Understanding the SEND Reforms: What Schools Need to Know and How to Prepare

The way schools support children and young people with Special Educational Needs and Disabilities (SEND) is evolving.

Following the government’s recent SEND and Alternative Provision (AP) Reform announcements and significant investment in SEND provision, schools across England are being encouraged to strengthen inclusive practice, identify needs earlier and build greater SEND expertise within their workforce. Guided by the Department for Education’s vision of providing the ‘Right Support, Right Place, Right Time’, the reforms aim to create a more consistent and inclusive education system for children and young people with SEND.

While some reforms are already being introduced and others remain subject to consultation, the direction of travel is clear: inclusion is becoming an even greater priority across education.

For school leaders, SENDCos and teaching staff, understanding what these changes mean is the first step in preparing for the future.

What are the SEND reforms?

In February 2026, the government announced a £4 billion package of investment to improve SEND support across England.

The investment includes funding to improve inclusion in mainstream schools, expand specialist provision and increase access to specialist expertise. Alongside this funding, the government has set out proposals aimed at helping children receive the right support at the right time.

The reforms place a stronger emphasis on:

• Early identification of SEND
• Inclusive classroom practice
• Evidence-based interventions
• Adaptive teaching
• Multi-agency collaboration
• Building SEND expertise within mainstream schools
• Strengthening the Graduated Approach (Assess, Plan, Do, Review)
• Creating greater consistency through proposed National SEND Standards
• Delivering outcomes-focused provision rather than diagnosis-led support

Alongside these confirmed announcements, the government is also consulting on wider reforms, including proposed National Inclusion Standards that would provide schools with greater consistency around inclusive practice and SEND support.

Although some proposals are still subject to consultation, they highlight the government’s long-term ambition to create a more inclusive education system where children receive support earlier and schools are better equipped to meet a wider range of needs.

What do the SEND reforms mean for schools?

For many schools, the reforms are likely to shift the focus from reacting to needs as they arise towards building sustainable systems that support inclusion every day.

Rather than relying solely on external specialists or statutory processes, schools are increasingly being encouraged to strengthen their own internal expertise.

This means schools may need to:

• Develop staff knowledge and confidence in SEND
• Improve early identification and intervention
• Strengthen targeted support for learners
• Embed inclusive teaching approaches across the curriculum
• Demonstrate the impact of SEND interventions
• Evidence effective Assess, Plan, Do, Review cycles through SEND Support arrangements
• Work more collaboratively with parents, carers and external professionals

Schools are also likely to see continued emphasis on demonstrating staff expertise, effective SEND leadership, parent and pupil engagement, and the impact of interventions as accountability arrangements continue to evolve.

For school leaders, these changes present an opportunity to review how SEND support is delivered and identify where additional workforce development may be beneficial.

Workforce development is becoming increasingly important

One of the strongest themes running throughout the reforms is workforce capability.

Policies and processes are important, but meaningful inclusion depends on the people delivering support every day.

Teaching assistants, specialist teaching assistants, teachers, SENDCos and wider support staff all play an essential role in creating inclusive learning environments and ensuring learners receive the support they need.

Developing these skills across the workforce can help schools:

• Deliver more consistent SEND support
• Improve outcomes for learners
• Strengthen collaboration between staff
• Reduce pressure on specialist services
• Build a culture of inclusion throughout the setting

Schools are facing increasing expectations around inclusion, early intervention and SEND provision. Investing in workforce development helps build the confidence, knowledge and specialist expertise needed to meet these expectations.

As expectations continue to evolve, schools should also expect continued scrutiny of SEND provision through Ofsted inspections and Area SEND inspections, alongside an increased focus on demonstrating inclusive practice, effective leadership and workforce capability.

How our Level 5 Specialist Teaching Assistant Apprenticeship supports the reforms

Our Level 5 Specialist Teaching Assistant Apprenticeship has been designed to develop the advanced knowledge, skills and behaviours needed to support learners with additional needs and contribute to inclusive practice across the school.

The SEND pathway aligns closely with many of the priorities highlighted within the government’s reform programme.

Throughout the apprenticeship, learners develop expertise in areas including:

• SEND legislation and statutory guidance
• Education, Health and Care Plans (EHCPs)
• SEND assessments and early identification
• Adaptive teaching strategies
• Inclusive classroom practice
• Targeted interventions
• Trauma-informed approaches
• Working collaboratively with SENDCos, teachers and external professionals
• Monitoring learner progress and evaluating impact

These are all areas that support schools in strengthening their SEND provision while helping learners achieve the best possible outcomes.

Building a stronger future for SEND

The SEND reforms are about more than introducing new processes or meeting new expectations.

They represent an opportunity for schools to continue building inclusive environments where every learner can thrive.

Developing a knowledgeable, confident workforce is an important part of that journey.

By investing in specialist SEND skills today, schools can strengthen workforce capability, support inclusive mainstream education and help ensure children and young people receive the right support, in the right place, at the right time.

Find out more

If you’re looking to develop SEND expertise within your school, our Level 5 Specialist Teaching Assistant Apprenticeship can help your staff build the knowledge and practical skills needed to support inclusive education and respond confidently to the evolving SEND landscape.

Explore the programme today and discover how we can support your school’s workforce development.