{"id":46075,"date":"2026-05-07T12:00:30","date_gmt":"2026-05-07T11:00:30","guid":{"rendered":"https:\/\/potentialplusuk.org\/?p=46075"},"modified":"2026-05-07T12:27:03","modified_gmt":"2026-05-07T11:27:03","slug":"what-you-told-us-early-insights-on-the-send-reforms-and-high-learning-potential","status":"publish","type":"post","link":"https:\/\/potentialplusuk.org\/index.php\/2026\/05\/07\/what-you-told-us-early-insights-on-the-send-reforms-and-high-learning-potential\/","title":{"rendered":"What You Told Us: Early Insights on the SEND Reforms and High Learning Potential"},"content":{"rendered":"

[vc_row][vc_column][vc_column_text css=””]<\/p>\n

What families and professionals shared about SEND reform and high learning potential<\/h4>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]Over recent weeks, we invited member families, educators, and professionals to respond to our questionnaire exploring how the proposed SEND reforms could affect children with high learning potential, including those who are dual or multiple exceptional (DME\/2E).<\/p>\n

A big thank you to everyone who contributed. While the number of responses is modest, the consistency across them is noticeable. Together, they offer a clear and important picture of how the current system is experienced and how the proposed reforms are being understood.<\/p>\n

This analysis shares the key themes emerging from your responses. It brings together the patterns in the data and the lived experience of our members.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=”.vc_custom_1778153215980{border-top-width: 5px !important;border-right-width: 5px !important;border-bottom-width: 5px !important;border-left-width: 5px !important;padding-top: 5px !important;padding-right: 10px !important;padding-bottom: 5px !important;padding-left: 10px !important;background-color: #FFFFFF !important;border-left-style: solid !important;border-right-style: solid !important;border-top-style: solid !important;border-bottom-style: solid !important;border-color: #82368C !important;}”]<\/p>\n

At A Glance <\/span><\/h4>\n

Most respondents said needs are not recognised at all or only rarely <\/span><\/p>\n

The majority felt schools are not equipped to support these learners <\/span><\/p>\n

Most respondents felt negative or uncertain about the proposed reforms <\/span><\/p>\n

A large proportion expressed concern about Individual Support Plans <\/span><\/p>\n

Many reported that behaviour systems feel unsafe or only somewhat safe <\/span><\/p>\n

Experiences of masking in both directions were common<\/span><\/p>\n

[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]1. A clear message: these children are not well recognised<\/strong><\/p>\n

While every experience is individual, several themes came through consistently. Across responses, there was a strong view that children with high learning potential, particularly those with additional needs, are not well recognised within the current system.<\/p>\n

Most respondents reported that these learners are either not recognised at all or only rarely recognised. Similarly, the majority felt that schools are not equipped to identify or respond appropriately to their needs.<\/p>\n

\u201cIf it isn\u2019t a problem for the teacher then they don\u2019t get support. If it isn\u2019t a problem for the school, it becomes a problem for the child.\u201d<\/span><\/p>\n

Many families described how academic competence, or simply quiet compliance, can result in needs being overlooked.<\/p>\n

\u201cBecause my child is doing well academically and is no trouble, as far as the school is concerned, there is no problem to be addressed.\u201d<\/span>[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]2. A pattern of misinterpretation: strengths and needs masking one another<\/strong><\/p>\n

A particularly strong theme across the responses was the way in which children\u2019s profiles are misunderstood. Respondents described high ability masking additional needs, additional needs masking high ability or both happening at once. This dual masking emerged as one of the clearest findings in the dataset.<\/p>\n

\u201cHigh academic ability hid autism\u2026 eventually leading to burnout and being out of school.\u201d<\/span><\/p>\n

\u201cOur DME children have to do double masking, leaving them utterly exhausted at the end of the day.\u201d<\/span><\/p>\n

This pattern contributes to both under-identification and inappropriate support, often over extended periods of time. Families described children being identified late, or only once they had reached significant levels of distress.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]3. Academic challenge is part of need<\/strong><\/p>\n

A recurring message across responses was that academic challenge is often treated as optional, when for these children it is essential.<\/p>\n

Respondents described children repeating work they had already mastered, being denied access to stretch and being expected to wait for others to catch up.<\/p>\n

The impact of this was described as something with real emotional consequences rather than mild frustration.<\/p>\n

\u201cThe school does not seem to acknowledge the huge negative impact on self-worth and existential anxiety that follows from educational boredom.\u201d<\/span><\/p>\n

For many families, lack of appropriate challenge was experienced as an unmet need in itself, particularly where it contributes to disengagement, anxiety, or school avoidance.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]4. Lack of confidence in reforms<\/strong><\/p>\n

There was little sense of optimism about the proposed reforms as currently understood. Most respondents reported feeling negative or very negative, with others expressing uncertainty. No respondents expressed a clearly positive view.<\/p>\n

In particular, there were concerns that support may become more standardised, individual profiles may be oversimplified and accountability could be reduced reflecting a lack of confidence that the proposed mechanisms will improve outcomes.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]5. Complex needs must include mismatch, not just diagnosis<\/strong><\/p>\n

When asked what should be included within definitions of complex needs, respondents consistently went beyond clinical or diagnostic criteria. They highlighted:<\/p>\n

    \n
  • mental health and emotional wellbeing<\/li>\n
  • sensory differences<\/li>\n
  • social communication differences<\/li>\n
  • asynchronous development<\/li>\n
  • school disengagement and attendance challenges<\/li>\n
  • dual or multiple exceptionality<\/li>\n<\/ul>\n

    A particularly important theme was mismatch. Respondents described the impact of a gap between a child\u2019s level of ability and the provision available to them.<\/p>\n

    \u201cWithout stretch, the child\u2019s self-worth and emotional state goes off a cliff.\u201d<\/span><\/p>\n

    This suggests that complexity should include not only intrinsic need, but also the interaction between the child and their environment.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]6. Individual Support Plans: concern centres on accountability<\/strong><\/p>\n

    While respondents were open to the idea of structured support, there was limited confidence that Individual Support Plans, as currently proposed, would provide meaningful protection. Concerns focused on lack of enforceability, inconsistent implementation, insufficient resourcing and reduced legal clarity compared to existing frameworks.<\/p>\n

    \u201cAt the moment I can say \u2018this [EHCP] is legally binding\u2019. Remove that framework and you remove provision.\u201d<\/span><\/p>\n

    Respondents were clear that for plans to feel meaningful they must include:<\/p>\n

      \n
    • clear accountability<\/li>\n
    • named responsibility<\/li>\n
    • funding attached to provision<\/li>\n
    • regular review<\/li>\n
    • parent involvement<\/li>\n
    • clear escalation routes<\/li>\n<\/ul>\n

      There was also a strong emphasis on recognising both strengths and needs, rather than focusing solely on areas of difficulty.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]7. One-size-fits-all approaches are a significant concern<\/strong><\/p>\n

      The proposal for Specialist Provision Packages raised particular concern.<\/p>\n

      Respondents consistently emphasised that:<\/p>\n

        \n
      • development is uneven and non-linear<\/li>\n
      • needs change over time and across contexts<\/li>\n
      • support must be responsive and individual<\/li>\n<\/ul>\n

        \u201cIt is impossible to place DME and SEND children in neat little packages.\u201d<\/span><\/p>\n

        There was a shared concern that standardised approaches, even if well intentioned, may not reflect the complexity of these profiles in practice.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]8. <\/span><\/span>Attendance is a needs issue<\/strong><\/p>\n

        Responses suggest that current attendance approaches do not adequately reflect the realities many families face.<\/p>\n

        Most respondents felt that schools do not sufficiently understand distress-based non-attendance, the impact of unmet need, and the role of unsuitable provision.<\/p>\n

        Families identified the need for:<\/p>\n

          \n
        • flexible or blended learning<\/li>\n
        • gradual reintegration<\/li>\n
        • mental health support<\/li>\n
        • alternative pathways where appropriate<\/li>\n<\/ul>\n

          This points to the need for attendance policy that is needs-led rather than compliance-led.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]9. Behaviour systems are not always experienced as safe<\/strong><\/p>\n

          A significant number of respondents reported feeling unsafe, or only somewhat safe, in relation to behaviour systems. Concerns included:<\/p>\n

            \n
          • behaviour linked to need being misinterpreted<\/li>\n
          • distress being treated as defiance<\/li>\n
          • limited understanding of neurodivergent profiles<\/li>\n
          • lack of consideration of behaviour across contexts<\/li>\n<\/ul>\n

            This suggests a need for behaviour approaches that are more informed, relational and reflective of underlying need.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]10. A systemic issue<\/strong><\/p>\n

            Although each response reflects an individual child, the patterns across responses are highly consistent. This suggests that the issues described are not isolated but systemic. Across the consultation there is a shared sense that:<\/p>\n

              \n
            • understanding is inconsistent<\/li>\n
            • provision does not reliably fit<\/li>\n
            • families are often required to bridge the gap themselves<\/li>\n<\/ul>\n

              [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]11. What HLP and DME children need<\/strong><\/p>\n

              \u201cTeach the individual child. Know the individual child.\u201d<\/span><\/p>\n

              Despite the challenges described respondents were clear about what helps:<\/p>\n

                \n
              • recognition of both strengths and needs<\/li>\n
              • appropriate academic challenge alongside support<\/li>\n
              • flexibility in provision and pathways<\/li>\n
              • calm and low-sensory environments<\/li>\n
              • knowledgeable and responsive professionals<\/li>\n
              • genuine partnership with families<\/li>\n<\/ul>\n

                [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]This consultation presents a consistent and evidence-informed account of lived experience. Families are asking for recognition, individualisation, accountability and safety. They are asking for a system that understands that a child can be both highly capable and highly vulnerable at the same time, and that meeting one need should not come at the expense of the other.<\/p>\n

                We are grateful to everyone who shared their experiences. These insights will directly inform our organisational response to the SEND reforms and our ongoing work to advocate for children with high learning potential and additional needs.[\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_single_image image=”46087″ css=””][\/vc_column][\/vc_row]<\/p>\n<\/div>","protected":false},"excerpt":{"rendered":"

                [vc_row][vc_column][vc_column_text css=””] What families and professionals shared about SEND reform and high learning potential [\/vc_column_text][\/vc_column][\/vc_row][vc_row][vc_column][vc_column_text css=””]Over recent weeks, we invited member families, educators, and professionals to […]<\/p>\n","protected":false},"author":1002857,"featured_media":46087,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"image","meta":{"give_campaign_id":0,"footnotes":""},"categories":[196],"tags":[],"class_list":["post-46075","post","type-post","status-publish","format-image","has-post-thumbnail","hentry","category-focus","post_format-post-format-image"],"yoast_head":"\nWhat You Told Us: Early Insights on the SEND Reforms and High Learning Potential - Potential Plus UK<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/potentialplusuk.org\/index.php\/2026\/05\/07\/what-you-told-us-early-insights-on-the-send-reforms-and-high-learning-potential\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"What You Told Us: Early Insights on the SEND Reforms and High Learning Potential - 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