On 23 February 2026 the UK Government published Every Child Achieving and Thriving, a long-term White Paper outlining significant planned reforms to English education, including changes to inclusion, special educational needs and disabilities (SEND), early years support, curriculum expectations, workforce development and accountability.
While much of the discussion has focused on school systems and SEND, there are important implications for early years professionals — childminders, nurseries and early education settings — that you need to understand.
The government says the paper is about shifting the education system to ensure all children can achieve and thrive — not just academically, but socially and emotionally too.
It sets out ambitions on:
● a broader curriculum
● more inclusive support for children with additional needs
● stronger attendance and engagement
● workforce development
● improved local partnerships and accountability.
The focus is on reversing a system seen by ministers as too narrow or inequitable, and moving toward inclusion and early action.
Perhaps the most immediately relevant change for early years settings is the commitment to expand early identification and support for children with additional needs including SEND:
A new Inclusive Early Years Fund will provide additional targeted funding for early years providers to support children with emerging needs.
The government has earmarked £47 million in 2026/27 specifically for early years support beyond existing funding streams like the SEN Inclusion Fund (SENIF).
Early years settings will be expected to play a more central role in recording and monitoring SEND/support needs, aligning with school systems.
Why this matters: Early years teams may be expected to develop more formalised support plans and participate in multi-agency approaches earlier than they currently do, with clearer expectations around identification and evidence-informed practice.
The White Paper proposes a tiered system of support, moving beyond the current model that relies heavily on Education, Health and Care Plans (EHCPs):● Universal support for all children
● Targeted and Targeted-plus support within mainstream/nursery settings
● Specialist support for more complex needs — with EHCPs retained for the highest levels of need
This suggests a more fluid, graduated approach where many children’s needs will be met within settings through targeted strategies and early identification, rather than automatic application for statutory plans.
Why this matters: Current practice often segregates early years SEND identification from school systems.
This change will mean early years settings operate within a continuum of support with more flexibility and expectation of internal strategies before statutory processes begin.
One of the significant shifts is the move toward Individual Support Plans, which will be required for all children identified as needing additional support, replacing — or sitting alongside — the current EHCP system in many cases.These plans will detail:
● day-to-day provision
● reasonable adjustments
● intended outcomes
Why this matters: Settings will need to be comfortable developing, reviewing and evidencing support plans as a routine part of practice, rather than relying solely on local authority interventions.
The White Paper emphasises joined-up local systems, bringing together early years, schools, local authorities, health services and wider partners in shared accountability for outcomes.This includes:
● partnerships between settings and schools for smooth transitions
● Best Start Family Hubs with dedicated SEND practitioners
● stronger data sharing and local oversight.
Why this matters: Early years settings will need to engage more actively with local SEND and inclusion systems — from joint planning with health services to data recording and participation in local strategic groups.
Another strand of reform in the White Paper relates to workforce capacity:The government commits to additional training for specialist teachers, speech and language professionals, educational psychologists and early years practitioners as part of a broader SEND and inclusion strategy.
A dedicated SEND practitioner in every Best Start Family Hub is proposed.
Why this matters: Early years teams should expect increased expectations around professional development for inclusion, SEND strategies and evidence-based practice, potentially underpinned by new funding streams or expectations for access to experts.
While the thrust of the reforms centres on SEND, inclusion, and a broader curriculum, there are other areas that indirectly impact early years professionals:A broader national curriculum and greater focus on enrichment and wellbeing measures across phases of education.
New accountability measures and data reporting tools intended to reflect attendance, engagement and inclusion outcomes.
More emphasis on system structures (trusts, partnerships, integrated services) rather than isolated practice.
Under current guidance (e.g., the SEND Code of Practice and Early Years statutory frameworks):● EHCPs have been the main statutory vehicle for SEND support. The White Paper’s shift toward broader support tiers and ISPs represents a substantial structural change.
● Early years settings have not historically been part of an integrated whole-system SEND approach to the same degree. The White Paper explicitly positions them as core partners with shared accountability.
Although early identification and inclusion have been priorities (including under the EYFS and SEND Code), the new reforms signal greater coordination, more resourcing and earlier intervention expectations.
1. New Inclusive Early Years Funding will support identification and early intervention in your setting.2. Tiered support system means settings will routinely deliver targeted and targeted-plus strategies before specialist interventions.
3. Individual Support Plans (ISPs) will become a new standard tool for children needing extra help.
4. Stronger multi-agency, local accountability models will expect closer work with health, education and authority partners.
5. Workforce investment and training expectations will increase, especially around inclusive practice and additional needs.
● Expect more emphasis on early identification and documentation of additional needs● Be prepared to contribute to and develop support plans alongside families and professionals
● Engage actively with local authority and health partners
● Look out for new funding opportunities and training offers
● Familiarise yourself with emerging SEND reform guidance and consultations — the details will evolve over the next 12–24 months
● Ultimately, these changes signal a shift toward earlier, more inclusive and evidence-based support for all children — including those in the earliest years of education.
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Kim Martin is the Founder of EYFS Training Hub, providing practical, high-quality safeguarding and early years training for childminders and early years teams.
Explore our training or get in touch to find out more.
