Over 1.7 million children and young people in England have special educational needs and disabilities (SEND). Schools and nurseries will often provide support, but sometimes that isn’t enough. Those with more complex needs may have an Education, Health and Care Plan (EHCP) – a legally binding document that sets out the support they should receive across education, health and social care.

For children with SEND, getting the right support can make a life-changing difference. Yet many families describe a system that is difficult to navigate, slow to respond and inconsistent from one area to another.

Understanding the challenges

The system underwent major reforms in 2014, aiming to create a more child-centred approach, improve collaboration between services and involve families more in decision-making. However, more than a decade later, concerns remain about whether those ambitions have been realised.

As part of the HOPE Study, we carried out a scoping review to better understand the lay of the land. How does the process of identifying which children need additional support, and the SEND support offered through EHCPs, vary depending on where families live? And which data sources can tell us how well local SEND provision is being delivered?

Navigating a postcode lottery

Our research involved looking at 120 studies and reports, alongside eight open-access national data sources. We found that children’s experiences of SEND support can vary significantly.

Some local authorities appear to process assessments more efficiently, provide better information for families and offer stronger support services than others. Meanwhile, families in other areas face long waits, communication difficulties and challenges accessing the help their child needs.

When support varies between local areas, children with similar needs may have very different experiences depending solely on where they live. This inequity can affect access to services, educational outcomes and family wellbeing.

What could improve the system?

It’s very easy to paint local authorities as the problem, but what we found coming through quite strongly was that local authorities were under-prepared and under-resourced when the reforms took place. As demand for SEND services has continued to rise, many have struggled to keep up.

Our review highlights several actions that could help reduce variation and improve fairness. These include:

  • Providing local authorities with sufficient funding and staffing
  • Improving training and guidance for professionals involved in SEND provision
  • Creating greater consistency in how EHCPs are developed and reviewed
  • Strengthening collaboration between education, health and care services

Looking ahead

There is a huge potential for existing data sources to be better used to improve monitoring and accountability for local provision. What we did that was slightly unusual for a scoping review is that we also graded all the literature. We found that most of the studies were low quality, but what was surprising was how influential they seemed to be over policymaking at local and national level.

Another thing that surprised us was how little research has focused on Multi Academy Trusts (MATs), despite their growing role in England’s education system. More evidence is needed to understand how different school structures affect SEND identification, support and outcomes.

Ultimately, the message of our study is that children with SEND shouldn’t face different chances of success simply because of their postcode. By identifying the causes of local variation and highlighting opportunities to improve accountability, we hope that we can contribute to a better system that delivers the right support for every child who needs it.

Read the research