UK Government launches SEND reform consultation: What it means for children with vision impairment

RNIB is still analysing the proposals in full. However, below we consider what several key elements of the reforms could mean for an estimated 35,000 children and young people with vision impairment in England.

With a 12-week consultation period now open, there remains an opportunity to influence the details of these reforms so that the needs of children and young people with vision impairment are fully recognised and addressed.

Phased transition to the new system

RNIB supports the decision to retain the current system and entitlements, including Education, Health, and Care Plans (EHCPs), before moving gradually to the new approach from 2029. This should help avoid gaps or significant changes in day-to-day provision for individual children. We strongly endorse the commitment that no child attending a special school or college under the current system will move unless they choose to do so.

RNIB recognises that proposals to reserve EHCPs only for children requiring highly specialised provision may understandably cause concern. While we support reforms that widen access to early support without the need for an EHCP, such as introducing an Individual Support Plan (ISP) for all children with SEND, we will seek clear assurances that every child and young person with vision impairment continues to receive the support they need to thrive.

Specialists - key to a more inclusive system

RNIB shares the ambition for a system where more children can learn alongside their peers in their local community, with inclusion embedded across mainstream education.

We are pleased to see clear recognition of the essential role played by specialist professionals, such as Qualified Teachers for children and young people with Vision Impairment (QTVIs) and habilitation specialists, in making this vision achievable. With around 70 per cent of learners with vision impairment in mainstream settings, it is essential that local authority vision impairment services are sufficiently resourced. Without enough specialist teachers, it will be impossible to turn improvements on paper into reality in the classroom.

The role of support staff

We welcome the acknowledgement of the vital contribution that Teaching Assistants make to children's education and the commitment to address long-standing issues around professional status and pay.

RNIB believes this must go further. Teaching Assistants working with children and young people with vision impairment play a crucial role in reducing barriers to learning and require access to high-quality, specialist training that equips them with the necessary knowledge and skills.

We are calling for the role of teaching assistant for children and young people with vision impairment to:

• Be formally recognised at national level as a specialist role.
• Require completion of accredited specialist training.

Early identification and support

Recognising that early identification and timely support are essential to achieving better outcomes is positive. This is especially critical in the early years, when intervention from a specialist vision impairment (VI) practitioner with the right expertise can be transformative for babies and young children with VI. RNIB therefore welcomes the ambition to deliver a more collaborative and consistent offer, ensuring that all early years settings and Best Start Family Hubs can access support from both education and health professionals. We also support the introduction of fast-track access to specialist provision and EHCPs for children under five with complex needs. However, realising this ambition depends on having sufficient numbers of VI specialist professionals, making it vital that local authority VI services are appropriately and sustainably resourced.

National Inclusion Standards

RNIB research highlights significant variation in provision across England. The proposal to develop National Inclusion Standards, defining what good ordinarily available provision should look like in every setting, is an important step in addressing this inconsistency. The standards’ focus on evidence‑based interventions to overcome barriers to learning is also welcome.

We believe the Curriculum Framework for children and young people with Vision Impairment (CFVI) is ideally placed to underpin these standards. Developed through robust research, and co-produced by the VI education sector and families, the CFVI supports equitable access to education. It is already used by 92 per cent of local authorities in England and early evaluation shows it is having a positive impact. To ensure all children with vision impairment can fully engage with their education, we are calling for formal recognition of the CFVI in new SEND guidance.

Continuing the journey

There is much still to be worked through before the SEND reforms are implemented. RNIB looks forward to working collaboratively with sector partners to ensure the government delivers reforms that fully meet the needs of children and young people with vision impairment, so that every child can genuinely achieve and thrive.

How to respond to the consultation

RNIB will be submitting a full response to the consultation announced alongside the proposals and will continue to scrutinise the implications of these plans for children and young people with vision impairment.

Young people, parents, and families are the experts on their education journey. RNIB encourages them to add their voices to the conversation by responding to the consultation before the 18 May closing date. The consultation can be found on the .gov.uk website: SEND reform: putting children and young people first - Department for Education - Citizen Space