The way children with special educational needs are diagnosed and supported has changed significantly, particularly following the implementation of reforms to the special educational needs and disabilities (SEND) system in 2014. For schools and early years settings, these changes have introduced new ways of working and fresh challenges.
Government figures show that since 2010, the proportion of children with special educational needs has fallen sharply from 21.1 per cent to 15.4 per cent. However, the proportion of children with Education, Health and Care Plans or statements of special educational needs has not fallen in that time, so the apparent decline is solely among children with less severe difficulties, who may no longer be included on the SEN register.
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