This article outlines current patterns in SEN identification and provision, explaining what EHC plans and SEN support mean and how schools are responding
The landscape of support for pupils with special educational needs has been changing steadily. Local authorities use EHC plans to document pupils who need more than the usual school adjustments, while SEN support covers extra or different help within a school’s existing offer.
An EHC plan is produced after a statutory assessment that considers education, health and social care needs and sets long-term outcomes; SEN support is given when a child requires targeted help but does not have an EHC plan. Both terms are central to understanding how resources and placement decisions are made.
Recent figures show clear growth in demand for formal support. Between 2026 and 2026 the number of pupils with a EHC plan rose by 11.1% to 483,000, a total that has doubled since 2016. Numbers receiving SEN support also climbed, up 3.7% from 2026 and 29.5% since 2016.
Because total pupil numbers have grown by 5.5% since 2016, the rise in identified need represents a real proportional increase rather than just population growth.
National trends and school phase breakdown
Proportions of pupils with formal support have shifted across phases. In 2026, 5.3% of pupils had an EHC plan, continuing an upward trend from a previously steady rate of 2.8% before 2016. The share of pupils with SEN support rose to 14.2%. The overall share of pupils with any SEN who hold an EHC plan also increased to 27.3%, up from 19.3% in 2016. Local authority data published in the Education, health and care plans release covers children and young people up to age 25 and complements school census figures.
Mainstream, alternative and independent settings
Distribution across settings varies sharply. State-funded Alternative Provision shows the highest concentration, with 83.4% of pupils having an EHC plan or SEN support (up from 82.2%). In mainstream phases, nursery settings recorded 18.8% (down from 19.5% in 2026), primary 18.2% (up from 17.1%) and secondary 16.5% (up from 15.16%). Independent schools and independent special schools reported 24.1% with an EHC plan or SEN support (up from 22.3%). Primary schools experienced the largest rise in recorded EHC plans, with an additional 21,000 pupils since 2026.
Types of need and pupil characteristics
Information collected in the school census highlights which needs are most frequently recorded. For pupils with an EHC plan, the most common primary need is autistic spectrum disorder (ASD), representing 33.6% of cases, followed by speech, language and communication needs (SLCN) at 20.7%. Among those receiving SEN support, SLCN is also the largest group at 25.7%, with social, emotional and mental health (SEMH) needs at 23.6% and moderate learning difficulty at 14.4%. The 2026/25 school census also recorded Down Syndrome as a primary need for the first time, which affects year-on-year comparisons.
Age, gender and socio‑economic patterns
Prevalence by age shows distinct peaks. SEN support is most common around age 9, hitting 17.0% before declining through the secondary years to 13.7% at age 15 and falling further post‑compulsory age. EHC plan rates rise from 3.6% at age 4 to a peak of 6.2% at age 11, then taper to 5.7% at age 15. Gender differences persist: 71.4% of pupils with an EHC plan are male, and 61.2% of those with SEN support are male, although the male share has been gradually decreasing.
Socio‑economic and linguistic characteristics are also notable. Eligibility for free school meals rose following transitional protections associated with Universal Credit: 25.7% of pupils were eligible in January 2026, compared with 13.6% in 2018. Pupils with an EHC plan are more likely to be eligible for free school meals (43.8%) and those with SEN support (39.3%), compared with 22.2% of pupils without SEN. First‑language data shows 84.0% of pupils with SEN support and 84.2% with an EHC plan have English as a first language, higher than the 78.2% for the total pupil population. Ethnic patterns vary sharply: the Traveller of Irish heritage group has high prevalence, while the Chinese group has some of the lowest recorded rates.
Provision models: units and resourced places
Schools use different structures to meet identified needs. SEN units are designated parts of mainstream schools where pupils are taught in separate classes for at least half their time and are typically for pupils with an EHC plan. Resourced provisions reserve places in mainstream schools for pupils who spend at least half their time in mainstream classes but need a specialist base. Both types of provision are designated by local authorities and usually attract place funding of £6,000 or £10,000 per place plus top‑up funding for individual support.
Most pupils in units will hold an EHC plan, and while it is uncommon for the same child to be both in a unit and in a resourced provision, a school may operate both for different needs. Numbers have increased: in January 2026 there were 449 schools with SEN units (up from 392 in 2026) and 1,217 schools with a resourced provision (up from 1,168 in 2026). Full school level data and guidance on recording practices are available in the accompanying data files for those wanting to explore detailed combinations of need, year group and demographic characteristics.
