Two stories curated by Otto Education: one for parents of children with SEND, one for SENCos and teachers. Each is summarised in plain English, with our take on why it matters and what you might do as a result. New briefs are published every Monday and Wednesday.
On Saturday 9 May 2026, thousands of parent carers, children with SEND, teachers, and campaigners gathered in Parliament Square, London, and at 11 regional demonstrations across England to oppose proposed changes to SEND law in the Schools White Paper. The Save Our Children's Rights coalition (including Special Needs Jungle, IPSEA, SOS!SEN, Disability Rights UK, and the NEU) argues the proposals would reduce enforceable EHCP rights, limit tribunal powers, and allow children to be placed in in-school inclusion bases without statutory protection. The government's SEND reform consultation closes at 11:59pm on Sunday 18 May 2026.
Why this matters
The government is proposing to reserve EHCPs for children with the most complex needs, introduce non-statutory Individual Support Plans for many others, and remove the SEND Tribunal's power to name a specific school placement: changes that would directly affect what families can legally demand and enforce. Campaigners warn that children who do not fit neatly into one of seven proposed Specialist Provision Packages risk losing access to individualised, enforceable support. With the public consultation closing on 18 May, this week is the last opportunity for parents to put their views on record before the government finalises its plans.
What you might do
Respond to the government's SEND reform consultation before 11:59pm on Sunday 18 May 2026 at consult.education.gov.uk: you do not need to answer every question; focus on what matters most to your family.
Use IPSEA's free template letter to write to your MP this week asking them to protect children's existing SEND legal rights; find it at ipsea.org.uk.
If your child currently has an EHCP, check their current education phase: children in Year 3 or above will keep their EHCP until at least age 16 under the proposals, but those in Year 2 or below would be reassessed at the transition to Year 7; note this for your next annual review conversation with the local authority.
The Department for Education has published a consultation on new draft statutory guidance for supporting pupils with medical conditions in schools, an update to the 2014 guidance that schools in England are legally required to follow. According to reporting via Special Needs Jungle, the NEU and other bodies have raised serious concerns that the draft shifts clinical and health-monitoring responsibilities onto school staff without sufficient resourcing, training, or clarity about liability. The consultation sits alongside the wider SEND reform programme and a forthcoming update to reasonable adjustments guidance.
Why this matters
The existing statutory guidance on supporting pupils with medical conditions underpins Individual Healthcare Plans (IHCPs) for children with conditions such as epilepsy, diabetes, anaphylaxis, and complex physical needs, many of whom also hold EHCPs, so any change directly affects SENCos' day-to-day responsibilities and their school's legal exposure. If clinical tasks are formally shifted to school staff, SENCos and headteachers will need to review training, staffing ratios, and indemnity arrangements before any new guidance takes effect. Responding to the consultation now is the most direct way for school leaders to influence whether the final guidance is workable in practice.
What you might do
Locate the DfE's draft medical conditions guidance consultation on GOV.UK and submit a response on behalf of your school; note any specific concerns about staffing capacity, training requirements, or liability for clinical tasks.
Review your school's existing Individual Healthcare Plans and check whether current staff training (e.g. first aid, medication administration, seizure management) would meet the duties implied by the draft guidance, and identify any gaps.
Raise the consultation at your next senior leadership or governor meeting so that the school's response reflects the views of the whole team, not just the SENCo; the wider SEND reform programme means inspectors will increasingly assess inclusion as a whole-school responsibility.