The Schools White Paper – Every Child Achieving and Thriving – sets out significant reforms to deprivation funding and SEND provision, here, Clare Skinner explores the key implications
The Schools White Paper – Every Child Achieving and Thriving, published in February 2026, commits to reforming deprivation funding so it is more precisely targeted at pupils experiencing the greatest levels of disadvantage but does not introduce a single new core funding formula, rather it significantly reshapes how additional and targeted funding will flow to schools over the next few years.
The current reliance on Free School Meals (FSM) eligibility as a binary indicator will be reduced and funding will instead be informed by household income measures, likely using a graduated or “stepped” model. This means that schools serving pupils with deep or persistent disadvantage should receive higher levels of funding per pupil than under the current approach and rather than a cut to the overall pot, it is a reallocation within it.
The White Paper does not change the National Funding Formula for core per‑pupil funding or set new statutory funding minimums. Therefore, it is important to note that it will not remove the need for efficiency, collaboration, and trust‑level pooling as (with all funding streams) there is no guarantee funding will fully cover rising costs.
SEND Funding
The White Paper appears to shift pressure into mainstream – but with support.
A key change expected is that fewer pupils will move quickly to Education Health & Care Plans, and this will require schools to set expectations and clearly communicate to parents and families so that they understand the process, its limitations and timescales as well as what support can be put in place in advance of the EHCP being confirmed. This will mean that more funding responsibility sits with mainstream schools, supported by the Inclusive Mainstream Fund as well as access to “Experts at Hand” provided by the Local Authority and through National Inclusion Standards. There are concerns that the number of experts needed may not be ready and available to meet the demand until 2028 so schools would be wise to factor this into their planning.
It is vital to remember that the White Paper does not change the High Needs Block funding and that statutory EHCP duties remain with Local Authorities still hold legal responsibility for EHCP provision.
Inclusive Mainstream Fund
The White Paper introduces a new Inclusive Mainstream Fund (IMF) to support SEND inclusion before statutory EHCP thresholds are met. This amounts to £1.6 billion of new money over three years nationally with £400m to mainstream schools in 2026–27. By now all schools will have been able to use the calculator Inclusive mainstream fund for schools: methodology 2026 to 2027 – GOV.UK to update their budgets and start planning for the funding which is for the period from April 26 to March 27. The additional funding for 16–19 mainstream provision will be confirmed in due course (not available at the time of writing this article).
The IMF can be used for early intervention and targeted support as well as costs that are currently absorbed by schools from core budgets (e.g. Social, Emotional and Mental Health support, Educational Psychologist input without Education Health & Care Plans) but it can also be used for workforce training around inclusive practice to upskill and develop all staff. This means that is well aligned with the White Paper’s new layered SEND model (Universal → Targeted → Targeted Plus → Specialist).
Mission/Local Programmes
The White Paper introduces area‑based programmes such as Mission Northeast & Coastal which mirror previous initiatives (e.g. London Challenge) and bring targeted funding, school‑to‑school improvement investment and looks to align cross‑service funding (education, health, family support). This is a targeted access programme depending on geography which means that MATs operating across multiple regions may need location‑specific financial planning rather than a Trust wide approach.
Practical Implications for Schools and Trusts
There are practical implications for schools and MATs so it is important to consider how you will track disadvantage and SEND spend much more clearly. Discussing the approach to this with leadership now will mean that the IMF Strategy can be published as is required in December 2026. Considerations may be about adding to funding to approaches already embedded in your setting that meet the requirements of the White Paper. Other settings may want to track the funding through a new cost centre to support new initiatives, either way there must be a clear link between funding and measurable inclusion outcomes.
You will need to be ready for greater scrutiny on value for money, including from parents and this will mean that the school/trust‑level funding strategy must be transparent and in plain, accessible language when published. You will also need to ensure that you have whole‑system budgeting (education + inclusion + early help where appropriate) in place if you haven’t already. Budgeting is not a finance only function and this is a great case in point to build on current practice or develop and implement that approach in your setting.
In the short‑term, schools must evidence inclusive spend and impact. The workload related to this will vary across settings depending on how inclusive they already are, but it will be important to ensure that a clearly defined and communicated strategy is in place to demonstrate the effectiveness of the IMF being received. In the medium‑term there could be a potential reduction in unfunded SEND pressure if IMF works as intended—but this is implementation‑dependent, not guaranteed. It will come down to the strategies of each setting and how well those strategies are delivered.
No Silver Bullet
Whilst the White Paper is not a silver bullet solution to the SEND crisis in the UK, it is a step forward. IMF along with EHCP and High Needs funding will help but only in a clearly defined, measurable and appropriate plan for each setting and it is important that this is tracked and reported on to ensure that the most vulnerable children truly benefit from the additional funding that schools/MATs receive. No doubt, schools and Trusts could use more funding (when is that not the case?!) but the White Paper could help to deliver a strong cultural shift around Quality First Teaching and inclusivity that may not be present in some settings already. It gives schools/Trusts the opportunity to really drive the inclusive agenda not just with staff and students but through effective communication with families and the community.
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