Supporting Schools Through SEND Reform

The paper sets out a long-term vision for reforming the SEND system in England, with most changes expected to be in place by 2029.

As the sector prepares for this period of change, Hachette Learning remains committed to supporting teachers, school leaders, and the wider education community. We’re encouraged to see alignment between the proposals and our own mission: to make it easier for every learner to reach their unique potential by empowering those who teach them. We will continue to develop and provide resources that help schools support every child to achieve and thrive. 

In this blog, we look at the key headlines from the paper, and what they mean in practice for education settings – particularly in relation to early identification, tiered support, and meaningful engagement with families – and how the right tools and professional development will support schools in implementing these changes.

Supporting early identification in mainstream schools

A key change is the move to a tiered support system for learners with SEND. Under the new framework, only learners with the most complex needs will qualify for an Education Health and Care Plan (EHCP). It is expected that most children’s needs will be met under a new baseline tier in mainstream settings. 

For learners who need additional support beyond the baseline, the setting will work with parents and carers to develop an Individual Support Plan (ISP) to deliver targeted interventions. 

As schools take on responsibility for developing ISPs, and greater emphasis is placed on early identification of needs, the paper recognises the need to equip educators with the right skills and expertise. The policy outlines significant financial investment in SEND CPD, as well as a new Teacher Training Entitlement. 

We welcome the new Teacher Training Entitlement, which will help teachers and leaders develop the skills and knowledge needed to support a range of learners without unnecessary escalation. Our professional development resources, including Hachette Learning Academy and PD publications, are designed to support this by providing practical guidance that builds confidence and strengthens inclusive practice.

Feedback from teachers who engaged in our online professional development highlights the difference it can make in the classroom. In a recent impact study, 95% of participants said the course would have a positive impact on their teaching practice, with many describing immediate changes to their approach. 

Several teachers commented on how the strategies strengthened the inclusivity of their questioning practice, helping ensure a wider range of pupils could participate meaningfully. One reflected, “It helps me to learn more strategies for motivating diverse learners,” while another shared that “new techniques have been implemented in my teaching.” 

As the SEND reforms place greater emphasis on early identification, adaptive teaching and targeted intervention within mainstream settings, professional development that translates into practical classroom strategies will play an essential role. 

Improving engagement and early support

School attendance remains a critical issue across the system, and the link between undiagnosed learning difficulties, a reduced sense of belonging, and school avoidance is well understood across the education sector. We’re pleased to see the reforms acknowledge this pattern and seek to address it earlier and more effectively. 

The paper sets out a clear ambition to move from children withdrawing from school to actively engaging with it. A new pupil engagement framework, shaped by input from children, parents and schools, will sit alongside clearer expectations for home–school partnerships and improved communication with families. 

Earlier identification of learners’ needs and targeted support are central to this approach. Early identification not only improves outcomes for children but can also reduce the burden on specialist support services by ensuring needs are met before they escalate. 

Our online diagnostic assessment, SNAP, supports this process by identifying specific learning and behavioural difficulties that might otherwise go unrecognised. 

The foundations of our SNAP profilers are early, holistic and collaborative, triangulating school, parent and pupil voice and providing a “responsive, accessible, digital way of recording needs and provision [that ensures] help is provided quickly and effectively” - some of the core principles listed in the reform. 

Our SNAP Behaviour profiler, enables identification of multiple social, emotional and behavioural needs and provides evidence-based intervention strategies, supporting the vision outlined in the Withdrawn to Engaging chapter of the paper. We are already working on big improvements to SNAP that will include alignment with the reforms – helping schools to implement tiered support, track evidence-based interventions and improve communication with families.

Raising standards for all

We were pleased to see that the plans set out in the white paper extend beyond SEND and reflect a broader ambition to raise attainment for all and close the disadvantage gap. 

This approach is strengthened where schools have access to individual and grouped learning gaps, can track progress following interventions, and have access to structured assessment data to inform next steps. 

Findings from our recent study on the impact of Shine GPS Interventions in primary schools show that, not only did the introduction of the interventions positively impact overall classroom learning, but the proportion of pupils on a ‘low growth’ trajectory more than halved from 51% to 22% in the year they received the interventions. This demonstrates a clear need for targeted interventions, grounded in assessment data and focused support, to achieve sustained improvements in attainment and make progress towards closing the disadvantage gap. 

We were also encouraged to see a clear reference to adaptive teaching, with the paper recognising its role in supporting learners who need additional help while also stretching and challenging more able learners to achieve their full potential.

Looking ahead 

The reforms outlined in the paper point towards a more accessible and consistent SEND system. Strengthening mainstream provision, introducing a clearer tiered model of support, and investing in workforce development and specialist expertise demonstrate a clear commitment to earlier intervention and deeper inclusion. 

Our SNAP assessment tool plays a key role in this context, helping educators identify specific learning difficulties early and accurately so that support can be targeted and meaningful.  

As schools take on greater responsibility for developing Individual Support Plans (ISPs), high-quality training and ongoing professional development will be essential to ensure staff feel confident and equipped to deliver these changes effectively. We recognise the need for high-quality CPD, and we’re excited to support schools through this transition with our professional development resources, including Hachette Learning Academy, which we will be updating in line with the white paper.

Courses from Hachette Learning Academy

Adaptive Teaching: Challenge and Progress 

Creating an Inclusive Classroom 

Supporting Neurodivergent Learners Coming in May 2026

Help us to develop our SEN resources

If you would like to take part in product research to help us develop our SEN resources like SNAP, please register here.