SEND Provision: Somerset

Catherine McKinnell Excerpts

Tuesday 3rd September 2024 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is a pleasure to serve under your chairmanship, Mr Efford. I congratulate the hon. Member for Glastonbury and Somerton (Sarah Dyke) on securing a debate on this incredibly important subject. She is right—three such debates are scheduled for this week, which shows how important and pressing the matter is.

The hon. Lady has a keen interest in special educational needs and disabilities, which she has expressed today in her comments, and she demonstrates strong advocacy for the children and families in her constituency. She described the SEND system as broken, and I agree. She made some very thoughtful comments on how we can seek to address some of the current challenges, which I will come on to.

As a Government committed to breaking down barriers to opportunity and giving every child the best start in life, we know that that means ensuring that all children and young people, including those with special educational needs and disabilities, receive the right support to succeed in their education and lead happy, healthy and productive lives.

There are more than 1.6 million children and young people in England who have special educational needs. For far too long, too many families have been let down by a system that is not working. The previous Secretary of State for Education said the system was “lose, lose, lose” and she was right. For years, the Conservatives knew the system was not working, but they left families to be failed.

Despite high needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the SEND system is low. Tribunal rates are rising, as the hon. Lady described, and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers and do not reach the expected levels in fundamental reading, writing and maths skills. Just one in four special educational needs pupils achieve expected standards at the end of primary school.

Families are struggling to get their children the support they need and, more importantly, deserve. This must change. After years in which parents have been frustrated by empty promises and by reform programmes that have been delayed time and again, this Government will be honest with families.

We are utterly committed to improving inclusivity and expertise in mainstream schools—as the hon. Lady highlighted, that is an important part of solving this issue—as well as ensuring that special schools can cater to those with the most complex needs. We are determined to restore parents’ trust that their child will get the support they need to flourish.

We know that effective early identification and intervention can reduce the impact that a special educational need or disability may have in the long term. That is why in July we announced that funded support for 11,100 schools registered to the Nuffield early language intervention programme would continue in the year 2024-25. That will help pupils who need extra support with speech and language development to find their voice.

There are no quick fixes for these deep-rooted issues. After 14 years, I can scarcely see a system that is not broken or in desperate need of reform, and which is so important that we fix. Let me be clear. We have started the work already. Fixing our SEND system will be a priority for this Department, but it will take time. A decade of national renewal is what we must deliver to give every child the best start—one that they deserve. However, the Government cannot do it alone. We will work with the sector as an essential and valued partner, to ensure that our approach is fully planned and delivered with parents, schools and councils, and with the expert staff who go above and beyond to help children.

We are acting as quickly as we can to respond to the cost pressures in the SEND system, which are causing real financial problems in some local authorities, including in Somerset. Before the parliamentary recess, we announced a new core schools budget grant, which will provide special and alternative provision schools with over £140 million of extra funding in this financial year of 2024-25, to help with the extra costs of this year’s teachers’ pay award and the outcome of the negotiations on an increase for support staff. That is in addition to high-needs funding allocations for children and young people with complex special educational needs and disabilities, and to the existing teachers’ pay and pension grants, which total £10.75 billion this year.

The Department for Education budgets for 2025-26 have not yet been decided, and how much high-needs funding is distributed to local authorities, schools and colleges next year will depend on the outcome of the first stage of the Government’s spending review, which is due to be announced at the end of October. That means that next year’s allocations of high-needs funding to local authorities have not been published within the normal timescale, but we are working across Government and we will announce next year’s funding allocation for Somerset and all other local authorities as soon as we can.

We are acutely aware not only of the financial pressures that local authorities are facing because of the increasing cost of supporting young people and children with complex needs but of the financial pressures that the Government as a whole are facing because of the economic climate that we have inherited. As I have said, resolving these problems will not be quick or easy, but I am keen that we develop long-term solutions and I welcome contributions across the House, such as the one by the hon. Member for Glastonbury and Somerton, on these very important issues.

It is important that there is a fair education funding system that directs funding where it is needed and where it can best provide support. One aspect of that is the national funding formula that is used to allocate high-needs funding to local authorities, so we will take time to consider whether or not to make changes to the formula and the impacts of any such changes on local authorities, including in Somerset.

Every young person with special educational needs or disabilities should have access to high-quality services, and local authorities are critical in ensuring that children and their families can access the support they need. Ofsted and the Care Quality Commission jointly inspect local authorities’ SEND provision to ensure that there is joined-up support for children and young people. These 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.

We therefore welcome the publication of the Big Listen response today. We will work with Ofsted to consider how outcomes for children with special educational needs and disabilities or in alternative provision are better reflected in the educational inspection framework and the area SEND inspection framework in the future.

I am concerned that a joint local area inspection of Somerset’s SEND services, which was undertaken by Ofsted and the Care Quality Commission in March 2020, identified nine significant areas of weakness. Following the actions that were taken, the CQC has subsequently confirmed that seven of the nine areas have made sufficient progress and were therefore stepped down. Somerset was required to produce an accelerated progress plan to address the two remaining areas, and progress against the plan is being closely monitored by officials from the Department for Education and NHS England.

The Department has implemented a support programme in Somerset, which included workshops and support focused on the importance of the data in joint commissioning. Somerset has drawn on the specialist advice of a SEND adviser, whom the Department commissioned earlier this year, and it also receives ongoing support and challenge from the Department and NHS England at six-monthly accelerated progress plan meetings. The combined impact of these interventions has shown improvements over the last three years.

As the hon. Member for Glastonbury and Somerton also expressed, we want a holistic approach to school place planning, which considers how mainstream settings can offer high-quality support to children and young people with SEND, alongside sufficient special school places for those with the most complex needs. Local authorities are able to use their high needs capital funding allocations to deliver new places in mainstream and special schools, as well as other specialist settings. That will also be used to improve the suitability and accessibility of existing buildings.

Somerset council, for example, has been allocated just under £20 million in high needs capital funding between 2022 and 2025. A new special free school, Hillview school, opened this month in Martock, in the constituency of the hon. Member for Glastonbury and Somerton. It joins the eight existing special schools in Somerset. In addition, seven mainstream schools in Somerset have established resource provision that provide access to a mainstream curriculum and classroom, alongside specialist support. Enhanced learning provisions have also been created in five mainstream secondary schools to provide informal support to young people with moderate learning difficulties as they transition from primary education. This Government are committed to working with Somerset council, school leaders, and other sector partners, as well as their national counterparts, to develop and improve inclusive education in mainstream schools.

The hon. Member for Glastonbury and Somerton mentioned the challenges around exclusion, and I appreciate her concerns. Every pupil deserves to learn in a safe, calm classroom and we will always support our dedicated, hard-working teachers to make this happen. Schools can use sanctions as a measure to improve behaviour. In the most serious cases, a suspension or permanent exclusion may be necessary to ensure that pupils are protected from disruption and can benefit from education. Our statutory guidance is very clear in all cases: decisions to exclude a pupil must be lawful, reasonable, and fair. The guidance sets out that headteachers should consider underlying causes, or contributing factors of misbehaviour before issuing an exclusion, including where a pupil has special educational needs. That should ensure appropriate support is put in place when concerns are raised about a pupil’s behaviour, rather than waiting for it to trigger action.

The hon. Lady also referenced the letter sent to the Secretary of State for Education by Somerset council. I thank Somerset council for writing directly to the Secretary of State to set out its thoughts on the SEND system. The Government recognise that, for too long, the education and care system has not met the needs of all children, with too many parents struggling to get their children the support they need and deserve. My officials will be pleased to meet representatives from Somerset council, who have set their thoughts out very helpfully, and they will be in touch in due course to organise a meeting.

I want to thank the hon. Member for Glastonbury and Somerton again for bringing this matter forward, and also those who have contributed and attended the debate. Somerset SEND services, along with SEND outcomes across the country, are issues we all care passionately about. I absolutely recognise that the SEND system needs to improve. I acknowledge the hardship that too many families face when seeking to secure the right support for their children with special educational needs and disabilities. I am determined that this will change.

I also want to acknowledge the hard work taken on by so many working in education, health and care, to support children and young people with special educational needs, both in Somerset and right across the country. I thank them for their commitment and service.

Question put and agreed to.