The upcoming SEND reforms mark a significant shift in how children with additional needs are identified and supported. While many changes – including national standards, digital Individual Support Plans (ISP) and a new layered model of support – will take time to roll out, the direction of travel is clear. The reforms emphasise early identification, consistent language around need and a stronger layered offer, so that children and young people can receive the right support at the right time.
For schools and early years settings, there is both a challenge and an opportunity. The challenge lies in preparing for a system that is still evolving. The opportunity lies in the fact that much of what the reforms call for aligns with what we already know works: high‑quality, language‑supportive environments; confident staff who understand developmental needs; and a graduated response that is clear, purposeful and evidence‑based.
The requirement for each school and early years setting to publish an inclusion plan by 31st December, along with additional inclusion funding, aims to support this area of work. Schools and settings beginning this work now will not only be ahead of the curve, they will also immediately be working to improve outcomes for children and young people.
Speech, language and communication sit at the heart of this agenda. Language underpins learning, behaviour, social interaction and emotional wellbeing. When children struggle with speech, language and communication, it affects every aspect of their experience within, and outside of, education. This is where schools and early years settings can make the biggest difference now.
- Strengthen your Universal Offer for speech, language and communication
A robust Universal Offer is the foundation of the reformed SEND system. Strengthening it now ensures you are ready for changes when they arrive. This includes:
- Auditing your current practice using a recognised framework
- Ensuring staff understand typical language development and red flags
- Embedding high‑quality language‑supportive interactions across the day
- Using statistically robust, evidence-based tools to identify children who may need additional support
Universal screening at key transition points – early years, Reception entry and Year 7 entry – is vital because many language needs cannot be identified through observation alone. Schools already using Little Link or Infant, Junior or Secondary Language Link assessments are well placed to meet this expectation.
- Build confidence in functional language skills
The SEND reforms shift the system away from labels and towards describing functional areas of development. For speech, language and communication, this means focusing on what a child can and cannot yet do in terms of understanding, expression, interaction and social communication. Adopting this language now supports clearer planning, more consistent conversations with families and smoother transitions between settings. It also enables a functional skills-based approach, focusing on how the school or setting can support each individual child and young person. Joining the free Link Community, brought to you by Speech & Language Link, will give you lots of ideas about what you can do to support this skills development journey.
- Strengthen your graduated response
The new layered model – Universal, Targeted, Targeted Plus, Specialist – requires settings to demonstrate a clear, evidence‑based pathway of support. You can begin refining your graduated response by:
- Enabling screening for speech, language and communication needs (SLCN) for each child in your key stage
- Delivering interventions that map to each layer of support
- Ensuring staff know when and how to move a child between layers
- Documenting provision in a way that will align with the future digital ISP
- Using statistically robust tools to measure impact
Speech & Language Link has developed packages that already provide structured pathways from identification to intervention to over 4,500 schools and settings, making it easier to evidence the support you provide.
- Invest in workforce development
The reforms emphasise building confidence and capability across the workforce. Prioritising CPD now will reduce pressure later. Focus on:
- Using universal strategies to build speech, language and communication skills for all your children and young people
- Understanding SLCN across the age range
- Delivering targeted interventions to support those with SLCN
- Adapting classroom practice to reduce barriers
- Considering how to work with Experts at Hand to report progress and amend interventions as required.
Built-in SLCN training is included in Speech & Language Link packages. Speech & Language Link deliver high-quality additional CPD, providing tools for those in schools and early years settings and also host the free annual Link Live Speech and Language Day. Beyond this, apprenticeships for Teaching Assistants and support staff offer an opportunity to gain specialist knowledge and skills in supporting children with speech, language and communication needs.
- Strengthen relationships with families and local partners
The SEND reforms place partnership at the centre of the system. Parents and families are a vital piece of the ‘jigsaw’ of information and support. The free Parent Portal from Speech & Language Link is available to all, and package subscribers can access additional resources to help families to support their children and young people with SLCN.
As well as sharing information about the Parent Portal with families, schools and early years settings can also begin:
- Reviewing how they communicate with families about SLC skills and SLCN
- Strengthening links with local speech and language therapy services and the Experts at Hand offer
- Contributing to local SEND planning conversations
This collaborative approach will become essential as local authorities develop their SEND Reform Plans.
A final word…
You don’t need to wait for the SEND reforms to be finalised to start improving identification and support for children and young people with speech, language and communication needs. By strengthening your Universal Offer, adopting language about functional skills, refining your graduated response and investing in staff confidence, you’ll be ready for the new system and the children or young people you work with will begin to get the benefits now.