A leading figure in special education has expressed strong opposition to the UK government’s plans to phase out individual education, health and care plans (EHCPs) for children with special educational needs and disabilities (SEND). Mike Sidebottom, chief executive of the Woodbridge Trust, which operates several special schools and SEND support services, emphasized that this approach will not effectively address the ongoing SEND crisis in England.
The government aims to reduce reliance on EHCPs by expanding the availability of places in SEND units within mainstream schools. This strategy, which is set to be detailed in an upcoming White Paper, seeks to reserve EHCPs solely for children with the most complex needs. However, Sidebottom believes that such a shift is misguided and will face significant challenges.
Challenges in Enforcement
During an interview, Sidebottom stated that the government will encounter “really difficult” obstacles when trying to manage the high volume of parental requests for EHCPs. He noted that the current system is already overwhelmed, hindering timely access to necessary support for many students.
“There are a significant number of EHCPs, which, at this moment, are grinding everything to an absolute stop,” Sidebottom explained. He cautioned against removing these plans entirely from mainstream settings, arguing that this would not address the fundamental issues facing students with SEND.
The Woodbridge Trust has garnered recognition for its work, being nominated for a national “Inclusive Trust of the Year” award this year. The trust operates Firwood School, a special secondary institution, and other facilities dedicated to supporting students with SEND.
Need for Comprehensive Support
Rachel Berry, a specialist SEND teacher within the Woodbridge Trust’s outreach service, echoed Sidebottom’s concerns. She argued that if the government eliminates EHCPs for mainstream schools, there must be a legal replacement to ensure that schools are aware of their responsibilities to provide adequate support.
“If they decided to take EHCPs away from mainstream, they would have to replace it with another legal statutory document,” Berry said. “There would still need to be a level of funding so that we know that schools understand their duties to provide the right support for children.”
The Firwood School currently accommodates 230 students with diverse and complex special educational needs. Plans are in place to increase its capacity to 260 by September 2025. The school is also awaiting a decision from Bolton Council regarding the potential expansion for an additional 100 places, which would address the needs of local children with SEND.
A report from the council indicated that denying this expansion could force vulnerable children into independent schools outside Bolton, resulting in lengthy commutes and estimated costs of approximately £6.4 million annually.
Success Stories Highlight Need for Specialized Support
Jude Kay, an 18-year-old who has benefitted from Firwood School’s specialized environment, is preparing to start an apprenticeship at Asda. His mother, Cath, emphasized that his progress would not have been possible in a mainstream school setting. Jude, diagnosed with autism at age three, struggled to secure a place in a special secondary school due to capacity constraints.
“I was told at the panel meeting that you would go to mainstream because of the limited places in special education,” Cath recounted. Fortunately, the headteacher of Jude’s primary school advocated for his placement in a special setting, which she believes was crucial to his development.
Cath described how Jude’s experience at Firwood and then at Woodbridge College has prepared him for adulthood. “He wouldn’t be anywhere near as independent if he had gone to a mainstream school,” she stated, highlighting the tailored support he received.
At Firwood, the curriculum focuses on equipping students with essential life skills, such as preparing hot drinks in a bistro and managing personal care in a mock flat. Dawn Evans-Tomkinson, head of Firwood High, emphasized the importance of building futures for every student, regardless of their specific learning challenges.
“We’re building futures,” Evans-Tomkinson said. “What a successful future looks like for a child with profound and multiple learning disabilities is very different from a child who can go out and work, but it’s ensuring that every student has a future that’s right for them.”
Calls for Broader Inclusion
Cate Marsden, director of external partnerships at the Woodbridge Trust, highlighted the need for reforms that extend beyond educational settings to create inclusive communities. “It’s about community and it’s about belonging,” she stated.
In response to these concerns, a spokesperson for the Department for Education asserted that the government is committed to improving the SEND system, which they claim was inherited in disarray. They maintain that proposed changes aim to enhance support for children and alleviate the burden on parents fighting for assistance.
“The evidence is clear that this government inherited a SEND system left on its knees,” the spokesperson said. They noted an ongoing commitment to provide £740 million to encourage councils to create more specialist places in mainstream schools while emphasizing the importance of early intervention to prevent escalating needs.
As the government prepares to unveil its plans, the voices of those directly affected by SEND policies continue to advocate for a system that truly meets the diverse needs of all students.
Leading Educators Challenge Plan to Remove Care Plans for SEND Students
Expanse Learning School Achieves “Good” Rating from Ofsted
Rising Tuition Fees in the UK: Is a University Degree Still Worth the Investment?
Must-Read Books of July 2025: From Romantasy to Thrillers
Dick Van Dyke’s Health Scare: Wife Reassures Fans Amid Concerns