The SEND system urgently needs reform. While the Government has set out proposals to improve outcomes for children and young people with SEND, Barnwood Trust believes that parents, carers, and young people are the experts in understanding what needs to change. They must be central to shaping these reforms.  

We support the aim of improving support. However, alongside families and young people, we are concerned about how effective these proposals will be and what they could mean for children’s rights and opportunities.  

This position is informed by engagement with over 40 parents, carers, children and young people. We are grateful to everyone who shared their experiences, hopes and concerns.  

What we heard 

Families in Gloucestershire told us they want a system that is:  

• Easier to understand and navigate 

• Better funded and resourced 

• Built around each child’s individual needs  

Many families described a constant struggle to get support. Children are often forced into a system that was not designed for them. Too many are missing out on the education they deserve.  

While some people felt hopeful about reform, many described feeling concerned, mistrusted and worn down. 

Families worry that the proposals could:  

• Reduce access to support – especially for children with more complex needs 

• Weaken legal protections and routes to challenge decisions 

• Put more pressure on already overstretched schools  

• Lead to more standardised support at the expense of individual needs 

Our position 

Families are clear: reform is needed, but it must be done properly – with families and young people involved in the design process, and with enough funding.  

Although the Government says it wants to end the “fight for support”, it is unclear whether these proposals will achieve that.  

Inclusion is central to the plans but cannot be achieved by simply making it harder to access specialist support. Evidence already shows that children with SEND, those eligible for free school meals, and those from global majority backgrounds are more likely to be excluded from school and achieve poorer outcomes.  

We are concerned that there is no clear definition of ‘inclusion’ within the plans and that the multiple barriers some children and families face are not recognised. Without this, there is a lack of accountability and a risk that the harm caused by exclusion is overlooked.  

Language matters 

We are deeply concerned that these reforms risk downplaying the needs of children with neurodivergent conditions and mental health needs.  

There is also an implication that some children do not need Education, Health and Care Plans (EHCPs). Families tell us this is not the case. EHCPs are often only secured after long battles and play a vital role in ensuring children can access education. The rise in EHCPs reflects a system that is not working properly, rather than unnecessary demand. This is reinforced by the reported 99% success rate at the SEND Tribunal.  

The need for culture change 

The proposals do not give enough attention to school culture and environment. 

Inclusion is not only about structures and funding – it is about how children are treated every day. Many children face barriers created by rigid polices and environments that do not adapt to their needs. We believe:  

• These reforms must reflect the social model of disability 

• Children should be able to bring their authentic selves to school and should not be punished for doing so  

• Policies (such as strict behaviour or uniform rules) should not prevent access to education 

Without cultural change, reforms will not succeed.  

Inclusion or separation?  

We also have concerns about Inclusion Bases. Families worry that these could  stigmatise children – separating them from their peers and creating new barriers to attendance. Education should adapt to meet children’s needs, and there are valid questions about whether this type of provision promotes inclusion or could lead to greater separation instead. 

Experts in the system 

Children, young people and their families must have a genuine and meaningful say in decisions that affect them.  

This means moving beyond consultation — where people are simply asked for their views — towards genuine co-design and co-production, where children, young people and families help shape decisions, services and support from the beginning. Their expertise should carry equal weight to that of professionals and policymakers.  

We are also concerned that the Government’s consultation process was not accessible. Many families told us they could not engage with a long and complex consultation while managing caring responsibilities.  

Without the expertise of children, young people and families, these reforms will never be as successful as they could be.  

Our call to Government 

Families have been clear: reform must be done with them, not to them.  

We urge the Government to:  

• Work in genuine partnership with families and young people 

• Ensure reforms improve transparency and rebuild trust 

• Provide sufficient funding to meet needs properly  

• Clearly define and deliver meaningful inclusion 

• Recognise that some children face multiple barriers and disadvantages  

For reforms to succeed, change to policy, funding, and systems must be matched by changes in culture. Children must be supported to be themselves and to thrive.  

A social model approach must underpin the system. Children should not be expected to adapt to barriers that the system itself creates.  

Barnwood Trust stands ready to support this work. We will continue working with Gloucestershire families and call on local MPs to engage directly with those who have lived experience to shape better solutions.  

Read the report summarising our engagement about the reforms below:

• SEND reform summary of engagement with parents, professionals, and young people