SEND
Three steps towards an equitable EHCP system that could transform
SEND support Education Today hears from Dr FREYA SPICER-WHITE, Chief Clinical Officer at Outcomes First Group.
As the current pressures on the SEND system are most visible in debates
about education, health and care plans (EHCPs). For many, an EHCP is the only reliable route to funded support, forcing families and schools into lengthy assessments in a system becoming increasingly adversarial, before their children can receive any help.
A tiered statutory model would move away from this ‘all-or- nothing’ approach. Instead of a single threshold, support would be available at different levels, reflecting the continuum of need. Early tiers could provide legally protected adjustments and targeted interventions using standardised tools that can be put in place quickly, while specialist adaptations, ranging from SENDCo- led interventions to speech and language therapy, would sit within a second tier of mainstream provision, with full EHCPs reserved only for the most complex cases.
Earlier, preventative support, would reduce any escalation of need, and give schools confidence to intervene without fear of losing future funding; improving outcomes while reducing long-term costs and tribunal cases.
One of the most striking flaws in the current system is inconsistency, with EHCPs varying widely between LAs. Variations in length are staggering – some plans run to pages, others are reduced to single words or vague sentences, making them difficult to interpret. Language ranges from negatively framed statements, to overly positive or misleading descriptions that obscure genuine need.
Imprecise wording rather than statements about the specific support needed, who should deliver it, and how progress will be measured, can add to the ambiguous nature of some plans. Equally unhelpful are poorly defined outcome statements, such as expecting a child to ‘have made three friends by the end of term’.
Without precise, neutral and measurable language, EHCPs risk becoming bureaucratic documents rather than practical tools for delivering effective support.
A single national EHCP template, underpinned by shared assessment guidance and terminology, would bring much-needed consistency. It would reduce subjectivity, support clearer decision- making and make collaboration between the education, health and care systems, more effective. Most importantly, it would create a fairer system for families, regardless of where they live.
Delays and fragmented services place strain on relationships between families, schools and LAs, even when all parties are acting in good faith. Clinically led, multidisciplinary assessments can help rebuild trust. When psychologists, health professionals, educators and families, work together using a shared framework, plans are clearer, more robust and grounded in evidence.
This approach should be supported by modern, integrated infrastructure, including digital EHCPs linked across education and NHS systems. Shared data, funding frameworks and accountability would reduce duplication and improve continuity of support.
The EHCP system doesn’t need to be eliminated. It needs earlier intervention, greater consistency and genuine collaboration. If the school’s White Paper focuses on these priorities, it could move SEND provision away from crisis management, towards a system that truly meets the needs of children, families and schools.
February 2026
Getting SEND right: how Washwood Heath Multi-Academy Trust embeds inclusion through early intervention
ASHLEY WINTERS, Director of Primary at Washwood Heath MAT, shares his insights
Supporting pupils with special educational needs and disabilities (SEND) is no longer a niche responsibility confined to specialists. Inclusive practice is central to every teacher’s role. Rising levels of need, increased awareness of mental health, and growing pressure on external services demand a proactive, embedded approach to SEND.
Early intervention remains one of the most
powerful tools we have. For us, this does not mean rushing to diagnoses or generating paperwork; it means noticing patterns early and responding thoughtfully. Small indicators – difficulty following instructions, emotional dysregulation, sensory sensitivities, or inconsistent progress – often appear long before a pupil meets formal SEND thresholds.
Teachers are best placed to spot these signals. Through regular check-ins, observation notes, and structured conversations with pupils and families, we build a rounded picture of need. Crucially, intervention begins at the point of concern, not the point of paperwork.
Our Early Years Transition Project, now embedded across all primary schools in the Trust, exemplifies this approach. Led by our Early Years Lead, the project ensures that key developmental information is shared before pupils start school, enabling tailored support from day one. We await our first set of Autumn Term data to measure the impact, but early indications suggest smoother transitions and stronger foundations for SEND provision. High-quality inclusive teaching benefits all pupils – not only those identified as SEND. Clear routines, visual supports, chunked instructions, and predictable transitions reduce cognitive load and anxiety for many children. Flexible seating, calm working spaces, and sensory-aware environments can dramatically improve engagement.
Our Trust’s Six Circles of Teaching and Learning framework places inclusion at its heart. Circle 2, ‘Support for All,’ prioritises CPD for teachers to ensure strategies for Quality First Teaching (QFT) are consistently applied. This includes explicit scaffolding of independence – modelling tasks, providing checklists, and gradually fading adult support. Working with the Education Endowment Foundation Five a day Principles, these approaches empower pupils rather than create reliance, supporting long-term success.
We have also sharpened our focus on the crucial role of teaching assistants. Through whole-Trust training and a financial commitment to CPD, we are equipping TAs with the knowledge and skills to deliver impactful support. Technology is another key enabler: tools such as text-to-speech, visual timers, and digital planners are reducing barriers and enhancing access to learning. SEND progress should never be reduced to checklists or compliance documents. We focus on impact: Is the pupil more confident? More independent? Better able to regulate, communicate, and access learning? Our SENCO Community of Practice drives this work, aligning approaches across schools and fostering shared expertise. Short, regular review cycles allow staff to adjust strategies quickly, rather than waiting for termly meetings that may come too late. Clear communication between teachers, SEND staff, and families ensures everyone understands what support is in place and why. Importantly, progress for pupils with SEND may look different. Small steps matter – and recognising them builds trust and morale for pupils and staff alike.
Effective SEND provision is never the work of one person. While SENCOs play a vital leadership role, success relies on shared ownership across our schools. This includes empowering teaching assistants, giving teachers confidence to adapt their practice, and fostering open dialogue within our Trust and local networks.
The new Ofsted framework rightly expects leaders to demonstrate how their decisions support inclusion and pupils’ academic and personal development. We embrace this expectation as a reflection of our core values. Getting SEND right is not about labels or paperwork – it’s about early identification, inclusive practice, and collective responsibility.
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