The Education, Health and Care Plan (EHCP) is a legal document designed to support children and young people in England with significant special educational needs and disabilities (SEND). It outlines the educational, health and social care provisions required to help a young person achieve their outcomes. EHCPs are intended for individuals aged up to 25 whose needs cannot be met through standard SEN Support in mainstream settings. Introduced under the Children and Families Act 2014 and governed by the SEND Code of Practice, EHCPs are a vital safeguard ensuring the most complex needs are identified and addressed appropriately.

At present, the EHCP system works by first identifying a child or young person whose special educational needs go beyond what regular classroom support can provide. A local authority assessment is carried out, and if deemed necessary, an EHCP is issued. This document details the individual's needs, desired outcomes, and the specific educational, health, and social care support required. Local authorities are legally bound to secure the provision specified in the EHCP, with schools and other settings responsible for delivering this support. According to data from the Department for Education, as of January 2025 there were 638,700 children and young people in England with EHCPs. Of these, 43.6% attend mainstream schools, 30.4% are in special schools, while the remainder are in early years, further education or alternative provisions.

However, a major shake-up of the EHCP framework has been proposed as part of wider SEND reform efforts by the Government. There is growing concern about the sustainability of the current system, particularly amid rising demand and stretched local authority budgets. The proposed reforms could see EHCP eligibility significantly narrowed, potentially limiting access to only those children with the most complex and multidisciplinary needs. Children with less severe difficulties may instead receive alternative plans that fall short of full statutory EHCP status, focusing only on education or a mix of education and health support.

Commentators and legal professionals have warned that such reforms, while aimed at streamlining support and easing financial pressures, could inadvertently strip families of essential rights. EHCPs currently offer legal recourse through tribunals if support is not provided, a protection that may not be preserved in lighter-touch alternatives. Meanwhile, there is talk of strengthening early intervention and the capacity of mainstream schools to meet needs earlier, potentially reducing reliance on EHCPs. Yet, this shift would require significant investment and training in mainstream settings to be effective.

The outcomes of these changes remain uncertain. While some argue the reforms could improve efficiency and responsiveness within the system, many SEND advocates fear they could diminish the quality and reach of support for thousands of children. Concerns are particularly strong around whether local authorities will truly be able to offer adequate provision without the statutory guarantees of an EHCP. Schools may face increased pressure to do more with limited resources, and families may be left navigating a support system with fewer clear rights.

For educators and school leaders, the implications of EHCP reform are particularly significant. If eligibility is narrowed and fewer EHCPs are issued, schools, especially mainstream settings, will likely see an increase in pupils with high needs but without the legal protections or funding that EHCPs currently bring. This could place additional strain on SENCOs, classroom teachers, and support staff, who may already be operating at full capacity. There is also concern that without sufficient funding and training, the quality of support in schools may deteriorate, ultimately impacting pupil progress and wellbeing. Educators will need to be proactive in planning for these changes, from reviewing internal SEND support strategies to engaging in local consultations and professional development.

It is crucial that educators, parents, and professionals remain engaged and informed as these reforms unfold. The SEND White Paper, initially expected in 2025, has been delayed until early 2026, according to reports from The Guardian. This delay has left many details unclear and subject to change. Nonetheless, staying updated through trusted organisations, reviewing existing EHCPs, and preparing for various outcomes will be essential. Parents and carers should participate in consultations and local forums, while schools should audit their current SEND provision and plan for potential shifts in responsibilities.

Ultimately, any reform to the EHCP system must balance sustainability with the rights and needs of children. The stakes are high. For many families, an EHCP represents not just a plan, but a lifeline, ensuring that their child’s education and wellbeing are adequately supported. It is more important than ever to engage in the conversation, ask the right questions, and make sure all voices are heard. Change may be coming, but how it is shaped depends on the involvement and vigilance of those it affects most.