Mainstream SEND: How early intervention could reduce EHCP numbers.

Last week, we explored what happens after you apply for an EHCP: timelines, expectations, and next steps. But many families wonder if there’s anything that can happen before it gets to that point. Could the right support earlier on mean fewer children needing an EHCP in the first place?

With EHCP numbers rising sharply, now over 482,000 children and young people in England have an active plan, a jump of 11% in the last year alone, there’s growing concern about whether the current system can keep up. More than 65% of those children are being supported in mainstream schools. At the same time, local councils are facing a crisis, with projected SEND deficits set to exceed £5 billion by 2026. It’s no surprise then that the government is urgently looking at ways to intervene earlier and strengthen mainstream support.

The Department for Education is expected to publish a new SEND White Paper this autumn, with a renewed focus on early intervention. The aim is to help schools identify and respond to needs earlier, reducing pressure on families and councils and preventing problems from escalating.

So what does early intervention in mainstream schools actually look like?

Many schools already offer a wide range of targeted support without the need for an EHCP. For emotional wellbeing, children might work with a trained ELSA (Emotional Literacy Support Assistant), attend nurture groups, or take part in LEGO therapy to develop social and communication skills. Some schools offer sensory circuits at the start of the day to help with focus and regulation.

For learning needs, there might be targeted literacy or numeracy interventions, such as small group reading sessions, phonics catch-up, precision teaching for spelling, or 1:1 maths boosters. Children struggling with writing may receive extra modelling, scribing support, or specific fine motor skill programmes.

Other children might benefit from tools like visual timetables, task planners, time-out cards, or movement breaks throughout the day. A safe space, ear defenders, wobble cushions, or fiddle toys might also be used to support sensory needs and reduce overwhelm.

These are just a few examples of the kinds of in-school strategies that can make a big difference without the delay and paperwork of an EHCP. And crucially, under the SEND Code of Practice, schools have a duty to offer this kind of support whether or not a child has a diagnosis.

Of course, early help doesn’t replace the need for EHCPs altogether. Some children have complex, long-term needs that require consistent provision and legal protection. But the hope is that by investing in better training, more funding for inclusive practice, and clearer guidance for schools, many more children will be able to have their needs met earlier, within a mainstream setting.

If you’re a SEND parent, it’s a good idea to speak to your child’s school about what support is available under SEN Support. Ask what’s been tried, what’s planned next, and how your child’s progress is being reviewed. This is often referred to as the graduated approach. Keep a written record of interventions, including dates and outcomes. And remember, you don’t have to wait for a diagnosis or an EHCP to ask for help.

With the right support at the right time, we may see fewer families needing to fight for statutory plans, and more children thriving in the settings they’re already in.

That said, if the school is already putting support in place but your child requires more than what can reasonably be provided through SEN support, it may be time to consider applying for an EHCP (Education, Health and Care Plan).

I offer a free, no-obligation 15-minute phone consultation to discuss how I can support you through this process. Use the contact form on SENDMeadow.co.uk or email contact@s