Explained: Piloted in-school SEND support ‘cut exclusions’ – report
Piloted in-school SEND support ‘cut exclusions’ – report is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
Changes rolled out across 32 local authorities as part of a Tory-era SEND pilot have cut exclusions and kept more children in mainstream education, a report has found. Standardised education, health and care plans (EHCPs), introduced during the same trial, have also made the process “less overwhelming” for parents and aided “more consistent decision-making”.
Key details from the report
- The findings were revealed in a report, released last week , evaluating the first two years of the change programme – which was launched by the Conservative government in 2023 to test potential SEND reforms.
- Signs of ‘impact’ Those taking part in the trial were asked, among other things, to “improve support within mainstream settings through early identification and intervention”.
- The report found schools in the test areas were “increasingly taking collective responsibility for meeting SEND needs, supported by new tools, guidance, and local initiatives such as inclusion frameworks [and] resource bases”.
- Stakeholders told the researchers they had seen “early signs of impact”, including more children “being retained in mainstream education, fewer exclusions, and stronger collaboration between schools, local authorities, and AP providers”.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
