The government has announced a £4 billion investment into the Special Educational Needs and Disabilities (SEND) system to improve outcomes for children with additional needs. This follows a statistical release from the Department for Education (DfE) revealing a 3.7% year-on-year increase in the number of pupils receiving Special Educational Needs (SEN) support, reaching over 1,280,000 in 2024/25.
Overall, the combined number of pupils receiving SEN support and those with an Education, Health and Care (EHC) plan rose by more than 93,000 in the last academic year. Consequently, the proportion of students requiring SEN support has reached 14.2%, while those in receipt of an EHC plan represent 5.3%.
SEN support is provided to pupils identified with a learning difficulty or disability that requires provision beyond the standard curriculum. EHC plans are reserved for students whose requirements exceed the scope of standard SEN support. These two categories are mutually exclusive; a pupil receiving SEN support does not have an EHC plan, and vice versa.
Polimapper has mapped the latest SEN figures by local authority in England, highlighting significant regional disparities.
South Tyneside registered the highest rate of pupils with SEN support at 18.8%. Meanwhile, EHC plans saw their highest concentration in Knowsley and Tower Hamlets, both at 7.6%. Conversely, Harrow and Newham recorded rates below 11%.
Geodata context
The government is introducing a streamlined framework to better address the requirements of children and young people with SEND. This initiative begins with a “universal offer” of support from which every child will benefit across all educational settings. This foundational level includes high-quality adaptive teaching and early intervention.
For children and young people requiring additional assistance, the system will provide targeted and specialist intervention. This tier includes access to support groups, therapists, and psychologists. Education Secretary Bridget Phillipson described these reforms as a “watershed moment” for both current and future generations, marking a major milestone in the government’s mission to ensure that “opportunity is for each and every child.”
Nick Harrison, chief executive at the Sutton Trust: “These ambitious reforms to the SEND system are a significant step in the right direction. It’s essential that they tackle the double disadvantage that those with SEND from poorer backgrounds face today.”
“However, school accountability through both Ofsted and league tables needs to change to stop disincentivising schools from being more inclusive to children with SEND as well as those eligible for free school meals.”
“There remains an urgent need to reduce the diagnosis backlog and waiting times for all families […]. Schools must also offer support to pupils as soon as needs are apparent, before a diagnosis is secured.”
Cllr Bill Revans, SEND spokesperson at the County Councils Network: “The big prize on offer here is the chance to improve educational outcomes and experiences for young people with SEND. Doing nothing is not an option and could damage young peoples’ futures so this is why it is vital that the government ensures that these reforms are introduced as outlined today: altering the system to a more needs-led, preventative model of inclusive mainstream schools. The CCN will be engaging with its councils on the detail of these proposals in the coming weeks.”
Madeleine Cassidy, chief executive at Independent Provider of Special Education Advice (IPSEA): “We welcome the Government’s ambition to improve inclusivity across schools and are reviewing the detail of the White Paper to see whether or how the proposed system will safeguard the existing legal rights of children and young people with SEND.”
“Of concern are the changes to future EHC plans under the proposed reforms. We will also be carefully scrutinising the proposals for targeted support and individual support plans.”
Jon Andrews, interim chief executive and head of analysis at the Education Policy Institute (EPI): “A renewed focus on pupils not currently well-served by the school system is welcome, particularly given the significant attainment gaps we see for specific groups.”
“The proposed SEND reforms will inevitably draw the most attention given the system’s significant challenges. If adequately resourced, the introduction of Experts at Hand will give schools better access to specialist support, while individual support plans will aid transparency. However, parents will need reassurance that tiered support and EHCP reforms do not simply become a new set of hoops to jump through.”
