, it must be refined, with a clear focus on re-professionalising teaching and ensuring that schools have the resources, expertise, and structures required to support all learners well.
