SEND Funding

Debate between Adnan Hussain and Joy Morrissey

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.