An Education, Health and Care plan (EHCP) is designed for children and young people who have special educational needs that cannot be met through standard educational support. In February 2026, the government announced reforms to EHCPs, ending a ‘one size fits all’ approach, and providing a wider legal entitlement to more intensive or complex support. TACT foster carer, Chris, has shared his perspective on the EHCP Reforms.

For many of us as foster carers, an EHCP has never been just paperwork. It represents security, recognition, and the first time a child potentially hears: “Your needs matter, and we will make sure you are supported.”

Because of that, the idea of moving away from EHCPs as the main gateway to support is significant. While the government’s ambition to provide earlier, more consistent help in mainstream schools is positive, particularly for children who should not have to ‘fail first’ before receiving support, the emotional and practical value of an EHCP must not be underestimated.

The proposed tiered system offers potential benefits. If implemented well, it could mean children get help sooner – with multiple layers of support available. However, we must also remember that EHCPs cover far more than education: they ensure access to crucial health interventions such as ADHD, Autism, or PDA (Pathological Demand Avoidance) assessments and therapies. Any new model must maintain these protections.

The new tiered approach suggests more children will be supported through Individual Support Plans (ISPs), with EHCPs reserved for the most complex needs, although what counts as ‘complex’ is still to be clarified.

Earlier intervention could mean fewer children eventually need an EHCP. But this depends heavily on the quality and consistency of support at the earlier stages. Many mainstream schools remain under‑resourced and are not yet trauma‑informed. For children in care whose behaviour is often shaped by trauma, attachment needs, and disrupted experiences – accurate assessment is essential. If the starting point is wrong, the whole plan can go wrong.

That said, I’m not personally worried that protection will decline. The proposed system has the potential to make support clearer and more structured across a child’s school career. Promising elements such as the proposed ‘Experts at Hand‘ service and increased funding for inclusive practice are steps in the right direction. With better‑trained staff and stronger support structures, mainstream education could become more accessible and nurturing for children with SEND (Special Educational Needs and Disabilities), especially those in care.

Support in mainstream schools varies considerably. In our own experience, we have cared for children with significant Social, Emotional, and Mental Health (SEMH) challenges that are often invisible and are misunderstood or mistaken for ‘misbehaviour’.

In some schools, the support has been thoughtful, compassionate, and informed. In others, a lack of training, stretched staffing, or insufficient trauma‑awareness has meant children did not receive the level of help they needed. This can escalate situations, increase exclusions, or lead to children being placed in environments that do not meet their needs.

Many schools are working incredibly hard under difficult circumstances. But in some cases, children have ultimately been better served by a specialist SEMH or SEND provision. Consistency continues to be a real challenge across the country.

EHCP Reforms In Practice

Foster carers will naturally have concerns about how reforms will look in practice, especially when children move areas or placements. Key questions include:

• Consistency: Will a child still receive the same support if they move school or local authority?
• Accountability: Will carers and young people keep clear routes to challenge decisions or request assessments?
• Transitions: Will moves to secondary school or post‑16 education be properly safeguarded?
• Responsibility: If a child is in short‑term care, who initiates the assessment or ISP/EHCP process: the carer or the local authority with parental responsibility?

These issues are not small. Many carers already know how difficult it can be to advocate effectively within the system. It can feel like a losing battle at times. But support does exist. TACT’s Education Team, for example, has been an invaluable source of expertise: attending meetings, reviewing documents, and guiding us through challenging situations. I would encourage any carer with concerns or questions to reach out early.

The ambition to make inclusion the rule not the exception is something we can all get behind. However, the success of these reforms will rest entirely on how they are implemented. Children with additional needs, particularly those in care, cannot afford another system that looks great on paper but inconsistent in practice.

Although these changes are in the early stages, our voices as carers matter more than ever. We are often the people fighting day after day to make sure a child’s needs are heard and met. Sometimes it truly does feel like a fight but our advocacy is powerful, and essential. We can, and should, remain hopeful. But we must also stay vocal.