New government plans seek to change how schools get money to help poorer students and those with special needs. This comes as new data shows that while overall school performance might be improving in some areas, deep divisions persist.
The government is preparing to release a schools white paper outlining significant changes to how funding is allocated, particularly for disadvantaged students and those with special educational needs and disabilities (SEND). The goal is to reduce the "attainment gap", the difference in academic success between students from different backgrounds.
Context: Persistent Achievement Gaps and Growing SEND Needs
Reports indicate a long-standing issue of "entrenched divides" in educational outcomes. While national results, such as A-level grades, show an overall improvement with a higher percentage of top marks, this often masks underlying inequalities. For instance, students in London continue to have a higher university application rate compared to other regions in England.
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Meanwhile, the number of students requiring specialized support is growing. The number of Education, Health and Care Plans (EHCPs), which detail the support needed for children with SEND, has risen. This increase has led to capacity issues in the education system, including in state special schools.
Key Developments:
Ministers plan to detail reforms in a new schools white paper.
Focus is on halving the attainment gap between different student groups.
Funding criteria for disadvantaged students are set to change.
EHCPs are increasing, putting pressure on school resources.
Proposed Funding Changes for Disadvantaged Students
The forthcoming white paper is expected to detail new criteria for school funding. Labour has previously suggested changing the pupil premium, a payment schools receive for each student eligible for free school meals. The proposed overhaul would likely shift this funding, potentially giving more weight to family income in determining support.
Questions Arising:
How will the new funding formula specifically identify and support the most disadvantaged pupils?
Will a shift away from pupil premium payments impact schools' ability to provide targeted support?
Addressing Special Educational Needs and Disabilities (SEND)
A significant part of the reform agenda appears to be the provision of individual support plans for every child with SEND. This comes at a time when the system is struggling to cope with rising demand.
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Trends in SEND Support:
The number of EHCPs has increased, indicating a greater number of children requiring formal plans.
This rise has created a "capacity crisis" within state special schools.
The number of pupils with EHCPs in independent schools has more than doubled since 2015-16.
Costs for independent school placements for SEND pupils are significantly higher than for state special schools.
Concerns have been raised that some independent providers may be exploiting shortages in state provision to make substantial profits.
Funding Allocation Considerations:
Will the proposed reforms ensure sufficient funding for individual SEND support plans?
How will the government ensure that increased funding for SEND translates into effective, specialized support rather than just covering rising costs?
Broader Academic Performance and Regional Divides
Analysis of academic results highlights ongoing disparities. While national trends might show improvements in certain qualifications like A-levels, these mask regional differences in access and outcomes.
Observed Disparities:
London's students consistently show higher university application rates than those in other English regions.
T-levels, a newer vocational qualification, remain less popular than traditional A-levels.
Information on BTEC results is not yet fully broken down, making a complete assessment of vocational outcomes difficult.
Impact on Outcomes:
Does the concentration of higher university application rates in London indicate a broader advantage for students in that region?
Are there sufficient pathways and support for students choosing vocational qualifications?
Expert Analysis
"The focus on the attainment gap is critical, but the effectiveness of these reforms will hinge on the specifics of the funding model and whether it truly reaches the students who need it most. Without guaranteed, substantial new funding, proposed changes may struggle to make a meaningful impact, especially given the current pressures on the SEND system." - Education policy analyst.
"We are seeing a concerning trend where the rising need for SEND support is met with escalating costs, particularly in the independent sector. Any reforms must carefully consider how to ensure value for money and equitable access to high-quality provision for all children with SEND, regardless of where they are educated." - Source familiar with educational funding structures.
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Conclusion and Implications
The government's impending announcement of reforms signals an intent to tackle long-standing inequalities in England's education system. The proposals aim to rebalance funding towards disadvantaged students and enhance support for those with SEND.
However, the success of these measures will depend on several factors:
Adequacy of Funding: The amount of new or reallocated funding and its distribution will be key.
Implementation Details: How the new funding criteria are applied and how individual SEND plans are managed will determine their practical effect.
Addressing Capacity Issues: The reforms must also consider the existing pressures on schools, particularly those supporting SEND students.
The plans face scrutiny from MPs and campaigners who question their efficacy without concrete, guaranteed financial backing. The coming white paper will be crucial in detailing whether these ambitious aims can be translated into tangible improvements for all students in England.
Sources
The Guardian: Ministers to set out plans to halve attainment gap in England’s schools. Published 21 February 2026. https://www.theguardian.com/education/2026/feb/21/ministers-to-set-out-plans-to-halve-attainment-gap-in-england-schools
Institute for Government: Performance Tracker 2025: Schools. Published 6 November 2025. https://www.instituteforgovernment.org.uk/publication/performance-tracker-2025/schools
The Guardian: Ministers vow to tackle England’s ‘entrenched divides’ in A-level results. Published 14 August 2025. https://www.theguardian.com/education/2025/aug/14/ministers-vow-to-tackle-entrenched-divides-in-a-level-results
