Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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Alison Bennett (Mid Sussex) (LD)
It is a pleasure to serve under your chairmanship, Sir Edward. I thank my hon. Friend the Member for Tunbridge Wells (Mike Martin) for securing this important debate.
In my constituency of Mid Sussex, families with children who have special educational needs and disabilities are being let down by a broken system that is exhausting parents, bankrupting councils and demoralising teachers. We have heard rumours of changes coming to the SEND system, but let us be clear: if we have learned one thing from how the welfare Bill was handled, it is that what politicians call rolling the pitch causes fear, confusion and anxiety for those who may be impacted.
Anneliese Dodds (Oxford East) (Lab/Co-op)
I sure that, like me, the hon. Member has taken up many cases with her local education authority on behalf of parents and children. I have not heard a single parent or child say to me that the current system is working; I keep hearing them say that the system is broken. The Government have been clear that a legal right to additional support for SEND children will be maintained, but that we have to reform the system. Surely she agrees with that?
Alison Bennett
I thank the right hon. Member, but there are questions and uncertainty because the future of EHCPs and what may replace them has not been made clear. That is causing genuine concern for campaigners and people who have children with special needs.
In West Sussex, approximately a third of children with an EHCP require transport to and from school. SEND transport is budgeted to cost the county council £31.3 million this year, which is up from £13.5 million five years ago—every year, it spends more than its budget in this area. Managing that provision is hugely complex for councils and requires judgment on the individual needs of a child, including their need for an escort and/or private transport, as well as the individual home-to-school route that they travel. Does the Minister agree that that is one of the less considered pressures on council budgets in relation to SEND provision, particularly in larger, rural county council authorities? Does she also agree that the Government need to consider how to mitigate those costs in any review of SEND provision in order for the reforms to be successful?
The system is not delivering for children, families or local authorities. Any changes must be rooted in children’s rights and common sense, and not in arbitrary cost-cutting exercises. One example that instils hope and sets an example is Woodlands Meed in Burgess Hill, which provides an education for those with special needs. After a decade of delay because of a string of broken promises from the Conservatives on West Sussex county council, years of tireless campaigning by governors, teachers, parents and local Liberal Democrat councillors led to Woodlands Meed finally being completed with the opening last year of the new college building.
I visited the new college site a few months ago, and saw at first hand what a brilliant and inspiring environment it provides. It means that pupils can seamlessly transfer from the school to the college, avoiding the loss of friendships and long journeys to other providers. Prior to that, the school had to make very difficult decisions each year about whether it could continue to meet the needs of the children moving from the school to the college. In some cases, children had to be sent to a school away from their friends and community. That would, for example, affect a child with Duchenne muscular dystrophy who could thrive at the school intellectually but would have to be moved to a site with the hygiene, therapeutic and accessible facilities that they would have needed for their physical disabilities.
The building of a local facility at Burgess Hill saves money in the long term, and provides a better experience for students and families. We need more examples like that, and more fantastic places like Woodlands Meed. Families have waited too long for a system that works, and change is overdue—it is time we delivered that change.
The Minister for School Standards (Catherine McKinnell)
I congratulate the hon. Member for Tunbridge Wells (Mike Martin) on securing this debate about an incredibly important subject. He, like many others here today, has a real interest in supporting families in his constituency to navigate the complex and challenging special educational needs and disabilities system. I know that he has met with the regional director for the south-east, Dame Kate Dethridge, to raise directly with her the concerns on a local level.
I want to be clear from the outset that improving the SEND system is a priority for this Government. I have to say that I was a bit surprised by the speech made by the hon. Member for Reigate (Rebecca Paul) and what appeared to be some amnesia about the record that has been inherited. I appreciate that people do not want to talk about the past; they want to talk about the future and how we are going to fix it, and that is what we are focused on. However, we have to be careful to put this issue into the context of the huge challenge that we are currently facing and the absolutely abysmal legacy. It was put on the “too difficult” pile for far too long—it was somebody else’s children who were facing these challenges.
We grasped the issue immediately on coming into Government and are determined to deliver on it because we want all children to receive the right support to succeed in their education and lead happy, healthy and productive adult lives. That message came across clearly in the contributions today. The first thing we did when we came into Government was move the responsibility for special educational needs into the schools group within the Department and into the role of the Minister for Schools because we recognise that that is where the challenges lie. However, it is also where many of the chances to turn around opportunities for children lie.
In recent weeks and months—indeed, since I took this role—we have engaged with and listened to children, young people and parents. We have sought to understand what they want to see change and how we can together co-produce an education system that will lead to better experiences for them and their children and fundamentally drive improved outcomes for children. For too long, the attainment gap between children with special educational needs and their peers has been too large. It is pervasive and has not shifted in the right direction at all.
For example, last month we joined 80 parents at a meeting of the National Network of Parent Carer Forums steering group, alongside key representatives from the Disabled Children’s Partnership, to listen to the current challenges and what they want to see change. We plan to do more of that in the lead-up to publishing the schools White Paper in the autumn, and we will continue to listen beyond that. It is important that we co-produce any reform of the system so that we rebuild the trust of children, parents and families—a trust that has been so badly broken over the past 14 years.
Dr Lauren Sullivan (Gravesham) (Lab)
What I have heard from parents in Gravesham, and what I know from my time on Kent county council, is that we have sleepwalked into this crisis. For decades, we have not been listening to the needs of young people. Parents simply want a lawful system—one applied lawfully, with support given at the right time. Will the Minister give some assurance that that is coming soon?
Catherine McKinnell
Yes, we absolutely recognise that the current system is really difficult for parents, carers and young people to navigate, and it is not delivering the outcomes we want to see. While we will set out the longer-term approach to reform in the schools White Paper in the autumn, we are clear that the changes we make must improve support for families, stop parents from having to fight for that support and education, and protect the effective provision already in place. We have given that reassurance. We know that sustainable reform will take some time, but we have already begun the work to ensure that children and young people are getting the support they need.
We have introduced the regional improvements for standards and excellence advisers to work with mainstream schools, where we know outcomes need to be better. We want to ensure that all pupils in those schools can achieve and thrive, whatever their background, so we are targeting the support where that challenge is currently greatest. I recently had the opportunity to see that in action in Kent, when I visited Astor secondary school in Dover with Sir Kevan Collins. We met school and trust leaders, as well as the RISE adviser and the supporting organisation, Mulberry Schools Trust. We listened intently to the school’s experience of the programme so far. It is early days, but looking incredibly positive and it was good to see that support being put in place for schools that have been struggling for far too long.
We are also building a robust evidence base on what works to drive inclusive education, including through the creation of the expert advisory group for inclusion, led by Tom Rees. We are extending the partnerships for inclusion of neurodiversity in schools—the PINS programme—to a further cohort of around 1,200 additional mainstream primary schools, to build that teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools. The programme is supported by the Department for Education and the Department for Health, because we absolutely recognise the challenges outlined by a number of hon. Members, including my hon. Friends the Members for Worthing West (Dr Cooper) and for Rochester and Strood (Lauren Edwards), about making sure that we work together with the Department for Health where that is needed.
Catherine McKinnell
I will, but I am conscious of time and want to respond to all the issues raised.
Steve Darling
Can the Minister provide reassurance on how she is holding health services to account? They can be part of the solution, if they play their part.
Catherine McKinnell
The hon. Gentleman is absolutely right. What we want is a system in which local partners work in partnership. Currently, that is inspected by Ofsted and the Care Quality Commission. I will come to the particular examples in Kent and the south-east that hon. Members have raised.
We want to support and challenge local authorities and health authorities to ensure that partnership is real, working and—most of all—delivering outcomes for children. Everything we do is focused on improving those outcomes, which is why we are prioritising early intervention and inclusive provision. We know that early intervention prevents unmet need from escalating. It supports children to achieve their goals alongside their peers, and we have a clear target for more children to meet their early development goals. We are absolutely laser-focused on improving those outcomes for children.
On accountability and inspection, Ofsted and the Care Quality Commission jointly inspected the local SEND provision. I read with great concern the inspection reports for Oxfordshire and Bracknell Forest, both of which have been inspected under the new Ofsted-CQC framework. They identified significant concerns about the experiences and outcomes for children with SEND in the local areas. The issues that have been raised are incredibly serious, and DfE officials and NHS England advisers are meeting regularly with leaders and representatives from schools, colleges and parent-carer forums to continue to review and challenge the progress against the improvement plans.
The Department has also appointed SEND advisers to provide advice and challenge to local leaders. That is happening is Bracknell Forest, Kent, Surrey, Slough, Oxfordshire, West Sussex, Medway, Milton Keynes, and the Isle of Wight. There are also additional packages of support to provide training and advice in those local areas. It is vital that rapid action is taken to improve SEND services where weaknesses are identified, and that leaders accept collective responsibility and accountability for delivering on these improvements. There is a relentless focus on driving improvement, supporting where we can and where necessary, but also ensuring that good practice, where it emerges, is spread. That is what we want to focus on with our reforms.
The number of education, health and care plans has increased each year since they were introduced in 2014. As of January 2025, there were over 630,000 children and young people with an EHCP—an increase of 10% in the last year alone. As a result of flaws and lack of capacity in the system to meet lower-level need, additional strain has been placed on specialist services, which has had a detrimental impact on families’ experiences of accessing support and contributed to creating an unsustainable system.
Many parents feel that the only way they can get any support for their child is by going through the EHCP process. However, independently published insights show that extensive improvements to the system, using early intervention along with better resourcing of mainstream schools, could create much better outcomes for children. I know that is what many constituents want to see, including those of my hon. Friends the Members for Aylesbury (Laura Kyrke-Smith) and for East Thanet (Ms Billington).
The insights show that more children and young people could have their needs met in a mainstream setting, rather than a specialist placement. That would ensure that they could go to school locally and help to tackle some of the incredible transport challenges and costs, as well as the time that young people spend travelling around. They should be able to go to their local school. We also know that it takes a vast workforce, from teachers to teaching assistants, early years educators and health professionals, to help children thrive. We are investing of each one of these to improve outcomes and experiences across the country.
As my hon. Friend the Member for Brighton Kemptown and Peacehaven (Chris Ward) said, high-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunities to achieve. That is why we are implementing a coherent offer of high-quality teacher development for all teachers. It begins with their initial teaching training and goes into their early career teaching support, so that all teachers have the right skills and support to enable them to support students with special educational needs. It will enable teachers to identify those needs and to signpost if needed, as well as to adapt their teaching according to different learning abilities.
Sir Edward Leigh (in the Chair)
Order. The Minister needs to give the Member in charge some time to respond.
Catherine McKinnell
Okay, Sir Edward.
I take the points about the specialist teaching workforce, and how we need to invest in that.
Finally, on increasing the capacity in the system, we have already allocated £740 million to capital funding for high-needs capital allocations. Kent county council has been given £24 million as part of that funding. The funding is to create additional capacity in the system to ensure that mainstream inclusion can be a reality for schools—the capital allocation is there to make that happen.
I thank the hon. Member for Tunbridge Wells again for bringing forward this debate. My final word, as always, goes to those working across the education, health and care systems in the interests of our children and young people, both in Kent and the south-east and right across the country. They want to deliver the best for our children, and we as a Government want to support them to do so. I thank the hon. Member for bringing this matter to the House.