The SEND reforms pose both opportunities and challenges, as any changes do. I’m hoping the new reforms can lead to a more linked-up, holistic support. I know that sounds so utopian. But that's my hope.

To me, it feels like the government has heard what professionals and families have said for years. I like that there is a focus on transition periods, which are a challenging part of anyone’s life, neurodivergent or otherwise.

I hope the consistency of a digital support tool means that families don't have to go to a therapist and then an educational professional, repeating the same things every time. I hope it means they have less to navigate. The families that I work with just want the next steps. They want to learn how their child can get the best out of education. I don’t want them traumatised by the system.

I think there’s a lot of potential for consistency. I’m excited by the focus on early intervention, the idea of a universal support digital tool, and a system that is, hopefully, more accessible to families. I think a joined-up approach from all services would really help the families I work with. 

If the reforms are done well, they could help reduce waiting times for assessments, as people could access support without needing a diagnosis. We all know the waiting times for diagnosis are diabolical. In education, we're so time-limited. We can't wait years before a child gets their diagnosis and finally gets reasonable adjustments, especially the little ones. When I'm working with four-year-olds, I'm working six months at a time. Development-wise, they change so quickly, so their needs change too.

I get the anxiety that parents think they're going to have to fight even harder for an EHCP. To me, it seems like the reforms aim to catch people and put support in place before a child needs an EHCP.  Schools should be able to meet that little person's needs without an EHCP. It should be good practice.  In theory, a lot more money will be put into schools. More funding gives schools agency, which I hope will lead to better ownership when offering support.

Some of our parents are anxious that EHCPs are going to be eradicated. But that's still going to happen for children who need it, as it should. 

We know the system's already under pressure. My frustration is that these changes could create more pressure. Change often is pressure.

The proposed digital support plan will move with that young person if they change schools. That reassures me because it stops the lottery of ‘this school does it this way, and this school does it that way’. However, I’m not sure the changes will remove every aspect of the postcode lottery in education. I’ve visited so many schools across the borough, and there’s a big difference between the more and less affluent areas. Schools should already offer the right support, but it depends on so many variables, including the area, teachers, and budget.

I hate money. But I have to talk about it, because it's the reality of our world. I want to know who holds the money that will supposedly be pumped into schools to offer all this additional support. Because it does sound wonderful. If it works well, it will be brilliant. But we’ve always had these systems. When I first started in this job, it was statements, now education healthcare plans, soon to be digital support plans or Individual Support Plans (ISPs). We’ve always had the same code of conduct and the Disability Act. 

My main concern is that I don't know who will hold accountability. That bit still feels a bit woolly. I don't know how it's going to be regulated. Is that then going to fall back down on us, the local authority? I want the accountability to be held. There’s a loss of dignity when these systems don’t work for these families. I wouldn’t wish that on anyone.

The paper talks about every school being able to meet people’s needs, but I don’t want the children who should be in specialist schools traumatised. Or the teaching staff being overwhelmed. Some of the kids I work with still need a specialist environment. My borough only has three specialist schools. Demand is so high that the local authority often asks people to wait another year. That's too much time and too much damage in an environment that isn’t meeting someone’s needs. 

Personally, I no longer think of autism as special needs. To me, it’s a typical need. The same with being neurodivergent in general. We need to stop trying to put people in a cookie-cutter. No child I've ever worked with, typically developing or otherwise, has ever fitted neatly in these boxes. I'm hoping these reforms help get us there. 

I’m hoping we’ll move from ‘Well, he’s probably autistic. When he gets his diagnosis, then we'll make adjustments once he's gone through two years of waiting.’ Towards ‘This child likes to do this and has sensory aspects that we can adjust for’. There have always been children with likes, aversions and additional needs that didn’t require a diagnosis. The best support is person-centred. 

And it's hard with a hidden disability. If the child couldn’t walk, you wouldn't take away their wheelchair. If the child were visually impaired, you wouldn't take away their glasses. I want to see the same understanding and grace for people with hidden disabilities. Because we do need this support. Just tweaks for me personally, and many others. But some of my community need a lot more.