(UK) Labour may reduce support for autistic, dyslexic children; "in a bid to cut spiralling cost"
- The end of childhood
- Nov 8
- 5 min read
Nov 2, 2025, UK Times: Pupils with ‘lower-level’ special needs may lose one-to-one support
In a bid to cut the cost of the special needs bill, Labour is considering the change for children with conditions such as dyslexia and some types of autism
Some children with “lower-level” special needs may no longer get the right to one-to-one support from a teaching assistant under plans being considered by ministers.
In a bid to cut the spiralling cost of the special needs bill, ministers are examining measures to avoid multiple staff in a single classroom supporting children with conditions such as dyslexia.
Bridget Phillipson, the education secretary, is also seeking to avoid pupils frequently being taken out of lessons, limiting the amount of quality time they get with teachers.
The plans would be phased in over the next decade, ensuring no pupil loses their current provisions, but would likely affect tens of thousands of children in the future.
Government insiders said major change was needed to better support those with special educational needs and disabilities (Send) and stop costs rising “unsustainably”.
Phillipson has delayed publication of the schools white paper, which had been expected ahead of the budget on November 26, until early 2026. Alongside the proposals, a bill is also being planned to change entitlements to Send support, likely to be introduced in the next parliamentary session.
At present, children can gain legal entitlements to specialist help, known as an Education, Health and Care Plan (EHCP). These include access to a teaching assistant who provides one-to-one support.
However, government sources told The Times that access to specialist staff for children with an EHCP in mainstream schools could be significantly reduced in the future.
They said those most likely to be affected are future pupils with “lower-level” special needs, which they said could cover dyslexia, some types of autism and social, emotional and mental health difficulties. This could mean that these pupils require less frequent and intensive support.
The existing system means multiple teaching assistants are sometimes present in a single classroom, helping children with the same special needs. However, this is seen as an inefficient duplication of resources.
Teaching assistants also provide help to students outside the classroom. But ministers are concerned that schoolchildren are spending too much time away from quality education with their teacher.
Treasury insiders pointed to the cost of spending on children with Send, which they said was rising “unsustainably”, as evidence of the need for reforms to reduce costs.
Since EHCPs were introduced in 2014, the number of children with them has more than doubled to about 600,000, about one in 20 of all pupils. Spending on high-needs children has risen by about 60 per cent to £11 billion [$14B], with special needs absorbing half of the increase in the overall schools budget. Another £3 billion [$3.9B] increase is forecast over the next few years.
Government sources said EHCPs are currently “devised almost separately from schools”, with the process led by a local authority’s education expert.
They argue reform is necessary to let schools better judge how to allocate resources, and give more Send children inclusive access to the same educational experience as their peers.
No decisions about how to change Send provision have been taken.
Many mainstream schools encourage parents to apply for an EHCP when a child’s needs exceed the school’s Send budget, as it secures tailored support and additional local authority funding beyond the first £6,000, ensuring pupils receive the specialist help they need and formalising shared responsibilities.
Labour’s manifesto explicitly promised reform, saying the system was failing and pledging to improve “inclusivity and expertise in mainstream schools”.
Phillipson is said to want to better integrate some of those children into mainstream education, to make them more prepared for life in the outside world, instead of becoming reliant on unsustainable support structures.
The present system is “in desperate need of reform to ensure it is both financially sustainable and supports children with high needs”, said Luke Sibieta, a research fellow at the Institute for Fiscal Studies.
He told The Times spending has gone up by nearly £5 billion since 2016 and added: “The quality of provision is patchy and the system is characterised by confrontation and bureaucracy. A system where schools provide more special needs provision as a matter of routine has the potential to be more effective and better value for money over the long run.
But it would also be a big change to the way many schools operate.”
A Department for Education spokesperson said there was “no such thing” as “low-level” special educational needs, and it was “untrue” that they would categorise children in that way.
The spokesperson added: “Our reforms will ensure support for all children with Send and their families, addressing the stark inequalities and poor outcomes they face under the system this government inherited.”
Phillipson said last month she is committed to reforms that will “rebuild the trust and confidence of children, young people, and families”.
She added the new system would ensure “high quality support is provided as soon as a need is identified, rather than only once an EHC plan is in place”.
The education secretary has promised to “build a consensus around the reforms” with a period of “co-creation” involving parents, educators, experts and others.
A Department for Education spokesperson said there was “no such thing” as “low-level” special educational needs, and that it was “untrue” that they would categorise children in such a way.
The spokesperson said that “no child will lose current entitlements”, adding: “Our reforms will ensure support for all children with Send and their families, addressing the stark inequalities and poor outcomes they face under the system this government inherited.”
‘Remarkable progress possible with right support system’
Tiya Currie’s six-year-old son, Arun, who has developmental language disorder, travels 13 miles outside their borough each day to attend Miles Coverdale Primary School in Shepherd’s Bush, west London.
The school has a specialist resource base that accommodates 20 primary-aged pupils with speech, language, and communication needs, and staff have received training in interventions to support pupils with an array of Send needs.
Currie, who is studying for a master’s to become a speech and language therapist at City University, said her son is “proof of the remarkable progress children can make with the right support system in place”.
She voiced concern over the potential removal of one-to-one help for children who appear well-behaved, explaining that her concerns before her son went to school “were dismissed because he is an extremely well-behaved child who has really good non-verbal engagement skills that he uses to fit in”.
Currie stressed that, despite appearances, her son “was non-verbal and could make a few grunts… but it just wasn’t right. He started at [Miles Coverdale] in March, and by summer, I was able to have a conversation with him for the first time … It’s crucial to identify these needs correctly.”
Jane Harris, the vice chair of the Disabled Children’s Partnership, stressed that “you can’t change a child’s disability or stop them needing support to learn, by deciding they will no longer receive help”.
She said: “Young people will leave school without basic skills. Teachers tell us they are not in a position to give that extra support themselves because they have insufficient training in Send, as little as half a day.
“We urge the government to put in place legally guaranteed Send provision for every child who needs it and equip nurseries, schools and colleges to teach all children with investment in training, tools and specialist advice.”
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