This report is based on original survey data collected directly from UK teachers through the Only for Teachers platform. All insights and findings are unique to our community.
Published: 16 March 2026 | Source: Only for Teachers original survey data
As the government accelerates its long-term vision for the Special Educational Needs and Disabilities (SEND) system, the transition from Education, Health and Care Plans (EHCPs) to the new Individual Support Plans (ISPs) has become a focal point of debate. With the target of transitioning one in eight pupils to ISPs by 2035, the policy aims to streamline support. However, our latest survey reveals a significant confidence gap between Westminster’s objectives and the reality of the classroom.
Low teacher confidence in the EHCP to ISP transition
The cornerstone of the current SEND reform agenda is the introduction of Individual Support Plans (ISPs) for pupils with less complex needs. The goal is to provide a more flexible alternative to the legally heavy EHCP. Yet, when asked about the security of these new plans, teacher confidence is remarkably low.
Only 1.6% of teachers described themselves as ‘very confident’ that ISPs would provide the same level of legal protection and resource security as the EHCPs they replace. In contrast, 68% of respondents are either ‘not very confident’ or ‘not at all confident’ in the new system. For many teachers, the concern lies in whether the statutory weight of the ISP will be sufficient to compel local authorities and health providers to deliver the necessary resources.
The administrative burden
While the government has touted the digital benefits of the new proposed SEND system as a way to reduce bureaucracy, our community is sceptical. Under the new system, schools hold a ‘statutory duty’ to manage digital ISPs. Far from being a time-saver, 78% of teachers anticipate that this will increase their teacher administrative workload.
Specifically, 37% of respondents believe that the new digital requirements will ‘significantly increase’ their workload, taking vital time away from direct teaching. This comes at a time when inclusive teaching is being set as the new baseline of what teachers need to provide. However, 63% of teachers feel their current resources and staffing are either lacking or that the national inclusion standards are simply ‘unrealistic’ for mainstream settings without significant additional investment.
Will the ‘support first’ approach create a bottleneck?
One of the more innovative aspects of the current EHCP transition is the ‘support first’ model, where therapies or equipment should be arranged before a plan is finalised. The intention is to get help to pupils faster. However, the teaching community remains wary of the implementation.
A substantial 56% of teachers believe this approach will likely cause more delays while schools wait for ‘support packages’ to be approved by local panels. There is a fear that this creates a new bottleneck in an already overstretched system. Similarly, the Experts at Hand model, intended to provide local banks of specialists like educational psychologists is viewed with caution. 74% of teachers either believe it fails to address the core lack of specialists or worry that availability will remain a persistent issue.
Conclusion
The findings from our community suggest that while the goals of the SEND reforms are understood, the mechanisms for delivery, particularly Individual Support Plans (ISPs) are met with deep-seated professional scepticism. Schools in the UK are striving to be successful with their inclusive teaching standards, therefore this transition must be backed by more than just digital tools; it requires guaranteed resource security and a genuine reduction in administrative pressure.
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Our Methodology
About This Survey
All insights published on OnlyForTeachers come directly from teachers across the UK. Each week, we run original surveys on topics that matter most to educators — from classroom practice and workload to wellbeing and policy changes.
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Participants are active UK teachers who have registered with OnlyForTeachers. Every response remains fully anonymous.
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