SEND Funding

Adnan Hussain Excerpts

Thursday 12th June 2025 Commons Chamber

[Joy Morrissey]

I thank my right hon. Friend for making that excellent point. Many Members have raised this issue, and perhaps we can have another debate in Government time on how SEND funding can follow the student, rather than just having it allocated. The needs of a SEND student will change over time, which is why parents often change educational providers. Children may go into independent school settings and then come back to state settings, and parents are constantly battling the system. It is worth looking at whether we can have a model in which the funding follows the student.

Many parents have come to me, and I am sure to other Members, to ask for VAT not to be charged on independent school fees, because over 100,000 pupils with SEND who were being supported in that educational setting now have to go back into the state sector, which cannot cope with rising costs and the number of students entering the system. I ask the Government to urgently look at that and to U-turn on the policy of charging VAT on school fees, because SEND children are falling through the cracks as a result.

For SEND students in primary school, it is very important that they have educational support through teachers. Primary school teachers are some of the most important teachers. They changed my life and helped me cope with my disability, and I would not be here today if I had not had them. The Government claimed that they would recruit 6,500 more teachers, but we have now heard that they will not do so. The truth is that there are now 400 fewer teachers than there were a year ago. Promises have been made, but this promise seems to have been broken.

However, it is even worse than that. When it comes to SEND, primary schools play a vital role, but this Government have had to quietly drop primary school teachers from their promise to recruit 6,500 teachers, and I honestly want to know why that is. Primary schools are where children with hidden SEND will first present. If there is early intervention, the journey to provide them with the right support is much easier. Having that support yields high levels of return, but if it is not put in place in time, we see high levels of exclusion and ultimately see children disengage from education and learning.

[Mr Adnan Hussain (Blackburn) (Ind)]

Does the hon. Member agree that the problem begins even earlier? Nurseries receive no dedicated SEND funding, which means that essential early intervention is provided by schools and the funding is overstretched. That is neither sustainable nor fair for the children or for the schools trying to support them.

[Joy Morrissey]

The hon. Member makes a wonderful point about the fact that early intervention is underfunded, but such funding actually reaps huge benefits for students. I should declare that I worked at the Centre for Social Justice, where we looked at early intervention as one of the most important ways of turning around the lives of children. Especially for children with special educational needs, early diagnosis and early intervention can make all the difference in their not falling behind when they enter main education. It is rare that I support additional funding, but I do for early intervention because it is life-changing. The years during which we can change a child’s life are those from four to seven. It is such a small window during which we can erase trauma and help with any disability, but that will help them for the rest of their lives, so early intervention makes all the difference for such children in the long term.

I ask the Government to listen: to listen to the children, families and schools telling them that SEND funding is not making it to the children who need it; to listen to the local authorities that need clarity urgently on the future of high-needs blocks and the statutory override; to listen to the parents of children at independent schools who are being ripped from settings that work for them because of an Education Secretary who will not listen to the evidence that those schools are the right place for those students at this time; and to listen to the primary schools that are now short of teachers, but are trying to provide SEND support for these children at the most vital stage of their education. It is time for the Government to listen and to make the changes our children with SEND so desperately need.

--- Later in debate ---

[Janet Daby]

I hear the right hon. Gentleman’s point, but he does need to allow me time to proceed. It would be wrong of me not to also respond to other Members from across the Chamber who have mentioned concerns with regard to the reason we are here.

Members across the House will be aware of the challenges facing the SEND system. Improving the SEND system is a priority for this Government. As I said, we want all children to receive the right support. We are prioritising early intervention and inclusive provision in mainstream settings. We know that early intervention prevents unmet needs from escalating, and that it supports all children and young people to achieve their goals alongside their peers.

These are complex issues that need a considered approach to deliver sustainable change, and we have already begun that work. We launched new training resources to support early years educators to meet emerging needs, and announced 1,000 further funded training places for early years special educational needs co-ordinators in the 2025-26 financial year, which will be targeted at settings in the most disadvantaged areas. We have extended the partnerships for inclusion of neurodiversity in schools programme to support an additional 1,200 mainstream primary schools to better meet the needs of neurodiverse children in the financial year 2025-26. That investment builds on the success of the programme, which was delivered to over 1,650 primary schools last year. We have already established an expert advisory group for inclusion to improve the mainstream educational outcomes and experiences of those with SEND.

All that work forms part of the Government’s opportunity mission, which will break down the unfair link between background and opportunity. We will continue to work with the sector as essential and valued partners to deliver our shared mission and to respect parents’ trust. As my hon. Friend the Member for Cannock Chase (Josh Newbury) mentioned, parents need to be respected, not exhausted.

The Department is providing an increase of £1 billion for the high needs budget in England in the 2025-26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion for the year 2025-26. Returning to the right hon. Member for Beverley and Holderness, of that total, East Riding of Yorkshire council is being allocated over £42 million through the high needs funding block of the dedicated schools grant—an increase of £3.5 million on 2024-25. The high needs block is calculated using the high needs national funding formula. The NFF allocation is a 9.1% increase per head for the two to 18-year-old population on the equivalent 2024-25 NFF allocation.

I will turn to the many issues raised by other Members. We know that families face issues with education, health and care plans, and that even after fighting to secure the entitlement, support is not always delivered quickly enough. EHC plans should be issued within 20 weeks and are quality assured for a combination of statutory requirements, local authority frameworks and best practice guidelines, but the latest publication data showed that just half of new EHC plans were issued within the time limit in 2023. Where a local authority does not meet its duty on timeliness and quality of plans, we can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.

This Government believe that a complex legal process should not be necessary to access good, early support for children and young people, which is why we need to focus on addressing the overall systemic issues to make SEND support easier to access. We are continuing to develop the ways in which we protect support for the children who will always need specialist placements and make accessing that support less bureaucratic and adversarial.

[Mr Adnan Hussain]

Does the Minister acknowledge that early support must be given to children when they are at nursery? If we identify those needs at that point, we could save money in the long run.

[Janet Daby]

The Government are very much committed to early intervention and prevention work.