Reforms could reduce support for disabled children in England

The findings come as the government prepares to publish a schools white paper outlining reforms to SEND provision, aimed at reshaping how support is funded and delivered by schools and local authorities.

According to The Guardian, a survey carried out for the disability charity Sense among 1,000 parents of children with multiple complex needs — including deaf-blindness, autism and physical impairments — found that half of respondents said they felt nervous about the upcoming reforms. Around 45% said they were worried their child’s existing support could be taken away as a result of the changes.

The survey also revealed significant problems with the current system. One in five parents said their child’s school was not providing the legally required support set out in their education, health and care plan (EHCP), while nearly half described the process of securing SEND support as stressful.

Education secretary Bridget Phillipson is finalizing the reform proposals, which are expected to be published in mid-February. Central to the changes will be the future of EHCPs — legally binding agreements that set out a child’s support and give families the right to appeal to a SEND tribunal.

Sense chief executive James Watson-O’Neill warned that weakening legal protections or cutting funding could have devastating consequences. He said too many children were already being failed by an underfunded and complex system, with long-term impacts on their wellbeing and life chances.

The survey also found wider social and economic effects on families. One third of parents said they had been forced to leave their jobs due to a lack of adequate support for their child, while 40% reported reducing their working hours.

The Department for Education said it had completed a national listening exercise with parents, schools and stakeholders. A spokesperson said the reforms would aim to restore trust, protect parents’ rights and end regional disparities in support, alongside significant investment in teacher training and new specialist places.