Schools White Paper: What a SENCO Thinks About SEND Reform, Inclusion and Digital EHCPs

In this blog, you will learn:

• About a seasoned professional's thoughts on the Schools White Paper and the likelihood of its success.
• About the importance of ensuring accessibility and inclusion especially when it comes to digitising EHC Plans, according to a SENCO.
• Where the latest SENCO jobs are and how to apply for them. 

The recently released Schools White Paper, Every Child Achieving and Thriving, sets out the government's proposals to reform the SEND system. These include digital Individual Support Plans, earlier intervention and a shift towards greater responsibility within mainstream schools.

However, questions remain about workforce capacity, funding and whether the system can realistically deliver these changes.

To delve into this further, we spoke to Laura, a SENCO with over 13 years’ experience across education and SEND, including leadership roles in early years, wellbeing and school management. According to this seasoned professional, inclusion cannot follow a one-size-fits-all approach, especially as pupil needs are becoming more complex.

In this interview, we explore the opportunities and risks within the Schools White Paper’s proposals, from concerns about digitisation and access, to pressures on an already stretched workforce.

What are your initial thoughts on the Schools White Paper and the direction it sets for the future of SEND provision?

From a SENCO perspective, I think there is a lot to welcome in the Schools White Paper, particularly the focus on early intervention and improving support for children with SEND.

The ambition is clearly positive and it reflects what many of us are trying to achieve in practice. However, I don’t think it fully addresses the reality of workforce pressures in schools.

Many SENCOs are already managing a high workload alongside teaching or leadership responsibilities and supporting increasingly complex needs. While the proposals expect schools to take on more responsibility, there isn’t always a clear plan for how this will be supported in terms of time, staffing or access to specialist services.

The government proposes digitising EHCP processes and creating a more streamlined system. How realistic do you think this is in practice?

The proposal to digitise EHCP processes and create a more streamlined system has clear potential benefits, but its success in practice will depend heavily on how it is implemented.

It could enable professionals and families to access up-to-date information more easily and support better communication among education, health and care services. This could help speed up decision-making and reduce some of the administrative burden.

However, one concern is that digitisation alone does not address the underlying pressures within the system, such as limited capacity in local authority teams and delays in accessing specialist assessments.

Without sufficient staffing and funding, a digital system may have no impact at all. There is also the risk of creating barriers for some families.

Not all parents and carers have equal access to technology or feel confident navigating digital platforms, so it is important to ensure that alternative, accessible routes remain in place.

Do you think mainstream settings are currently equipped to meet the government's plans to improve inclusion and accessibility? What do you think needs to change?

High-quality teaching for all must remain at the core and be underpinned by a sound understanding of pupils’ individual needs. Adaptive teaching allows children with SEND to access the curriculum alongside their peers. This requires ongoing professional development so that all staff feel confident and skilled in meeting a diverse range of needs.

I think schools are currently struggling to provide what is necessary and what has been set out. This has not necessarily been on purpose, but rather because key elements are missing to enable them to do that.

Collaboration is also essential. Strong partnerships between schools, families and external agencies help to create a shared understanding of each child’s needs and ensure consistency in support. However, this relies on clear communication and joined-up services, which must be prioritised and adequately funded.

The government wants all schools to join or form Multi-Academy Trusts. How might this structural change impact SEND delivery at a local level?

From a SENCO perspective, the proposal that all schools become Multi-Academy Trusts may bring further variation in how SEND is delivered. This raises concern that it may not align with the idea that SEND provision is more uniform and consistent across all areas of the country. 

Do you feel the Schools White Paper adequately addresses current workforce pressures within schools and local authorities?

Many professionals, myself included, remain concerned that the Schools White Paper relies heavily on an already-stretched workforce. For example, the shift toward school-led support and greater responsibility within mainstream settings assumes that Teachers and SENCOs have the time, training and capacity to meet increasingly complex needs.

Workload and staffing pressures are already significant and without additional resources, this could increase the risk of burnout rather than improve outcomes. In my experience, one of the biggest challenges is accessing external support quickly enough. Even when needs are identified early, delays in services can make it difficult to put the right support in place, which can be frustrating for both schools and families.

How will early intervention plans and Alternative Provision reforms reduce demand for EHCPs and tribunal appeals over the long term?

Early intervention plans and reforms to Alternative Provision have the potential to reduce demand for EHCPs and tribunal appeals over time. This is only possible if plans are implemented with sufficient consistency, clarity and resources, as Alternative Provision is often out of reach for schools due to funding and staffing constraints. 

If schools are equipped to provide timely, targeted support through high-quality teaching, appropriate interventions and access to specialist advice, fewer children may reach the point of needing an EHCP. This could reduce reliance on statutory provision.

Reforms to Alternative Provision could play an effective role in ensuring that children who require specialised or flexible support can access it earlier. This may reduce the risk of crisis points, such as exclusion or placement breakdown.

How do you think the Schools White Paper’s ambition for every child to ‘achieve and thrive’ could be realistically achieved in practice?

The ambition for every child to ‘achieve and thrive’ is necessary, but for it to be achieved in practice, it must be underpinned by consistent, well-resourced and inclusive systems.

Early identification and intervention are key. Schools need the time, training and tools to accurately identify needs, alongside access to specialist support without long waiting times. This ensures that children receive the right support before gaps widen.

The Schools White Paper highlights improving attendance and reducing persistent absence for children with SEND. How realistic do you think these proposals are and what challenges school and local authorities might face in achieving them?

A genuine culture of inclusion must be embedded for this to be achieved. This means valuing progress, promoting wellbeing alongside attainment and attendance, and ensuring that every child feels safe, understood and able to succeed.

I worry that there isn’t enough understanding of actual barriers to attendance and that the aim is for one approach fits all. These are often the things I hear in my role when students describe why they don’t feel like school meets their needs.

What elements of the Schools White Paper surprised you the most?

I can’t really say that I am necessarily surprised by what has been published, but I do know that the education system and SEND provision don’t feel fit for purpose as they are. One of the challenges with this proposal is the ambiguity around how, when, and by whom the changes will be implemented.

The reassessments at key transition points also concern me, as this may remove provisions for children when they need them most. The language used in the Schools White Paper does not provide firm details on the process, timelines, or criteria that would be applied in practice. This leaves schools in a challenging position.

What elements of the Schools White Paper do you think are most at risk of failing?

In practice, demand for EHCPs and tribunal appeals is often driven by a lack of trust that support will be consistently delivered without a statutory plan. If families and schools do not feel confident that needs will be met through early intervention alone, EHCPs will continue to be seen as the only way to secure the provision that pupils so badly need.

Unfortunately, tribunal appeals frequently result from delays, limited resources, or disagreements about levels of support. There is significant concern that it will become even harder to secure the appropriate provision.

In my opinion, for these reforms to have a long-term impact, they must be underpinned by adequate funding, workforce capacity and accountability. There needs to be a shared understanding across education, health and care services, as well as transparent communication with families.

Looking ahead, what do you think will be the most successful element of the Schools White Paper?

From a SENCO perspective, the emphasis on identifying needs earlier and putting support in place before they escalate is particularly positive. This has the potential to make a real difference, as we know that when children receive the right support at the right time, outcomes improve and there is less need for more complex interventions later.

However, as with all aspects of the Schools White Paper, the success of these elements will depend on how well they are implemented. With the right resources and training, early intervention and greater consistency have the potential to be the most impactful parts of the reform.

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