Westminster Hall is an alternative Chamber for MPs to hold debates, named after the adjoining Westminster Hall.
Each debate is chaired by an MP from the Panel of Chairs, rather than the Speaker or Deputy Speaker. A Government Minister will give the final speech, and no votes may be called on the debate topic.
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The Minister for Apprenticeships and Skills (Anne Milton)
It is a pleasure to serve under you, Mr Davies. I will not rise to the speech by the hon. Member for Wythenshawe and Sale East (Mike Kane). I am disappointed. He is a good man, but it is a shame that he said what he did, because this had been a good debate. We know that there are problems in the system, and we can argue about budgets, but I say to him that a lot of the problems that we face in the House today are due to party political posturing. We can have arguments about money and budgets, but today was not the time to have that argument. What we wanted to do today and what right hon. and hon. Members did do was raise real concerns about provision for children with special educational needs.
I could easily respond to what the hon. Gentleman said. I could give him back a party political rant if that is what he wants, but I do not believe that my job as a Minister and as a Member of Parliament is to do that. I am going to make some progress, but let me say that when I came into the House in 2005, the very first thing I did was to set up a drop-in day for parents of children with special needs, because under every Government, we never quite get things right. Humility is not in ample—
Anne Milton
I will not for the moment; sorry. Humility is not in ample supply in this place, but we on the Front Benches on both sides should have some humility and accept the fact that Governments—Labour, Conservative and coalition Governments—do not always get it right. What we need to do, in a cross-party—
Anne Milton
I will not give way for the moment, because I have not yet even thanked my hon. Friend the Member for York Outer (Julian Sturdy) for securing the debate. What is important is that we try to get the system to work. I thank my hon. Friend and congratulate him on securing the debate. He knows that we have made significant reforms to the special educational needs system in recent years. There are real pressures on the budget—I accept that—and there always have been, but much can be done within the current budgets to make the system work better.
Alex Cunningham
I agree with the Minister that this has been a good debate. At the time of Tony Blair’s Government, I was a council cabinet member for children and young people, and I saw the massive investment. I acknowledge that the three Governments since the Labour Government left office have built on that, but there remain major issues in relation to special educational needs. I think that the Minister is acknowledging that, and Tory Members are telling her that, so we now need some real action, not just talk.
Anne Milton
The hon. Gentleman is absolutely right. We need to work together on this. In a previous debate that I covered for the Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), I said that the right hon. Member for Kingston and Surbiton (Sir Edward Davey) was very welcome to work across the House to ensure that the system works.
My hon. Friend the Member for York Outer referred to a mental health crisis. This did not get much attention, but the number of pupils with SEN is rising quite rapidly. We did not get many contributions on the number of offenders who have dyslexic difficulties; a lot of people in prison have such problems. Another issue is the bullying of children with SEN. Coursework was also mentioned. My hon. Friend the Member for Newton Abbot (Anne Marie Morris) referred to employers valuing the skills of people with special educational needs, and she was right. I have seen absolutely excellent work by employers in my role as the Minister with responsibility for apprenticeships.
The hon. Member for Bury North (James Frith) made a very good point about flexibility. That is the trouble, is it not? We swing from one side right over to the other. Particularly for children with special educational needs, we need to be flexible in the way we assess them in schools. Additional flexibility, adequate adjustments—
Emma Hardy
On the issue of flexibility, will the Minister encourage the Minister for School Standards to reconsider insisting that 95% of children sit the EBacc, because it is not really suitable for 95% of children?
Anne Milton
I am sure that the Minister for School Standards will take that up. We continue to have discussions about it.
My hon. Friend the Member for York Outer talked about parents having to privately fund the diagnosis of children. We have talked about the battles that parents face. I repeat what I said in a previous debate on that matter: parents with sharp elbows battle through the system better, but even those with sharp elbows have a difficult fight. The hon. Member for Bury North raised the fact that that money is wasted, and it should be on the frontline. We still have a lot to do.
I will come on to the issue of teacher training. My hon. Friend the Member for Cheltenham (Alex Chalk) raised the important issue of the need to help mainstream schools include children with SEN, and I will say a bit more about that in a minute. My hon. Friend the Member for Mansfield (Ben Bradley) mentioned FE briefly, but, as the Minister for FE, it caught my ear. Further education colleges do a fantastic job with young people with special educational needs, who often have not succeeded at school or had their needs met. I was recently at a college where they have 400 children with special educational needs, one of whom would not come into the college at all, but stood outside. That child is now thriving, doing well in his qualifications and is about to go on an apprenticeship—absolutely brilliant work.
Derek Thomas
The Minister is absolutely right about FE colleges, but in Cornwall we have found that they have had to reduce the days for young people with special educational needs from five to three, which has not only caused real difficulties for the families, but created discrimination and division between children who are fully able and those with special educational needs. Will she look at that issue in her role as Minister for FE?
Anne Milton
I am happy to look at that. The hon. Member for Kingston upon Hull West and Hessle (Emma Hardy) talked about the evidence given by one person who said, “I am not a person with special educational needs; I am a normal person.” It has to be normal, and we have to adapt the system to make every child and young person in an FE college feel normal.
Sir David Evennett
The Minister is making a constructive and excellent speech. Will she praise the teachers in the colleges and schools for their work in SEN, because they have a difficult job, and I think they are working really hard and well?
Anne Milton
My right hon. Friend is absolutely right: the teachers do a fantastic job, in circumstances which are—certainly in further education—quite difficult. He also mentioned funding. He never hesitates to mention the particular issues facing Bexleyheath and Crayford. Through the Children and Families Act 2014—I sat on the Committee considering the Bill—we made big changes to strengthen SEND, including £391 million given to local areas to support implementation, £252 million of which was provided directly to local authorities.
We have approved 125 new special schools spread across the country, including 37 extra ones. A number of hon. Members have also raised the need to have inclusion, as well, so we have provided an extra £100 million of capital funding to create more places in mainstream schools, colleges and special schools for children with SEN, bringing the total capital investment since 2018 to £365 million. The line between inclusion and special schools is very wavy. We must be guided by which setting best suits the needs of the child, though there is sometimes a discrepancy with parents, who want one or the other.
Emma Hardy
I have two quick points. One issue with the changes in the 2014 Act was that they raised the expectation of parents about raising the funding that went with it, and it continued provision through to the age of 25, without providing that additional funding for 18 to 25-year-olds. That has caused some difficulties. As some of my hon. Friends have mentioned, we cannot talk about inclusion without talking about the need to change the accountability measures and the ways that schools are judged, because I think that drives some of the off-rolling and exclusions that we see.
Anne Milton
I will say a little more about that. There are perverse incentives. The hon. Lady talked about an audit of the spend, which I think is an important issue. I should also mention—I think it was mentioned earlier—the £4.6 million that is going into parent-carer forums and the £20 million going into advice, information and support for children and young people with SEND, and their parents, which lasts until 2020.
We are aware of those incentives in the current system—that £6,000—as was mentioned by the hon. Member for Stroud (Dr Drew). We intend to gather more information about the way the funding system operates in a call for evidence that we will launch shortly. I am sure that the Education Committee will be involved in that.
I must not forget that my hon. Friend the Member for York Outer secured this debate, so I will mention funding in York. We have announced £250 million additional funding for higher needs across England over the next financial year. Yorkshire will receive £785,000 on top of the increases already promised, bringing City of York Council’s higher needs funding to over £90 million next year. However, we recognise that budgets are facing pressures. The Secretary of State is very aware of that.
On educational psychologists, our plans include ensuring a sufficient supply of educational psychologists, trained and working within the system. We said that we would train more to meet increasing demand. Today I am pleased to announce funding of over £30 million to make that happen.
On teachers, briefly, we talked about the need for teachers to be able to recognise and help children with special educational needs. We have developed a range of specialist resources for initial teacher training, including on autism and dyslexia. We are reviewing SEN provision in initial teacher training to inform case studies of good practice. We are taking a range of measures to make that better, which I would go through, but time does not allow.
James Frith
Will the Minister indicate when we can expect the Timpson review? It is now a year since it began. In February, we heard mood music on what it is likely to say, but when will the Timpson review conclude and report?
Anne Milton
I cannot give the hon. Gentleman a precise date. As a Minister, I could just say, “Shortly”, which is what Ministers say, but I know that right hon. and hon. Members are keen to see that review—so, soon.
The Government are doing much work, but we know that there are gaps in provision. Needs are not met and families are having battles—those that can—that they should not have to fight. Everyone in this debate wants to make education work for those very special children and their quite extraordinary parents, so that every child gets the opportunities that I have seen some get. I mentioned apprenticeships, and through the apprenticeship diversity champions network I see employers recognise the amazing skills that young people have even without qualifications. That must be no longer be an exception but the normal course of events.
We need a seamless education and training system which is what my right hon. Friend the Secretary of State is determined to achieve. The debate has raised exactly the issues that need to be resolved in order to meet the needs of those children and young people with special educational needs.