Explained: Schools ‘at the heart of SEND reforms’, says adviser
Schools ‘at the heart of SEND reforms’, says adviser 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?
Schools will be “at the heart” of ministers’ special educational needs reforms, the government’s strategic SEND adviser has said. Dame Christine Lenehan said the government’s reforms would “develop and look at the whole changing nature of the relationships between schools and local authorities”.
Key details from the report
- It has been reported that one proposed change in the government’s delayed white paper would give schools a greater role in deciding the levels of support for pupils and in dealing directly with parents.
- Speaking at The Difference’s IncludEd conference at the weekend, Lenehan, a former chief executive of the Council for Disabled Children, said: “When we get the white paper, which is soon, you’ll see more of the detail on that, but schools [are] very much at the heart of it.
- ” She said that part of her role was “making sure we have a language which enables schools to talk to health, to talk to social care, to talk to parents, to talk to pupils”.
- The government’s ongoing reforms have prompted debate about the term “SEND”.
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?
