Despite the rising demand and costs, the report stresses that entitlement to EHCPs must remain unchanged to ensure continued support for children with Send.

Local authorities are facing deficits in high needs budgets, prompting suggestions for partial write-offs and calls for better integration of health and education responsibilities to support Send children more effectively.

Both educational unions and MPs warn that without proper funding and systemic reforms, goals like inclusive education and quality support are unlikely to be achieved, emphasizing cautious implementation.

The government plans to reform the Send system through the upcoming Schools White Paper, but MPs insist that current entitlements to EHCPs should not be reduced or thresholds raised, emphasizing accountability and trust.

Support for children with Send increasingly relies on health services, and MPs call for NHS restructuring to improve accountability and better integrate health and education services.

Education Secretary Bridget Phillipson acknowledged systemic issues in Send support and committed to reforms involving increased investment, teacher training, and community programs to improve outcomes.

The report recommends mandatory professional development on Send for teachers, increased funding for Send pupils—currently at £6,000 per pupil—and measures to reduce local authority deficits, including careful financial adjustments.

The committee criticizes the current case-by-case approach to Send support, calling for clearer definitions of inclusive education, increased investment in mainstream and special schools, and a government definition of inclusive education within three months.

Demand for Education, Health and Care Plans (EHCPs), which support children with Send, has risen sharply from 353,995 in 2019 to 638,745 in 2025, leading to increased costs and financial pressures on local authorities.

Helen Hayes, chair of the committee, stresses the need for a standardized national framework for Send support to improve parental confidence and reduce reliance on EHCPs as the primary accountability measure.

The UK House of Commons Education Select Committee has recommended establishing national standards for special educational needs and disabilities (Send) provision in schools to address inconsistencies and ensure equitable support, including minimum resources, expertise, and adjustments that do not require formal diagnoses.

The committee emphasizes that at least one senior leader in each school should hold a Send qualification, with all headteachers expected to obtain such a qualification within four years to improve leadership and accountability.