Education and health care plans for Send children explained – BBC

Report on Special Educational Needs and Disabilities (SEND) Support in England and Alignment with Sustainable Development Goals

Introduction: Upholding SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities)

This report addresses the current state of support for children with special educational needs and disabilities (SEND) in England, a critical issue that directly impacts the nation’s commitment to the Sustainable Development Goals (SDGs). Campaigners are urging ministers to protect existing care plans amidst systemic pressures. The situation is examined in the context of SDG 4, which calls for inclusive and equitable quality education for all, and SDG 10, which aims to reduce inequality by empowering and promoting the inclusion of persons with disabilities.

Current Status of Education, Health and Care Plans (EHCPs)

The provision of support is primarily managed through Education, Health and Care Plans (EHCPs). The current data reveals significant challenges to achieving key SDG targets.

• Record Demand: The number of children and young people in England with an EHCP has reached 638,745, the highest figure since the plans were introduced a decade ago. This escalating demand underscores the urgent need to fortify systems that guarantee equal access to education as outlined in SDG 4.
• Legal Framework for Inclusion: An EHCP is a legal instrument designed to ensure a child or young person receives the necessary support across education, health, and social care. This integrated approach is fundamental to achieving SDG 3 (Good Health and Well-being) and SDG 10 by providing a tailored framework to reduce inequalities of outcome.
• Systemic Pressures: The combination of record demand and calls from campaigners to prevent funding cuts indicates a system under significant strain, potentially undermining progress towards the goal of leaving no one behind.

Government Response and Policy Delays

The government’s approach to reforming the SEND system has been postponed, creating uncertainty for the fulfillment of its SDG commitments.

1. Postponement of Reforms: The planned government reforms to the SEND system in England have been delayed until the following year.
2. Commitment to Stakeholder Engagement: Education Secretary Bridget Phillipson stated the delay allows for a “further period of co-creation, testing our proposals with the people who matter most.” This participatory process aligns with the principles of inclusive governance necessary to develop effective policies that advance SDG 4 and SDG 10, ensuring that the needs of vulnerable groups are central to policy-making.

Conclusion: Imperatives for Achieving Inclusive Education Goals

The situation regarding SEND support in England is a critical test of the nation’s commitment to the Sustainable Development Goals. Protecting and adequately funding EHCPs is essential for ensuring that all children, including those with disabilities, have equal opportunity. Failure to address the systemic pressures could impede progress on SDG 4 (Quality Education) and SDG 10 (Reduced Inequalities), compromising the fundamental right to an inclusive and equitable education for a growing number of vulnerable children.

Analysis of SDGs in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   • The article’s central theme is the provision of “special educational needs and disabilities (Send)” support in England. It discusses “education, health and care plans (EHCP)” which are legal documents designed to ensure children with disabilities receive the necessary support to access quality education. This directly aligns with the goal of ensuring inclusive and equitable quality education for all.

2. SDG 10: Reduced Inequalities

   • The focus on a specific vulnerable group—”children with special educational needs and disabilities”—and the mechanisms to ensure they receive support (EHCPs) is fundamentally about reducing inequalities. The article highlights the need to provide tailored support to ensure this group has equal opportunities in the education system.

3. SDG 16: Peace, Justice and Strong Institutions

   • The article mentions that an EHCP is a “legal document” outlining a child’s entitlements, which points to the role of justice and legal frameworks in protecting rights. Furthermore, the discussion of government “reforms” being “delayed” and the process of “co-creation, testing our proposals” relates to the effectiveness, accountability, and inclusivity of the institutions responsible for delivering these essential services.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. SDG 4: Quality Education

   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities…” The article’s entire focus on providing support for children with disabilities through EHCPs is a direct effort to achieve this target of ensuring equal access for a vulnerable group.
   • Target 4.a: “Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all.” The EHCPs are a key policy tool for creating an “inclusive and effective learning environment” tailored to the needs of children with disabilities.

2. SDG 10: Reduced Inequalities

   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of… disability…” The provision of EHCPs is a direct measure to promote the social and educational inclusion of children with disabilities from a young age.
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices and promoting appropriate legislation, policies and action…” The EHCP as a “legal document” and the ongoing government “reforms” are the types of legislative and policy actions required to ensure equal opportunity for children with disabilities.

3. SDG 16: Peace, Justice and Strong Institutions

   • Target 16.7: “Ensure responsive, inclusive, participatory and representative decision-making at all levels.” The article explicitly mentions the government’s plan for a “further period of co-creation, testing our proposals with the people who matter most in this reform,” which directly reflects the principle of inclusive and participatory decision-making.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Directly Mentioned Indicator:

  • The article provides a precise quantitative indicator: “the number of children and young people in England with an education, health and care plans (EHCP) has increased to 638,745”. This figure can be used to track the reach of support systems for children with disabilities, directly measuring progress towards ensuring access to education (Target 4.5) and promoting inclusion (Target 10.2).

• Implied Indicators:

  • Status of Government Reforms: The fact that reforms “have been delayed by the government” can be used as a qualitative indicator of institutional effectiveness and the pace of policy implementation under SDG 16.
  • Funding for Send Services: The mention of “campaigners call on ministers not to cut care plans” and the question of “how it is funded” implies that the level of public expenditure on special educational needs is a critical indicator of the government’s commitment to achieving these goals.

4. Summary Table of SDGs, Targets, and Indicators

Source: bbc.com