Introduction

The government’s 2026 Schools White Paper, Every Child Achieving and Thriving, was published on Monday 23 February. These documents introduce major reforms to the Special Educational Needs and Disabilities (SEND) system in England, focusing on three main areas where there is a need for change: funding, the Education, Health and Care Plan (EHCP) process, and the levels/types of support available to students with SEND. The proposals aim to create a more fair, effective, and financially sustainable system while improving early identification and intervention for children and young people. They also seek to strengthen coordination between education, health, and local authorities so that families experience clearer pathways to support. However, there has been criticism from the public, encouraging those to speak up about their opinions about this extremely important legislation.

At Coram Shakespeare Schools Foundation we are proud of our inclusive practice, working with theatre makers, artists, and schools to ensure programmes are accessible to everyone. We continue to consult with experts in inclusive theatre-making to develop and strengthen our work, guided by the belief that inclusive practice is simply good practice. On February 24th, we invited our panel to share their expertise on this issue, helping us explore what our organisation — and others — can do to ensure inclusivity, provide meaningful support, and enable all students to succeed.

The question addressed by this panel was: With rising numbers of students with SEND in mainstream education settings and increasing pressure on the government to reform SEND provision, what can we learn from those delivering effective practice and its impact on teaching and learning?

Why This Conversation Matters

The SEND White Paper reforms matter deeply because they will determine how nearly two million children with SEND access support in education and how families navigate the system. Despite the importance of this mission, there has been significant criticism of the government’s approach. Rather than focusing solely on identifying the best path forward for students with SEND, some argue that the reforms are being shaped by financial pressures to curb rising expenditure. Additional concerns include the potential reduction of legal entitlements, such as limiting access to EHCPs, increased uncertainty for parents, greater pressure on mainstream schools, and persistent funding and resource gaps.

The proposed reforms signal a pivotal moment for SEND education. Calls for change have emerged from a system widely described as “broken,” conflict-driven, and financially unsustainable. Ultimately, these reforms will affect nearly two million children with SEND, along with their families, schools, and local authorities.

This conversation matters because it highlights both the opportunities and challenges of reform. It sheds light on what works in practice, the barriers that persist, and the areas where additional support, resources, or clarity are needed. By hearing perspectives from people of diverse backgrounds, we gain insight into personal experiences that help shape our understanding and awareness. Without this knowledge, the system will continue to be “broken” and fail to meet the needs of the very students it is meant to support.

The Panel’s Diverse Perspectives

CSSF hosts panel discussions, focused on SEND, enabling a platform for young people, teachers, parents, and cultural and arts education partners who have extensive knowledge of SEND education. The latest event was chaired by comedian, writer, CSSF patron, and actor Francesca Martinez who facilitated an excellent conversation on the SEND white paper reforms. Panelists reflected on strengths-based approaches, radical ideas, staff training needs, and more.

Syra, an experienced senior leader across the mainstream and specialist sector, advocated for a curriculum that starts with the student. ‘There needs to be a larger emphasis on what their needs are and how we can make the curriculum work for them’. Teachers and parents should be able to co-collaborate on individualised support plans, leading to a need for more teachers to have immersive, instructive training.

Imogen, a young person, living in Wales, navigating multiple school placements, spoke about persistent barriers to learning despite her Individual Development Plan (IDP). She highlighted that limiting support and reforms to narrowing EHCPs to “complex cases” risk leaving many students feeling excluded, even in schools with Additional Resourced Provision (ARPs) Her perspective is necessary to understand how young people should be included in the conversations, as every young person deserves a voice.

Stephanie, an experienced Maths teacher and SENDCo, emphasised the importance of culturally responsive environments, collaboration with families, and realistic expectations. Drawing on her work with parents who speak English as an additional language (EAL), she highlighted the need to understand cultural differences in how SEND is perceived and discussed. She noted that teachers carry significant responsibility and need expert training and resources to help every student thrive. As a parent of neurodiverse children herself, she is committed to ensuring parents and carers are actively involved, working in partnership with schools to shape specialised support.

Eve, leader of an Additional Resourced Provision (ARP) at a London primary school, stressed that all behaviour stems from unmet needs and should not be taken personally. She advocates total communication environments, coaching models for teachers, and designing spaces that remove barriers. Since COVID-19, she has witnessed how the need for SEND support has increased, and teachers have had to adapt practices with a focus on repairing trust between schools and families.

Francesca, an actress, author, and stand-up comedian, highlighted the timeline of SEND education and how it has changed minimally from her experience with the system, to students with SEND today. She argues that all children of all abilities should be together, normalising human diversity, which cannot be accomplished without committed specialist support. Through her lived experience and stimulating questions, Francesca prompted thought-provoking answers from the panelists.

Get Involved

The government is inviting views from parents, young people, schools and professionals on 40 consultation questions linked to the proposed SEND reforms.

You can share your views by:

• Completing the online consultation via the Department for Education’s Citizen Space page
• Emailing your response to SENDreform.CONSULTATION@education.gov.uk
• Writing to: SENDAP Reform, Sanctuary Buildings, Great Smith Street, London, SW1P 3BT
• The consultation closes on 11:59pm on 18 May 2026.
• Using the available easy-read version of the consultation
• Contacting your local MP to raise any concerns

Our world continues to evolve, and education must evolve with it. Now is the time to ensure your voice is heard and to speak up if you have concerns. Raising awareness about the potential implications of these reforms is essential. By contributing to the conversation, you can help shape a system that strengthens educational opportunities and outcomes for students with special educational needs and disabilities.

Lyra Fontanilla
Marketing Assistant at Coram Shakespeare Schools Foundation