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The proposed SEND reforms outlined in the could significantly change how children with SEND are supported at mainstream schools in England. One of the biggest changes are proposals to tighten the criteria for EHCPs, alongside the introduction of a new four-tier framework designed to provide different levels of support according to need. 

 The reforms are not expected to roll out until 2029; however, school leaders and SENCOs need to understand what the proposals could mean for existing SEND provision and how they need to prepare for the changes ahead.  

2026 SEND reforms – what's happening? 

The UK Government's outlines major generational changes to the SEND support system for children and young people in England.  

Some of the key proposed changes include: 

• Schools, nurseries and colleges will have a legal duty to create Individual Support Plans (ISPs) for every child with SEND needs who does not have a complex Education, Health and Care Plan (EHCP) 

• Formal EHCPs will be strictly reserved or those with the most severe and complex needs 

• New four support tiers for SEND which replaces current SEND support with a layered approach consisting of Universal, Targeted, Targeted Plus, and Specialist levels 

• Increased funding backed by a £4 billion investment package, including a £1.6 billion Inclusive Mainstream Fund, £1.8 billion for early multi-agency support, and £200 million for teacher training 

Note that these new SEND reforms are not yet law and have not passed Parliament (as of September 2026). They government has confirmed intentions to legislate these changes, but they are currently only proposals, and any changes are not expected to take effect until September 2029.  

More about the proposed EHCP reforms 

The proposed SEND reforms are significant, seeing EHCP criteria tightening so that they are reserved only children with the most complex needs.  

The DfE states that by 2035, EHCPs will be limited to children requiring specialised provision packages for severe or complex needs and estimate a reduction of about 1 in 8 by 2035. 

However, children that do not meet these tightened criteria, but still require SEND provision will not be left out. A new four-tier support framework will also be introduced as part of SEND reforms to account for less severe needs: 

• Universal – the foundation of the four-tier system, designed to ensure that children receive the right support at the right time. 

• Targeted – designed for students who need more help than can be provided through the universal tier. This may include literacy and numeracy support, sensory adaptations or support with social skills. 

• Targeted Plus – more intensive support for children whose needs require specialist expertise, such as speech therapy, occupational therapy or specialist teaching. 

• Specialist – intended for children with the most complex needs. EHCPs are reserved for children in this tier.  

In all cases, schools will be required to create and maintain an Individual Support Plan (ISP) for every child with special needs. These plans must be digital and made available for all relevant parties. They should include the day-to-day support a child receives, how it will be given and progression over time.  

EHCPs under the new framework will also be digital and contain all relevant information about their individual needs. These children will also have an ISP detailing day-to-day provision. This information will be available to relevant staff in schools, parents and carers, and specialist external providers. 

For the time being, all current plans and entitlements will remain in place while policy moves through Parliament. Any changes are expected to begin rolling out from September 2029. 

What you need to do 

Schools do not need to make any immediate changes to SEND provision. Current frameworks remain fully active until 2029. However, leaders and SENCOs should begin preparing for a strategic transition towards the new four-tier framework: 

1. Start by identifying your universal provision – document the support that is available to all students as part of everyday teaching. 

2. Review existing targeted interventions – identify any provisions designed for students with needs beyond universal support. 

3. Map specialist involvement for targeted plus – identify any specialists your school works with, e.g. speech therapists, occupational therapists. 

4. Identify specialist provision and EHCP support – review your students with the most complex needs. 

Once existing interventions have been categorised into the new four-tier framework, schools can then organise them into a tiered provision map which provides a clear overview of what support is available at each tier and which students are receiving which interventions.

Provision mapping made simple with ÌÇÐÄVlog Provision Map 

One thing to keep in mind when reviewing existing SEND provision and mapping it against the proposed new framework is the underlying goal of improving outcomes for children and young people. 

Rather than treating the four tiers as fixed categories, schools can use them as a structure for understanding what support is available, matching provision to individual needs is, monitoring its impact and adapting support as those needs change.  

Having a clear picture of existing provision will also help leaders and SENCOs identify where support currently sits and where there may be gaps. 

ÌÇÐÄVlog Provision Map helps schools bring SEND provision, interventions and student outcomes together in one place.  

From building a clear overview of the support available across your school to tracking interventions, monitoring progress and evidencing impact, it can help you understand your current provision and prepare for a more structured, tiered approach to SEND. 

How Provision Map can help