PARLIAMENTARY DEBATE
SEND Provision: East of England - 8 October 2024 (Commons/Westminster Hall)

I beg to move,

That this House has considered SEND provision in the East of England.

Thank you, Sir Mark, for the pleasure of serving under your chairmanship. I thank colleagues from across the region and beyond for attending today’s debate.

I have a personal interest in this discussion: one of my children has attention deficit hyperactivity disorder and, like other Members, I have first-hand experience of the problems of our system. I am sure that other Members have been contacted by many constituents who continue to be failed by the special educational needs and disabilities system. It is not right that constituents come to me in tears after being unable to get their child into a school that can support them, fearful for their child’s future and completely tied down by the need to care for them all day, often without support.

We seem to have a particular problem in the east of England. Nationally, half of all education, health and care plans were issued within the 20-week statutory period in 2023, but in the east the figure was just 34%. That is a low number, but it also masks inequalities in the region: 90% of EHCPs were issued within the time limit in Bedford, but in Suffolk—my county—it was only 4%, and in Essex it was only 1%. It is shameful that two thirds of children in need of support in our region, and 96% in my county, are being left without it, and in many cases are forced out of the education system entirely during some of the most formative years of their lives.

The rate of severe absences for SEND pupils is triple that for other students. Long waits that keep children out of school compound other problems relating to mental health, social development and life outcomes. I have a constituent who is still waiting for a school to send their child to and is extremely concerned about the behavioural changes she has begun to witness due to a lack of structured learning.

Absences further divide those with and without SEND. They isolate the children most in need and hamper their development. I am also concerned about the overly punitive way in which we deal with absences, particularly for parents of SEND children. Given my background of working with vulnerable women and children, I was alarmed to find out from the charity Advance that the majority of parents imprisoned for truancy are women. It is of course hugely important that children are in school, but for that to happen we have to support children and their parents, rather than simply add fines or the threat of prison to the already traumatic situation.

We seem to forget that education is a right, as well as a legal requirement. Where is the right to education for children with SEND? Where is the legal imperative to provide a decent education for all children, particularly our most vulnerable? The delays parents experience serve only as a “how high can you jump?” barrier, and send the signal that children with SEND are second- class citizens.

The SEND system is creaking at the seams: there has been an explosion in demand, and the supply has not caught up. Even for parents and children who have waited and received an EHCP, life does not get much easier. I have a constituent whose daughter experiences a range of health conditions and, despite having an EHCP, is forced by council delays to stay in her mainstream school, where she has been repeatedly held back a year. Another constituent’s son’s transition from school to college, and from disability living allowance to personal independence payments, was complicated by errors introduced by the county in his EHCP.

The SEND system is broken, but we knew that: it was highlighted by the SEND review published under the previous Government in 2022. Parents and children have been asked their views again and again, but very little has changed. What would first steps look like for the Government? First, delays to the issuance of EHCPs require work to combat the national shortage of educational psychologists. Indeed, solving that issue and being able to invest in those professionals can also save us money. The Association of Educational Psychologists has found that, on average, an EP costs £234 per day, whereas agency and locum staff cost £600. Secondly, preventive programmes are key, which is why I welcome the Government’s swift announcement to extend the Nuffield early language intervention into next year. That is particularly important, given that children with speech and language challenges make up the single biggest group within SEND. Thirdly, it is my hope that the Government look to extend the funding for the early years SEND partnership led by the Council for Disabled Children, which comes to an end in March next year. I also hope the Government work to ensure that health visitors have adequate training around the ELIM—the early language identification measure—as part of the two to two-and-a-half-year review.

The Government’s new core schools budget grant for special and alternative provision schools and the announcement that the Department is looking into the national funding formula are to be welcomed. After 14 years of Conservative Government cuts, the system needs to be rebalanced towards prevention and early intervention, which is more cost-effective in the long term.

I commend the hon. Member for Lowestoft (Jess Asato) for introducing the debate. The number of people in the Chamber is an indication of the importance of the subject, which is an issue in the hon. Lady’s constituency.

I have six grandchildren and three of them are in need of speech therapy. One of those had an early diagnosis and today that young boy has advanced incredibly well. The other two needed that early diagnosis, but the families had to go and get a diagnosis done privately so they could get the assessment and move forward. Does the hon. Lady agree that when it comes to SEND issues, the knock-on effect for SEND provision starts when a child is first diagnosed and that more must be done to ensure children’s health services get more children the assessments they need, meeting efficient timescales and thereby giving a child a better life?

Order. I ask Members when intervening that they make it much shorter than the intervention we have just heard.

I agree with the hon. Member that early diagnosis helps that child and their family, and we also save ourselves money in the long term. I also welcome the curriculum review, which I hope will bring about a broader curriculum that allows everyone the opportunity to flourish.

I am glad the Government have made breaking down the barrier to opportunity a key mission, ensuring that all children get the best possible start in life. It is such an important task. I look forward to hearing more from the Minister about the Government’s ambitious plans and to hearing contributions from Members from across our region.

Before I call the next speaker, everybody can see the number of Members present, and quite a number have indicated that they wish to speak. We are fairly limited, as we have only half an hour for wind-ups at the end and the right of reply for Jess Asato. I ask Members to keep their comments to about two minutes, then everybody will get in. Where possible, I ask that you try to resist the urge to intervene too often because that takes time away from others and we have to finish on the dot at 4 o’clock. I remind Members that they should bob if they wish to be called.

It is a pleasure to serve under your chairmanship, Sir Mark. It has been worrying to hear about many of the challenges faced by constituents across the east of England, particularly in my constituency of Broxbourne. Almost every week since my election, I have seen a constituent and the family of a constituent struggling with SEND issues with the SEND service in Hertfordshire, and I have been contacted by many more.

This issue is close to my heart. I have grown up with a brother and sister living with special educational needs. I saw at first hand how challenging it can be for children and their families when the system does not work. However, I have also witnessed positive differences when high-quality provision is delivered. When we get it right, we can absolutely get it right. For many of my constituents, for far too long, this has not been the case.

Since 2015, the number of children with special educational needs plans in Hertfordshire has grown by a staggering 223%—even more than the national average of 140%. High-needs funding has not kept up. Incredibly, Hertfordshire receives the third-lowest funding per head of every local authority in the country. If it was given the additional funding that the rest of the country, on average, gets, an extra £47 million would be available to kids in my constituency and across Hertfordshire. I urge the Minister to reset the funding formula. It should not matter where someone is born in the United Kingdom; they should have the same access to the funding that would allow us to deliver better SEND services across Hertfordshire and the wider region.

I thank the hon. Gentleman for keeping his comments brief. I call the hon. Member for Southend West and Leigh (David Burton-Sampson).

Thank you, Sir Mark. I thank my hon. Friend the Member for Lowestoft (Jess Asato) for introducing the debate. There are 19,000 children in schools in my constituency of Southend West and Leigh, and 1,000 currently have education, health and care plans. It is a figure that has been increasing every year for the past four years. Now, over 5% of all children have a plan. Overall, including all children with special educational needs, the figure rises to 10.3% of pupils. That is over one in 10 children. In addition, there are more than 150 families currently in the system, waiting for their assessments to happen after their applications have been sanctioned. On top of that, another 266 families have requested assessments, but are waiting for approval which, in part, is due to the national shortage of educational psychologists, as we heard from my hon. Friend the Member for Lowestoft.

There is also a shortage of social workers in Southend, which is above the national average. Almost one in four posts are vacant, which compounds the issue, because social workers help to assess children’s needs. I believe my constituency is not particularly unusual, and I suspect the picture is not very different in the constituencies of other hon. Members in the Chamber.

Some schools, however, are not set up or equipped to support children with special educational needs. I have witnessed that as a school governor. Despite the overwhelming desire of teachers to support SEN children, often they cannot be supported in a mainstream classroom. Specialist facilities are at a premium, or a child may be awaiting their assessment, which in turn can lead to their being removed from their mainstream classroom and separated from their schoolmates while not getting the specialist support they need to develop and thrive.

As my hon. Friend the Minister for School Standards has announced, the Government will take a community-wide approach to SEND provision, with a number of positive measures already announced. It is vital that we address gaps in SEND provision urgently, and the Government have moved quickly since taking office. We need to continue to press forward with this work on behalf of our constituents so that they get the critical help they deserve. We must stop letting our young people down.

It is a pleasure to serve under your chairship, Sir Mark. I thank the hon. Member for Lowestoft (Jess Asato) for securing this debate, as the issue has a significant impact in the region that we represent. The issue of SEND provision has grown in recent years, and it shows no sign of abating. In the past decade, the number of pupils with SEND requirements in the UK has more than doubled; 1.2 million children in school require SEND support below the level of an education, health and care plan or EHCP.

In my constituency of Huntingdon, there is a growing sense that SEND provision is reaching a critical juncture. I was recently invited to visit one of the outstanding-rated primary schools in my constituency. Somersham Primary School has been transformed under its new leadership within the Meridian Trust. It could also be considered a victim of its own success. Such has been the progress made, and the success in facilitating growth in the number of young children with special needs, those who are non-verbal or need dedicated specialist one-to-one support to meet their needs, the school now has circa 20 children on an EHCP, a significant population within one small school. Speaking with staff there, it is evident that to meet the increased demand these schools must be resourced properly. Although the Government have committed £315 million to universal primary school breakfast clubs, it would surely be more effective to retain free meals for those children who genuinely need them, and make further significant investment in increasing dedicated individual support for children with complex educational needs.

At secondary level, Kimbolton School has a number of children who receive support for either special educational or social, emotional and mental health needs. These are pupils whose parents choose to educate them in the independent sector precisely because of the dearth of places and support in the state sector. These are pupils who may struggle to thrive and fulfil their potential without the benefit of a smaller class size and the more personal support that they require.

Of the 12,400 pupils who receive SEND support in independent schools across the east of England, 80% will not be protected from the application of VAT to fees, as they do not have an EHCP. The only protection announced thus far is for pupils who are funded by local authorities. Councils will be able to reclaim VAT paid, simultaneously increasing demand for EHCPs and costs for councils. The SEND-specific schools in the constituency, within Huntingdon itself, are Spring Common Academy and the newly opened Prestley Wood Academy in Alconbury Weald.

Prestley Wood Academy opened this academic year to its first 70 students, being delivered as part of a wider housing development, and will ultimately cater for 150 pupils aged between four and 19. It is SEND-specific, and it has been designed with specialised facilities, including two sensory rooms, a hydrotherapy pool, trampoline room and soft play. Those are crucial facilities for those who would benefit from them, but it can only cater for a limited number of pupils.

It is not only younger children who are impacted by the lack of provision. I recently visited the Huntingdon campus of Cambridge Regional College in order better to understand the challenges faced by further education providers. Across its two campuses, there are in the region of 4,000 students but, owing to the nature of the college and the courses it provides, there are a staggering 600 students with an EHCP, of whom around 400 require additional assistance. That places significant additional strain on staff and staffing. With the added complexities posed by the needs of young adults, a huge effort is required to ensure that those needs are met. The college has a team of 12 dedicated solely to providing mental health support.

SEND funding in England is part of the dedicated schools grant, not allocated per individual SEND pupil. Local authorities determine the individual school allocations. The safety valve intervention programme was introduced by the Department for Education in 2020, to provide additional funding to local authorities with significant financial challenges. Cambridgeshire County Council entered the dedicated schools grant safety- valve programme in 2022. Despite receiving supplementary funding, as of March 2024, Cambridgeshire County Council failed to meet the conditions of the safety-valve agreement. The council completed only 5% of EHCPs within the 20-week timeframe, while the average in England is 49%. Across Cambridgeshire County Council, 73% of complaints relating to children and young people were over delays in publishing the EHCPs, issues with the plans themselves and poor communication.

Order. Could I ask the Member speaking to keep his remarks brief and perhaps come to an end? I do not mean instantaneously.

Thank you, Sir Mark.

As one of the fastest-growing regions in the country, the funding allocation formulae for Cambridgeshire desperately need to be reviewed. With thousands—potentially tens of thousands—of homes planned to be built in the constituency over the next decade, it is imperative to look at the underlying calculation that currently fails to recognise the demographic challenge that we face in the region.

It is a pleasure to serve under your chairmanship, Sir Mark. I also thank my hon. Friend the Member for Lowestoft (Jess Asato) for securing the debate on SEND provision in the east of England. Accounts from hon. Members today show acutely that, although we aim to highlight our local situation, there are similarities in issues and themes in SEND provision both regionally and nationally.

For me, this subject has been the most spoken about since I was elected Member of Parliament for Stevenage, and for a good reason. I ran an online campaign in my constituency to encourage residents to tell me their SEND provision stories, an unfiltered account of the frontline reality. I used those accounts to raise awareness of issues faced by SEND students and families in a recent Westminster Hall debate on SEND provision in Hertfordshire. I have used subsequent opportunities in the Chamber to lobby Ministers to help address the situation.

Ultimately, our primary function as MPs is to elevate the voices of those who elected us to this place. As I did in the last SEND debate I participated in, I want to raise an account from the frontline, which I did not get the chance to highlight last time. A distraught mother told me:

“My son was permanently excluded whilst we were awaiting the outcome of his EHCP—which left me to look after a traumatised, out-of-school, six year old, organise a new school, fight for his EHCP, look after my daughter, work my busy job and prepare practically and mentally for a tribunal. With NHS waiting lists for a diagnosis sitting at two years, I eventually funded a diagnosis 10 months later. He was deemed suitable for specialist provision but no places were available.”

That family was left traumatised. Such blatant accounts tell a clear story: the diagnosis and EHCP processes are hard to navigate and too slow, and placement in a suitable school is a postcode lottery, where too many cases can easily fall through the net. The problem cannot be fixed by simply holding our local authorities’ feet to the fire. We have to recognise the position they have been put in over the last 14 years, with soaring demand, plummeting budgetary power and mass reductions in staff.

I want to thank the frontline staff, who work so hard in tough conditions, to get results for children who deserve an education just as much as their fellow pupils. Their lives and their futures matter.

It is a pleasure to serve under your chairmanship, Sir Mark. I thank my neighbour, the hon. Member for Lowestoft (Jess Asato), for securing this important debate.

Like other Members from around our region, my experience is that special educational needs are one of the biggest issues affecting my constituents. One constituent who came to my surgery recently told me that her young child, who does have an education, health and care plan, has been at home all year after leaving nursery, because there were no places available in a non-mainstream school. She said the system was hard to navigate, with little support given to families.

Another constituent has found that her child must wait two years for an ADHD assessment—two years from the beginning to the end of their GCSE courses; two crucial years in that child’s life. Other constituents have been in touch about the difficulty of getting a place in a specialist school. Even an educational psychologist who works in this area every day and is used to navigating the relevant systems told me she has had a long struggle to get her child a placement in a suitable school and was only offered a placement after her previous MP got involved. The school is a long way from her rural village and her child has to make a long journey each way. In rural areas, long travel distances and the pressure on school transport budgets compound the topics we are discussing.

What would help? We need a focus on faster initial diagnoses and then faster decisions on EHCPs. We need more specialist school places, clearly; better access to mental health and other support provision, whether that is for speech and language delay or ADHD; and more resource for special educational needs co-ordinators, who often have huge numbers of students to support. They need the time to be able to provide that pastoral and wellbeing support. There needs to be a streamlining of the current system, to make it easier and faster for parents and others to navigate. I look forward to hearing the Minister’s response on this crucial topic.

As we have heard, the SEND system is in crisis, and Norfolk is emblematic of that crisis. I know that the Government are determined to do all they can to tackle that crisis and I believe they have the backing of all of us, across the House. We have touched on many of the topline issues affecting SEND provision and I want to focus on the local issues that are affecting people in my constituency and across Norfolk.

First, there is some good news on SEND from Norfolk today. I welcome the announcement of 76 additional places in Norfolk schools. Many of those places will be in schools in my constituency. This is a welcome step, but we need a lot more urgent action. As well as more places in mainstream schools, there is a lack of specialist schools, in Norfolk as in many places. In Norwich North, the Angel Road junior school has sat empty since 2021. We have been campaigning to turn that into a specialist school and we hope that the county council will act urgently to ensure that is the case.

Secondly, as my hon. Friend the Member for Stevenage (Kevin Bonavia) has mentioned, SENCO recruitment and retention is a real issue, which comes up again and again. It would be good to hear what steps will be taken to improve it. Thirdly, there is a feeling, sadly too often borne out, that the system is adversarial. In Norfolk, a huge amount of money has been spent on the tribunal system—£890,000 in one year. Of course it is important that we have legal processes in place, but will the Minister look into how we could address that and minimise the amount of money spent there? As the hon. Member for Waveney Valley (Adrian Ramsay) has mentioned, Norfolk is a rural county and children are spending far too much time on buses when they should be in schools. I hope that we can also take steps to address that.

I want to finish by paying tribute to the amazing staff, parents, support staff, in schools across the county of Norfolk and across the country, who are doing so much to support children and families.

It is a great honour to serve under your chairmanship, Sir Mark. May I start by thanking the hon. Member for Lowestoft (Jess Asato) for bringing colleagues from both sides of the House together? How we treat our vulnerable children seems to me to be one of those things that goes completely above and beyond party politics; we all see its importance.

My family has never experienced this issue—our two young children were very lucky—but, as the Member of Parliament for Mid-Norfolk, I am lucky to have two great special educational needs schools in my constituency. Chapel Green school and Fred Nicholson school are both institutions the community hugely values and supports and is very proud to have. Under the coalition Government, I was very pleased—and rather surprised, I have to say—that I managed to secure £7 million to relocate Chapel Green into a world-class facility.

Over the past five to 10 years, I have seen a huge rise in demand across rural mid-Norfolk. Data produced by the House of Commons Library shows that 18% of all pupils have serious special educational needs. We are providing support to 1.2 million of those 1.7 million, so half a million children around this country are not getting the support they need. I would suggest that quite a lot of them are in the east and in rural areas because, as one or two colleagues have mentioned, rural areas face a particular challenge.

Every day during the election campaign, I did a school gate visit. Every month I do a heads’ forum. Scarning school, Dereham school, Toftwood school and Yaxham school—all my schools—have reported an increasing surge that is causing chaos. Parents are having to stop work, we see hugely difficult legal processes and the EHCP system is broken. When I talk to teachers, they also highlight that in the past few years we have seen a huge surge in demand caused by the pandemic, by rural poverty and the cost of living crisis, which has hit us hard, by diet—I know the Government have made some announcements about children’s diets—and by the wider challenge of mental health.

I particularly want to highlight the rural aspect. I am sure that, at the heart of it, part of the problem is that the formula does not properly compensate for rural costs, or how the cost of living crisis has particularly hit rural families. The Minister is nodding—I know she understands this—and I ask her to put the needs of rural SEN at the heart of her work.

I thank the hon. Member for Lowestoft (Jess Asato) for securing this important debate.

The SEND system is in chaos. It is broken. I am the parent of a disabled child and I have seen first hand the damage and chaos wrought by 14 years of chronic underfunding, understaffing, and a lack of political will to understand the level of need, coupled with the stigmatisation of parents of SEND children when we fight for the educations our children deserve. How do we fix the system? How do we go back to getting what our children need? I believe that an education system that works for SEND children is one that works for all our children. Educational need and disability should not be seen as parallel to the education system; they should be absolutely central to it. If we get it right for our children, we get it right for every child. Secondly, a SEND system built around the lived experience of parents and carers, which comes at it from the perspective of a parent or a carer, has absolute success built in. I do not see my child’s journey through education in stages; I do not see early years, primary school, secondary school, further education and beyond as separate. My child’s journey is a lifelong one. Similarly, I do not look at the services that she requires in silos, nor do any parents of an SEND child.

To fix the system, we need to come at it from the basis of considering what the child needs from the moment that they enter the education system, whether that is in a pre-school setting or nursery setting, through to the moment that they leave the system. How have we created a successful individual who can go into the world and achieve their full potential?

At the moment, so many parents find themselves at a complete loss and in desperation because of the chaos of the system. They have to be all things to their child and they never get a chance to just be mum or dad. They have to be a speech and language therapist, an advocate, a physiotherapist and an educational psychologist arguing for an education, health and care support plan that is often absolutely impossible to obtain.

Our system needs an awful lot of work. We need to begin this journey and consider how we can properly deliver for children not just in our region—the east of England—or in our individual constituencies, but across the country.

I thank Jess Asato, whose constituency of Lowestoft neighbours mine, for securing this important debate.

The issue of SEND provision in the east is pertinent, particularly in my constituency of Great Yarmouth. However, I wish to put on the record my concern about the issue of over-diagnosis relating to mental disorders: the rush to label any energetic or active child with a condition is not helpful. That is not to downplay the impact on the many, many children who suffer from a range of challenging issues and needs, but there is a debate to be had about what actually constitutes a mental disorder and how many children are affected. In March 2021, the number of under-18s who had been seen by mental health services in the previous 12 months was 572,912, but in July 2024 the number was 797,238. Are children becoming unhappier or more mentally ill, or is there an issue with over-diagnosis?

Lockdown played a brutal role, stripping millions of young people of what they loved and forcing them in front of televisions and smartphones for months on end. For many, habits have not changed and will not change. Is it a surprise that so many young people are now suffering? I am a huge believer in the importance of physical activity in tackling mental health issues: getting children active; getting them outdoors and competitive; and developing social, emotional and physical skills. Sensible public investment is required to build pools, parks and pitches, to give children the platform they need to get physically active. I fully agree that for many children the necessary facilities are simply not there.

I commend a range of clubs in my constituency that are doing wonderful work for young children, many of which I have had the pleasure of visiting, such as Hopton Harriers Football Club and of course Great Yarmouth Town FC. Such activity providers should be encouraged and, more importantly, funded, so that children have the opportunity to get more active in their communities. Of course, physical activity is not suitable at all, but for many it can and will help.

I would like to directly question Labour Members here about SEND provision. What effect will the removal of VAT exemption on private schools have on access to proper support for SEND children in the east of England? That cruel move will force thousands of students into a state system already buckling under the pressure from uncontrolled mass immigration. Schools are literally crumbling away, yet your callous policy will punish hard-working families who simply want the best for their children. Unlike the NHS, the British private school system is genuinely the envy of the world. We should encourage and foster it, rather than punitively attacking such a British success story.

The hon. Member appears to be conflating another issue with what we are talking about today. We all already know that if someone has an EHCP, VAT will not be affected in that situation. Does he not accept that?

That is your subjective opinion—I accept that.

In my view, this policy is the politics of envy, pure and simple. This particularly distasteful tweet from the Education Secretary, Bridget Phillipson, sums up the Labour party’s disdain for hard-working, aspirational parents. Our state schools—

Order. Can the hon. Gentleman sit down a second?

I have not quite finished, Sir Mark.

I am interrupting you. You do not refer to other Members by their name, but by their constituency or position. Actually, you have taken nearly four minutes now; this is taking time away from others. Could you bring your remarks to a close?

I will stop there.

It is a pleasure, Sir Mark, to have you in the Chair today. Pupils with special educational needs and disabilities make up well over one in 10 of all pupils, and that number is growing. In the east, nearly 34,000 children have complex disabilities. Most of those pupils are in mainstream schools, and they need support in mainstream schools.

One of my greatest frustrations with the constant discussions from Opposition Members about our policy of VAT on private schools is this: the majority of children with SEND are not in private schools but mainstream schools. That is where the support is needed. It is not fair in any way to expect parents to send children with a special educational need or disability to a private school, and pay all of the fees associated with that. It is completely unacceptable.

As my hon. Friend the Member for Lowestoft (Jess Asato) mentioned earlier, in our region there is a particular problem with education, health and care plans not being issued within statutory guidelines. Nationally, around 50% are; in our region, the figure is much lower so we have a particular regional issue. Demand for support is currently outstripping supply and, as a result, many children with SEND have been forced to leave school altogether. In a SEND debate in March, the issue of non-elective home education was highlighted: parents feel they have no choice but to take their children out of school to meet their needs.

The report issued last December for SEND provision in Scarborough and Whitby will chime with other Members: a 40% increase in the number of requests for EHCPs compared with the previous year, and an increase of nearly 30% in the number of suspensions. Charities such as Closer Communities in Scarborough are now supporting families looking after children whose needs are not being met in school. Does my hon. Friend agree that as we go forward we must not simply pay lip service to those charities, but actively include them as we make plans to improve provision?

I absolutely agree with my hon. Friend. I am about to mention a charity in my own constituency that is doing amazing work in this space and encountering some difficulties. We need to support them.

I was speaking about non-elective home education. For years, the Education Committee has criticised the lack of clarity on the numbers of parents taking their children out of school for this reason, or indeed on the number of home-educated children overall. I therefore welcome the Children’s Wellbeing Bill, announced in the King’s Speech, that includes provisions to require local authorities to set up and maintain “children not in school” registers. Knowing the scale of the challenge will be critical to addressing it and allow us to provide much needed support to parents.

Family Voice Peterborough, a charity in my constituency that seeks to improve services for young people with disabilities, is having particular problems—it is not just the crisis within the sector, but the crisis around the economy, that is worsening things in many ways. It is having problems with energy bills, for example; it paid about £8,000 before the pandemic, and the figure is now about £40,000. Its work is impacted by the damage there. The needs of such charities are so important for understanding the needs of local areas. Family Voice has revealed concerning SEND trends in Peterborough, a large part of which I represent, with increased strain on the system and a more difficult experience for parent carers.

Like all children, those with SEND have the right to an education provided by the state. That right has been gutted by previous Governments, but we will clean up the mess that has been made and restore certainty and trust in SEND provision, to make education accessible for all.

I thank my hon. Friend the Member for Lowestoft (Jess Asato) for securing this important debate on a subject close to my heart.

Although the SEND crisis is a national issue, the devastating testimony from colleagues from across our region shows that hundreds if not thousands of families in Suffolk have been failed by this deep-rooted, unrelenting issue. The failure is not only structural but cultural, and it is not new. I have campaigned alongside families and campaign groups for many years and have battled to get them the support they need. There is nothing as heartbreaking as a parent breaking down in tears as they beg for help for their young child, exhausted and broken by a system that works against them, rather than for them.

In Suffolk, we have seen the same cycle over and again. There have been multiple versions of the damning Ofsted/CQC report. I say gently to the hon. Member for West Suffolk (Nick Timothy) that it was not the first report, but the third in less than a decade. Warm words and hollow promises of change and improvement follow, yet little change ever comes. The lived experiences of families across our county have not improved, and in many cases have worsened.

As I highlighted in my maiden speech, five years ago, after yet another damning report on SEND provision in Suffolk—the one before last—our local newspaper, the East Anglian Daily Times, carried a hauntingly memorable front page with the faces of children and families across Suffolk who have been badly let down by a failed system, accompanied by the headline, “We must be heard”. That simple plea has gone unanswered time and again.

I could give many examples to highlight the crisis in SEND provision in Suffolk, but in the short time I have I want to focus on school exclusions. It was absolutely right that the new Secretary of State for Education, Bridget Phillipson, has made driving up school attendance a priority—if a child is not in school, they cannot learn—but too often our education system fails to meet the needs of many children with SEND, and in the worst cases they are removed entirely.

Over the summer, the Department for Education released the latest school exclusion figures from English schools for school year 2022-23. Once again, they showed an increasingly familiar, and therefore increasingly alarming, trend across the east of England, in particular Suffolk. In our county this year, children with special educational needs received all but one of the primary school permanent exclusions.

I want to reflect what my hon. Friend has said on the amount of school exclusions for SEND pupils, and to state that parents often feel pressured into off-rolling their children—that is, into removing them from the education system—so as not to have what is known as a permanent exclusion on their record. In fact, a permanent record does not exist, and never has in this country; it is a work of fiction. However, a number of parents feel that they have no option other than to remove their children from the education system so that they do not face further penalties for having absent children when they should be at school.

My hon. Friend is absolutely right. The statistics I am reading just scratch the surface. We know there are many more families who have had to make the difficult decision to homeschool their children not out of choice, but out of necessity, because they feel they have no other option.

To finish my point, in state-funded primary schools in Suffolk, fixed-term exclusions were 30 times more likely to go to a child with SEND and an EHCP than to a child without. I should add that our county’s fixed-term exclusions are, once again, some of the highest in the country—an unwanted and shameful record of inaction and indifference. Across all age groups in Suffolk, permanent exclusions are more than six times as likely, and fixed-term exclusions more than five times as likely, to go to a child with SEND.

While I am encouraged by the intentions of the new Government with respect to SEND provision, I join Members present, along with so many others, in reiterating that the challenge is enormous and must not be underestimated. Like families across Ipswich, I know there is no overnight fix for years of failure. What those families expect is a clear, credible plan with measurable defined goals for SEND provision, and not the half-baked, half-hearted SEND review that was finally dished up after much delay by the previous Government.

Order. We are running short of time.

I am coming to an end. Those families expect Government to work with local authorities, particularly those such as Suffolk county council, to put that into place. It falls to us as part of this new Labour Government to follow through on our promise to do so, working with local authorities and families to make urgent progress. Children who need—

Order. Can the hon. Member take a seat, please? I remind Members that when they refer to Members of this House, they must refer to them as the Member for their constituency or as their position. They must not name Members of Parliament.

I thank my hon. Friend the Member for Lowestoft (Jess Asato) for arranging this debate. It is great to see so many MPs from the east of England present to discuss such an important issue. It is something that has come up time and again during my time as a youth mentor, school governor and behavioural mentor. My hon. Friend the Member for Ipswich (Jack Abbott) referenced school attendance and the issues around punctuality, which is something that is close to my heart, as I also chair a disciplinary board for a local school.

First, I pay tribute to Raw Learning. I had the pleasure of attending the launch event of a new forest school with Raw Learning last week, which was my second time visiting a forest school. The first time, I did not take the right shoes—I recommend that all Members bring a pair of wellies if they visit a forest school. Raw Learning provides a fantastic service for young people who are not able to conform to traditional learning environments, transforming the lives of young people and their families.

Families should not have to wait more than a year to receive an education, health and care plan. In Southend East and Rochford and across the nation, we have seen a huge increase in demand for EHCPs. It is up to our local authorities to administer EHCPs; by law, the process is supposed to take a maximum of 20 weeks. However, in Southend East and Rochford, 90.4% of decisions took six months or longer. So often it is the children who are most in need who are left out of school while they wait. There are many factors that can exacerbate issues, such as catchment areas, income and social capital.

It is my absolute honour to represent my constituency in Parliament, to debate SEND in the east of England and to be part of Labour’s mission-driven Government. I welcome the fact that inclusion will be at the centre of SEND policy moving forward.

Does the Minister agree that more needs to be done to support families, parents and organisations such as Raw Learning, which so often fill the gap where local authorities are stretched, where mainstream schools do not have the resources to sufficiently support children with SEND in the classroom and where the previous Government failed?

Order. Because of the time taken by Members who have already spoken, we are now down to two minutes per remaining Member.

It is a pleasure to serve under your chairmanship, Sir Mark. I am pleased to say that the provision for children with special educational needs in Bedford and Kempston has improved greatly since 2018, following an Ofsted and CQC inspection that found significant areas of weakness in the local area’s practice. Next month, the brand new Rivertree Free School in Kempston for 200 children aged two to 19 with special educational needs will be completed, with transitions for students to start in January. It has taken a few years and it has been a frustrating wait for parents and children who are desperate to take up their places. I really hope this will be an improvement and provide the right environment for all the children to thrive; however, there is more to be done.

Families tell me they cannot access the health and mental health services they need. Most parents struggle for years to be heard and to get a diagnosis for their child. Securing an education, health and care plan is difficult and sometimes exhausting. We can trace the cuts to funding for all those services back to Tory austerity, and it will take time to recover and to train and recruit educational psychologists, speech and language therapists and other education specialists to help the most vulnerable children to access the support they need. However, I remain concerned about the waits for EHCPs, especially when the number of children with a SEND diagnosis is rising, as is the discrepancy between having a diagnosis and having an EHCP in place.

Sadly, all across the country, far too many children with a disability are still not having their needs met. I will stop here because of the time limit.

I thank my hon. Friend the Member for Lowestoft (Jess Asato) for securing this debate. Despite councils losing about 98% of tribunal cases, there seem to be no real consequences of their failures to act in the first place. Families are left to navigate a tribunal system that is overwhelmed, delaying the help their children desperately need. There seems to be a failure of accountability.

My constituents are frustrated and tired of fighting a system that should be working for them. The time has come for stronger enforcement mechanisms. Local authorities must surely face penalties for failures, particularly when they fall short of their legal duties. The public demand some change. My constituent Thomas Howard led a petition signed by more than 16,000 people calling for mandatory neurodiversity training in universities. That shows the breadth of concern about the lack of support across all levels of education, from primary schools to universities.

The call for accountability is not just about individual cases; it is about making the system work for everyone. This debate is an opportunity for us to push for real change in the east of England. Without stronger accountability, we will continue to let down children and families we are meant to serve. We must ensure that local authorities are not only meeting their obligations but are in some way held responsible when they fail to do so.

I am grateful to my hon. Friend the Member for Lowestoft (Jess Asato) for giving us all the opportunity to talk about this important issue. I have been a county councillor in Norfolk for the past 11 years. During that time I have helped many families with SEND cases, but nothing could have prepared me for the avalanche of SEND-related casework in my new role as the Member of Parliament for South West Norfolk.

There is an obvious impact on children and their families and that has been ably covered by colleagues today. However, I wanted to highlight the impact on family finances, jobs and the wider economy. It has struck me that in nearly every single family attending one of my surgeries with a SEND case one or both parents have been forced to give up work to care for their child. Most recently, at my Downham Market surgery, a serving member of our armed forces told me how he had had to take a pay cut as he was now undeployable, forced to work from home and care for his child, as I am sure we would all do. There are many similar cases involving lost income and lost jobs. We must recognise the impact on children and families, but also on family finances and the wider economy.

SEND cases are detailed and complex and, unlike the hon. Member for Great Yarmouth (Rupert Lowe), I do not have the skills and qualifications to be able to assess the mental health diagnosis of a child. That is why I have employed a dedicated caseworker specifically for SEND cases, to support families in my area.

I thank the hon. Member for Lowestoft (Jess Asato) for securing this very important debate today. It is my absolute pleasure to represent the Liberal Democrats on this important issue. It is filling up my inbox, and I know that it is filling up the inboxes of other hon. Members, both here and not here today.

I would like to start by expanding on an issue that has been raised in this debate, but I think a bit more information needs to be put out about it. That is the issue of tribunals and what is happening with them. We have talked a lot about how difficult it is for parents to get EHCPs for their children, but having to take a local authority to the first-tier tribunal is such an arduous task that no parent should have to go through it. They have to wait on average a year to get an appointment at a tribunal and it is costing them tens of thousands of pounds, in many instances, to get to that point in the first place. They are employing solicitors who have to battle with the local authorities, and they get to the point where they have given up and have to go to a tribunal. Then they wait their year and get their tribunal date, and then they are often faced with legally representing themselves, because they have exhausted their own resources, but they are battling against local authorities that are not just using solicitors or barristers but King’s counsel in many cases, to fight against parents who are just trying to get what their children desperately need.

[Clive Efford in the Chair]

Even worse is the figure that has already come out in this debate but is worth underlining. Despite parents not being legally represented and despite local authorities using barristers and KCs to fight parents—what sort of system is it where that is happening?—local authorities lose 98% of cases. Local authorities are using public money to fight parents and losing. Then even if a judge, through the first-tier tribunal, has made an order about what the EHCP should contain—if a parent is lucky enough to even have an EHCP at that point—in cases in my constituency and, I am sure, in other constituencies, that provision is still not being delivered, even when ordered by the tribunal. We have examples of parents who have to go to judicial review to make the local authorities do what they are legally bound to do but are not doing. We have to strengthen the consequences for local authorities that are not doing what they are supposed to be doing as set out in law, because the system is not working in that situation at the moment. I ask the Minister to address that.

This matters because while we are waiting for judicial review and for tribunals, the children who are affected are growing up. Children have this uncanny knack of getting older, and as they get older, they need more resources and different resources. However, a parent in my constituency said, “But Marie, when I went to the annual review, the officer at the council said to me, ‘Every time we meet, you ask for something different.’” And she said, “Well, yes, because my child has grown up, he is now older, and he needs something different from what was in the last review.” As much as we may be shocked by comments like that from officers working for local councils, there are many, many officers who want to do the very best for children, but they are stuck in such awful situations, in which they are not provided with the resources that they need.

Although a lot has been said about EHCPs, the special educational needs system is not just about EHCPs. There are about 1.6 million children with special educational needs or disabilities in the east of England—we must remember that we are talking about disabilities as well, not just neurological conditions—and only 4.8% of them, or just under 48,000, have EHCPs. The rest of them are living with SEND but do not have EHCPs. We must make sure that we cater for them as well.

I am conscious of the time and want to mention the funding cuts that have happened since 2010. The School Cuts website is instructive on the subject. It tells me, for example, that one high school in my constituency has received a funding cut of £1,201 per pupil since 2010. Another has seen a cut of £1,174 per pupil. It goes on and on. A special school in my constituency takes the biscuit, with a cut of £4,815 per pupil since 2010. Schools are having to do more with less, and we must address that.

I want to bring out the voices of parents. Recently in my constituency I met 24 parents and grandparents who turned up to a meeting to tell me about their problems with the special educational needs system. They told me many things. They told me what could be done to make the system better in ways that would not cost the earth. We know that there are economic challenges ahead, so let us look for solutions that do not necessarily have to focus on money.

One of the things the parents and grandparents raised was the transition when a child goes from primary school to secondary school. We need to make that transition easier for pupils with SEND who need that bit of extra time to settle in and understand the new system. Can we put in place a better system of transition that gives them extra time without all the other children around?

The parents and grandparents told me about the blanket approach to attendance that many schools take. They told me about 100% attendance awards and how cruel they are for children with special educational needs and disabilities, who often have to attend medical appointments during school time. They can never get that 100% attendance rate and never receive the award that they see their fellow pupils getting. It is cruel and discriminatory.

The parents and grandparents told me about schools that are locking toilet doors during class times so that children cannot go to the toilet. That makes it very difficult for someone who has a physical condition that means they have to go to the toilet.

One of the people who came to speak to me was a special educational needs co-ordinator. They told me that it is not mandatory to have SENCOs on the senior leadership team, and how they are often teaching full time while also doing the SENCO role. They told me that they have no protected time to look after children with special educational needs, work out what is best for them and help them. In fact, parents told me that they believe SENCOs are just a name on a piece of paper for local authorities.

How does all this impact children? Children are often demoralised when they leave school. A parent told me that all their child’s energy was going into school and it left nothing—no energy afterwards for anything else. One parent said, “SEND shouldn’t just be a bolt-on.” I echo what other Members have said: SEND should be an integral part of education.

I could go on and on about local authorities not doing annual reviews, not replying to parents when they write to them, or sending encrypted emails that disappear after 40 days so that parents have no permanent record of what they have been told. I could talk about evidence disappearing and about dyslexia not being accepted as a diagnosis—as if that is not a thing—but I want to spend a little time talking about solutions.

One solution, which could be cost-free, is being more transparent. EHCPs should be issued within 20 weeks. In my local authority, Essex, 1% are issued within 20 weeks. When parents are waiting, in week 19, for that email to drop in their inbox, anxious and stressed, after having fought so hard to get to the point where they will finally get the provision their children need, deserve and are thankfully entitled to, and it does not arrive, that is incredibly stressful. Yet the local authority knows that there is no chance of that email arriving in that time. They know that the average wait time is probably 30, 40, 50 weeks, or even longer in some cases. Tell parents that. Alleviate their suffering just a little bit. It will not fix the problem, but it is a free option. Local authorities already know the figures—make them publish them.

The Liberal Democrats want to see a centralised national body for SEND, which would end the postcode lottery of funding. Lots more can be done, but there are things we can do without having to provide funds.

It is a pleasure to serve under your chairmanship, Mr Efford. I congratulate the hon. Member for Lowestoft (Jess Asato) on securing such an important debate for children and parents across the east of England.

As shown by the attendance at this debate, SEND provision is a priority for all of us throughout the House. Since my election in 2019, I have visited over 40 of the schools in my constituency and I have great admiration for all those working to deliver SEND support to children. This is the 10th debate on this topic in Parliament this year, reflecting its interest for constituents—the Minister is smiling; I am sure she will respond to many more, and I look forward to attending them—and the challenges that we face from increasing demand, increasing costs and inconsistent support and outcomes.

The need for change, on which we all agree, is why I welcomed the previous, Conservative Government’s SEND and AP improvement plan. I encourage the current Government to pursue those reforms, which took far too long to come forward but were developed with the sector. Parents, children, local authorities and others are looking forward to some much-needed clarity from the Government on their plans and how they will bring forward reform.

As we have heard, demand for SEND services has increased significantly, with over 1.6 million pupils having educational special needs. As the hon. Member for Chelmsford (Marie Goldman) said, nearly 5% of pupils in England have an EHCP, and a further 1.2 million are identified as having support that is below that level. The prevalence of SEND varies across the east of England, from the lowest rates in Peterborough at 11.1% to the highest in my county of Norfolk—and the county of other Members present—of 14.3%.

All local authorities have seen increases in the rates of pupils with EHCPs over the last five years, but the size of those increases has varied, with prevalence highest in Norfolk, Cambridgeshire and Bedfordshire. Behind all the figures are individual children and families. We heard a powerful speech from the hon. Member for Thurrock (Jen Craft), and my hon. Friend the Member for Broxbourne (Lewis Cocking) referred to his own personal experience. That underlines the need for change.

We know what the challenges are. I want to reflect on three areas in which change is needed so that we can provide the right support, at the right time, in the right place, for every child. First, we need a national framework and standards that will address the inconsistency of support. The previous Government’s plan set out a blueprint for a unified SEND and AP system, driven by new national standards. The first one we were due to bring forward was on speech and language therapy, given the high demand for that support.

We also need to improve the EHCP process because, as we all know from constituents, many parents are battling against the very system that is there to support them. We had proposals to bring forward a standardised and digitised approach, which is much needed when less than half of EHCPs were issued within the statutory deadline of 20 weeks. As the hon. Member for Lowestoft said, the variation is striking, from 90% in Bedford to only 43% in Norfolk, and far worse in Essex, as mentioned. Will the Government confirm whether the plan is to continue with the national standards and to bring forward a standardised approach to EHCP plans and the process?

The second area in which we need reform is building capacity and expertise in mainstream schools and a focus on early help. That means improving training and skills in the SEND workforce, with a particular emphasis on early years and early intervention. I declare an interest as a number of my family members are teachers. It is important that teaching is seen as a valued profession—it is spoken of as a valued profession by everyone in the House—and ongoing training in SEND and other areas is very important to that, as well as to tackling the retention and recruitment problems that we have seen in recent years.

There is much knowledge and expertise in the system and we need to share it more effectively. Just a week ago, I was at Fen Rivers academy in King’s Lynn in my constituency. It is a specialist social, emotional and mental health therapeutic school where the headteacher is passionate about sharing her skills and those of her staff—who have turned the school around—with mainstream settings. That view was echoed in the recent report by the County Councils Network and the Local Government Association, which spoke about sharing expertise better and moving children between settings.

Primary SENCOs can be helped to identify support for children, but to do so they need access to speech therapists and psychologists. What are the Government’s plans to better share expertise and have more provision in the mainstream system? Mainstream will obviously not be appropriate for everyone, so it is important that we continue the expansion of places. The hon. Member for Norwich North (Alice Macdonald) referred to the new places in her constituency, and there are other projects. The hon. Member for South West Norfolk (Terry Jermy), who has a special school coming in his constituency, is nodding, and I think there is one in Great Yarmouth too. There is a lot more provision coming and we need to continue that.

I should have declared earlier that I am a Hertfordshire county councillor; I apologise for not doing so.

My hon. Friend is making valid points. Does he agree that it should not matter where a person is born or lives in the United Kingdom, as councils should receive the same extra funding to provide for children with additional SEND needs? That will make all the difference to residents across the eastern region.

I agree. I will come to funding shortly, so I will address that point then.

The third issue is partnerships: we must get education and health groups working together. Currently, the system holds some bodies accountable for things they do not have responsibility for and does not hold other bodies accountable for things they do have control over, so collaboration between key partners is required. The previous Government proposed to create local SEND and alternative provision partnerships to lead change and commission provision, and to improve accountability with refocused Ofsted and CQC inspections. Speech and Language UK, the County Councils Network and the LGA endorsed those recommendations, so will the Minister tell us how the Government plan to pursue the partnership approach and embed it in the system?

My hon. Friend the Member for Broxbourne and others discussed funding. In the previous debate on this subject, I spoke about the increase in the high-needs budget to £10.5 billion this year—a 60% increase from 2020. Some £2.6 billion was invested in new places and in improving the existing provision.

We have heard today about the fantastic work that SEND schools are doing in our constituencies. Does my hon. Friend believe that some form of ringfenced funding with tracked impact measures could help very good SEND schools, such as Five Acre Wood in my constituency, to flourish further?

My hon. Friend makes an interesting point. We need to track the outcomes and the support that children get, so that is a thoughtful comment.

When I spoke on a panel at the Conservative party conference in Birmingham last week, a representative of the Association of School and College Leaders said that there is enough money in the system, but the problem is that there is too much bureaucracy. Clearly, demand continues to rise and funding is a challenge. Council expenditure has tripled over the past decade. Councils are looking for more clarity on the statutory override, which the previous Government put in place to help local authorities to deal with deficits—I think they are now above £3 billion. Only last week, the NASUWT urged the Chancellor in a letter to extend the period that local authorities have to address their SEND deficits. Perhaps the Minister will be able to give a bit more clarity on that very pressing issue for local authorities.

The hon. Member for Waveney Valley (Adrian Ramsay) referred to the pressures in respect of school transport. In Norfolk alone, that budget is £60 million, of which 80% is used to move pupils with SEN around and outside the county. That is money spent on journeys, not education.

I will touch briefly on VAT on independent schools, although a debate about that is going on in the main Chamber. It is clear that this tax on learning will disrupt children’s education. Reference was made to pupils with EHCPs, but 10,000 pupils with special educational needs at independent schools in the east of England will be hit by those fees, and their education will be disrupted. The Government have not even published an impact assessment, even though the Minister in the earlier debate referred to analysis that had been done. It is extraordinary that that has not been shared with the House. I hope the Minister, even at this point, will listen to parents, pupils, local authorities and others, and will delay those plans. I look forward to having an opportunity shortly to vote to do exactly that.

Is the shadow Minister suggesting that it is fair that parents who have children with special educational needs or a disability should have to send their children to a private school and pay all the associated fees? Is that really the best solution we can come up with?

No; the point I am making is that there are children in schools who will be hit with a very unfair tax of 20%—a charge that their parents will have to pay. That seems to be completely disregarded by the Labour party, which is disappointing, to say the least.

To conclude, the last Government set out a comprehensive package of reform, after a lot of work with the sector. During a debate here in September, the Minister said that the Labour Government were determined to fix the SEND system—alleluia to that. I hope that we will hear much more today about the Minister’s plans for practical action to be taken, rather than her talking about the last 14 years.

The Minister also referred on that occasion to the importance of working together. I will abuse my position to remind her of an invitation that has gone to her and the Education Secretary to join Norfolk MPs and members of Norfolk County Council who are coming to Westminster tomorrow, specifically to talk about SEND. I helped to push for that meeting and I hope that the Minister might be able to come along, even briefly, to hear about some of the challenges that we face. Ultimately, every Member here wants to ensure that children and families in their constituency get the support to realise their potential. I look forward to hearing her comments.

I would like to call the mover of the motion at two minutes to 4. If you can remember that, Minister, you will do me a big favour.

It is a pleasure to serve under you as Chair, Mr Efford. I congratulate my hon. Friend the Member for Lowestoft (Jess Asato) on securing a debate on this incredibly important and timely issue. I know that she was a champion for vulnerable young people long before entering this place, and that she shares the Government’s vision for ensuring that all young people receive the right support to succeed in their education and lead healthy, happy and productive lives.

Improving the special educational needs and disabilities system across the country is a priority for all of us in this debate. I am regularly struck by the level of cross-party consensus on this issue, from Broxbourne to Southend West and Leigh, and from Huntingdon to Stevenage and Waveney Valley. So many Members have spoken powerfully on behalf of the children and families in their areas.

I appreciate specifically the hand of collaboration offered by the hon. Member for West Suffolk (Nick Timothy), because this is a priority for the Government, as the shadow Minister, the hon. Member for North West Norfolk (James Wild), referenced. We are determined to improve services for children and young people with special educational needs across the country, including in the east of England.

More than 1.6 million children and young people in England have special educational needs. For too long, too many families have been let down by a system that is not working. The former Secretary of State described it as “lose, lose, lose” and she was right, because despite the high-needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the system remains incredibly low. Tribunal rates—as referred to by the Liberal Democrat Front Bencher, the hon. Member for Chelmsford (Marie Goldman)—are increasing, and there are increasingly long waits for support. Far too many children with special educational needs are falling behind their peers, and they do not reach the expected levels in fundamental reading, writing and maths skills, with just one in four pupils achieving the expected standard by the end of primary school. We know that families are struggling to get their child the support they need and, more importantly, deserve. That must change.

My hon. Friend the Member for North West Norfolk (James Wild), the shadow Minister, did not quite answer my question on this, and I would love to hear the Minister’s response, bearing in mind what she is saying about the need and the work of special schools. Does she believe that the ringfencing of funding for SEND schools, with tracked impact measures, could help some of these amazing schools that go above and beyond in helping children who are highly vulnerable with their education and care, as well as supporting their families to flourish further?

I will take away the hon. Lady’s suggestion. I want to set out today how we want to improve our whole education system to serve children in the best way possible regardless of their needs, and especially, given the subject of this debate, children with special educational needs and disabilities. We want to reform the system to achieve that across the board.

We know that for many years, parents have been frustrated, but we are determined to fix the system, and I will repeat and reiterate that. However, this starts with being honest with families about the challenges in the system. We urgently need to improve inclusivity and expertise in mainstream schools, and we need to make sure that there are special schools that can cater for those with complex needs. We are determined to restore parents’ trust that their child will get the support that they need to flourish, no matter their additional need or disability. My hon. Friend the Member for Thurrock (Jen Craft) spoke powerfully about these issues.

We know that effective early identification and intervention is key to reducing the impact of a special educational need or disability in the long term. That is why we announced the extended funding for the Nuffield Early Language Intervention programme to continue it into next year, so that we make sure that children get the extra support they need to find their voice and to give them the best start to their education.

But there are no quick fixes for these deep-rooted issues. After 14 years, we know that the system is really struggling. It is in desperate need of reform and it is vital that we fix it. That is why we have started this work already; it is a priority for us, but it will take time. We are clear that we cannot do this alone, which is why we will work with those in the sector as essential and valued partners to ensure that our approach is fully planned and delivered together with parents, schools, councils and the expert staff who go above and beyond every day to look after the children in their care.

We are acting as quickly as we can to respond to the urgent cost pressures in the SEND system, which are causing real financial problems across the east of England and nationally. Many hon. Members have referred to those problems today. Before the parliamentary recess, we announced a new core schools budget grant, which will provide special and alternative provision schools with an extra £140 million of funding this financial year. Some £13.6 million of that has been allocated to local authorities in the east of England region. That is in addition to the high needs funding allocations for children and young people with complex special educational needs and disabilities, and the existing teachers’ pay and pensions grants.

The Department for Education’s budgets for the next financial year have not yet been decided. How much high-needs funding is distributed to local authorities, schools and colleges will depend on the Government’s spending review, which is due to be announced at the end of the month. That means that next year’s high allocation funding to local authorities has not been published to the normal timescales, but we are working across Government to announce next year’s allocations for local authorities as soon as we can. I take on board the comments in that regard from the shadow Minister, the hon. Member for North West Norfolk.

Resolving the problems with the SEND system—I repeat this point—will not be easy or quick, and it will not happen as quickly as we or any families who need it want it to happen. But I am keen that we deliver long-term solutions together, and I am grateful for the contributions from across the House on these important issues, because I know that we all want the same thing.

As well as making sure that we have better outcomes from the investment made in young people, it is important that there is a fair education funding system and that it directs funding to where it is needed. The hon. Member for Mid Norfolk (George Freeman) raised this issue, and we want to make sure that we have a system that allocates funding in the fairest and most appropriate way possible. However, it will take time to look at that formula, and we will consider carefully the impacts of any changes on local authorities.

Ofsted and the Care Quality Commission jointly inspect local area SEND provision to ensure that there is joined-up support for children and young people. Those inspections enable the Department for Education to intervene in cases of significant concern and to work with local authorities and professional advisers to address areas of weakness. My hon. Friend the Member for Ipswich (Jack Abbott) raised this issue, and I, too, am concerned that the SEND inspections in central Bedfordshire and Peterborough in 2019, and in Hertfordshire and Suffolk in 2023, found significant concerns about the experiences and outcomes of children with SEND. The issues raised in the inspection reports are serious. The Government need to be confident that the right actions to secure sustainable and rapid improvement are being taken in these areas. The 2023 inspection report for Southend-on-Sea is also notable. While not being found to have serious concerns, the judgment by Ofsted and the CQC relating to the partnership’s

“inconsistent experiences and outcomes for children and young people”

highlights the need to work closely with local area partnerships to support and help to drive crucial improvements.

It is essential that rapid action is taken to improve SEND services in areas where they are not meeting the need, and that leaders accept collective responsibility and accountability for delivering on agreed actions. That will require a relentless focus on improvement across all service providers so that children, young people and families can access the support they need. Department for Education officials will continue to work closely with these local areas over the coming months to ensure that the necessary progress is being made. For local area partnerships that have yet to be inspected under the new framework, meetings will also continue with SEND leads to keep abreast of emerging issues and concerns, as well as gathering evidence of good practice. Areas that do this well can share that with other local authorities, other regions and nationally.

Specialist place sufficiency was raised by a number of Members, including my hon. Friend the Member for Norwich North (Alice Macdonald). Local authorities can use their high needs capital funding to deliver new places in mainstream and special schools, as well as in other specialist settings. It can also be used to improve the suitability and accessibility of existing buildings. Suffolk, for example, has been allocated £23 million in high needs capital funding between 2022 and 2025, and the east of England region as a whole received £236 million. As my hon. Friend the Member for North West Cambridgeshire (Sam Carling) mentioned, in addition to specialist places, it is right that this Government are committed to working with councils, school leaders and other sector partners nationally, and in the east of England, to develop a more inclusive education system within mainstream settings. To ensure the high and rising standards that we want to see in our schools, we have to deliver the right places at the right time and in the right sufficiency.

Hon. Members have raised the issue of exclusions— I am very conscious of the time, but I take on board the concerns. A framework is in place that must be followed to ensure that these decisions are made correctly.

I thank my hon. Friend the Member for Lowestoft again for bringing these matters forward. We recognise that the SEND system needs to improve. We acknowledge the difficulties faced too often in securing the right support for children with SEND. I am determined that that will change. My final word must go to all those working in education, health and care, in the interests of our children and young people with special educational needs, both in the east of England and across the country. Together, we will deliver the best for all our children and young people, no matter their special educational needs or disabilities.

I thank the Chair, the Minister, the shadow Minister and all hon. Members for their contributions. I cannot do them justice in such a short time, but I hope that this issue will continue to command cross-party and cross-regional support.

I just want to talk about the so-called “over-energetic” child, who faces exclusion for consistent poor behaviour. I want to see that child get access to the diagnosis and support that they need to stay in school and flourish, and to support our struggling families. As one mum told me:

“I didn’t want to have to become a lawyer; I just wanted to be a loving mum”.

I thank hon. Members very much for the debate today.

Question put and agreed to.

Resolved,

That this House has considered SEND provision in the east of England.