As you may have seen in the news the Government's White paper for SEN has been published and is available online for those who wish to read all 118 pages. 

Mrs Louis White and I have been eagerly awaiting the paper and have been discussing implications for the school. 

What the White Paper Is....

The White Paper — officially titled “Every Child Achieving and Thriving” — is the Government’s roadmap for reforming how children with SEND are supported in schools.

The Main Goals

🔹 Get support much earlier and faster
Support will be provided as soon as needs are identified — with schools creating Individual Support Plans (ISPs) for every child with SEND, giving clear actions and tailored help.

🔹 Focus on inclusion in mainstream schools
There’s a big push to make mainstream classrooms even more inclusive — including training for teachers, specialist help like speech therapy, and dedicated support spaces in schools.

🔹 Reserve formal plans for the most complex needs
Education, Health and Care Plans (EHCPs) — the legally binding plans parents are familiar with — will be reserved for the most complex needs only. Schools will use ISPs for many others.

What Parents Need to Know

What stays the same

• Current legal rights, including rights attached to existing EHCPs, are not removed immediately. The law doesn’t change until parliament passes new legislation.

• Children with EHCPs and those in special schools will keep their placements during the transition.

 What Changes

 New Support Structure

• Individual Support Plans (ISPs) become the default way children’s needs are described and supported in school. These will be legally recognised but different to EHCPs.

• EHCPs remain for children with the highest and most complex needs.

 Long Transition Period (until ~2030)

• Existing EHCPs will be reviewed at key educational transition points (e.g., moving to secondary school) starting around 2029/30, and children may be moved to the new system if appropriate.

 Funding and Support

A significant package of investment is proposed:

• £1.6bn inclusion funding for mainstream schools

• £1.8bn “Experts at Hand” fund to give easy access to specialist services (speech and language therapy, educational psychologists etc.)

• Funding for teacher training and specialist places in schools
  (All aimed at earlier help and better everyday support rather than long waits)

School Responsibilities

• Schools will be expected to train staff to support SEND pupils well.

• Secondary schools may have dedicated support bases for neurodivergent students.

• Ofsted will check how well ISPs are put into practice.

Concerns from Parents and Campaigners

Some families and groups have raised concerns that:

• Moving away from EHCPs could weaken legal protections and make it harder to challenge inadequate support.

• Reviews at transitions might mean some children lose formal support they had before.

These issues are part of the public consultation currently open.

 What Happens Next

• The Government’s consultation is open until 18th May 2026.

• After that, proposals may change before laws are drafted and debated in Parliament.

• Should you wish to share your view- go online and respond to the consultation!

As Headteacher one of my main priorities is that we are an inclusive school- you should be proud of your children and how inclusive they are and how they support one another to thrive. 

How We Are Inclusive at Abbeys Primary School

Inclusion at Abbeys Primary School means making sure every child feels like they belong and can take part fully in school life. We don’t expect children to change who they are to “fit in”; instead, we adapt what we do to meet their needs and give them as many opportunities as we can to thrive. 

Some of the ways we do this include:

Providing clear routines and structure so children know what to expect

Using visual supports such as timetables, now-and-next boards, and checklists

Making small classroom adjustments, like breaking work into manageable steps or offering different ways to show learning

Offering sensory support, including movement breaks, fidget tools, or quieter spaces to work

Providing calm, safe spaces where children can go if they feel overwhelmed

Giving extra support during unstructured times like playtime or lunchtime, when needed

Helping children prepare for changes or new situations in advance

Regular adult check-ins to support emotional wellbeing and problem-solving

Encouraging children to take risks with their learning and know that we are here to support them

And lastly.... a huge congratulations to Mrs and Mr Warburton on the birth of baby Orla. A lovely little sister to Cleo! Congratulations to you all- we cannot wait to meet her!