PARLIAMENTARY DEBATE
Education Committee - 13 October 2025 (Commons/Commons Chamber)

As Chair of the Education Committee, I am pleased to present to the House our fifth report of this Parliament, “Solving the SEND Crisis”. I thank the Backbench Business Committee for allocating time for this statement.

This inquiry was our first major undertaking in this Parliament. We chose the subject because the crisis in special educational needs and disabilities provision—SEND—is not just a challenge, but a moral imperative. Our report focuses on practical steps that can deliver an education system where every child, regardless of their needs, is given the opportunity to flourish.

The crisis touches every corner of our education system, from early years to post-16 education. It affects 1.7 million children and young people, their families, their teachers and a wide range of other professionals. For too long, children and young people have been let down by a system that is fragmented, not fit for purpose and, as a consequence, often too adversarial. Our report sets out a road map for change—a vision for an inclusive, equitable and sustainable SEND system, grounded in the voices and experiences of the children and families it serves.

Over eight months, we conducted a rigorous inquiry. I put on record my thanks to everyone who took part. We received over 890 written submissions and held seven oral evidence sessions. We heard from children and young people with SEND, whose courage and clarity moved us profoundly. We heard from parents exhausted by battles for basic rights, from teachers stretched beyond capacity and from professionals yearning to deliver but constrained by broken systems. We visited schools in Norfolk and learned from the inclusive model in Ontario, Canada, where children’s needs, not processes, drive support and where SEND provision is everyone’s responsibility.

The evidence is stark. The number of children identified with SEND has risen by 400,000 in a decade to 1.7 million. Nearly half a million children have an education, health and care plan, and 1.2 million rely on SEND support. Behind those numbers lie stories of frustration, exclusion and unrealised potential. Parents told us about sleepless nights, navigating a maze of bureaucracy, and the impact on the whole family of having to fight constantly just for their child to be able to access education. Teachers spoke of the deep frustration they experience when they are unable to meet every child’s needs. Local authorities describe the invidious situation they face, holding the statutory responsibility for delivering for every child, but without the powers to do so, and with a funding crisis that is driving them to the edge of bankruptcy. This is not what inclusion looks like—this is a system at breaking point.

Our report identifies a series of critical failures and offers practical, evidence-based solutions. First, inclusive education remains an aspiration, not a reality. A decade after the 2014 reforms, there is still no shared definition of what inclusion means. Without clarity, schools, local authorities and families are left adrift, with no consistent standard to aim for and no clear accountability for delivering it. We call on the Department for Education to publish a clear definition of inclusive education within three months, underpinned by national standards for SEND support and ordinarily available provision, backed by statutory duties and proper funding.

Secondly, trust has collapsed. Parents and carers feel sidelined, blamed or forced into costly legal battles to secure their child’s rights. Last year, 95% of SEND tribunal appeals were upheld, a damning manifestation of systemic failure. We must rebuild trust through genuine partnership. This means treating parents and carers as equal partners in their child’s education, ensuring access to independent advocacy and making transparency the cornerstone of every process.

Thirdly, while there are many committed, highly skilled professionals who work hard every day to deliver for children, there are some fundamental ways in which our workforce are not equipped to deliver. Teachers and support staff are dedicated but overstretched, lacking the training and resources to meet rising needs. Special educational needs co-ordinators are in short supply and are too often regarded as the sole person with responsibility for SEND support in a school. Educational psychologists are mired in assessments, preventing them from directly delivering interventions and sharing their expertise with other professionals. We propose a cross-departmental SEND workforce strategy, jointly led by the Department for Education and the Department of Health and Social Care, to invest in training, to secure the recruitment of specialists and to free professionals to focus on frontline support.

Fourthly, funding is broken. The notional £6,000 threshold for SEND support, unchanged since its introduction in 2014, is woefully inadequate. High-needs deficits are spiralling, and the statutory override is a temporary plaster on a deepening wound. We urge the Government to commission a full cost-benefit analysis of inclusive education and to ensure sufficient funding in the high-needs block to deliver early intervention, which can transform lives and reduce long-term costs.

Finally, accountability is failing and there is a structural misalignment of statutory responsibilities and powers. We heard time and again that health and social care partners are too often absent from the SEND table and cannot be held to account. In education, accountability is unevenly distributed, leading to an understandable over-reliance on the statutory part of the system—the education, health and care plans—because it is accountable.

We also heard that local authorities do not have the powers or the funding to deliver the school places that are needed, which is contributing to their financial pressures as they are forced to purchase expensive independent school places to meet their statutory responsibilities. We recommend statutory duties for health and social care, enforceable SEND tribunal powers for health provision and a SEND lead within the NHS to drive accountability, a statutory framework for SEND support and ordinarily available provision, and better alignment between local authorities’ responsibilities and their ability to deliver the school places that are needed to meet them.

We have seen what is possible. At Aylsham high school in Norfolk, we witnessed a resource base seamlessly integrated into mainstream education where every child’s needs are met with flexibility and care. In Ontario, we saw a system where support is based on need, not diagnosis, and where parents are partners, not adversaries. These are not distant dreams; they are models that could be emulated across our country.

I make it absolutely clear that the statutory entitlement to an education, health and care plan should remain unchanged. That is a commitment the Government must honour. During our inquiry, it became crystal clear to us that if we build a truly inclusive and properly resourced mainstream education system, we can ease the pressure and the struggle that so many families face in securing an EHCP, because in settings that have a whole-school approach to inclusivity, the needs of more children are met without having to go through that process.

Inclusive education is not just a right; it is a necessity. It benefits every child, strengthens our schools and builds stronger communities. It is also cost-effective, reducing the long-term burden on public services by investing early in children’s potential.

This report is not a catalogue of despair; it is a call for action. Our 95 recommendations offer a blueprint for reform, rooted in the lived experiences of children, families and professionals. We cannot afford another decade of delay, so I urge the Government to act with urgency and ambition, to work across Departments, to listen to those at the heart of this system, to rebuild trust and to place inclusion at the core of our education system.

Every child deserves the chance to thrive. Every family deserves to be heard. Every education setting deserves the tools to succeed. Let us build a SEND system that delivers not just for today but for generations to come. Let us make inclusion a reality. I commend this report to the House.

I thank the right hon. Member for his question, which is an important one. The evidence we saw in Ontario in Canada is that where parental involvement is embedded in the system, partly through statutory entitlements to participation in decisions about a child’s education, that builds much better partnership working, builds trust and confidence, and fosters collaborative relationships between parents and professionals. Those are the steps that we have seen in practice and believe can make a difference in the area that the right hon. Member raises.

I know that my hon. Friend has extensive experience of this area, not least through his own family experience. I am really pleased to see Ministers and the Secretary of State from the Department of Health and Social Care on the Front Bench for this statement—by accident, I think, but I will take full advantage of it.

We heard time and time again from parents and from professionals working in the SEND system that health has such an important role to play in the ability of children with SEND to access education, but that health services are too often absent from the table and there are no mechanisms to hold them to account. It is nonsense that the SEND tribunal can make rulings that are binding on education, but cannot make rulings that are binding on health. As we propose in our report, that is an easy fix that would create more accountability in the health system. Our report contains other recommendations, but we need to get this right, because the consequence of not getting it right is children being locked out of education.

The hon. Member raises a devastating case, which is sadly not a unique example across the country. The pressures that families face as a consequence of this failing system cause further health complications, not least with mental health and wellbeing. He is right that there are problems with local authorities’ ability to deliver against their statutory responsibilities. We highlight in our report the broken nature of the link between powers and responsibilities—currently, local authorities do not have everything they need to enable them to deliver—but the crisis across the system also masks local authorities that are performing poorly, even by the current standard. I believe the hon. Member’s local authority is one that faces particular challenges.

I thank my hon. Friend for his question. It was a real pleasure to meet some of his constituents who came to Parliament to participate in a workshop and to present their findings and their recommendations to me, which were then submitted as evidence to our inquiry. I hope that his constituents will see their experiences and their needs reflected in our report, and I agree with him that part of the key to solving this enormously challenging area of public policy is better engagement with parents, families and professionals across the country. That is how we understand where change needs to take place, and it is how we build trust for the future.

I thank the hon. Member for her question, for her participation in this inquiry and for the contributions she made to our report. What we saw in Canada showed us what is possible here. We saw a system where SEND education is everybody’s responsibility in a school and across the system. We saw children with much higher levels of need than would ever be usually in a mainstream school here, with their needs being met well. There were huge benefits for the whole school community and the wider community from that approach. I hope that the Government will take seriously the recommendations that come from that experience in Ontario.

I thank my hon. Friend for her question and for her contribution to this report as a member of the Select Committee. The situation that we saw in Aylsham high was one where children’s needs were met across the whole school through a whole-school approach to inclusion. The headteacher of that school told us powerfully, “We are not a net generator of new EHCPs.” We are talking about what we have seen being delivered and what we therefore know is possible. A system that delivers whole-school approaches to inclusion can restore the EHCP to what it was originally intended to do under the Children and Families Act 2014—specifically to deliver support for the children with the highest levels of need. An inclusive approach to education can work for everyone.

This is why we are concerned that there should be a definition of inclusive education applying across a number of dimensions of the system, so that we can think about buildings and the extent to which they are inclusive, welcoming environments, about the curriculum and the flexibilities that it affords to deliver for children, about the expertise within the system, and about other aspects of education as well. The hon. Lady is right to say that the policy approaches taken by schools have a bearing on whether those schools are accessible to the widest possible range of pupils; that is why it is important for the Government to set out the definition, so that everyone is clear about the basis on which we are working.

My hon. Friend is right. As we made clear in our report, there are pockets of very good delivery—there are schools, local authorities and professionals across the system that are doing their best—but there is a postcode lottery in SEND, sometimes even within different schools that are very close to each other. We need a whole-system reset so that we can secure consistent delivery for all children, wherever they live.