Home-to-school travel is an integral part of the school system. It provides a valuable service on which many families rely. The department is grateful to the many transport operators for the crucial role they play in ensuring that children receive the education they need to help them thrive.

Officials engage regularly with local authorities to understand the challenges they face and to monitor impact, but have not seen any significant impact of the National Insurance contribution (NIC) changes on home-to-school travel for children with special educational needs and disabilities. Local authorities are responsible for arranging home-to-school travel and deliver this through a range of in-house services and external providers.

Businesses can claim employer reliefs on NICs, where eligible. These reliefs are estimated to have been worth around £2.5 billion in the 2025/26 financial year.

Over 40% of employers (around 900,000) will not pay employer NICs in 2030/31, as their total employer NICs bill will continue to fall below the Employment Allowance, which was more than doubled to £10,500 in April 2025.

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Some regional bodies, including Mayoral Strategic Authorities, are already working to support local authorities across their regions, as those local authorities deliver their statutory duties relating to special educational needs and disabilities (SEND).

The department will continue to work with regional authorities to consider how they could further support our reforms to the SEND system to improve outcomes for children and young people with SEND. There will be further announcements on devolution in due course.

We have appointed an independent panel of experts, led by education and health co-chairs, to advise on what approaches, strategies, and tools should be included in the National Inclusion Standards and Specialist Provision Packages.

The Standards will set out the provision that ordinarily should be in every setting across the 0 to 25 system. This is in addition to the evidence-based tools, strategies and approaches for educators to support children and young people with special educational needs and disabilities.

Specialist Provision Packages describe the support available for children and young people with the most complex needs. These measures are designed to create a consistent, high-quality offer, wherever they live, thereby ending the post code lottery of support.

We will develop a national cost framework for these packages, and we expect to engage with stakeholders and consult on any new funding arrangements in due course.

The department has published the ‘Every Child Achieving and Thriving’ Schools White Paper, alongside a special educational needs and disabilities (SEND) consultation, which set out our plans for reform, including those relating to funding. We have also published additional information on SEND Reform for those leading and working in mainstream schools, and a summary of what the SEND reforms mean for specialist provision, including special schools, which are available on GOV.UK.

In taking forward these plans, our aim is both to establish a fair mainstream school funding system that directs funding to where it is needed, enabling improved support for children with SEND, and to create a fair, transparent system that gives specialist schools stable, predictable funding to deliver high-quality education and integrated support for children with the most complex needs. We will consult on proposals for specific funding changes as these plans are further developed.

The independent expert panel has been appointed to oversee the development of the National Inclusion Standards and Specialist Provision Packages. The panel will draw on evidence from academics, education leaders and practitioners, the Education Endowment Foundation, health and social care professionals, and UKRI. They will promote high-quality, evidence-based practice, to ensure accountability and alignment across the system.

The panel will also engage with stakeholders from the wider community, including children, young people, families, practitioners, local authorities and representative organisations to make sure their recommendations are informed by a wide range of views and lived experience. A parent engagement group to support the panel's work is being established.

The panel will publish their recommendations on draft Specialist Provision Packages for the department and the Department of Health and Social Care to decide on. The departments will be accountable for decision-making on the Specialist Provision Packages.

Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.

Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.

Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.

Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.

Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.

Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.

We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.

Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.

To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.

We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.

The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.

We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.

The department publishes figures on the number of education, health and care (EHC) plans issued within the statutory timeframe of 20 weeks. The latest data covers EHC plans issued during the 2018 to 2025 calendar years and is available on GOV.UK.

The published information shows that, in 2025, there were 143 of 153 local authorities where less than 100% of new EHC plans were issued within 20 weeks of the date the request for an EHC needs assessment was received.

The attached table, created from the release, is also available on GOV.UK.

High needs funding for children and young people with complex special educational needs and disabilities (SEND) is continuing at an increased level of over £12 billion in the 2026/27 financial year, following an increase of 11% in 2025/26.

To reverse the trend of late intervention and escalation of needs, the department is providing £4 billion over the next three years, including:

• The Inclusive Mainstream Fund, providing £1.6 billion for schools, colleges and early years settings to prepare and deliver improved inclusive practice.
• £1.8 billion for local authorities to work in partnership with integrated care boards to develop and deliver a new ‘Experts at Hand’ offer, providing a new route to expert advice and support for mainstream settings from education and health professionals.

Furthermore, in 2026/27, local authorities with a SEND deficit will be eligible for a High Needs Stability Grant covering 90% of their dedicated schools grant deficit accrued up to 2025/26.

Information on the number of pupils with special educational needs support and the number with education, health and care (EHC) plans is published in the statistical release here: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2025-26.

Information on individual schools, including administrative district and ward is available in the supporting files.

Information on the number of EHC plans maintained by local authorities is published here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2026.

This publication covers all EHC plans for children and young people aged 0 to 25. It includes those in early years, further education, and who are educated other than in school. Information from this publication is not available for levels below local authority.

The department is working closely with the Department of Health and Social Care and NHS England on reforms to the special educational needs and disabilities system, including strengthening joint workforce planning and local commissioning arrangements between education, health and care partners.

As part of this work, the department is delivering the Experts at Hand offer, which will provide schools and settings with access to expert advice and guidance to support the identification and meeting of a range of special educational needs, including dyslexia. The offer is intended to strengthen early identification and promote effective and inclusive practice across education settings.

The quality of teaching is the single most important in-school factor for improving pupil outcomes, and it is particularly important for children and young people with special educational needs and disabilities (SEND). High-quality teachers exist everywhere across the system, including in single-form primaries.

To ensure that all teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with SEND, we are investing £200 million of new funding to upskill staff and promote inclusive practice. In addition, we are investing £1.8 billion for local area partnerships to develop and deliver an Experts at Hand offer to mainstream settings, including small and single-form entry primary schools. They will have access to specialist education and health professionals who will work alongside staff to build capacity, support earlier intervention and strengthen inclusive practise.

The department is also providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund, to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. We have published guidance to support schools to develop their initial inclusion strategies, which can be found at: https://www.gov.uk/government/publications/inclusive-mainstream-fund-support-for-school-leaders/developing-an-inclusion-strategy-using-the-inclusive-mainstream-fund.

We are also proposing to introduce new National Inclusion Standards to set out what ordinarily-available provision should be in every setting across the 0 to 25 system, as well as the evidence-based tools, strategies and approaches for educators to draw on to identify and support children and young people with SEND.

We recognise that Armed Forces life may present particular challenges for children with special educational needs and disabilities (SEND) and their families, particularly because of the need to move regularly. As part of our consultation on reforms of the SEND system, I attended a roundtable hosted by the Armed Forces Community All-Party Parliamentary Group, to hear first-hand from armed forces families their powerful testimony about these challenges.

Our proposed SEND reforms aim to end the postcode lottery and improve quality of support for Service children with SEND, for example, through new National Inclusion Standards, a nationally consistent set of Specialist Provision Packages and digital Individual Support and education, health and care plans that support transitions between settings. Updating the SEND Code of Practice will be essential to ensure children’s needs are met early and flexibly.

We are carefully reviewing and taking into account all responses submitted to the consultation, alongside feedback from over 200 engagement events we held over 12 weeks. We will set out our response in due course.

Local authorities are required, in line with the Armed Forces Covenant 'due regard' duty, to consider the needs of Service personnel, veterans and their families in planning and delivering aspects of education provision. Some local authorities have proactively decided to deliver this through appointing a lead officer for children from Armed Forces families.

We recognise that Armed Forces life may present particular challenges for children with special educational needs and disabilities (SEND) and their families, particularly because of the need to move regularly. As part of our consultation on reforms of the SEND system, I attended a roundtable hosted by the Armed Forces Community All-Party Parliamentary Group, to hear first-hand from armed forces families their powerful testimony about these challenges.

Our proposed SEND reforms aim to end the postcode lottery and improve quality of support for Service children with SEND, for example, through new National Inclusion Standards, a nationally consistent set of Specialist Provision Packages and digital Individual Support and education, health and care plans that support transitions between settings. Updating the SEND Code of Practice will be essential to ensure children’s needs are met early and flexibly.

We are carefully reviewing and taking into account all responses submitted to the consultation, alongside feedback from over 200 engagement events we held over 12 weeks. We will set out our response in due course.

Local authorities are required, in line with the Armed Forces Covenant 'due regard' duty, to consider the needs of Service personnel, veterans and their families in planning and delivering aspects of education provision. Some local authorities have proactively decided to deliver this through appointing a lead officer for children from Armed Forces families.

Mainstream school funding is increasing by 2.6% per pupil in the 2026/27 financial year compared to 2025/26. On top of this increase, mainstream schools will be receiving an additional £522 million to support them with overall costs, including the costs of staff pay awards.

Furthermore, to reverse the trend of late intervention and escalation in special educational needs and disabilities, the department is providing an additional £4 billion over this year and the next two years. This includes:

• The Inclusive Mainstream Fund, providing £1.6 billion for schools, colleges and early years settings to prepare and deliver improved inclusive practice, with over £500 million per year allocated to helping settings strengthen their inclusive offer.
• Providing £1.8 billion over the three years for local authorities to work in partnership with integrated care boards to develop and deliver a new ‘Experts at Hand’ offer, granting mainstream settings increased access to expert advice and support from educational and health professionals.
• Investing £200 million of new funding in a new training package to ensure that every teacher, educator, teaching assistant, and leaders across early years, schools and post-16 is trained and confident in supporting pupils with special educational needs.

The current system for children with special educational needs and disabilities (SEND) is failing too many children and families. Improving the life chances of children and young people with SEND is the first priority for these reforms, including for adopted children and for those who have experienced early-life trauma. Every child deserves a high-quality, inclusive education, and families should not have to battle the system for this.

During the 12-week consultation period on the proposals: ‘SEND reform, putting children and young people first’, we hosted over 200 engagement events, meetings and roundtables, including ‘deep dives’ conversation and discussions on the interaction between children’s social care reforms and recommendations from the Law Commission’s report into disabled children’s social care. The government will provide a full response to this report in the autumn.

The SEND reform consultation has now closed, and we are carefully reviewing and taking into account all responses submitted to the consultation. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity as set out in the King’s Speech.

Through the department’s engagement with the sector, we have heard a clear and consistent message from teachers that the current system is not working and driving unnecessary and bureaucratic processes.

The department’s proposed reforms aim to create a more inclusive, responsive, and sustainable system that ensures all children and young people receive the support they need to thrive in education.

To drive inclusive practice across the workforce, we are investing £200 million of new funding to ensure that all teachers, educators, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs and disabilities.

We value the hard work of teachers and educators up and down the country and we have specifically designed our new continuing professional development courses to be flexible to work around their schedules. We know that best practice already exists across the system and the new training package will help take that further.

New National Inclusion Standards will also set out evidence-informed tools, strategies and approaches, which help educators to identify and support children and young people with additional needs.

We are also drawing on user-centred research with schools, settings, families and professionals, to design the Individual Support Plans, so that they serve to reduce workload for teachers and educators by bringing information together in one place and cutting down on duplicated recording.