Pupils' SEND Support Reviewed After Primary: What Leaked Plans Suggest

BBC News reports leaked documents pointing to a review of SEND support at the transition from primary to secondary school. Here is what is confirmed, what remains speculative, and what the evidence already tells us about this transition point.

BBC News has reported on leaked government documents suggesting that arrangements for pupils' SEND support could be reviewed as they move from primary into secondary school. Reports based on leaked documents suggest that SEND support arrangements may be reviewed as pupils move from primary into secondary school, though the detail of any such policy has not been formally confirmed by the Department for Education. This article sets out what is verified, what remains unconfirmed, and why the primary-to-secondary transition is already a significant moment for many families navigating SEND.

What the leaked plans reportedly suggest

According to the BBC report, the leaked material points towards a formal review point for pupils' SEND support arrangements once they leave primary school. No corresponding policy document has yet been published on gov.uk, and the Department for Education has not confirmed the detail publicly at the time of writing. Until an official announcement is made, this should be treated as a media report of leaked plans rather than settled policy. We will update this piece if and when the Department for Education issues a formal statement.

What is not in dispute is that the transition from primary to secondary is already a moment of real consequence for pupils with identified needs. Understanding why helps explain both the interest in this story and the questions it raises for families and schools alike.

Why the primary to secondary transition matters for SEND

Analysis by the Children's Commissioner for England suggests disengagement begins around the middle of Year 7 for many pupils, a pattern that overlaps closely with the point at which any formal review of support would land under the leaked proposals. Pupils moving from the smaller, more consistent staffing of a primary classroom into the larger, more fragmented structure of secondary school often experience a change in how closely their needs are monitored day to day.

This matters because the gap in outcomes for pupils with SEND is already substantial before they even reach secondary school. By end of primary school the gap between pupils with identified SEND and peers has, on average, been more than twice as wide as the disadvantage (FSM) gap, according to guidance from the Education Endowment Foundation. A review point that comes immediately after this gap has already widened raises legitimate questions about timing, though it could equally be framed as an opportunity to recheck whether support put in place years earlier still fits a child's current needs.

The scale of SEND identification in England

To understand what any review might affect, it helps to look at the current numbers. About 1.7 million pupils in England (around 18.4% of pupils) were recorded as having special educational needs in 2024/25, according to Department for Education statistics. Of these, 14.2% of pupils were on SEN support and 5.3% had an EHC plan in 2024/25, meaning the large majority of pupils with identified SEND are supported through school-level arrangements rather than a formal Education, Health and Care plan.

These numbers are also rising. There were 638,700 active EHC plans in 2025, up 10.8% year on year, and there were 154,500 EHC needs assessment requests in 2024, up 11.8% on the previous year, both according to DfE data. Any review of how support is structured after primary school would sit against this backdrop of growing demand, which is itself part of the wider policy conversation covered in our piece on record numbers of children with special educational needs.

Identification is not always consistent

Part of the context for any review is that identification of need is already uneven. Fewer than 2% of pupils in England are identified as having a specific learning difficulty, against international estimates that 5 to 10% are affected, based on research reported via The Conversation. Whether a child is identified appears to depend on school context, gender, family income and first language as well as attainment, according to the same Durham University research. This means a review point built around the primary-secondary transition could either help catch pupils whose needs were missed earlier, or risk disrupting support that was working, depending on how it is designed. For more on why identification varies so much between pupils, see our guide to undiagnosed SEN in UK schools.

What the current system already requires

Regardless of any new review policy, existing statutory arrangements already provide a structured way for support to be checked and adjusted. Schools follow assess, plan, do and review in cycles, led by the class teacher and SENCo, normally reviewed with families at least three times a year, under the SEND Code of Practice. Schools must not assume a diagnosis is required before identifying SEN or putting support in place, which means a lack of formal diagnosis should not be a barrier to support continuing through a transition.

The Education Endowment Foundation also places high-quality inclusive teaching at the heart of effective SEN provision in mainstream schools, rather than relying solely on specialist interventions layered on top of ordinary classroom practice. This principle would presumably remain relevant whatever shape a post-primary review policy eventually takes.

What families can do now

While the leaked plans remain unconfirmed, there are practical steps that apply to any child moving between key stages:

Ask the school for a copy of the current support plan or SEN support record before the transition, so nothing is lost between settings.
Every local authority funds a SEND information, advice and support service (SENDIASS) that families can approach for free, independent guidance on transition planning.
Parents can appeal EHC decisions to the First-tier Tribunal (SEND), with mediation available first, if a formal plan is changed or discontinued in a way that seems unjustified.
Keep a simple record of what support has helped and what has not, since this evidence is useful whether or not a formal review takes place. Tools like Milo can help parents track progress and homework patterns at home, giving a fuller picture to share with schools during any review conversation.

For a broader look at making the case for continued support, see our practical guide on how to advocate for school support, and our explainer on SEN support without an EHCP for families whose child is not on a formal plan.

Sources and further reading

For definitions of the terms used across SEND policy, visit our glossary.

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