It would be “fine” for government SEND reforms to create more specialist provision packages underpinning future education, health and care plans than first planned, a top official has said. An expert panel led by inclusion tsar Tom Rees is currently drawing up specialist provision packages (SPPs) which will inform what support is needed for pupils with complex needs before an EHCP is issued. The Department for Education said in February that it would develop seven of these packages. It will help towards an ambition for EHCPs to be reserved for pupils with the “most complex needs” from 2035. However Claire Burton, director of SEND at the Department for Education told leaders today that “if it takes more packages, then that’s fine”. Answering a question at the Tes SEND Show leadership summit, Burton said: “Ultimately what the packages are doing is they are setting out what is the special provision that we would expect to see? “And as long as they perform that role in the system then to some extent what we’re looking for is to make sure that children do not slip through the gaps.” Packages to cover different types of need An indicative list published by the DfE in February, developed by experts, said the packages would include profound and multiple learning difficulties, significant executive function and complex executive function and communication. Other packages would be developed around adapted delivery of curriculum, including social and emotional development on externalising behaviour and internalising behaviour. There are also plans for packages for sensory impairment and physical disability. Also speaking on the panel, Elizabeth Rhodes, national lead for student inclusion at Oasis Learning Community, said the sector was “holding our breath” to see how the packages balance medical models and child-centred education approaches. Rhodes said she knew pupils with autism which presents differently but would be given the same SPP. “Those two children being given the same SPP is going to again cause additional challenges for schools to have genuinely inclusive practice.” Responding, Burton said this was something the expert panel was “very conscious of” .