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For children in England with special educational needs and disabilities, an education and health care plan (EHCP) is a central pillar of support. The government is due to set out its educational strategy for children with special educational needs and disabilities in the autumn, though, and has not ruled out scrapping ECHPs. Their removal would signal radical change in how the system works in England.

ECHPs are individualised plans that set out the needs of a particular child and the support they should receive – from education, health services and social care – in order have the best opportunity to thrive. But demand for ECHPs is soaring and providing support is proving financially catastrophic for local authorities.

One of the criticisms of EHCPs is that they prioritise providing children with individual models of support, rather than developing inclusive cultures within schools and within the broader education system. Education secretary Bridget Phillipson has outlined a vision of building a system where more children with special educational needs and disabilities can attend mainstream schools.

But removing ECHPs leads to the possibility of children who need more specialist support missing out.

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To secure an ECHP, local authorities carry out a statutory assessment to determine whether a child’s needs warrant additional support. An assessment does not always lead to an EHCP, but if one is issued, it must outline how the child’s needs will be met and the additional resources needed to do so.

These resources might include funding to provide a child with a teaching assistant, funding for equipment and transport to school, or funding to go to a specialist school. This system of support helps school leaders ensure that children and young people have the right support, at the right time.

According to a report published earlier this year, the demand for EHCPs has risen by 140% since 2015. Recent data shows that there are 482,640 children and young people in England with an EHCP.

Many more children have special educational needs, but do not have an ECHP. These pupils are classed as receiving special educational needs support. The percentage of pupils with an EHCP has increased to 5.3%, from 4.8% in 2024. The percentage of pupils with special educational needs support has increased to 14.2%, from 13.6% in 2024.

Despite government investment of £10.7 billion to local authorities in 2024-25, a House of Commons committee report outlines that long waiting times for assessments, as well as to access support such as speech and language therapy, has led to parents losing confidence in the system.

Support may include equipment or additional sessions.
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Funding is allocated to each local authority from central government to fund provision in their areas. It is for local authorities, in consultation with their schools, to determine the individual allocation to schools. However, local authorities are struggling to meet the increased demand for EHCPs. Even when funding is allocated through EHCPs, it is not always sufficient to address the needs of those with complex needs.

And funding is not sufficient to meet demand. Local authorities have accumulated huge deficits due to spending exceeding funding, placing some at risk of going bankrupt.

Future plans

Bridget Phillipson has refused to be drawn on whether EHCPs will be axed. “What I can say very clearly,” she has said, “is that we will strengthen and put in place better support for children.”

Building more inclusive schools is obviously one way of achieving this vision. If scrapping EHCPs means less funding for children for special educational needs and disabilities, though, this cannot be the answer. Children need more support, not less, to enable them to thrive.

The solution is for the government to work out what models of inclusion work well in mainstream schools and to decide how these can be resourced and evaluated. Clarity is also needed on inclusion in mainstream schools can be measured in order to assess whether it is working.

Making more support in mainstream schools work also requires an adequate supply of knowledgeable, well-trained teachers. The government is prioritising this through revision to initial teacher education courses, with an emphasis on all teachers being teachers of special educational needs.

If the government doesn’t get this right, the result may be poorer educational and long-term outcomes for pupils with special educational needs and disabilities. It may also lead to issues with teacher recruitment and retention in mainstream schools, particularly if teachers feel that they do not have the level of support in place that they need to meet the needs of their pupils.

Jonathan Glazzard does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.