Skip to content
Back
SEND

Taking stock of SEND

SEND is shaping more boardroom discussions than ever. Rising complexity of need, stretched local services and growing pressures on school budgets are creating a system under strain — but also one on the cusp of change. This blog takes stock of what governors and trustees are seeing, the latest evidence from our members and where national reform now needs to focus.

Blog
12/12/2025

If 2025 has made one thing clear, it is that SEND is now a priority issue for schools, trusts and policy makers alike. Governors and trustees across the country are reporting rising pressures on capacity and funding while also working closely with families who are navigating long waits for support. Despite these challenges, there is also a sense that we’re on the brink of long-overdue change.

This feels like a good point to take stock of where things stand, what we are hearing from our members and what the next stages of reforming the SEND system might look like.

Why this matters

Each year, governors and trustees tell us more about how SEND shapes the decisions they make and the challenges they face. While every school and trust is different, there are common themes. NGA members often explain that pupils are joining schools with needs that are more complex or wide ranging than they have seen before. This places pressure not only on budgets and staffing but also on the wider school environment, where leaders want to ensure that every child receives the right support from day one.

We also hear a great deal about the experiences of families. When parents spend months waiting for assessments or trying to locate support, it naturally creates anxiety and uncertainty. Governors and trustees understand the time and care that staff put into these conversations, often trying to fill the gaps left by stretched local services. These are not simple situations, and boards frequently reflect on how hard school staff work to support pupils even when resources are limited.

The reality on the ground

Our 2025 annual governance survey shows that 63 percent of boards now list SEND as their top challenge. Two years earlier, this was the case for around a quarter.

Looking more widely, the number of children with education, health and care plans (EHCPs) has increased by almost 80% since 2018. Around one in five pupils now receives some form of SEND support. At the same time, only 46% of EHCPs are being issued within the statutory timeframe, and many local authorities are facing high-needs deficits. These pressures eventually find their way into everyday school life: shaping timetables, staffing, provision and communication with families.

For governors and trustees, this means spending more time exploring whether support is being delivered effectively, whether staff have the training they need and how budgets can stretch to meet the different needs within their communities. Boards are committed to doing so, but many say the current system makes this work more complicated than it needs to be.

  • “We need funding to help meet these unmet [SEND] needs primarily, once those are met, staff workload will reduce, attainment will improve as all children’s needs are met, contact from parents will lessen as fewer incidents that need dealing with.”

    AGS respondent

    What governors and trustees are seeing

    During the autumn, we convened a SEND advisory group to explore these issues in more depth. The group brought together governors and trustees from a range of settings, and their discussions offered a valuable insight into how SEND pressures play out in practice.

    Participants explained that leaders often face difficult choices about the support they can realistically provide within available resources. Even when schools do everything possible to meet needs, there are situations where external services or specialist provision are required but difficult to access. This can lead to frustration for families and staff, despite everyone working towards the same goal.

    We also heard about the importance of communication. When delays occur or assessments take longer than expected, it can become harder to maintain positive relationships with families. Boards shared examples of schools investing significant time in building understanding and trust, but were clear that this becomes more challenging when services outside the school’s control are under strain.

    Despite these difficulties, the group also shared examples of good practice in which collaboration, training and thoughtful planning have enabled pupils to receive strong support. These successes demonstrate what is possible when schools and local services work together in the best interests of children and families.

    Insights from the advisory group have been central to shaping our recent policy paper for the Department for Education (DfE), ensuring that the recommendations reflect both lived experience and national trends.

    What needs to change

    Across all our engagement, one message stands out. Governing boards want to meet the needs of pupils with SEND, and they want to do so confidently and effectively. For this to happen, they need a system that supports them in practical and sustainable ways.

    Our policy paper sets out four areas where national action could make a meaningful difference:

    1. Funding mechanisms that support earlier intervention for more pupils
    2. Workforce development strategies that increase knowledge and confidence in the classroom
    3. Improved parental collaboration to support productive partnerships between schools and families
    4. A streamlined ECHP process that ensures equitable and timely access to multi-agency support

    These changes would not only support schools and trusts but would also give families greater reassurance and ensure that pupils receive the help they need sooner.

    Reform on the horizon

    Governors and trustees have a uniquely valuable perspective when it comes to shaping real and lasting SEND system reform. No other stakeholder group simultaneously balances fiscal responsibility with moral purpose, employer duties with pupil advocacy, strategic oversight with operational understanding. Your insight is essential in shaping a system that works well for pupils, families and staff.

    There are now signs that national policy on SEND may soon take some important steps forward. The Schools White Paper is now scheduled for early 2026 and is expected to set out a clearer long-term vision for the SEND system. Recent engagement activity has given families the opportunity to share their experiences and priorities. Some groups have questioned whether there will be enough time for this input to shape final plans, which underlines how important it is that engagement is not only listened to but reflected in the decisions that follow. A system that draws on the insight of those who use and deliver it is far more likely to succeed.

    The autumn budget also included an announcement that from 2028 to 2029, responsibility for SEND costs will move into central government budgets rather than remaining with local authorities. This has the potential to ease long-standing financial burdens, though there is still a great deal of detail to work through before schools will know how this shift will impact them.

    As reform gathers pace, one thing remains clear: meaningful change will only happen if those who understand the system best, governors, trustees, leaders, families and young people, are genuinely heard. NGA will continue to make sure your insights shapes national decisions, and we will keep supporting boards as you navigate the pressures, progress and possibilities ahead.
    Taking stock is important, but so is looking forward. Together, we can help build a SEND system that delivers the timely, equitable and high-quality support every child deserves.

    Fariha Choudhury

    Fariha Choudhury

    Senior Projects and Advocacy Officer

    Fariha supports the development of NGA's policy and information outputs with a particular focus on multi academy trust governance. Alongside working at NGA, Fariha is undertaking a Masters in Education at the University of Birmingham.

    View Fariha's full profile

    Related content