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The proposed SEND reforms outlined in the are some of the most significant changes to SEND in a generation. At the heart of this is a new four-tier framework designed to help children and young people access the right level of support at the right time.  

Although not yet law, and not expected to come into force until 2029, many schools are already beginning to assess these changes and what it could mean for their inclusion strategy. 

What are the 2026 SEND reforms? 

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. 

Any changes are not expected to take effect until September 2029. Current rules and rights remain in place for the time being. 

What are the new SEND tiers of support? 

The proposed SEND reforms introduce a new four-tier system designed to ensure that children and young people receive the right support at the right time. The model creates a clear pathway of increasing intervention which helps schools identify needs early and provide more consistent support.  

Universal 

Universal support forms the foundation of the new tiered framework and is available to all students. It focuses on core classroom teaching and safe, calm environments. Schools are expected to use evidence-based teaching strategies, adaptive approaches and positive behaviour support to remove learning barriers.  

Targeted 

Targeted support is designed for students who need more help than can be provided through universal provision. This may include structured small-group interventions, literacy or numeracy support, social skills programmes, or sensory adaptations. Support must be recorded in a digital Individual Support Plan (ISP). 

Targeted Plus 

Targeted Plus provides more intensive support for children whose needs require specialist expertise. Support at this level may involve input from professionals such as speech therapists, educational psychologists, occupational therapists or specialist teachers. Support must be documented and coordinated through an ISP. 

Specialist 

Specialist support is intended for students with the most complex needs. In such cases, children require comprehensive, highly personalised provision that goes beyond what can typically be delivered within mainstream SEND support. 

Under the proposed SEND reforms, this would be funded through a Specialist Provision Package and underpinned by an EHCP to ensure that education, health and care services provide coordinated support. Under the new system, students who need specialist support are the only ones who will receive an EHCP. 

How to map SEND provision against the new four-tier framework 

For many schools, one of the biggest challenges of the new SEND reforms will be understanding where existing provision sits within the proposed four-tier model. However, the first step should begin with a full audit of current SEND provisions. Review interventions, adjustments, specialist services and categorise them against the new four tiers.  

1. Identify what your universal provision is 

Begin by documenting support that is available to all students as part of everyday teaching. This is your baseline level of support any may include: 

• Adaptive teaching strategies 

• Behaviour and wellbeing support 

• Sensory-friendly classrooms 

• Universal communication and literacy strategies 

Ask yourself: would every student be able to access this support if needed? If yes, it’s likely to sit within the universal tier.  

2. Review existing targeted interventions 

Identify any provisions designed for students who require additional support beyond universal provision. This may include: 

• Small-group literacy or numeracy programmes 

• Social skills groups 

• Emotional wellbeing interventions 

• Attendance monitoring 

• Short-term sensory support 

• Targeted behaviour support 

Interventions at this stage would need to be recorded and coordinated via a digital ISP which clarifies the student’s needs, agreed interventions and intended outcomes. 

3. Map specialist involvement for targeted plus 

Many schools already work with SEND specialists. Identify these and map them against the new four-tier framework. They may include: 

• Speech and language therapists 

• Educational psychologists 

• Occupational therapists 

• Mental health practitioners 

When mapping provision here, consider not only which professionals are involved, but also how their recommendations are coordinated and translated into classroom practice.  

Like the targeted tier, interventions at this stage would also need to be recorded and coordinated via a digital ISP. The new framework places a greater emphasis on effective collaboration between schools, health services and specialist practitioners. 

4. Identify specialist provision and EHCP support 

Finally, review provision for students with the most complex needs. This may include: 

• EHCP-funded support 

• Specialist placements or units 

• Intensive multi-agency support 

• Bespoke curriculum pathways 

• Significant assistive teacher technology requirements 

• High levels of adult support 

These provisions are likely to sit alongside a Specialist Provision Package and EHCP under the proposed reforms. 

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 

• Which students are receiving specific interventions 

• How students move between tiers over time 

• Where gaps in provision may exist 

• Which interventions deliver the strongest outcomes 

Provision mapping made simple with ÌÇÐÄVlog Provision Map 

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

Avoid treating the four tiers as fixed categories and instead use them as a flexible structure for matching support to need, monitoring impact and adjusting provision as students progress. 

This is where a dedicated SEND management platform can make a real difference. 

ÌÇÐÄVlog Provision Map helps schools create and maintain a comprehensive view of SEND provision, interventions and outcomes in one place. From tracking support, to monitoring pupil progress and evidencing impact, it provides the visibility needed to manage an increasingly structured SEND landscape with confidence. 

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