Special Educational Needs: Investment

Baroness Blower Excerpts

Wednesday 17th December 2025 Lords Chamber

[Baroness Smith of Malvern (Lab)]

Actually, what happened in the special schools pipeline, as I said, was not the cancellation but a choice that was offered to local authorities over how to proceed with special and AP free schools. In making that decision, local authorities will want to ensure that the needs of parents are met. These are too often not being met in the SEND system up to this point, and that is precisely the reason why parents are so concerned since they have been struggling to get the provision that they need for their children under the previous system. In fact, 18 of the 77 projects in this pipeline were cancelled because no trust had been appointed for them and it would have taken, frankly, too long at a point at which we need more places with the specialist provision, either in mainstream or in special schools, for those pupils. We will be making quicker progress through supporting mainstream schools to provide those places so that there are more places more quickly for those children.

[Baroness Blower (Lab)]

My Lords, my noble friend the Minister knows that there is at least a problem, if not a crisis, in teacher recruitment and retention. Is she able to say anything positive about what the Government will do to seek more teachers who will be trained and qualified to ensure that they can work with children with special educational needs and disabilities in all settings in order to meet their needs appropriately?

[Baroness Smith of Malvern (Lab)]

My noble friend is right, of course, that every teacher needs to be a teacher for children who have special needs. That is why, as part of this Government’s commitment to recruiting 6,500 new teachers, we have already seen over 2,300 new teachers for our secondary and special schools. It is why we are seeing a reduction in the turnover rate of those teachers; in other words, more are being retained in our classrooms. It is also why we are revising initial teacher training in order to provide more support and information for all teachers in how to respond to special educational needs in the classroom.