Every Child Achieving and Thriving: A Government Consultation

Created: 25 February 2026

The UK Government’s white paper Every Child Achieving and Thriving, published on 23 February 2026, sets out a comprehensive vision for transforming the education and SEND (Special Educational Needs and Disabilities) landscape in England. Developed by the Department for Education (DfE), the paper aims to ensure that every child—regardless of background, ability, or circumstance—has the opportunity to learn, grow, and succeed. It is accompanied by several supporting documents, including the 6,500 Additional Teachers Delivery Plan and a range of accessible versions.

At its core, the paper proposes a systemic shift in how schools operate and how children experience education. The guiding ambition is articulated through three major shifts: from narrow to broad, from sidelined to included, and from withdrawn to engaging. These shifts reflect concerns that children’s needs have become more complex, families feel increasingly unsupported, and many have disengaged from educational pathways.

Policy Vision and Context

The paper recognises that childhood is changing: children face increasing pressures, digital and social complexity, and widening inequalities. The government contends that previous approaches limited their scope by treating education as confined to school gates, overlooking the wider ecosystem that supports families. These failures, they argue, have contributed to rising absence rates, lack of trust, and disengagement across communities.

In response, the government outlines a vision that rebuilds the services surrounding schools—strengthening youth provision, supporting families early, and improving access to specialised help. This recalibrated system aims to restore children's confidence in education as a meaningful route to a better life.

Setting Every Child Up to Succeed

Children’s Futures

The government emphasises the need for a forward-looking education system that can keep pace with rapid social and technological change. They highlight children’s increased ambition, broader horizons, and strong desire to contribute positively to society. At the same time, the paper acknowledges the emotional and practical instability facing many families, underscoring the importance of early and sustained support.

Narrow to Broad

A major theme is the need to broaden students’ school experiences. The government argues that too many pupils have been channelled into a narrow academic focus that fails to capture their diverse strengths, aspirations, and learning styles. The vision seeks to restore balance through richer learning opportunities, improved curriculum breadth, and stronger pastoral systems.

Sidelined to Included

The white paper is firmly centred on inclusion. It contends that too many children—particularly those with SEND, from disadvantaged backgrounds, or experiencing early adversity—have been left on the periphery of the system. The goal is to ensure these children not only receive timely support but also feel genuinely part of school communities.

Withdrawn to Engaging

Re-engagement is a critical priority. High levels of post‑pandemic school withdrawal, stress, and disengagement require systemic solutions, including stronger school‑family relationships, improved wellbeing provision, and accessible early help. The government explicitly sets out to rebuild trust between families and education services.

Strengthening the Foundations for Change

Part 2 of the paper outlines structural reforms needed to deliver the vision.

Investment in High‑Quality Staff

A central pillar is workforce strengthening. The paper recognises that the education system’s success depends on an expert, well-supported teaching profession. Complementing this white paper is the 6,500 Additional Teachers Delivery Plan, which details recruitment of thousands of new teachers to meet growing demand.

In addition, the government outlines reform packages to improve teacher recruitment and retention, including improved maternity pay and incentives for school leaders willing to work in high-need areas.

Collaboration Across Schools and Services

Another major emphasis is collaboration. Schools are encouraged to work closely with local authorities, health partners, youth services, and community organisations. The government highlights the need for integrated systems that can collectively respond to children’s complex needs. This includes aligning the ambitions of schools with broader community services, such as family hubs and youth clubs.

Enabling Innovation and Ambition

The paper encourages innovation, urging schools to adopt flexible and forward‑thinking approaches to curriculum delivery, wellbeing, attendance, assessment, and inclusion. This includes using technology, evidence‑based interventions, and streamlined administrative tools that reduce bureaucratic burdens.

SEND Reform: Putting Children and Young People First

SEND reform is the most substantial and detailed component of the policy package. The government frames SEND as central to its inclusion agenda and outlines proposals that fundamentally reshape the service landscape.

A Simple, Logical System

The government aims to create a clearer, more coherent SEND system rooted in early intervention and universal provision. They introduce a three‑tiered approach to support beyond the universal offer: Targeted, Targeted Plus, and Specialist.

Universal Offer

All children will benefit from high‑quality teaching, adaptive learning environments, and ready access to early help—ensuring that most needs are met without the need for specialist intervention. This universal layer includes calm classrooms, strong pastoral care, and responsive teaching strategies.

Targeted Support

For children with additional needs, targeted support will include structured interventions such as small‑group speech and language provision or sensory support strategies. These will be recorded in a child’s Individual Support Plan (ISP).

Targeted Plus

This tier offers more specialist support—such as input from educational psychologists or therapists—through a coordinated Experts at Hand multi‑agency service overseen by local authorities.

Specialist Support

Children with complex needs will continue to access Education, Health and Care Plans (EHCPs). However, EHCPs are being reserved for the most complex cases. Specialist support will be delivered through a Specialist Provision Package, with all day‑to‑day support documented in the ISP.

Individual Support Plans (ISPs)

ISPs are a new, digital, legally mandated document for every child with additional needs. They will outline daily provision, support arrangements, and progress, and will be accessible to both parents and teachers. Schools, nurseries, and colleges must review ISPs regularly and update them as needs change. ISPs will replace existing SEN Information Reports and create consistency across educational settings.

Inclusive Mainstream Fund and School Accountability

Schools will receive additional funding through an Inclusive Mainstream Fund to support targeted interventions. Each school must publish an inclusion strategy outlining how they use resources to meet children’s needs.

National Ambitions and Outcomes

The white paper sets out national targets to raise attainment, narrow disadvantage gaps, and boost wellbeing:

Implementation and Delivery

The government outlines a structured implementation plan involving:

The paper concludes with a call for partnership across sectors, urging all stakeholders—schools, families, professionals, and communities—to work collectively to deliver the vision for every child.

Limited Information and Concerns

However, the publication of Every Child Achieving and Thriving has raised serious concerns from the very stakeholders the Government needs as partners to instigate any change. Special schools and colleges are uncertain about what the future may hold. They are clearly a vital resource when so many First-Tier tribunals order children and young people to be placed in special schools. Already overstretched mainstream schools are dubious about the funding they will receive to implement such radical changes, and whether the additional funding announced will be an initial cash injection or ongoing. Parents are very concerned about changes, and the seemingly watered down routes of appeal in the new proposals. If the new system is intended to provide earlier support, should appeal routes be strengthened to maintain accountability. After all, if the proposed system works as intended, there will surely be significantly fewer appeals.