[Relevant documents: e-petition 634116, Increase funding for special educational needs and disabilities (SEND) education; e-petition 619720, Fund more specialist school places for children with special educational needs; e-petition 607849, Make SEND training mandatory for all teaching staff; e-petition 591092, Require School SENCOs to be fully qualified for the role; e-petition 587365, Require all school staff receive training on SEN children; and e-petition 584129, More Funding For SEN Children To Access Appropriate School Provisions.]
I would just like to explain to colleagues how we intend to proceed this afternoon. We have two very well-subscribed debates and I will try to ensure that all Back Benchers have a fairly equal opportunity across the afternoon. The guidance is that the opening speeches are to be between 10 and 15 minutes. I advise that, in order to be fair to everybody, we will start off with the guidance that six minutes will allow everybody an equal opportunity from the Back Benches. If people cannot stick to that, I will have to put on a time limit, but I think that will ensure that everybody gets a good chance to contribute.
That this House calls for a review of funding for SEND provision.
Thank you, Madam Deputy Speaker. I will try my absolute best to stay inside your guidance. We have 24 applicants to speak in the debate, which I think is a record, so forgive me if I do not take interventions. Nearly 100,000 people signed petitions relating to these subjects and I am pleased to say that they will have their voices heard in the Chamber today.
The debate about how best to cater for those with special educational needs and disabilities is often dominated by hard numbers: money, places, headcounts and so on. That is obviously a vital part of the discussion, but the real heart of the matter is the human impact, and the children and families behind the figures. My part of the world, the East Riding, has the lowest per capita funding, which is about a third of the highest-funded areas.
I declare an interest, or more than an interest: a prejudice. I have a grandchild who suffers from something called SYNGAP-1, a genetic disease that makes her non-verbal and gives her daily fits and seizures, so she has a very high intensity of requirement. In the two years of covid, she missed 40 days of teaching, over and above lockdown requirements, because of a lack of resources. That is eight weeks of schooling lost, causing enormous distress to a child who needs continuity and stability. We can see immediately how that has an effect. Chloe has complex needs and meeting those needs is a daily challenge for her parents and teachers. For her to miss so much school is simply awful and puts huge pressure on Chloe herself and on the rest of her family.
As important as Chloe is to me, the point is that her case is not unusual. Many of her classmates had and continue to have the same experiences, as do thousands upon thousands of children across the country. Parents, teachers, teaching assistants, mental health workers, carers and a host of others do incredible work to ensure that children get as much help as possible, but they are struggling to provide adequately for everyone. At the moment, the resources are simply not there.
It is a pleasure to follow the right hon. Member for Haltemprice and Howden (Sir David Davis), who did a superb job of setting out the strategic argument for more funding for those with special educational needs. I hope that we will get some hint from Ministers that the Chancellor of the Exchequer has heard the calls from parents across the country, and that more revenue funding and, crucially, more capital funding will be made available.
I want to raise a series of parochial issues that are nevertheless relevant to the more strategic arguments advanced by the right hon. Gentleman. Let me say at the outset that I entirely recognise from my own casework the stories of parents and their difficulties in obtaining support for their children with special educational needs. I am sure that is the experience of everyone in this House.
At the outset, I acknowledge the skill and commitment of those who work with and teach children with special educational needs, both in my constituency and across the country. Teachers are remarkable at the best of times but, like other school staff, they are not valued enough. They are fundamental to the future of our country and to the future of the vulnerable young people we are talking about today.
I am fortunate that Harrow is blessed with good special schools. Alexandra School in south Harrow, in my constituency, is particularly good, but Shaftesbury High School, Kingsley High School and Woodlands School are also very effective. I commend their staff to the House. I also acknowledge the impressive performance of special educational needs co-ordinators and other staff who support young people in Harrow’s mainstream school settings.
There is a clear need for a new 300-place special school in Harrow. The four special schools I mentioned face serious financial difficulties, and more investment is needed for the young people in Harrow’s mainstream schools to get the support they need. Harrow has seen a 55% increase in the number of young people with EHCPs over the last five years, and Harrow Council estimates that the figure is likely to increase by about 100 a year. The four special schools in Harrow have just under 500 places between them, but 700 young people a year from my community are being placed in special schools. The council already relies on finding placements for vulnerable children with special educational needs in out-of-borough schools and private special schools that are further away from their family settings.
It is a great pleasure to speak in this hugely important debate. I am very grateful to the Backbench Business Committee for providing time, and to the Petitions Committee for organising and managing many of the important petitions to which it relates, some of which I hope to address.
I congratulate my right hon. Friend the Member for Haltemprice and Howden (Sir David Davis) on championing this vital campaign. Having worked alongside him on one or two challenging issues over the years, I now have the pleasure of doing so again. I support his motion for three key reasons. As we have heard, Members across the House have huge case loads relating to special educational needs. As Chairman of the Education Committee, and as a long-standing and committed supporter of f40 and its campaign for fairer funding, I think that getting the right support to children with special educational needs and disabilities is a vital challenge, and we have to be frank that it is a challenge with which successive Governments have struggled.
The Committee praised the aims of the 2014 reforms, but it concluded in 2019 that their implementation had not been effective and that funding was “wholly inadequate”. It is to the Government’s great credit that high needs funding has since increased substantially, more than doubling since 2015 and increasing by 60% since the start of this Parliament.
There has been a real focus on providing more specialist places but, while it is undoubtedly true that this Government have prioritised the needs of SEN children in spending reviews, it is also true that the real and substantial increases have not been enough to meet demand. The vast majority of local authorities are facing high needs deficits. Worcestershire is by no means among the worst, but it has told me that it expects its deficit to rise from £34.5 million at the end of March 2024 to £44 million next year.
Not only are specialist and mainstream settings in every constituency struggling to meet the demands of the parents and families that they do accommodate but, as my right hon. Friend made clear in his granddaughter’s case, too many children are not in those settings when they ought to be. The Education Committee has heard that non-elective home education is too prevalent in this space. It is therefore right that we use this debate to press for more resource for what is, legally and morally, a meeting of basic need and the fundamental right to education.
I pay tribute, as others have, to the incredible work happening in every single school in my constituency to support children with special educational needs and disabilities. I say every single school, because it is clear that SEN children and children with EHCPs are spread across the entire school estate—mainstream as well as specialist. I hear from teachers and leaders in mainstream primary schools, early years settings, secondaries, sixth forms and colleges, and, almost without exception, they speak about observing rising levels of need and complexity of need.
I thank the two opening speakers for being nearly within time. I remind Members that my guidance is that they should speak for six minutes. I call Ian Lavery.
We can be said to be a decent and humane society only if we have done our utmost to provide help and support for the most vulnerable children in our communities. We should be able to proclaim not only that we provide for reasonable levels of material wellbeing for such children, but that we are also allowing them access to the education they need to better their lives. On both counts, this Government have failed, but one of their most glaring failures is the failure to provide the necessary funding for the educational requirements of children with special educational needs and disabilities.
Is my hon. Friend as concerned as I am about the regional inequalities in respect of both the prevalence of EHCPs and the inadequate resourcing that reflects this particular need?
I thank my hon. Friend for that very clear intervention, and I will deal with that point later in my contribution.
As a nation, we generally fail to make education provision the priority that it deserves to be. We can develop a modern and diverse economy only if we have people with the necessary skills and knowledge that such an economy requires. Most importantly, our working-class children will continue to be held back if we do not prioritise the proper funding of our schools and further education colleges. Shamefully, the UK spends only 4.2% of our national income on education, compared with the average of 5% spent by OECD members.
When one considers the financial resources provided for the educational needs for pupils with SEND, one sees that the underfunding is even more pronounced. According to the f40 organisation, which represents the 40 local authorities with the lowest amount of education funding, an additional £4.6 billion for baseline funding is required to make up that shortfall. Without this additional spending, children with SEND will not find the places they deserve in either mainstream or specialist schools. Yet at a time when more SEND funding is so desperately needed, the funding is actually decreasing.
In September 2023, my local authority, Northumberland County Council, reported that the number of EHCPs in Northumberland is increasing by 10% per year. Increased need should, of course, be met by increased funding, but central Government have increased the element for SEND funding within their grant to the council by only 8.84%. Indeed, over the past four years there has been growth of 72% in the number of EHCPs, while funding from the DfE has increased by only 42%—it is unbelievable.
In 2023-24, for the first time, the Northumberland schools high needs block will overspend. Expectations for April 2025 are even worse, and there will be a minus 12% deficit at the minimum. On a positive note, there are more learners with SEND having their needs well meet in Northumberland schools than ever before. That is testament to the fantastic work of the school and local authority staff, who are finding way to continue amid the chaos, but they are being stretched to the limit. I want to pay tribute to the staff, pupils and parents at The Dales School, Cleaswell Hill School, Collingwood School and Castle School, among others in my constituency, which continue to do a fantastic job. Shockingly, however, the amount per SEND child per year allocated by the Government is £10,000—an amount that has been frozen for 11 years. Costs pressures on all schools have increased greatly, yet the amount per child with SEND has remained frozen for more than a decade—that is astonishing.
I am sure the clock will be very helpful, Madam Deputy Speaker. It is a pleasure to follow the hon. Member for Wansbeck (Ian Lavery), and I pay tribute to my right hon. Friend the Member for Haltemprice and Howden (Sir David Davis) for securing this important debate.
I will start with something that is unusual in this place: a mea culpa. I served on the Bill Committee for what became the Children and Families Act 2014. We debated education, health and care plans at length and how we aspired to their making a real difference. We thought they would make a difference by bringing together education, health and social care funding, enabling the children we are speaking about to have the opportunity to thrive and achieve everything that we know they can and need to achieve.
Sadly, I remember the word “fight” recurred again and again in that debate. Parents were tired of fighting for the right school place, for a statement, which would later become an EHCP, or for the right transport to get their child to the education setting they needed. We thought that Act would see an end to the fighting, but it simply has not, because that has again been the recurring word that parents from my constituency have used in emails to me when I told them that I planned to speak in this debate. They are still tired, still fighting and still seeing children making no progress in a range of settings across our constituencies, whether they be specialist or mainstream provision, as the Chair of the Education Committee, my hon. Friend the Member for Worcester (Mr Walker), said. The sad truth is that those parents are worn out.
To reinforce that point, a lady called Jill Mothersdale in Sedgefield came to me and said exactly that. They are so tired of trying to fight the system and get results. It is not anywhere, but everywhere, and I endorse the comments made by my right hon. Friend.
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A bit of background here is important. Education, health and care plans—EHCPs, as they are known—were introduced in 2014. This was a well-intentioned reform that sought to provide holistic support for young people in need. But what the reforms failed to do was provide resilience in the system to deal with future changes to demand for services. In recent years, there has been a huge increase in that demand: population growth, better detection of conditions such as autism, and longer life expectancy because of medical progress all put pressures on the system. As a result, the total number of EHCPs and statements of special educational need has more than doubled since 2015. That is a rise of more than a quarter of a million cases, with large increases in every age group, but the funding from central Government simply has not kept pace.
Part of the answer is to update the funding formula. The existing allocation of funds is based on an out-of-date assessment of each area’s special educational needs. Of course, some level of differentiation of funding makes sense, as not every area has the same needs. For example, rurality has a huge impact, as staff, campaigners and families in my area know only too well. Those national pressures lie behind the call by the f40 group, representing local authorities with some of the worst rates of SEND funding, for £4.6 billion in additional annual funding from central Government. The figure is based on that huge growth in the number of EHCPs local authorities have to support, as well as significant inflationary pressures. Each EHCP, tailored to the specific needs of a child requiring additional support, costs the local authority cash, so the more EHCPs are needed, the more local authorities have to cough up and the greater the pressure on their already tight finances. We should remember that in the past two years, six local authorities have already declared themselves effectively bankrupt.
The impact of these pressures on SEND provision is clear for all to see. In 2022, less than half of EHCPs were issued within 20 weeks of application. In other words, one in two children waited more than five months. Given that 13% of children have special educational needs, that is a huge number of kids waiting for help, and many have to wait a lot longer to get the support that they need. In some cases children have to be sent to schools far away owing to a lack of local places, and families struggle, over and above their normal needs, to get appropriate support.
Parents and carers have supplied me with many illustrative examples. One, Jennifer, said that
“we have been on a waiting list for 22 months for my son to see a Speech and Language Therapist...The lack of SEN schools needs addressing as a matter of urgency”
as children are being
“let down and are suffering”.
Another, Esther, said:
“My son hasn’t had his EHCP met in four years in an SEN school... he has not had speech therapy for over three years, nor has he had his physio, occupational therapy, sensory or educational needs met...There is urgent need for more funding so that SEN schools can have appropriate class sizes with therapists and enough qualified and skilled support staff.”
According to one special needs specialist teacher, Louise:
“Services such as speech and language therapy have been reduced dramatically. In my Autism Spectrum Condition Resourced Provision class, we used to have three hours per week and now have three hours per half term.”
Another teacher, Catherine, said:
“We have large numbers of children who require specialist support to allow them to thrive and stay safe”.
Owing to a lack of resources, however, other children are
“receiving minimal support as we are firefighting, just to keep the children…safe.”
The financial impact of all this is, of course, enormous. The cumulative deficit in local authority high needs budgets is estimated to be £2.3 billion, and is expected to reach £3.6 billion by March 2025. There are more than 80 local authorities with large high needs deficits. Currently those deficits are being kept off local authority balance sheets by a statutory override, but the override is time-limited and will expire in 2026 if it is not extended. If and when it does expire, many councils will be bankrupted overnight, with huge implications not just for education but for all local services. That is why the f40 group considers the expiry to be a sword of Damocles hanging over the entire sector. Fifty-five local authorities have had to sign up to the Government’s Delivering Better Value in SEND programme and 34 have had to sign up to the Safety Valve programme—both set up to meet the challenge of dealing with the rising demand and costs—which means that nearly 90 authorities have already had to go to the Government for help.
Of course, it is also crucial that we are able to plan for future challenges so that we can meet them when they arise, rather than constantly firefighting with limited resources. To that end, there needs to be a substantial increase in capital funding to allow local authorities to invest in SEND projects. I say to the Minister that the recent announcement of £2.6 billion for that purpose is welcome, but more is needed. Without the start-up cash, we will simply find ourselves in another crisis in five years’ time. The numbers may sound big, and we all know that these are straitened times for the economy after covid, but in reality, failing to invest is a false economy. We might save some money in the short term, but the long-term costs, both to the budgets and to the children concerned, are huge.
Let us take an example. A child suffering from poor physical and mental health, suicidal ideation and poor school attendance spent a great deal of time refusing to engage at all. Special needs staff, having set out an action plan, gave him one-to-one mentoring support, thrice-weekly pastoral sessions, regular counselling and organised work experience. As a result his school attendance improved, he began to develop friendships with peers, and he was able to manage a full school timetable. His life was transformed.
The reverse scenario, however, happens all too often. As Mo, a speech and language therapist, put it:
“It is widely acknowledged that early intervention is key. However, due to a lack of funding, staffing levels and subsequent long waiting lists, we are unable to provide”
that intervention. A child might, say, have autism and anxiety, and might be struggling to get into school and struggling to cope with the day’s work. Without help, those things get worse. The children come to school less, they find it harder and harder to carry out basic tasks, their friendships suffer, and it is then more difficult for special needs staff to get through to them. Ultimately, they will need a much greater—and more expensive—effort to reintegrate them into schooling, and will require much more long-term care. Intervening early is transformative, and that requires resources to make it possible to act before problems spiral out of control.
A further problem is the severe workforce difficulties that SEND employers face. Specialist teaching assistants, for example, now cost employers about £24,000 each, up from about £16,000 10 years ago. However, the place funding has been not changed from £10,000 per child, so we are not matching that extra demand. Many SEND workers would be better remunerated in less skilled jobs, and in a challenging economic climate, they may be forced to vote with their feet. One therapist, Hayley, said that she had seen
“a huge decline in skills and knowledge of the workforce.”
That will not come as a surprise to anyone in the sector. Of course Ministers say they value the work that SEND staff do, but it must be backed up by funding. Otherwise the workforce will continue to dwindle, with dire consequences for those who rely on their support.
There are many other aspects that I should like to mention, but you wanted me to be sharp, Madam Deputy Speaker, so I will not deal with most of them.
These challenges extend to further education. Young people aged 16 to 25 make up 27% of those with EHCPs, and I know that some of my colleagues will want to touch on that. Moreover, as I have said, this is not simply a matter of funding. Just this week the Under-Secretary of State for Justice, my hon. Friend the Member for Finchley and Golders Green (Mike Freer), recognised the need for “systemic reform” because families were waiting between nine and 13 months for a hearing after appealing against EHCP decisions.
I am sure that some of my colleagues will go further into these issues in their speeches, and will mention their own experiences of helping families in their constituencies. My right hon. Friend and neighbour the Member for East Yorkshire (Sir Greg Knight) cannot be here this afternoon because of a constituency engagement, but I know that he agrees with all the points I have made. Front Benchers who cannot contribute to the debate also have their concerns. I know that my right hon. and learned Friend the Member for Banbury (Victoria Prentis) has, like many others, been contacted by numerous constituents about this subject, and has taken their worries on board. The same is true of other Ministers who did not particularly want me to mention them; I cannot think why!
The bottom line is this. The support that a society provides for its most vulnerable is a measure of its compassion, and, to my mind, a measure of its civilisation. That is the key. I am sure that the Government share those principles, but now we must find a way to deliver the change that is needed to make them a reality.
As I understand it, Harrow already has a much greater reliance on private SEN schools than the national average. There is very little space to expand the borough’s four special schools, and Harrow is unfortunately surrounded by neighbouring boroughs that are also seeing very significant increases in the number of young people with significant special educational needs. Pressure is also rising fast on the private and independent schools catering for those with special educational needs on which Harrow might draw.
That means that a much higher proportion of Harrow’s high needs budget is being spent on significantly more expensive placements than would be spent if an additional special school were built in the borough. As I understand it, my council is now worried that there will be further significant fee increases for those schools, placing even greater pressure on the existing special needs budget.
The Department for Education has turned down Harrow’s application for a special school three times, even though the Department accepts that it was an effective bid and worthy of funding, had funding been available—hence the urgent need for more capital funding.
Finally, I underline the point that special schools in Harrow, and I suspect across the country, are already facing serious financial problems. I understand that the National Network of Specialist Provision has revealed that 80% of special schools responding to its survey reported a budget deficit in year one of their financial cycle, rising to 90% in year two. The average size of that deficit is £145,000 in year one, which has huge implications for school budgets. That needs to be urgently addressed in the forthcoming Budget.
That is even more acute in specialist settings, which some years ago were dealing with a few highly complex cases of children with multiple and severe conditions, alongside larger numbers of children with a single diagnosis. Today, an increasing proportion of their intake is taken up by those with multiple and severe conditions, and both Regency High School and Fort Royal Community Primary School in my constituency have described the pressures that creates.
We should all be supporting the incredible parents and carers who support SEN children, while recognising, as the Government’s Green Paper and White Paper have, that the current system has been a source of frustration and confrontation for them. We should be supporting the aspirations of the Green Paper and the White Paper to deliver the right support in the right place at the right time, but to do so will require the scale of resource and investment in training, infrastructure and needs-based funding for which this debate is calling.
There are brilliant people providing support to SEND children across the country, but the rising tide of demand for specialist support needs to be acknowledged from the start. That is why the case for more funding, as well as fairer funding, is really important. Ahead of this debate, f40 prepared a detailed and instructive briefing setting out that the areas that have among the lowest overall school funding also have among the lowest extra funding for high needs. For the record, Worcestershire has the 30th lowest overall funding and the 32nd lowest high needs funding. That position has improved since 2010, but it still puts our school pupils, and particularly our special needs pupils, at a huge disadvantage compared with those with exactly the same needs in better funded areas.
I know that the Department for Education drafted legislation to take the next step in delivering on our manifesto promise of a fairer funding formula by making dedicated schools grant payments directly to schools, rather than through local authorities, but that the legislation fell victim to the demise of the late Schools Bill. I ask the Minister for an update on when the Department plans to take that crucial next step.
Today, f40 is calling not for reallocation but for growing the size of the pie, and for doing so with urgency. That call has been backed by the National Education Union, the Association of School and College Leaders, the National Association of Head Teachers, the Early Years Alliance and the National Governance Association, which all agree that the high needs block requires an extra £4.6 billion a year just to prevent the current crisis in high needs from getting worse. That has been estimated through the growth in the number of EHCPs since 2015.
The substantial revenue funding ask in today’s motion is only part of the solution. We also need to reduce lengthy journeys, which have placed huge strains on home-to-school transport budgets but do nothing for the welfare of children. My local authority, like many others, is seeing huge increases in its home-to-school transport budget. That is contributing to another growing deficit, putting more pressure on local families and other services. Although I appreciate that the Department for Education is not the funder for those budgets, joint working with the Department for Levelling Up, Housing and Communities to ensure that they are properly funded and effectively used is vital.
We need to ensure that the worthy aspiration set out in the last spending review settlement—the £2.6 billion to provide new places—is not just dealt with as a one-off; it needs to be continued in future spending reviews. With that in mind, I am very grateful for the investment that has gone into a new all-through specialist autism school in the neighbouring constituency of my hon. Friend the Member for West Worcestershire (Harriett Baldwin). However, I know that my primary special school, Fort Royal, and my secondary special school, Regency, are desperately in need of expansion. We need to see that capital continue to come and we desperately need a new specialist assessment centre for the early years in Worcester.
Spending to save in this area is very important, and the Government have rightly set out to halve the disability employment gap. My Committee’s inquiry on careers education highlighted how SEN children could benefit from more support in advice and guidance on their careers. I very much agree with what my right hon. Friend the Member for Haltemprice and Howden said about the importance of speech and language therapy and investment in that area. I supported the calls for SEND in the specialists campaign last year, and I am glad that the Government have responded positively to a number of those, but we also need to look at auditory verbal therapy, teachers of the deaf, and the number of child psychologists and paediatricians in our health and care teams. Some areas that go beyond the education budget need to be looked at in this respect.
I briefly wish to touch on some of the petitions in support of this motion that related to training for SEN. They are very important, and I welcome the fact that the Government have made some moves to include more SEN content in the initial teacher training curriculum. I urge them also to look at the early career framework in that respect, and that echoes some of the calls that my Select Committee has made. Petition 591092 called for greater qualifications for SENCOs and for us to set a higher bar for their expertise and training. My Committee has welcomed the Government’s commitment to national professional qualifications for SENCOs and heard some positive information on the number of people taking the level 3 qualification. The Under-Secretary of State for Education, my hon. Friend the Member for Wantage (David Johnston), who is on the Front Bench today, wrote to us in October to say:
“We have increased funding for an additional 2,000 SENCOs to be trained, taking the total up to 7,000… The project is on track to train a minimum of 3,000 SENCOs by August 2024.”
Can he confirm that that trajectory is being maintained?
This is a hugely challenging and important area. It would not only ease a large and growing financial burden affecting every local authority up and down the country, but particularly benefit children with SEND and their families if the aspirations set out in this motion could be delivered. I therefore commend it to the whole House.
Many children with SEND can only attend schools that have the physical environment that is appropriate for them. That requires ensuring that their schools have, at all times, the adjustments in layout and means of access that these children must have. Some students with SEND also need specialist electronic education equipment and IT provision. Those needs can be met only with adequate capital spending. Last summer, the Government announced £2.6 billion of increased capital funding for the support of specialist provision, yet that has to be assessed within the context of the 80% cut in devolved school capital funding that was made in 2011-12, at the time of the Tory and Liberal Democrat coalition Government, which of course has led to the current school repair bill of £11 billion. This increase also does not reflect the recent inflation in construction costs and it is grossly inadequate.
It also has to be remembered that when local authorities are unable to provide their own places for children with SEND, they often have to pay for expensive private schools to take them, putting further strains on their budgets. Students aged 16 to 25 with SEND need access to further education in order to enrol in the courses they want and to maximise their full potential, both academically and in their future employment prospects. There are specialist further education colleges for some students with SEND, which are more costly for local authorities and do not have adequate places to meet demand. Those FE colleges may be best for some, but many would benefit from enrolling in mainstream further education.
There are wider social issues at stake. Parents who cannot find specialist places for their children with SEND are often forced to care for their children at home. As recently reported by the BBC, that can take its toll on such families, in terms of both finances and mental health. The parents can find themselves isolated, stressed and depressed. Moreover, they are unable to work and, in many cases, are forced to rely on benefits. Instead of concentrating on helping families by increasing funding so that children can attend schools that meet their needs, the Prime Minister this weekend seemed to be interested only in depriving the sick and disabled of their benefits.
In conclusion, we have to address the lack of fair funding for SEND schools. There cannot be any further cuts or delays.