Letter to Secretary of State for Education about the direction of travel on the Government’s proposed reforms to SEND.
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Adrian Ramsay MP co-signed this letter along with Sian Berry MP, Carla Denyer MP and Dr Ellie Chowns MP.
Dear Bridget,
We are writing to you collectively as the Green Party Members of Parliament to raise concerns about
the direction of travel on the Government’s proposed reforms to the system supporting SEND
provisions ahead of the anticipated White Paper.
This is a critical moment for children, families, and schools. It is vital that the proposed reforms do not
weaken a child’s legal right to an education that meets their needs at a time when the system is failing
to deliver for children and families. The Education Select Committee has been clear that the SEND crisis
stems from failures of delivery, capacity, and resourcing. Earlier intervention and inclusive education
are achievable within current law; weakening rights would worsen inequity and reduce families’ routes
to challenge decisions. Any reforms should seek only to strengthen provision, not dilute statutory
entitlements.
1. Long waits for diagnosis and Education, Health and Care Plans
Families consistently tell us that navigating the SEND system is one of the most distressing experiences
they face, particularly relating to unacceptable delays in diagnosis and in securing EHCPs. These delays
undermine early intervention, exacerbate children’s distress, and have lasting impacts on mental health
and educational outcomes. We are aware of cases where children have been placed in mainstream
settings despite being non-verbal because no specialist language unit places were available, and where
families must privately fund speech and language therapy (SALT) after receiving only one NHS
appointment. In other cases, delays by NHS trusts in assessments have directly prevented children from
accessing EHCPs and the support they need.
2. Insufficient support for inclusive education in mainstream schools
Government data shows that the majority of children with EHCPs are already educated in mainstream
settings. Special schools are for children with the most complex needs and should not be used as default
destinations. Many schools put support in place even before EHCPs are secured, often beyond what
resources allow. Without sufficient capacity, children who could thrive in mainstream settings with
appropriate adjustments can experience exacerbated problems and, in some cases, school avoidance.
There is also growing evidence that inadequate support for children with autism or ADHD/ADD can lead
to long-term mental health harm.
We consistently hear from teachers who are committed to inclusive practice that they lack the staff,
specialist expertise, and funding to meet the diversity of needs in the class. Teachers are operating
under intense and unsustainable pressure, with growing class sizes, rising levels of unmet need, and
insufficient specialist support. Many report expectations to deliver increasingly complex provision with
inadequate resources, contributing to burnout and low retention of teaching staff, and further
exacerbating resource pressures. This is a systemic failure, not a failure of school ethos or staff
commitment.
We are also concerned that rigid, standardised learning environments and testing create additional
barriers to inclusion. Children with SEND can show better academic and social outcomes when learning
is creative and dynamic, including through play and adaptive, relational approaches to education.
3. Shortages of suitable alternative provision and specialist places
For children whose needs cannot be met in mainstream settings, there is a serious shortage of
appropriate alternative provision and specialist placements. We are seeing prolonged periods where
children are left out of education altogether, moved repeatedly between placements that cannot meet
their needs, or placed in settings that even the schools themselves believe to be unsuitable. In some
cases, children have been out of education for a year or more, with devastating impacts on their
wellbeing and on families’ ability to work and function.
4. Financial pressures without improved outcomes
The National Audit Office has made clear that, despite increases in high-needs funding, outcomes for
children and young people with SEND have not improved consistently, and the system remains
financially unsustainable. DfE estimates that by March 2026 around 43 per cent of local authorities will
have high-needs deficits exceeding or close to their reserves, contributing to a cumulative national
deficit of up to £4.9 billion when current accounting arrangements end. This points to structural failure
and bottlenecks in assessment and provision. Bringing this liability onto national government will not
solve the problem with cost inefficiency.
5. Tokenistic engagement with families and professionals
We are concerned that recent ‘Conversations’ did not allow meaningful engagement from families or
professionals. Reform developed without genuine co-production risks repeating past mistakes and
undermining trust. Tokenistic engagement not only fails to improve policy design, but actively alienates
families and frontline staff whose expertise is essential to making reform work in practice.
6. Lack of clarity about how the reforms will improve support for all children
It remains unclear how the proposed reforms will improve the system’s ability to meet the needs of all
children and young people with SEND. The five ‘principles’ cited by Ministers are already embedded in
law and policy, so reforms should focus on making those duties work in practice, not on redesigning the
framework. Proposals that narrow eligibility for Education, Health and Care Plans or weaken routes of
redress risk excluding children whose needs are currently unmet and would undermine inclusive
education, rather than strengthening the system’s capacity to support every child to thrive.
Our requests
We ask for your clear assurance that the White Paper and associated SEND reforms will:
Address structural bottlenecks in education and health services that delay assessments
Expand and properly resource specialist and alternative provision so that no child is left without
suitable education.
Invest in workforce capacity and inclusive practice in mainstream school
Co-produce with families, children and young people, and frontline professionals.
Preserve and strengthen existing legal rights to support that meets their needs.
Retain access to SEND tribunals and effective routes of redress for families.
Prioritise full and consistent implementation of existing legal duties, including timely diagnosis,
assessment and early intervention.
We would welcome your feedback on the above suggestions which are made in good faith to support
this process. Our proposals were formulated following numerous conversations with parents and
professionals from across our four constituencies, with the sole aim of genuinely resolving the SEND
crisis while upholding the rights and wellbeing of children and young people. We believe that solving
systemic challenges with diagnoses and intervention, and with targeted investment in schools and
specialist settings, every pupil will have the support they require to thrive.
Yours sincerely,
Adrian Ramsay MP co-signed this letter along with Sian Berry MP, Carla Denyer MP and Dr Ellie Chowns MP.
