SEND Provision: Hampshire

Catherine McKinnell Excerpts

Thursday 31st October 2024 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is a pleasure to serve under your chairmanship, Sir Mark. I congratulate my hon. Friend the Member for Basingstoke (Luke Murphy) on securing a debate on this incredibly important subject. I know that he, like every Member here, has been supporting families in his constituency to navigate the SEND system. He has raised this issue in the main Chamber regularly, particularly during oral questions. In his opening speech, he spoke incredibly passionately on behalf of his constituents, and I am sure that it will be a huge comfort to them to have their voices heard in such a powerful way in this Chamber.

Improving the special educational needs and disability system across the country is a priority for this Government. We want all children, regardless of where they are in the country, to get the right support to succeed in their education and lead happy, healthy and productive adult lives. Every child deserves the opportunity to achieve and thrive, but far from every child is getting that chance and, for far too long, families have been let down by a system that is not working. As my hon. Friend the Member for Basingstoke highlighted, a National Audit Office report last week echoed that, finding: a system that has totally lost the confidence of families; that children with special educational needs and disabilities are being failed on every measure; and that, despite the high-needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, the whole system is not delivering and is clearly in need of reform.

I want to give a sense of light at the end of the tunnel. Our promise to families is that we are completely committed to improving the SEND system and rebuilding the confidence that the education system will provide for every child. I know that there are families in the Gallery today, and I am glad that they are here to hear this message. Last week, we published independently commissioned insights showing that if the system was extensively improved, using early intervention and better resourcing in the mainstream schools, it could lead to tens of thousands more children and young people having their needs met without an EHCP and in a mainstream setting, rather than in a specialist placement.

To do that, we need to urgently improve the inclusivity and expertise in mainstream schools while ensuring that there are special schools that can cater to those with the most complex needs. As my hon. Friend the Member for Southampton Itchen (Darren Paffey) said, this requires a holistic approach to reform: getting more teachers into our schools; creating a voice for support staff, who we know are so crucial in supporting children with special educational needs and disabilities, through the school support staff negotiating body that we will bring forward in legislation; and improving training for support staff, teachers and leaders to ensure that we have a curriculum and assessment system that truly serves every child and enables them to thrive, with a broad curriculum that gives them the opportunity to have a rich education that taps into their skills and talents.

Of course, we also need to look at Ofsted and how it is motivating the school system to be as inclusive as possible. We want to see all schools co-operating with their local authorities on admissions, strengthening the accountability of the mainstream system to be more inclusive through Ofsted and supporting the mainstream workforce to have that SEND expertise.

We want to see early intervention and identification improved and supported, which is why—as the shadow Minister, the hon. Member for North West Norfolk (James Wild), said—we have announced that the ongoing funded support for schools registered with the Nuffield early language intervention programme will continue. It is so important that children get speech and language intervention support at the earliest stage possible, so that they can find their voice and we can identify challenges at the earliest stage possible.

As hon. Members have highlighted, improving the SEND system is vital to fulfilling our opportunity mission to break the unfair link between background and opportunity, and that starts with giving every child with SEND, along with all children in our system, the best start in life. But this is huge, complex reform: there is no magic wand or quick fix, and the Government cannot do it alone. That is why we will work with the sector. It is essential that we work with valued partners to ensure that the approach is planned and delivered together with parents, schools, councils and expert staff, who we know already go above and beyond to support children. We ask for patience, but we will work as fast as we can to make the changes that we know families are crying out for.

Following the Budget announcement yesterday, high-needs funding will increase by almost £1 billion in 2025-26 compared with 2024-25, which brings the total high-needs funding to £11.9 billion. The funding includes £90 million to increase the high-needs element of the 2024-25 core schools budget grant to the full-year equivalent, which will be incorporated with the other teachers’ pay and pension grants for 2025-26 to make sure that they are fully funded.

We are now in the process of calculating the high-needs national funding formula, which will provide local authorities with their indicative allocations for 2025-26. We expect to publish that by the end of November. The structure of the high-needs national funding formula remains largely unchanged in 2025-26 because we want to take time to consider what changes are needed to make sure that we establish a fair education funding system that directs funding to where it is needed and to support the special educational needs and disability reforms that we want to take forward. That will take time, so we ask for patience.

My hon. Friend the Member for Southampton Itchen asked specifically about the statutory override. We recognise the unprecedented pressures that local authorities find themselves under. We are providing almost £1 billion more for high-needs budgets in 2025-26, as I mentioned. The impact on individual local authorities’ deficits will be variable, and the statutory override is a temporary accounting measure that separates local authorities’ dedicated schools grant deficits from their wider financial position so that they can manage their deficits.

It remains important that every local authority continues to look at what it can do within the current system to manage its high-needs budget while continuing to provide the support that children with special educational needs and disabilities need. We are working to consider how we can help councils manage the impact of the dedicated schools grant deficits on their accounts within a SEND system that is in desperate need of longer-term reform.

With reference to Hampshire specifically, Ofsted and the Care Quality Commission jointly inspect local area SEND provision to ensure that there is a joined-up approach for children and young people. The inspections enable the Department to intervene in cases of significant concern and to work with local areas and professional advisers to try to address weaknesses that have been identified.

The last joint local area SEND inspection in Hampshire took place in March 2020. Inspectors visited a range of providers and spoke to leaders, staff and governors to determine strengths and weaknesses in the local area’s SEND provision. The inspection found that leaders in Hampshire at the time were highly ambitious for children and young people with SEND, and although the inspection did identify areas for improvement, it did not identify areas of significant weakness. Since that inspection, the Department for Education and NHS England have stayed in regular contact with Hampshire local special educational needs and disabilities officials to discuss the local area’s strategic direction and to offer support where needed.

As the hon. Member for Strangford (Jim Shannon) rightly pointed out in his characteristically constructive contribution, there is a significant need for the Department for Education and Department of Health to work closely together at a local level on this issue. Hampshire will be inspected under the new area SEND inspections framework, which came into effect in 2023, in due course

[Jim Shannon]

The Minister has very kindly given us some hope about the way forward. I should have mentioned the Department for Work and Pensions earlier. It is important that parents are aware of all the help in the system—for instance, there is disability living allowance. Whenever somebody comes to me with a child who has experienced educational issues, I always ask them, “Are you aware that there is a system set up to help you?” Is that something we should emphasise a wee bit more strongly?

[Catherine McKinnell]

The hon. Gentleman raises an important point. That should happen at the earliest possible point, because we know—I have mentioned this already—that children’s earliest years make the biggest difference to their life chances, and high-quality early years education can lead to much better outcomes for all children. Arrangements are in place to support early years providers and access to early education, including disability access funding and special educational needs inclusion funding, but he is absolutely right to highlight the ways in which we can help children and families to access support. If we do that at the earliest possible stage in a child’s life, we will be able to improve children’s outcomes and families’ experiences.

We want more children and young people to receive the support that they need to thrive in their local mainstream setting, which reduces the need for them to travel a long way to access a specialist placement. Many mainstream settings are going above and beyond to deliver specialist provision locally through resourced provision and special educational needs units.

We know that there will always be a place in the system for special schools and colleges for children and young people with the most complex needs, so the Department supports local authorities to provide those places for children and young people through annual high-needs capital funding, which can be used 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, and we will set out plans for future high-needs capital funding in due course. The Government are committed to working with councils, school leaders and other sector partners nationally and in Hampshire to develop and improve inclusive education in the mainstream setting.

The hon. Member for North East Hampshire (Alex Brewer) raised concerns about transport. No child should struggle to get to school because of a lack of transport. Local authorities are obliged to arrange free travel for children of compulsory school age who attend their nearest school and cannot walk there because of the distance; because of a special educational need, disability or mobility problem; or because the route is not safe. There are additional rights to free travel for low-income households to help them exercise school choice, but we know how challenging home-to-school travel is for local authorities at the moment, in large part due to the pressures on the SEND system.

In our manifesto, we committed to improving inclusivity and expertise in mainstream schools, which will mean that fewer children have to travel long distances to a school that can meet their needs. It will also reduce the pressure on home-to-school travel. I am keen to understand how well the school travel policy is working to support children to access educational opportunities, and I will continue to work with officials in the Department and across Government to improve the situation, because transport is a cross-Government challenge.

I thank my hon. Friend the Member for Basingstoke again for bringing this matter forward and I thank all hon. Members who have contributed to the debate. We all care passionately about SEND outcomes in Hampshire and across the country.

[Jim Shannon]

I thank the Minister for her comprehensive and helpful response. In my contribution, I referred to “nurture” classes in a school in my constituency, which bring together and look after children with educational challenges in a big school. That is in the education system in Northern Ireland, of course, but I know the Minister always makes contact with the Education Authority there. As I said earlier, different regions have ideas that may be helpful elsewhere, so will the Minister consider that?

[Catherine McKinnell]

I thank the hon. Gentleman and I will take that away, because we are open to examples of good practice and ideas for reform that can be rolled out and used in other settings. We do not want the SEND system to work only in pockets; it must work everywhere and we must have a reformed system across the board.

[Luke Murphy]

Will the Minister give way?

[Catherine McKinnell]

I am glad that my hon. Friend has intervened, because it reminds me that I have still not answered a couple of his questions—I will come to them.

[Luke Murphy]

The Minister talked eloquently about how the Government intend to work with councils, providers and others on the reform of the system. How can parents like those I represent in Basingstoke and those represented by other hon. Members present inform and provide input into the future review and reform? Their experience and expertise would be incredibly useful.

[Catherine McKinnell]

My hon. Friend makes an important point, which the hon. Member for North West Norfolk also made. We are clear that the Government cannot deliver this work alone; it must be delivered with partners who are serving children in the community and in partnership with the families who we know are crying out for change. We are keen to consult and engage, and that must be done on as localised a basis as possible to get a real sense of the challenges in different areas. There are many common themes across the country, but there will be issues in particular areas that need to be addressed. I will take that point away and consider it.

Regarding the questions about education, health and care plans, figures released by the Department in September clearly show that children with special educational needs and disabilities are not having their needs addressed and are waiting far too long for action from a system that is currently creaking at the seams. Without further improvements, it is clear that it will just deteriorate further because a growing number of families need support. We know that local authorities have been affected by an increased demand for education, health and care plans, and that their workforce capacity to meet the demand has also been affected. A more efficient and effective service delivery, alongside communication with schools and families, is therefore central to improving the situation.

From this year, we are investing £21 million to train 400 more educational psychologists to support workforce capacity in local authority services, including for the delivery of statutory assessments. We will work as quickly as possible to ensure that there is more effective early identification, because, as I have already said, it is important to provide training to early educators so that we can identify the challenges that a child might face early in their life.

We will continue to monitor and work closely with any local authorities that have issues with their education, health and care plan timelines. Where we have concerns about a local authority’s capacity to make improvements, we will work with it to identify the barriers and to put in place effective recovery plans, which includes securing specialist SEND adviser support to help to identify the barriers to ECHP process timeliness and put in place plans for recovery.

There were questions about private schools and the VAT change. Private schools can provide choice, high-quality education, economic benefit and public benefit through partnerships, but most parents cannot choose private schools. We need to improve the provision for the 93% of pupils who are at state-funded schools—that is our focus. Parents who use private schools can pay to support that process by paying the VAT that would apply to other optional services. Ending the tax breaks that private schools currently enjoy will raise revenue to improve public services, including through the provision of 6,500 new teachers in our state-funded schools. Children whose place at a private school has been commissioned by a local authority—for example, under an education, health and care plan—will not be affected by the VAT change.

I absolutely acknowledge the hardship that too many families face when they try to secure the right support for their child with special educational needs and disabilities. I am determined that the situation will change, so I conclude by thanking all those working across the education, health and care systems in the interests of our children and young people with special educational needs and disabilities, both in Hampshire and across the country. We need to deliver the very best for all our children and young people, including children with special educational needs and disabilities, and the Government are determined to do that.

Special Educational Needs and Disabilities

Catherine McKinnell Excerpts

Thursday 24th October 2024 Commons Chamber

[Munira Wilson (Twickenham) (LD)]

(Urgent Question): To ask the Secretary of State for Education if she will make a statement on support for children and young people with special educational needs and disabilities.

[The Minister for School Standards (Catherine McKinnell)]

Every child deserves the opportunity to achieve and thrive, but at the moment far from every child is being given that chance. Today’s report from the National Audit Office is, sadly, bang on the money: the system has totally lost the confidence of families. Families and children with special educational needs are being failed, on every measure, and even shadow Ministers have admitted that they should hang their heads in shame at the failure to support them.

Our promise to families is that we are absolutely committed to regaining parents’ confidence in the special educational needs and disabilities system, but that will be a huge and complex reform. There is no magic wand and no quick fix, so we continue to ask for patience as we work as quickly as we can to make the changes that I know families are crying out for.

There is light at the end of the tunnel. Today we have published independently commissioned insight that suggests that if the system were extensively improved through early intervention and better resourcing in mainstream schools, the needs of tens of thousands more children and young people could be met without an education, health and care plan, and in a mainstream setting rather than a specialist placement. That can pave the way for a sustainable system in which schools cater for all children, and special schools cater only for those with the most complex needs.

Our plans include strengthening accountability for mainstream settings to be inclusive, for instance through Ofsted, and helping the mainstream workforce to have SEND expertise. It is clear that we need to work with the teachers, parents, children, therapists and councils who, for so long, have been trying but have been set up to fail by a broken system. This work forms part of the Government’s opportunity mission, which will break the unfair link between background and opportunity and will start by giving every child, including children with special educational needs and disabilities, the best start in life.

[Munira Wilson]

Thank you, Mr Speaker, for granting this urgent question.

Today’s National Audit Office report confirms what parents, carers, children and young people across the country have been telling us for years: that our system to support those with special educational needs and disabilities is in crisis and on the brink. The last Conservative Government’s abject failure to tackle the systemic problems facing SEND provision has been laid bare for all to see. With half of children waiting longer than the statutory 20 weeks for an education, health and care plan, with outcomes not improving, with special schools over capacity and, damningly, with the Department for Education not knowing how much capacity is required to meet future need, we are failing our most vulnerable children. Shockingly, 43% of councils are at risk of bankruptcy, given the deficits that they are racking up in their high- needs budget.

This is a nationwide issue. Colleagues on both sides of the House have, like me, been inundated with casework from concerned and often desperate parents who just want to know that their children will receive the support they need without waiting for months or years. The report makes clear the urgent need for whole-system reform, with joined-up thinking across local and national Government, the NHS and schools.

Will the Minister please give us a clear timeline for the full reform called for by the NAO? Will she consider Liberal Democrat proposals for a new national body for SEND to support children with the most complex needs to tackle the postcode lottery? What steps is she taking to incentivise early intervention, including training specialists for assessments and reducing the contributions that schools have to make before they can apply for an EHCP? What is she doing to speed up the building of state special schools, given that local authorities are spending a staggering £2 billion on independent special schools? Is she pressing the Chancellor for an urgent cash injection in next week’s Budget so that we can start cleaning up this mess?

[Catherine McKinnell]

I thank the hon. Lady for raising the issue and bringing it to the House. She is absolutely right to draw attention to the National Audit Office report and its damning indictment of a system that has lost the confidence of families and is failing children with special educational needs and disabilities. She rightly calls for the system to be reformed. That is what this Government are absolutely focused on and determined to do.

One of the first differences that we made on coming into office was moving the special educational needs and disabilities remit within the schools sector. Our vision is one of mainstream inclusive education for all children who would benefit from it, while having specialist schools where we know that children with the most complex needs can have those needs met. That is not being delivered, and for far too many families it is not the reality. It is a reality that we urgently need to see, not only to address the local authority deficits to which the hon. Lady rightly refers, but to create better outcomes for children.

At the moment, the system costs the Treasury a significant amount. The hon. Lady tempts me into anticipating next week’s Budget statement or making announcements ahead of it, which she knows I cannot, but she is right to identify that the system costs an increasing amount but is not delivering the outcomes that children deserve and families want.

We are absolutely determined to reform the system. We are working at pace. All the changes that we have made since coming into office are to that end. We have launched the curriculum and assessment review, which will support a broad and inclusive education for all children. We have made changes to Ofsted; those changes are continuing at pace to ensure that the system takes into account the whole school life and journey. That includes creating an inclusive environment for children with special educational needs.

Most of all, we are determined to restore parents’ trust that, in our education system, if their child has special educational needs they will be identified early— we know that early identification is key—and supported. We are continuing to support early language and speech intervention and to prioritise the roll-out of special educational needs training for the early years workforce to ensure that children’s needs can be identified at the earliest point. We are expanding our childcare system to ensure that more children can get into settings as early as possible, so any needs can be identified and so we can rebuild the public’s trust that every child in our state sector will get the opportunity of a fantastic education, regardless of any additional special educational needs or disabilities.

[Mr Speaker]

I call the Chair of the Select Committee on Education.

[Mr Speaker]

Order. Can Members please all look to the Chair? You are speaking to me, not the Minister. Look to the Chair, so I can hear, and then I can help. Minister, you can be a good example for everybody.

[Catherine McKinnell]

I welcome my hon. Friend to her position as Chair of the Education Committee, which I know will undertake vital work scrutinising the Government’s approach on this issue and on many others.

We know that wider change is needed, which is why we have started to make improvements as quickly as possible. The changes that I outlined to the hon. Member for Twickenham (Munira Wilson) amount to a whole-system change to ensure that the inclusive mainstream education that the National Audit Office has identified will provide the education that many children deserve but are not currently receiving. However, it will take time, and we will not be making promises that we cannot keep. There are some things that we can move on very quickly, but there are others that will take time to show. The change that the NAO report highlights as being desperately needed will take time, so we ask for patience while we make these incredibly urgent changes.

[Mr Speaker]

I call the shadow Minister.

[James Wild (North West Norfolk) (Con)]

I am grateful to the hon. Member for Twickenham (Munira Wilson) for securing this urgent question.

The Opposition welcome the NAO report. Every hon. Member will regularly be dealing with constituents’ SEND cases. The growing demand is why we put major increases in funding in place to ensure that children get the support they need. The last Government worked with the sector on comprehensive reforms, but since the election we have heard very little from this Government about their plans for reform. We look for more clarity, and we certainly support greater inclusivity. With too much variation in the system and parents often having to battle for support, do the Government plan to continue with the Conservatives’ national standards and bring forward a standardised approach to EHCPs?

More than 100,000 pupils with special educational needs are educated at independent schools without EHCPs. How does the Minister think hitting those pupils with a 20% education tax, with more pupils moving into the state sector as a result, will help pressures on schools? What assessment has she made of the increase in EHCP applications that that will generate, putting further burdens on local authorities? Can she confirm that the axe that the Education Secretary is holding above free schools does not apply to free special schools? Finally, council budgets are under huge pressure, so is the Minister making the argument to the Treasury to extend the statutory override beyond March 2026 or not?

[Catherine McKinnell]

As I have said, one of the first acts of the Education Secretary was to reorganise the Department to make sure that the SEND team sits within our school team and is not separate from it. That speaks to the vision that we have for reform: a vision for our whole education system, to create the inclusive mainstream education that we know will provide the best opportunities for the maximum number of children and, as far as possible, keep children with special educational needs and disabilities within the mainstream system with their friends. That is why we have launched the curriculum assessment review.

We need to look closely at the key challenges to attainment for young people and the barriers holding them back from accessing the current mainstream education system. We are working with Ofsted to introduce report cards to look at how inclusion can be reflected as part of how schools are monitored by Ofsted. We are also increasing training for early years providers. We have extended the Nuffield early language intervention programme to make sure that no child’s needs are missed out and that every child can find their voice. We have been very clear: full reform will take time, but nothing is off the table to make sure that every child with SEND can achieve and thrive in mainstream schools. We have also started legislative change: the children’s wellbeing Bill will be introduced in the coming months.

The shadow Minister made a point about private schools. Ending tax breaks on private schools will help to raise the revenue to fund our educational priorities for next year, including recruiting 6,500 new teachers. As he knows, the Treasury is consulting on plans to enable those changes to come into force in January and on how to design those plans to make sure that no child with special educational needs on an education, health and care plan will be adversely affected.

On the question of free schools, the review announced this week relates only to mainstream free schools. We are starting a process with local authorities and trusts with the mainstream schools that are in scope, with a strong focus on assessing that need to make sure that school places are in the local area, where they should be, and that they align with our vision for mainstream inclusive education for every child who needs it.

[Dame Meg Hillier (Hackney South and Shoreditch) (Lab/Co-op)]

Nearly 5% of children in Hackney have an EHCP—and that is not accounting for others who have special educational needs. With schools closing, we have an opportunity to create alternative provision. The other week, one poor headteacher told me that more than a third of her reception class has special educational needs, most of which were not identified before the children started school. Clearly, there is a need for a different vision. Will my hon. Friend meet me and people from Hackney—or even visit Hackney—to see what we can do with spare school spaces to motor this change forward in Hackney, faster than is possible nationally?

[Catherine McKinnell]

I thank my hon. Friend for her question. She rightly identifies the need to ensure that we have the right school places for children whose needs are currently not being met in the most productive way possible. We are open to meeting hon. Members to discuss where in their constituencies this can best be achieved. I would be happy to meet my hon. Friend to discuss this further.

[Ben Obese-Jecty (Huntingdon) (Con)]

Cambridgeshire county council is failing to meet the conditions of the dedicated school grants safety valve agreement, with only 5% of EHCPs being granted within the 20-week timeframe; the average in England is 49%. Families in my constituency face huge challenges in ensuring that their children’s education is not disrupted or negatively impacted. How do the Government plan to address these unacceptable delays?

[Catherine McKinnell]

The hon. Member is right to identify those challenges. In its analysis, published today, the National Audit Office said that the current system was not working and not serving the needs of children and their families in the way that it should. We are moving at pace to review the system in a wholesale way, and the changes that I have outlined will support that. In addition, we will legislate to ensure that local authorities can plan properly for places and admissions in their areas. We want every state school, regardless of how they were established, to co-operate in ensuring that places are there for the children who need them. I have outlined a whole range of changes that will seek to address the problem that he mentioned.

[Grahame Morris (Easington) (Lab)]

I am in no doubt that the Labour Government have a terrible inheritance on SEND provision, but children in my constituency of Easington who rely on services provided by the Tees, Esk and Wear Valleys NHS Foundation Trust face unreasonably long waiting times. Incredibly, they have to wait up to five years for assessments for autism, attention deficit hyperactivity disorder and other related conditions. What steps is the Minister taking to reduce those unacceptably long waiting lists, and support both children and their families during these lengthy waits for assessments?

[Catherine McKinnell]

I thank my hon. Friend for his question. I reiterate that the Government have inherited a terrible legacy, not only on special educational needs and disabilities, but on our public spending and the state of our public services overall. The example he raises is good, as it highlights the importance of working across Government to resolve issues and help the families who need support. Whether that is done through the education system, which my Department is responsible for, or through the health service, we need to work collaboratively across Government to address the huge backlogs that far too many people face in getting the support that they need. I can assure him that that is a priority for us.

[Alison Bennett (Mid Sussex) (LD)]

In the past two weeks, I have met two families whose children are suicidal, one of whom is nine years old. The other one was committed to a secure unit for most of 2023. The cause of their suicidal thoughts was their educational needs not being met by the education system. Neither of those children have EHCPs. Conservative-controlled West Sussex county council is completing only 9.4% of EHCPs within 20 weeks. One block is the lack of educational psychologists. Does the Minister agree that increasing the supply of educational psychologists is essential?

[Catherine McKinnell]

I am so sorry to hear about the cases the hon. Lady raises. She highlights very well the huge challenge that we face in addressing needs—in ensuring that we have not only the inclusive mainstream education system that every child should feel they belong in, and that provides the education they need, but the mental health support that we know is sadly lacking. The waiting lists are too long for far too many children and families. We are prioritising investment to ensure mental health support and educational psychologists are available in schools, because we know how important it is to get the right support in place to help the families and individuals affected, and to enable schools to address these needs.

[Rosie Wrighting (Kettering) (Lab)]

After today’s shocking report, does the Minister agree with me that we need to rebuild the SEND system from the ground up?

[Catherine McKinnell]

My hon. Friend is absolutely right. This change needs to be delivered in conjunction with teachers, families, councils, educational psychologists and the health sector. We need to work together to ensure support is available at every stage. The system needs reform and significant change. We cannot carry on as we are with this “lose, lose, lose” system, which is letting down far too many families.

[Alicia Kearns (Rutland and Stamford) (Con)]

Are the Government surging support to local authorities to help them process and complete EHCPs within the statutory timeframes? My communities are seeing a significant increase in applications because of the decision to impose VAT on independent schools. I have three SEND schools—[Interruption.] Government Members may shout, but that is the reality my councils face. I am asking for urgent support for those councils that have to deal with these increased numbers.

[Catherine McKinnell]

We have been clear about our manifesto commitment and our approach in Government. Our priority is to ensure that we have the investment in our schools that we need in order to ensure that every child has the teaching and the school experience that they deserve. We know that councils are facing significant challenges processing applications and delivering for children with special educational needs after 14 years of a system that has let down families and children, and which the former Secretary of State for Education herself described as “lose, lose, lose.” This is the legacy we are dealing with and the mess we are clearing up, but we are determined to do that for families and children who we know deserve better.

[Mr Mark Sewards (Leeds South West and Morley) (Lab)]

Sadly, today’s report confirms what many parents in my constituency of Leeds South West and Morley have been telling me since long before the election: the SEND system in this country is failing. As a secondary school maths teacher, I know all too well that SEND provision is not up to scratch. I have seen at first hand that, after 14 years of negligence by the Conservative party, parents and children have lost hope of ever seeing an improvement in the system, following the SEND crisis. Does the Minister agree that although there is no silver bullet, we must improve the SEND system and give people hope that it will improve?

[Mr Speaker]

Order. This urgent question will run until about 11.30 am, so if I am to get everyone in, we will have to speed up the questions and answers. I want to take as many questions as possible, as this is a very important subject to all of us.

[Catherine McKinnell]

Thank you, Mr Speaker. It is understandable that a huge number of hon. Members want to ask questions on this subject. We have inherited an appalling legacy of failure on this front. We have prioritised the issue and we are determined to fix it, but that will take time, as hon. Members have recognised, but we are moving at pace to fix the broken system.

[Ellie Chowns (North Herefordshire) (Green)]

Parents and teachers in North Herefordshire tell me how concerned they are that special educational needs funding has stagnated for the last 10 years, while needs have increased. I visited Westfield school in my constituency, which is in desperate need of capital investment. It was allocated funding under the school rebuilding programme, but the implementation of that programme has been very slow. Can the Minister assure me that she remains committed to the programme, that it is on track, and that she will amend the way that the funding system works to incentivise mainstream inclusion?

[Catherine McKinnell]

On the hon. Lady’s final question, I can assure her that we are determined to prioritise mainstream inclusion, and to ensure that schools are supported. We will have the framework in place to encourage, incentivise and support schools to do what we know will create the best outcomes for the vast majority of children in this country: inclusion in a mainstream system where they can thrive.

[Amanda Martin (Portsmouth North) (Lab)]

Given today’s report, and the shocking and devastating impact that the reality has on children, young people and their families, what message does the Minister have for the children and young people with SEND and their families in Portsmouth North?

[Catherine McKinnell]

We recognise how challenging this situation is for families who are not getting the support they need for special education needs or disabilities. We know that the system is broken—the National Audit Office report lays it out bare. We are determined to fix this; that is the message that I want to send.

[Mr Richard Holden (Basildon and Billericay) (Con)]

Within five months of entering office, this Government will introduce VAT on independent schools, with all the impact that may have on the state sector. How long will we have to wait for an actual plan for SEND children, rather than just political posturing around VAT?

[Catherine McKinnell]

The changes that we have set out and are determined to make all aim to improve the situation that we have inherited, after 14 years of neglect and decline under the previous Government. I have set out at length all the changes that we seek to make through legislation—and the changes we have already made—to our education system to ensure an inclusive mainstream, and high and rising standards and opportunities for all.

[Darren Paffey (Southampton Itchen) (Lab)]

Today’s report is damning but not surprising. It is an indictment of the former Government and their 14 years of failure. Even today, they shamelessly deflect and gaslight the very families whom they have failed. Independent SEND provision is growing in Southampton Itchen and across the country. Those places are needed, but councils are left at the mercy of market price and—often, when it comes to residential care—venture capitalists. That is wrong. Does the Minister agree that as part of whole-system reform we must return to basics, and that profiteering from SEND is the wrong approach? Will she meet me and my constituents to hear what they want from this whole-system reform?

[Catherine McKinnell]

My hon. Friend raises an important challenge that we are determined to address. We want mainstream inclusive education in our state school system, which every child should have access to and thrive in. However, we need specialist places for children with complex needs when that is the only place where their needs can be met, and a system that not only best serves the needs of children but is sustainable. I will take away his comments, and that will be part of our thinking as we go ahead.

[Sarah Green (Chesham and Amersham) (LD)]

Other Members have asked about educational psychologists. There is a real shortage right now. Are the Government considering enabling other professionals to undertake some of the assessments to help unblock the waiting lists?

[Catherine McKinnell]

I thank the hon. Lady for the constructive way in which she put her question. I will take it away, and consider how it would fit into our broader plans to ensure that we have an education system that can meet the needs of children in terms of both their educational requirements and their mental health, special educational needs and disability requirements, within a broader health system that can meet those needs as well.

[Alex McIntyre (Gloucester) (Lab)]

Far too many families in my constituency have come to me in tears, not just at the lack of support for their children with SEND but at a system that seems set up to stop them getting that support. How many appeals are successful because they should have got through the first time around? People feel they are being let down by the system, so will the Minister please ensure that our reformed system will not make families have to fight to get the support that their children so desperately need?

[Catherine McKinnell]

My hon. Friend is right: the system is letting down families and children, and creating a situation where not only are educational outcomes impacted by the poor response but too many families’ lives are affected by trying to deal with the system. That is why we are determined to reform it. The evidence shows very clearly that inclusive mainstream schools that meet demand will reduce the need for education, health and care plans, and the need for families to go through the process in the first place.

[Bradley Thomas (Bromsgrove) (Con)]

What additional resources will the Government provide to Worcestershire county council, given what will undoubtedly be the profound and devastating impact of the Government’s education tax?

[Catherine McKinnell]

The changes that we are looking to make to remove the exemptions for private schools will be used to fund more teachers in our state sector and create the inclusive mainstream education that we know every child deserves.

[Ben Goldsborough (South Norfolk) (Lab)]

SEND provision in Conservative-run Norfolk has collapsed after years of adversarial mismanagement by the county council. I welcome the steps that my hon. Friend has taken so far. Will she commit to recognising the value of co-production to ensure that SEND family voices are valued and money is spent wisely?

[Catherine McKinnell]

We are very clear that this reform is a journey that we want to go on with all those who support our children and families, whether that is teachers, school staff more broadly, education professionals, health professionals or local authorities. Everybody wants this to work better, and we need to work together to achieve it.

[Claire Young (Thornbury and Yate) (LD)]

Data for autumn 2023 and spring 2024 shows that more than a third of children with an EHC plan were persistently absent—more than double the rate for pupils without identified SEND. Persistent absence is a very complex issue, and a multi-faceted approach is needed to tackle the problem. In the light of this damning report from the National Audit Office, does the Minister agree that we cannot have parents facing prosecution for the failings of the system? How will she work across Government to ensure that parents of children with SEND can be sure that their children will get the support that they need to attend school safely and receive the education that they deserve?

[Catherine McKinnell]

The Government have inherited an absence epidemic in this country. Last year, one in five children were persistently absent from school, missing a day every fortnight or more. We know that strong foundations are rooted in attendance at school. Children cannot receive an outstanding education that unlocks opportunities if they are not in school. I recognise the challenge that the hon. Lady has set out. It is important that we work together to create an inclusive mainstream education system that every child wants to attend and feels they belong to, so that those opportunities are unlocked for them, as they should be for every child in this country.

[Lola McEvoy (Darlington) (Lab)]

I thank the Minister for her statement on this damning report on SEND. Last week, the Minister and the Secretary of State visited my constituency. We went to Mount Pleasant Primary, a shining example of inclusive mainstream SEND provision in the state sector. Does the Minister agree with me and the teachers there that children with physical conditions and disabilities could be referred for an EHCP by their GP much earlier, so that they arrive at school with everything they need in place, ready to excel in their education?

[Catherine McKinnell]

The visit to that school in my hon. Friend’s constituency was wonderful. The school is one of many examples of the provision of inclusive mainstream education. We need such provision to be in schools in every community and available to every child. She rightly recognises the challenges of co-ordinating between health services and education provision, and the vital importance of those systems working together to achieve outcomes for children. I will certainly take away her specific suggestion and share it with my colleagues in the Department for Health and Social Care.

[Nick Timothy (West Suffolk) (Con)]

Parents in my constituency are not interested in what the Minister thinks about the Conservative party. They may recall that EHCPs were introduced under the coalition Government. They want us to work together to make things better. We all know that a problem with EHCPs has led to a tripling of costs for county councils. In the Westminster Hall debate that the Minister took part in with me recently, she was much more constructive than she is being today, and I would like to believe that that is the approach that she wants to take to these issues. Does she have a timescale for the reform of EHCPs?

[Catherine McKinnell]

I appreciate the hon. Gentleman’s comments, and I will always work cross-party with colleagues to achieve the best for all children in this country, but levelling the blame for the current situation at a Government only five months old cannot be accepted; the inheritance that we have taken on cannot be underestimated. We will continue to work on putting right what has been failing for the past 14 years, and the Department for Education is moving at pace on work to that end. We will make specific suggestions for legislative changes, and for any other necessary systemic changes, in due course.

[Laura Kyrke-Smith (Aylesbury) (Lab)]

Many concerned parents wrote to me at the start of term because they had finally been given a school place for their children with special educational needs but had no transport to get their child to and from school. Will the Minister reassure my constituents that we will take measures to ensure that every child with special educational needs has a reliable and safe means of getting to and from school?

[Catherine McKinnell]

Transport to school is the responsibility of the local authority, and families need to work with their local authorities to ensure that they are not disadvantaged in getting their children to school by transport. I appreciate that that is a challenge— our transport system, too, is in crisis after 14 years of Conservative Government—but we will continue to work across Government to ensure that all our public services meet the needs of families. In the interim, my hon. Friend’s constituents should work with the local authority to ensure that they get the transport they require for their children’s educational needs.

[Calum Miller (Bicester and Woodstock) (LD)]

Zak is nine years old. He is one of dozens of children in my constituency who have been failed by the SEND system. Zak was traumatised by his experience in an inappropriate school setting, causing his learning to regress and both his parents to stop work. Oxfordshire county council has an accumulated high needs deficit of £56 million because of inadequate funding, which has failed families such as Zak’s. Has the Minister pressed the Treasury to increase that funding and maintain the statutory override in next week’s Budget?

[Catherine McKinnell]

The hon. Gentleman tempts me into commentary on next week’s Budget, in which I cannot indulge him.

[Ms Julie Minns (Carlisle) (Lab)]

I speak both as a parent whose child was badly failed in SEND provision under the last Government, and as an MP whose surgeries have been visited on every single occasion by a parent who is struggling not just to get an EHCP but to get from a school the flexibility that matches their child’s need. I say respectfully to Opposition Members—including the shadow Secretary of State, the right hon. Member for East Hampshire (Damian Hinds)—that until and unless you have walked in my shoes and the shoes of your constituents, you should show a little humility and decorum in how you respond on this issue. In the review, will the Minister encourage schools to be more flexible in their SEND provision for children who need it?

[Mr Speaker]

Order. I remind Members that when they say “you”, they mean me—and I do not want responsibility.

[Catherine McKinnell]

My hon. Friend speaks with great passion and compassion on behalf of her constituents, and I agree with everything that she says. I reiterate that what she outlines is the epitome of what we are seeking to achieve on inclusive mainstream education, so that it can meet the needs of the vast majority of children with special educational needs and disabilities in our country.

[Bob Blackman (Harrow East) (Con)]

Children with special educational needs in Harrow face long journeys to get to the schools they need in order to deal with their problems, something that the previous Government recognised. The three MPs in the area, on a cross-party basis, the council and all the headteachers agreed that there was the need for a new special educational needs school in Harrow. The site has been acquired, but since the general election everything has gone quiet. I do not expect the Minister to give an update here and now, but will she undertake to review the position and come back to the three MPs and the council to ensure that we provide that school for the benefit of the children of Harrow?

[Catherine McKinnell]

The hon. Gentleman is absolutely right to identify the current significant transport requirement to meet the needs of children. Obviously, the way that we wish to address that is to ensure that there is inclusive mainstream education available in every community for every child, and we are working at pace to achieve that. The special school is under review and we will report back as soon as possible.

[Mike Amesbury (Runcorn and Helsby) (Lab)]

What more can the Minister do, working with her ministerial colleagues, to ensure that integrated care boards such as those in Cheshire and Warrington meet their part of the statutory obligation of 20 weeks for EHCPs?

[Catherine McKinnell]

My hon. Friend is right to highlight the need for the Department for Education, the Department of Health and Social Care, and all those working to provide the services that children and families rely on, to work together to achieve that statutory obligation. I will take his question away and feed it back to my colleagues in the Health Department.

[Vikki Slade (Mid Dorset and North Poole) (LD)]

I would like to raise the issue of children being off-rolled and put into alternative provision. I speak as not only an MP but a parent who this has happened to, and I have a constituency meeting on Saturday where it is the subject. Is the Minister aware that children who are put in alternative provision are entitled only to 15 hours a week of education? There is absolutely no way they can recover and go on to achieve properly on 15 hours a week. I ask the Minister to consider how that fits with the new curriculum plan.

[Catherine McKinnell]

We are looking at the system in the round, which includes ensuring that we have inclusive mainstream education, and making sure that schools are required to work with local authorities on admissions and off-rolling, so that there is the provision within communities that children rely on. Where special schools or alternative provision is required, it is important to ensure there is an opportunity to break down the barriers for young people. Ideally, the vast majority of children can go back into the mainstream system as part of that inclusive provision. I will take away the hon. Member’s specific query. It is an issue we are looking at as part of the wider system.

[Sarah Coombes (West Bromwich) (Lab)]

I know from speaking to families in Oldbury, Oakham and other parts of my constituency, just what a SEND crisis the last Government left us with. Even when children finally get their EHCPs, parents still feel as if they are having to fight for every bit of support that they need. We cannot fix that overnight, but can the Minister set out what steps she is taking to give families in Sandwell some hope that things will change?

--- Later in debate ---

[Catherine McKinnell]

Although the urgent question today has come about because of a damning report from the National Audit Office, which lays bare the huge challenge we face in this area, my main purpose in responding—an opportunity I am grateful for—is to restore hope for families: it is a priority for this Government and we are determined to fix it. That should give hope to the constituents whom my hon. Friend serves.

[Martin Vickers (Brigg and Immingham) (Con)]

On a recent visit to a school in my constituency, it was put to me that not all schools fully participate in dealing with special needs children, and my casework over the years substantiates that. What efforts is the Minister making to ensure that all schools participate fully?

[Catherine McKinnell]

The hon. Gentleman is right to identify that all schools are part of solving this huge challenge that far too many children and families face. That is why we have made changes to how Ofsted assesses schools, changes that are still in progress; it is why we are carrying out the curriculum and assessment review and looking at attendance measures; and it is why we are looking at local authority co-operation with schools, to make sure that all schools within a local area can work together to ensure that inclusive mainstream education is available for all.

[Sam Rushworth (Bishop Auckland) (Lab)]

A mother in my constituency came to see me. Her son has been off-rolled from mainstream primary school, which she would like him to attend, and offered only a distant special school that is entirely inappropriate for his needs. She would like to know why Durham county council is prepared to spend £30,000 a year on transport for her son to attend a school that she does not feel is appropriate for him, but will not spend the same amount on a classroom assistant who could help him to be in mainstream school. That is happening under rules introduced by the previous Government. Will the Minister meet me to discuss this?

[Catherine McKinnell]

I would be happy to meet my hon. Friend. He has outlined just one example of how the system is broken and needs to be fixed.

[Jess Brown-Fuller (Chichester) (LD)]

Parents and children in Chichester have lost confidence in the SEND system, with families effectively pitted against each other and against Conservative-led West Sussex county council, which this year delivered only 10% of its EHCPs within the 20-week statutory framework. Does the Minister agree that is unacceptable, and will she meet me and other West Sussex MPs to discuss this specific issue that West Sussex county council seems to have?

[Catherine McKinnell]

The hon. Lady has outlined how the system is broken. We know it is broken. We want to fix it, and I am happy to work with colleagues across the House in order to do so, so I would be happy to meet her, as she suggests.

[Debbie Abrahams (Oldham East and Saddleworth) (Lab)]

This damning report will come as no surprise to too many families across Oldham and Saddleworth. Given that there is a difference of nearly 20% between SEND children being in education and training and non-SEND children, what are we doing to ensure that SEND provision and support is available in foundation apprenticeships?

[Catherine McKinnell]

My hon. Friend highlights the fact that not only is the system creating stress and failing far too many children and families, but it is not creating the outcomes that we want to see for every child, including those with special educational needs and disabilities. I will raise the important point she has made with my colleague in the Department of Health who has responsibility for apprenticeships.

[Gregory Stafford (Farnham and Bordon) (Con)]

On Friday afternoon, alongside my right hon. Friends the Members for East Hampshire (Damian Hinds) and for Godalming and Ash (Jeremy Hunt), I arranged a meeting with parents, governors and teachers at independent schools. They were unanimous that imposing an education tax partway through an academic year will have disastrous impacts on the education of every child, but especially those with special educational needs. What assessment has the Minister made of the impact of Labour’s education tax on the caseload of EHCPs, and on the capacity of local authorities such as Surrey and Hampshire to meet them?

[Catherine McKinnell]

The Treasury will produce its impact assessment as part of the normal course of implementing new taxation, and the hon. Gentleman can refer to that assessment once it is published.

[Rachel Blake (Cities of London and Westminster) (Lab/Co-op)]

I have been working with parents of children with SEND for a number of months now. They talk to me about their children’s experiences in mainstream schools and the fact that the support has not been what it should be, even though they are looking for an inclusive education for their children. Can the Minister outline what support mainstream schools might need in the near future in order to provide that truly inclusive education to so many children who have been let down?

[Catherine McKinnell]

My hon. Friend raises an important point: it is right that we require schools to provide inclusive mainstream education, and that we put in place the work- force, the training, and all the support that is necessary for that to be delivered. That is why one of our priorities is to have 6,500 more teachers within our teaching system, to ensure we have the specialist teachers that every child should have. We are looking at training; additional training support for special educational needs and disabilities has already been rolled out for the early years, and we want to ensure all schools have access to high-quality training that supports them to meet that need.

[Tessa Munt (Wells and Mendip Hills) (LD)]

Demand for EHCPs for children in Somerset has tripled in six years, and the county’s SEND budget is forecast to be in deficit by £290 million in the next five years. Previously, Somerset spent, on average, £22,000 per child with an EHCP, but now that is £18,000. So this is not about overspending; it is about the increasing number of children needing help. As a start, could the Minister look at the current legislation, which lacks clear definitions of which children should be assessed or funded? This ambiguity, especially post covid, has led to a huge and rapid increase in the number of children needing support.

--- Later in debate ---

[Catherine McKinnell]

The hon. Lady raises an important point. We will be looking at the system as a whole, and at any legislation that needs to be amended or brought in to achieve our vision for an inclusive mainstem education that not only provides education for all children regardless of their special educational needs and disabilities, but provides specialist places for those with the most complex needs that cannot be met within mainstream education. We know the evidence shows that, where those needs are being met within the inclusive mainstream education system, the need for EHCPs is significantly reduced.

[Melanie Onn (Great Grimsby and Cleethorpes) (Lab)]

Last year alone, my local authority of North East Lincolnshire spent £1.3 million sending 114 children out of area to special educational needs settings. Could the Minister reassure constituents across North East Lincolnshire and in my constituency of Great Grimsby and Cleethorpes that the actions she is taking will not only support local authorities and reduce these additional costs, but provide the kind of education their children need closer to home?

[Catherine McKinnell]

My hon. Friend sets out very well the vision that we are seeking to achieve for all children. The purpose of all the changes we are making in our education system is to ensure that inclusive mainstream education is available to all children and that there are specialist places for children with the most complex needs.

[Greg Smith (Mid Buckinghamshire) (Con)]

With more and more children requiring SEND provision, the scale of the challenge is undoubtedly large. The previous Conservative Government did offer a beacon of hope for children in Buckinghamshire, with the previous Secretary of State confirming funding for a new SEND school in the county. Can the Minister confirm whether those funds are still secure and whether Buckinghamshire will still get that new SEND school?

[Catherine McKinnell]

As the hon. Member is aware, we are looking at the whole system in the round to ensure that we have the inclusive mainstream provision that the vast majority of children will not only benefit from but do better in, and that we have specialist places where they are needed. We are working at pace to ensure that we have the right places for the children who need them as fast as possible.

[Gareth Snell (Stoke-on-Trent Central) (Lab/Co-op)]

I draw the House’s attention to my registered interest as a governor of a special educational needs school. The Minister has rightly pointed out the failure of the SEN system over many years, but it is important that we recognise the herculean effort made by teachers and support staff in schools, and it is not those individuals who have failed young people. Further to her answer to my hon. Friend the Member for South Norfolk (Ben Goldsborough), could the Minister outline how she will engage with representative bodies of teachers and support staff in schools to ensure that they are included in the rescue plan?

[Catherine McKinnell]

My hon. Friend is absolutely right. We in government cannot deliver any of the change we want to see; it will be delivered by the teachers, the support staff, the education professionals and the health professionals in our system. He is right to draw attention to their valiant efforts in a system that has been letting down them and the children and families they serve. We will be legislating to bring in the school support staff negotiating body to ensure that the support staff in our schools, who are the lifeblood of so much of what is provided to our children, have their voice as part of the national conversation.

[Sarah Dyke (Glastonbury and Somerton) (LD)]

Somerset has the third highest rate of school exclusions and the second highest rate of suspensions in England for children with SEND. Does the Minister agree with today’s National Audit Office report confirming that the Government must develop a whole-system approach, to ensure that the most vulnerable students in Glastonbury and Somerton get the education they deserve?

[Catherine McKinnell]

I absolutely agree with the National Audit Office. Although it is a damning report, we recognise much of what it says and are determined to fix it and put it right in the way the hon. Lady suggests.

[Andy MacNae (Rossendale and Darwen) (Lab)]

SEND is the single greatest issue facing schools in my constituency, and I have had far too many heartbreaking conversations with families who are not getting the support they need. Does my hon. Friend agree that supportive early intervention and diagnosis is the single most effective way of reducing this demand and ensuring better outcomes?

[Catherine McKinnell]

I absolutely agree with my hon. Friend. Early diagnosis and early intervention are known to significantly improve the opportunities and outcomes for children with special educational needs and disabilities, but one of the biggest challenges in this space is the battle that many families face with a system that is letting them down, and we are determined to change that.

[Clive Jones (Wokingham) (LD)]

Special needs education was underfunded by the previous Government, affecting many families in my constituency. I know that the Government have been left with a £22 billion hole in the country’s finances, but will the Minister ensure that there is an increase in funding for SEND education in the local government settlement at the end of this year?

[Catherine McKinnell]

I recognise the challenge that the hon. Gentleman raises. He tempts me into anticipating the Budget statement next week, but I will say that we recognise the challenges that many local authorities are facing and are alive to those concerns.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

The adversarial system has caused such damage and upset. Can the Minister confirm that she will look towards a system in which expectations are clear and co-produced, and will she also look at the funding formula more generally, because some places have far less high needs and direct funding for students than others even though they have to cover much greater distances?

[Catherine McKinnell]

My hon. Friend raises a number of issues and I fear we are running out of time to give them the response they deserve. I will be happy to respond in more detail in writing because she does raise some important issues that we are determined to address.

[Luke Taylor (Sutton and Cheam) (LD)]

Projections show a cumulative deficit of over £4 billion on educational balance sheets by 2026, and the override mechanism ending, which will allocate those deficits to county balance sheets. This is a pending disaster for local authorities, and the report suggests that it will push 43% into bankruptcy. The report’s conclusion is that the SEND system, if unreformed, is financially unsustainable, yet we have not heard meaningful plans for reform. Will the Minister take this opportunity to commit to the national body for SEND that was included in the Liberal Democrats manifesto, which will end the postcode lottery, ensure funding for higher needs students and address the urgent funding crisis for local government?

[Catherine McKinnell]

The hon. Gentleman is right that the NAO has identified that the system is currently unsustainable, and not only is it financially unsustainable but it is not sustainable for the children and their families that are being let down. The Government are determined to fix this and are working at pace to do so.

[Adam Thompson (Erewash) (Lab)]

A whole 10% of my constituency casework relates to SEND provision, so I recently issued a public letter to Conservative-led Derbyshire county council expressing my deep concern over the state of its provision as many affected families feel voiceless. What steps will the Government take to ensure that councils, including Derbyshire county council, actually fulfil their responsibilities to children and families?

[Catherine McKinnell]

Councils are at the forefront of seeking to meet the needs of children with special educational needs and disabilities and their families, and they are being let down by a system that is broken and that the NAO shows is completely unsustainable. So we will work at pace in government, working with teachers, parents, schools, school support staff, the health service and local authorities to ensure that children get the opportunities they deserve.

[Richard Foord (Honiton and Sidmouth) (LD)]

Devon county council projects an overspend on special educational needs of £38.5 million. That is explained partly by additional travel costs in rural areas such as mine in mid and east Devon. The last Conservative Government threatened that such an overspend would put at risk the so-called safety valve for Devon. How will the Minister help enable good-quality SEND support to be delivered closer to home?

[Catherine McKinnell]

The hon. Gentleman is right that the solution to many of these challenges is to create inclusive mainstream education in every community, so that every child can benefit from it and thrive.

[Andrew Cooper (Mid Cheshire) (Lab)]

Parents want the best for their children, schools want to deliver the best for their children and local authorities want to provide the best for their children, but the system sets everybody up to fail. It is adversarial instead of being person-centred, and it actively incentivises bad outcomes. I am pleased to hear the Minister say that we need to rebuild the system from the ground up, but does she agree that that needs to go hand in hand with rebuilding child and adolescent mental health services and improving the speed of diagnosis for autism and ADHD? Will she commit to working with my right hon. Friend the Secretary of State for Health and Social Care to help deliver that?

[Catherine McKinnell]

My hon. Friend makes the case very well. I agree that we need to work at pace to improve the mental health support available for young people, to improve the availability of educational psychologists and to work across government, including with colleagues in the Department of Health and Social Care, to ensure that we are unlocking opportunity for all.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister very much for her answers to the questions and for always trying to be helpful. Movilla high school in my constituency has increased its enrolments from 402 to 600 pupils. That is because staff have worked hard, but also because education authority support has enabled the school to extend the special provision for pupils with autism to include 10 and 11-year-olds. It has established two nurture classes in the mainstream. Does the Minister agree that additional funding to create SEND units within the mainstream for the pupils who need support is a way forward? Will she consider that suggestion to make lives better?

[Catherine McKinnell]

The hon. Gentleman is, as always, characteristically constructive in his contribution, and I thank him for that. I am more than happy to take away his suggestion and consider it as part of our wider reform of the system.

[Catherine Atkinson (Derby North) (Lab)]

There are more than 20 cases in my constituency of children with special educational needs and disabilities who are missing out on care and school placements, and I am meeting the council about them tomorrow. I thank the Minister for speaking with me this week about the concerns of families. Can we make it a priority to help local authorities to offer these children the best possible placements?

[Catherine McKinnell]

I wish my hon. Friend well in her meeting tomorrow. We know the challenges in the system, and they are laid bare in the National Audit Office report. There is no shortage of will right across the House to get this right and to put the system right. As we draw to the end of these questions, I must reiterate that it will take patience, because there is no quick fix to the situation we have inherited. However, we are determined to fix it, and we will do so on an ongoing basis and as quickly as possible.

[Dave Robertson (Lichfield) (Lab)]

Saxon Hill academy in my constituency does amazing work to support young people between the ages of two and 19 with physical disabilities and complex needs, but for many of the students, it is much more than a school. It is literally a home away from home, due to its sleepover club, which allows pupils to stay at the school overnight one night a week. The funding for that provision was extended for two years in December last year. Can the Minister assure me that as part of the Government’s SEND review, we will look at sustainable funding for such additional provision?

[Catherine McKinnell]

My hon. Friend raises an important point. We need to move to a more sustainable footing in the longer term and make sure that councils can plan ahead. That is something we are looking at.

[Emily Darlington (Milton Keynes Central) (Lab)]

An entire generation of Milton Keynes children with SEND needs has been let down by the previous Government. In addition, the cuts to local councils and schools have made the situation much worse, particularly in respect of high-level teaching assistants, who are crucial to ensuring early detection of and ongoing support for children with SEND in mainstream education. Will the Minister ensure that the school support staff who do that important work are included in this essential review to support children in Milton Keynes?

[Catherine McKinnell]

Absolutely. I am always very careful to say that we thank and applaud both the teachers in our schools and the incredible support staff, who not only support teachers in their role but ensure that every school can function and provide the opportunities that we know will enable all children to thrive.

[Mr Speaker]

That completes the urgent question, but let me say to all those in the Chamber that I think this is a very important issue. I do not think there is a constituency that is not affected by it. Thanks to the Minister and thanks for all the contributions, which are certainly on the record now.

Universities: Freedom of Speech

Catherine McKinnell Excerpts

Thursday 10th October 2024 Commons Chamber

[Damian Hinds (East Hampshire) (Con)]

(Urgent Question): To ask the Secretary of State if she will make a statement on freedom of speech in universities.

[The Minister for School Standards (Catherine McKinnell)]

It was a Labour Government who enshrined in law the right to freedom of expression, and it is a Labour Government who will again uphold freedom of speech and academic freedom on our university campuses—not through creating a culture war, but through working with academics, students and campaigners to get the legislation right.

The Secretary of State wrote to colleagues and made a written statement on 24 July 2024 on her decision to pause further commencement of the Higher Education (Freedom of Speech) Act 2023 in order to consider options. We have heard concerns from minority groups and others that that Act and its implementation may have unintended consequences and result in disproportionate burdens for universities and student unions. Many are concerned that it could push providers to overlook the safety and wellbeing of minority groups over fears of sanction and costly action.

I want to provide the House with reassurance that this Government believe that higher education must be a space for robust discussion that exposes both students and academics to challenging ideas. The decision to pause the Act was made precisely because of the importance of getting this legislation right. The Secretary of State indicated in her written statement that she would confirm her long-term plans for the Act “as soon as possible”. Since then, officials and Ministers have engaged with a wide range of stakeholders on the future of the Act. This includes representatives of higher education providers and academics, including those from the Committee for Academic Freedom, Academics for Academic Freedom and the London Universities’ Council for Academic Freedom. Those officials and Ministers will continue to engage with stakeholders before any final decision is made.

[Mr Speaker]

I call the shadow Secretary of State.

[Damian Hinds]

This evening, a Member of this House was due to speak at an event at Cambridge University. That event will not go ahead as planned because of safety concerns. It is absolutely not for us to question operational decision making, but it absolutely is for us to question this Government about legislation and the effects—direct, indirect and chilling—of the decisions they have made since coming to office.

Last year, the Higher Education (Freedom of Speech) Act became law. In the end, having attracted cross-party support after extensive working with students and academics, it passed all its stages in Parliament and received Royal Assent. That Act is about protecting free speech on campus, including for visiting speakers, and it is about academic freedom to challenge conventional wisdom and put forward unpopular and controversial opinions. However, in July this year, the new Secretary of State decided—without any parliamentary debate—not to commence that Act.

The Minister speaks about a wide range of stakeholders. Some 600 academics, including seven Nobel prize laureates, have written to the Secretary of State in support of the legislation. Does the Secretary of State really think that those academics would support that legislation if it was, as the Government put it, a Tory hate charter? Will she now agree to meet those academics, and will she please now do the right thing and commence the legislation that Parliament has passed?

[Catherine McKinnell]

This Government are absolutely committed to freedom of speech. The Secretary of State paused the further implementation of the Act to consider options and ensure we get the legislation right, and she will confirm as soon as possible the plans for the Act and long-term plans for the continuation of freedom of speech in higher education. The higher education sector, minority groups, and unions representing staff on campus have raised concerns about the Act, believing it to be disproportionate, burdensome and damaging to the welfare of students, and fear that sanctions could result in minority groups’ concerns being overlooked. MPs and peers raised a whole range of these concerns during the Bill’s passage. By stepping back from the legislation to reflect on which of the measures introduced are needed, the Government are taking a pragmatic approach to ensuring that higher education remains a space for constructive dialogue and a home for diverse opinions. It should not be a battleground for ideological clashes.

We are considering the next steps. I take on board the shadow Secretary of State’s request for the Secretary of State to meet those he mentioned. She has held a range of meetings with all groups that have concerns and want a say in how this consideration continues. I am sure that she will have further meetings and I will pass on his specific request.

[Graham Stringer (Blackley and Middleton South) (Lab)]

Universities and academic freedom are vital to the intellectual and economic health of this country. Free speech was mentioned in our manifesto earlier this year, but there was no mention of this particular decision, which was made 21 days after the Secretary of State took office. Sadly, I therefore find it difficult to support this decision, on that basis alone. Can the Minister tell me whether, when she talks about burdensome issues, she means the Chinese Government threatening to withdraw resources from our major universities, because I think that is at the bottom of the pressure that was unduly put on the Secretary of State?

[Catherine McKinnell]

I have heard my hon. Friend and recognise his point. However, I can absolutely reassure him that that was not a factor in making this decision. It is very much about ensuring that we take the time to consider options for the future of this Act and make sure that we get it right. It is because we believe in upholding freedom of expression and freedom of speech in our world-class higher education sector that we want to get this legislation right, and that is why we are considering the options. We will continue to listen to and meet all groups that have an interest in upholding freedom of speech. There are those who support measures in the Act and those who have concerns about measures in the Act. We will continue to consult and will report back on plans as soon as possible.

--- Later in debate ---

[Ian Sollom (St Neots and Mid Cambridgeshire) (LD)]

Freedom of speech is fundamentally about the freedom to inquire about and explore ideas, facts and data that are sometimes difficult and sometimes inconvenient, and it was the lack of facts and data, and even of much of an idea, that failed to convince the Liberal Democrats of the need for the Higher Education (Freedom of Speech) Act. It was not based on evidence and it was not proportionate, and the Government’s decision to halt its implementation is welcome. However, we should take legitimate concerns seriously, and we should not ignore those that exist within Jewish communities, including in universities. What work is the Minister undertaking to ensure that Jewish staff and students feel safe and welcome in our communities, especially in our universities?

[Catherine McKinnell]

I welcome the hon. Gentleman’s comments and recognise much within them. The rise in antisemitic abuse on higher education campuses is deeply concerning, and this Government take it extremely seriously. We regularly meet Universities UK to discuss what support universities are offering to Jewish students on campus and how they are tackling antisemitic abuse. We also regularly meet the Union of Jewish Students, the University Jewish Chaplaincy and the Community Security Trust, and we will continue to do so to make sure that we get this right.

[Adam Thompson (Erewash) (Lab)]

Can the Minister reflect on the dire inheritance in education, particularly in the higher education sector?

[Catherine McKinnell]

My hon. Friend raises an important point about the wider landscape and the challenges facing our higher education sector. Our universities are not just vital for upholding freedom of expression, freedom of speech, academic debate and rigour; they are also incredible seats of opportunity that must be unleashed up and down this country. We will continue to do everything we can to support economic growth, which we know is supported by higher education, and indeed by the whole of education. The Government are committed to that unleashing of opportunity.

[Sir John Whittingdale (Maldon) (Con)]

The Secretary of State has said that she wants to listen to different views and the Minister has talked about the number of meetings that have taken place, so will she commit to meeting the delegation of senior Jewish academics led by Professor David Abulafia, who has already written requesting such a meeting?

[Catherine McKinnell]

The right hon. Gentleman is absolutely right. We are absolutely committed to consulting with a wide range of interests in order to get this legislation right, and I will certainly pass on his request to the Minister with responsibility for higher education, who leads on this work.

[Mary Kelly Foy (City of Durham) (Lab)]

Does my hon. Friend agree that the real threat to academic freedom are cuts to academic subjects and job insecurity, two issues that the Conservative party ignored time and again when in government?

--- Later in debate ---

[Catherine McKinnell]

My hon. Friend raises an important point, and it goes back to what I said previously: this debate is very important. It is important that we have the right framework for freedom of expression and speech within our education system, and particularly that academic rigour that benefits from having the freedom to be challenged and to challenge views that should be heard and debated. She is also right that universities are the powerhouse to opportunity across the country, and we need to ensure that is unleashed in every part. I am a fellow north-east MP and we know how important our universities are in our region to unleashing that opportunity and we want to see that unleashed across the country.

[Sir Gavin Williamson (Stone, Great Wyrley and Penkridge) (Con)]

Mr Speaker, I apologise for my hoarse voice—I have been silenced. The reason that this legislation was brought forward in the first place was that so many academics were fearful of being able to speak in those institutions. They did not believe they had the freedom to express ideas and views, and they were being silenced by other academics. That is why the legislation was brought forward. It is shocking that an Act of Parliament, passed by this House and given Royal Assent, is just to be cast aside without Members of Parliament first having an opportunity to vote on whether they agree with that. Will the hon. Lady therefore commit to giving this House a say on whether that will be allowed to happen?

[Catherine McKinnell]

I commend the right hon. Gentleman for his valiant efforts today to uphold his right to speak on this issue. I recognise the challenge of ensuring that we have taken the time to get this right, because we want to protect freedom of speech and we need to ensure that this legislation, and any legislation, assists in that and does not impede it. We also recognise and support the existing duty on higher education providers to support and secure lawful freedom of speech, as currently set out in the Education Act 1986. It remains in force for Office for Students registration conditions. He is right that we need to get this right; that needs to be upheld, and having this discussion today supports that push to ensure that freedom of speech is upheld. As the Act to which he referred passed through this House and was considered, and as it is now further considered, that sheds more light on the importance of upholding freedom of speech, and he has contributed to that again today.

[Sean Woodcock (Banbury) (Lab)]

In the week that we mark the dark anniversary of 7 October, may I say that I welcome this Government taking these measures to ensure the safety of Jewish students on campus? Does the Minister agree that this shows that this Government truly believe that, regardless of their religion, students should be able to get on with their studies without concern for their safety?

[Catherine McKinnell]

I absolutely agree with my hon. Friend, and I think that the same principle applies through every aspect of education and childhood, and in every aspect of society too. As a Government, we stand with those upholding and securing those rights.

[Bob Blackman (Harrow East) (Con)]

Our universities have to be an avenue where individuals can speak and be challenged. The reality is that there is nothing new to freedom of speech. I remember as a president of a students’ union constantly having to fight for the right for people to express their views, even when I totally disagreed with them. The sad reality is that Jewish students and Jewish academics feel threatened right now by antisemites—let us call them out for what they are—when they must be free to exercise freedom of speech. Will the Minister, in this consideration, make sure that those rights are upheld in whatever the Government come forward with?

[Catherine McKinnell]

I know that the hon. Gentleman works hard in this space. I do not disagree with a word he has said. Universities must be a space for robust discussion, and that is why we have paused the roll-out of the Act. He is right that antisemitism and Holocaust denial are abhorrent and there must be no space for them. That is why we have paused the legislation. We must ensure that we get the balance right between freedom of speech and upholding the right for minority groups and others to have their lawful right to freedom of expression, as they should.

[Douglas McAllister (West Dunbartonshire) (Lab)]

Previous Conservative Education Ministers are on the record stating that this flawed legislation could allow those spreading hate and extremism to seek compensation under its measures. Does my hon. Friend agree that it is right that we look again at this issue in order to avoid those dangerous consequences?

[Catherine McKinnell]

My hon. Friend raises an important point, which is why we are currently talking to people with a range of views, including those supportive of the provisions in the Act. We are listening to the concerns of minority groups and others that the Act could encourage universities and colleges to overlook the safety and wellbeing of minorities because of a fear of complaints and costly legal action, pushing them towards allowing abhorrent hate speech. That is why we are considering this legislation. We need to get this right.

[Sir Julian Lewis (New Forest East) (Con)]

Can the Minister give us any specific examples of a scenario with which the Government were confronted by these people who have successfully lobbied for a pause, other than just speaking in general terms about the legislation being disproportionate?

[Catherine McKinnell]

I appreciate the right hon. Gentleman’s thoughtful question. I cannot give him a specific example today. The principle that we are working to is that we are looking in great detail at all aspects and all concerns that have been raised, as well as supportive comments, in relation to the Act and what it seeks to achieve. I will pass his question on to the Minister for higher education and skills and ask her to respond accordingly.

[Mark Ferguson (Gateshead Central and Whickham) (Lab)]

Student politics is often maligned in this place, and often rightly so. However, in 2006 I attended the conference of the National Union of Students and voted that Hizb ut-Tahrir should be no-platformed. It was the right thing to do. Clearly, the Conservatives agree, because in January this year they proscribed Hizb ut-Tahrir as a terrorist organisation. Does my hon. Friend agree that the Conservatives’ position is in fact a charter for Hizb ut-Tahrir, Holocaust deniers and vaccine deniers to wander our universities freely?

[Catherine McKinnell]

My hon. Friend expresses passionate views on this subject, which does incite passionate views, because it is a fundamental freedom that we must protect and uphold. That is why we are taking the time to ensure that we get this right and uphold lawful freedom of expression and freedom of speech in our higher education system, while not giving space for unlawful speech that goes beyond robust debate.

[Ayoub Khan (Birmingham Perry Barr) (Ind)]

I recently attended universities in Birmingham and witnessed large protests in relation to the Palestinian issue attended by both people of faith and no faith, including Jewish students. They were protesting peacefully. While we accept that there has been a rise in antisemitism, there has also been a rise in Islamophobic hate at universities. Will the Minister confirm that whatever consultations take place, she will feed back a report on them to the House?

[Catherine McKinnell]

I thank the hon. Gentleman for his contribution. He is absolutely right. I will make that commitment, which I will pass on to the Minister for Skills and to the Secretary of State.

[Peter Swallow (Bracknell) (Lab)]

Before I was elected to this place, I was a university lecturer and a teacher. I worked hard—as did my colleagues—to ensure that in my lecture hall all views could be expressed, interrogated and debated, even those that I profoundly disagreed with. Does the Minister agree that when Opposition Members make unsubstantiated claims that students who express Tory views are marked down, it undermines—[Interruption.]

[Peter Swallow]

Does the Minister agree that when Opposition Members make unsubstantiated claims that Tory students are being marked down, it undermines the brilliant hard work that our lecturers do to support their students?

[Catherine McKinnell]

My hon. Friend makes an important point. The Government will uphold freedom of speech and academic freedom on our university campuses. Robust debate and challenge to views helps students to grow in an education setting; creating culture wars does not. That is why we will work with academics, students, campaigners and all those with an interest in upholding freedom of speech in our higher education system to get this right.

[Sir Christopher Chope (Christchurch) (Con)]

Is freedom of speech not an absolute freedom and right? Will the Government not do something to bring vice-chancellors to account for their failures to deliver freedom of speech on university campuses? Fifty-five years ago, I was the victim of that when the vice-chancellor of the university that I was attending tried to prevent me, as chairman of the Conservative association, from inviting a then prominent Member of this House of Commons to the university campus. The vice-chancellor was eventually forced to stand down. I wrote what was then a lead letter in The Daily Telegraph, the vice-chancellor was shamed into changing his views and the visit took place. Does that not show that the key to this is having vice-chancellors who really believe in freedom of speech?

[Catherine McKinnell]

The hon. Gentleman has demonstrated well the existing duties on higher education providers to secure lawful freedom of speech and, indeed, the right of citizens to ensure that it is upheld. He makes an important point. That is why we are talking to people with a whole range of views on the issue to ensure that we get it right.

[Josh Fenton-Glynn (Calder Valley) (Lab)]

Under the Office for Students’ draft guidance, some universities have said they will have to revoke their adoption of the International Holocaust Remembrance Alliance’s definition of antisemitism for fear that it might contravene the legislation. Does my hon. Friend agree that that highlights why it is so important to get the legislation right and that it is right to be cautious about how we implement any such legislation?

[Catherine McKinnell]

My hon. Friend makes the point well. The Department is absolutely committed to upholding the IHRA definition as well as challenging and educating on issues that a range of hon. Members have raised today. We need to have a robust education system that informs and creates healthy debate on these issues, but it must also be lawful and protect the freedom of speech of those expressing lawful views.

[Dr Luke Evans (Hinckley and Bosworth) (Con)]

Does the Minister believe that cancel culture and no-platforming are a problem? Does she believe they are getting worse? She has mentioned that this is important; why, then, will she not set out a concrete timetable for the introduction of this new legislation?

[Catherine McKinnell]

I appreciate the hon. Gentleman’s desire to see these changes. However, we want to take the time to get this right. We are absolutely committed to free speech—I have said that a number of times—and we want to take time to ensure that we protect it in the best way possible.

[Mr Richard Holden (Basildon and Billericay) (Con)]

If the Higher Education (Freedom of Speech) Act had been implemented, as would have happened under the last Government, to a timetable over the summer, the situation at the University of Cambridge probably would not have occurred, nor would the situation in Durham, in which the university debating society, the Durham Union Society, has been kept out of the students union fair. Would the hon. Lady reflect on the fact that this delay is having an impact on freedom of speech in universities across the country? I understand her concerns, but surely speed is of the essence if we are to ensure freedom of speech in our universities.

--- Later in debate ---

[Catherine McKinnell]

I respectfully disagree. Many concerns were expressed that unintended consequences of the Act would create a disproportionate burden, and that is why we have paused it—to step back and to reflect on whether the measures introduced by the Act are needed. We absolutely know that it is necessary to uphold freedom of speech. Provisions on freedom of expression still exist in legislation and will be upheld, and we need to make sure that we have the space to have a constructive dialogue on these issues rather than a battleground for ideological clashes. We are considering the next steps and will report in due course.

[Richard Foord (Honiton and Sidmouth) (LD)]

When the Minister considers whatever comes next after the Higher Education (Freedom of Speech) Act, will she consider the business of foreign funding for international students, their scholarships and research institutes? In particular, will she ensure that no tests or conditions are imposed by other states on international scholarships, bursaries and funding for research institutes?

[Catherine McKinnell]

The hon. Gentleman tempts me into a much broader discussion on higher education. We recognise the challenges, but also the opportunities in this sector. I am sure the Minister for Skills will be listening to the hon. Gentleman’s concerns and considering them as part of the wider work on ensuring we support our higher and further education sectors in the best way, which is what they deserve.

[Jim Shannon (Strangford) (DUP)]

Will the Minister outline how the Government will ensure that enshrining freedom of speech means enshrining freedom to believe and to express one’s beliefs without fear or favour? How will the Government ensure that students with deeply held faith or who hold true to biological science are entitled to discuss their beliefs on gender, ideology and indeed every facet of student life without fear or favour?

[Catherine McKinnell]

Yes, I give the hon. Gentleman that reassurance. It is for that reason that we are pausing and making sure that we get this legislation right. Freedom of speech and academic freedom are too important to approach in anything other than a considered, pragmatic and consensual way.

[Nick Timothy (West Suffolk) (Con)]

I appreciate the Minister’s constructive tone. She says that she does not want this to be a culture war issue. When the pause was announced by the Secretary of State, special advisers in her Department described the Higher Education (Freedom of Speech) Act to the media as a Tory “hate speech charter”. Will the Minister disown those comments?

[Catherine McKinnell]

I have been very clear that we need to take a constructive approach and to listen to all views on this issue. We need to protect freedom of speech and academic expression, and that includes robust debate where necessary and challenging views that we may not want to hear. We are listening and we are determined to get this right.

[Jerome Mayhew (Broadland and Fakenham) (Con)]

The Higher Education (Freedom of Speech) Act is not a Government scheme that is being paused, but an Act of Parliament that has received Royal Assent. It is a very serious decision to stop that in its tracks, so it must have been based on serious evidence. Will the Minister set out that evidence? Given the need to defend freedom of speech is now, how long will the process take?

[Catherine McKinnell]

I agree that this is a serious issue, and it was a serious and important decision to make. We need to have the right foundations in place to secure free speech in the long term in higher education. We will consult all the groups with an interest in ensuring that we get this right. We are listening to those who are concerned about the Act and its implications. We are also listening to those who supported many of the measures in the Act and would like action to be taken to ensure freedom of speech in higher education. It is because of the seriousness of this issue that we have stepped back, to ensure that we take that pragmatic, long-term approach.

SEND Provision: East of England

Catherine McKinnell Excerpts

Tuesday 8th October 2024 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

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.

[Helen Grant]

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?

[Catherine McKinnell]

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.

SEND Provision

Catherine McKinnell Excerpts

Thursday 5th September 2024 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is an honour to serve under you as Chair, Mr Betts.

I congratulate the hon. Member for Leeds East (Richard Burgon) on securing a debate on this incredibly important subject. The fact that it is so well attended shows how important it is. I pay tribute to all hon. Members who have managed to make their contributions today, ensuring that their constituents’ voices are heard. I would like to be able to respond to all the individual points, but the sheer volume of speakers will make that challenging. I also pay tribute to those present who have prepared speeches but have not been able to deliver them. I know their constituents want their voices to be heard in this debate as well, and I pay tribute to the effort that Members put in to attend and to show such a level of support.

[Catherine Atkinson (Derby North) (Lab)]

Will the Minister give way?

[Catherine McKinnell]

I will give way in a moment.

The strength of feeling on this issue is clear. Most of all, I reassure the Chamber that this Government are absolutely committed to tackling it. It is key to breaking down the barriers to opportunity to give every child the best start in life, and that includes all those with special educational needs and disabilities, to give them the right start in life to have a successful education and to lead happy, healthy and productive lives.

I warn the Chamber that I will not be able to take many interventions, but I will take one from my hon. Friend the Member for Derby North (Catherine Atkinson), who got in so fast.

[Catherine Atkinson]

My constituent, Hayley, wrote on my social media,

“After years of being unheard or ignored, I feel a small sense of relief that this is now being taken to parliament and discussed, even though I understand there is a long way to go”.

I thank the Minister for her speech. Can I share with her, another time, the testimonies of the many constituents who have contacted me ahead of this debate?

[Catherine McKinnell]

I thank my hon. Friend for that intervention. I think she speaks for many here today, and many of those watching this debate as well. We are listening; we are committed; we want to work across the sector and with everyone here in order to turn this around. More than 1.6 million children and young people in England have special educational needs, and we know that, for far too long, too many families have been let down by a system that is not working. As mentioned already, the former Secretary of State for Education described the system as “lose, lose, lose”, and I know there is agreement in this room that that is very much the case.

[Matt Rodda (Reading Central) (Lab)]

I thank my hon. Friend for giving way; she is being very generous with her time. Would she agree that a part of the serious problems in many of our local areas was the delay in building new SEND provision under the previous Government? That certainly had a serious effect in Berkshire, and there are huge pressures on families and vulnerable children in my area. I just wanted to relay that point to her again.

[Catherine McKinnell]

I appreciate my hon. Friend’s concern, and this Government are absolutely committed to strengthening children’s entitlement to excellent provision that meets their needs and that is readily available, locally wherever possible. That is a key focus of any changes that we wish to see made in this area.

[Ashley Dalton (West Lancashire) (Lab)]

Will the Minister give way?

[Catherine McKinnell]

I will—last one!

[Ashley Dalton]

I thank the Minister for giving way. This is an issue that has not been raised enough today: the previous Government’s SEND and alternative provision improvement plan, published just last year, contained no specific proposals for rural communities such as mine. Can the Minister confirm that the Labour Government will consider the specific needs, particularly around access, for SEND pupils in rural areas?

[Catherine McKinnell]

I appreciate the issue my hon. Friend is raising, and I will come on to that, because I appreciate that there have been a lot of comments from Members today on the national funding formula and how it works. I would like to make some progress, so if hon. Members will allow me, there are a number of issues that I would like to respond to, particularly in relation to the hon. Member for Leeds East, who tabled this debate.

Despite the fact that high needs funding for children and young people with complex special educational needs and disabilities is rising to higher and higher levels, confidence in the system is low, tribunal rates are increasing and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers. They do not reach the expected level in fundamental reading, writing and maths skills, with just one in four pupils achieving expected standards at the end of primary school. That is a system that is “lose, lose, lose”, as the former Education Secretary described. Families are struggling to get their child the support they need and, more importantly, deserve. So many hon. Members have spoken on behalf of families that they represent and demonstrated that struggle today.

After years in which parents have been frustrated by reform programmes being delayed and by promises not being delivered, this Labour Government want to be honest with families. We are absolutely committed to improving inclusivity and expertise in mainstream schools, as well as to ensuring that special schools can cater to those with the most complex needs. We want to restore parents’ trust that their child will get the support that they need to flourish.

We know that early identification and intervention is key to ensuring that the impacts of any special educational need or disability is minimised, or reduced, for the long term. That is why we very quickly announced the continuation of funding for the Nuffield Early Language Intervention—NELI—programme, to make sure that it can continue for 2024-25. We know that early speech and language intervention will help these children and young people to find their voices.

We also know that there are no quick fixes for these deep-rooted issues. After 14 years, I can scarcely see a system that is so broken or in such desperate need of reform. That is why we are absolutely determined to fix it, and we have started work already. It is a priority for this Department to fix our SEND system, but we know that we cannot do it alone. We have to work with the sector and valued partners, and we have to make sure that our approach is fully planned and delivered together with parents, schools, councils and expert staff—we know they are already going above and beyond for our children, but we can do so much better.

As I have already mentioned, many Members have raised concerns about the national funding formula, so the Government acted as quickly as we could to respond to some of the immediate cost pressures in the SEND system. We know that they are causing incredible financial difficulties in some local authorities, so before the parliamentary recess we announced a new core schools budget grant to provide special and alternative provision schools with over £140 million of extra funding in this financial year, to help with the extra costs of the teacher pay award and the outcome of the negotiations about increased pay for support staff as well. That money is in addition to the high needs funding allocation for children and young people with complex special needs and disabilities.

However, despite those record levels of investment, I know that families are still fighting the system, because it is not delivering. The Department for Education’s budget for 2025-26 has not yet been decided, and how much high needs funding is distributed to local authorities, schools and colleges next year will depend on the next stage of the Government’s spending review, due to be announced in October.

That means that the high needs allocations have not been published within the normal timescale, but we are working at pace to announce next year’s funding allocations. We are acutely aware of the pressures that local authorities face, not only because they are supporting the increasing needs of young people and children, but because of the financial pressures that the Government as a whole face because of the economic climate we have inherited.

It will not be easy or quick to solve those problems, but we really want to work on long-term solutions and we want to work together with others on these important issues. That includes looking at the national funding formula. We will take time to consider whether to make changes to it. We will of course consider the impact on any local authorities and, as my hon. Friend the Member for West Lancashire (Ashley Dalton) mentioned, on particular areas that have made representations in relation to the formula.

[Ben Maguire (North Cornwall) (LD)]

Will the Minister give way?

[Catherine McKinnell]

I really am short of time.

On inspection, we welcome the publication of the Big Listen response this week. We want to work with Ofsted to consider how outcomes for children with SEND can better demonstrate inclusion, and we want every school to be driving to be as inclusive as it can be, so that mainstream provision is provided for as many children as possible.

In the interests of fairness, I will give way just one more time.

[Ben Maguire]

I thank the Minister for giving way and for her comments about reviewing the funding formula. May I take this opportunity to urge her to finally address the per-pupil funding deficit for pupils in Cornwall, who receive thousands and thousands of pounds less per pupil than pupils in the rest of the country? I hope she agrees that pupils in Cornwall, including in my North Cornwall constituency, particularly those with special educational needs, are no less valuable than children in other parts of the country.

[Catherine McKinnell]

I will say again and again that we are absolutely committed to ensuring that every child’s entitlement to have the best education possible, in their local area and where they need it, can be delivered under our system.

Nothing says more about the state of our nation than the wellbeing of our children. However, one of the great casualties of the last 14 years has been our children’s wellbeing, their development and their opportunities. Under the last Government, we saw relative child poverty soar, the rates of children presenting with mental health conditions skyrocketing, and more and more children languishing on waiting lists.

It now falls to the Labour Government to rebuild opportunities for our children. That is why we have bold ambitions and why we are determined to deliver on them. I thank hon. Members for bringing this matter forward today and all Members who have contributed to this debate.

However, most of all I want to acknowledge the hard work being done by so many people working in education, health and care who support our children and young people with special educational needs. We know that work is challenging, but we thank them for their commitment and their service.

[Mr Clive Betts (in the Chair)]

I call Richard Burgon to respond—very briefly—to the debate.

SEND Provision: Hertfordshire and Central Bedfordshire

Catherine McKinnell Excerpts

Wednesday 4th September 2024 Westminster Hall

[The Minister for School Standards (Catherine McKinnell)]

It is a pleasure to serve under you as Chair, Dr Huq. I congratulate my hon. Friend the Member for Hitchin (Alistair Strathern) on securing this debate on an incredibly important subject. His excellent speech set out in great detail the challenges that far too many face in his local area. He is a champion for children and families in his constituency, and he shares this Government’s vision of breaking down the barriers to opportunity and ensuring all children receive the best start in life and the right support, so that they succeed in their education and lead happy, healthy and productive lives. I thank him for his kind words in opening. I assure him that improving the special educational needs and disabilities system across this country is a priority for this Government, and that includes improving services for children and young people with SEND in Central Bedfordshire and Hertfordshire.

More than 1.6 million children and young people in England have special educational needs. We know that for far too long, as hon. Members on both sides of the House have set out, they have been let down by a system that is not working. The former Secretary of State for Education said that the system was “lose, lose, lose”, and she was right: far too many families have been 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 increasing and there are increasingly long waits for support. Far too many children with special educational needs fall behind their peers, and they do not reach the fundamental expected level in reading, writing and maths. Just one in four pupils achieved the expected standard at the end of primary school. Families struggle to get their child the support they need and, more importantly, deserve. That really must change.

Parents have felt frustrated for years, and there have been constant delays to the reform programme; we see time and again that there is a lack of trust in the system. This Government want to be honest with families. We are committed to improving inclusivity and expertise in mainstream schools, and ensuring that special schools can cater to those with the most complex needs. Fundamentally, we want to restore parents’ trust that their child will get the support they need to flourish. 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, the Government announced that the funded support for the 11,100 schools registered for the Nuffield early language intervention programme will continue for the year 2024-25. We know that extra support with speech and language is so important to help young people find their voice.

But there are no quick fixes for these deep-rooted issues. After 14 years, I have barely seen a system as broken. It is in desperate need of reform, so it is important that we fix it. I welcome the comments from the hon. Members for Mid Bedfordshire (Blake Stephenson) and for Broxbourne (Lewis Cocking), who recognise that this is an inherited challenge; so many of us in this House want to see it addressed.

Let me be clear: we have started work already. Fixing our SEND system is a priority for the Department, but I have to be clear that it will take time and Government cannot do it alone. We will work with our essential and valued partners in the sector to ensure that our approach is fully planned and delivered. We will work together with parents, schools, councils and expert staff who, as my hon. Friend the Member for Hitchin rightly said, go above and beyond to support our children.

We are acting as quickly as we can to respond to the cost pressures in the SEND system because they are causing real financial problems in some local authorities, including in Hertfordshire and Central Bedfordshire. 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 the 2024-25 financial year to help with the extra costs of the teachers’ pay award and the outcome of the negotiations for support staff. That is in addition to the high needs funding allocations for children and young people with complex special educational needs and disabilities.

Department for Education budgets have not yet been set for 2025-26. How much high needs funding is distributed to local authority schools and colleges next year will depend on the next stage of the Government spending review, due to be announced at the end of October. We are in listening mode to the challenges that are being set out today. That means that next year’s allocations of high needs funding have not been published to the normal timescales, but we are working across Government to announce next year’s allocations for Hertfordshire, Central Bedfordshire and other local authorities as soon as we possibly can.

We are acutely aware of the financial pressures that local authorities are facing, not just from supporting young people with complex needs, but from what we have inherited as a whole with the economic climate and the challenges around that. Resolving these problems will not be quick or easy, and it is important that we take the time to develop long-term solutions to ensure that we take a long-term approach to tackling these issues. I welcome the opportunity to hear Members’ thoughts on how we can do that together as we go forward. We need to ensure that we get better outcomes from our investment for young people. It is important that we have a fair education funding system that directs funding to where it is needed and can make the most impact. One aspect of that is the national funding formula and the way in which the high needs funding allocated to local authorities is used. We need to take time, if there are any changes to that formula, to ensure that we consider the impact and get it right.

As we know, Ofsted and the Care Quality Commission jointly inspect local area SEND provision. Those inspections enable the Department to intervene in areas of significant concern, and work with local authorities and professional advisers to address weaknesses. I am concerned that the SEND inspections in Central Bedfordshire in November 2019 and in Hertfordshire in July ’23 found significant concerns about the experiences and outcomes of children with special educational needs and disabilities. Ofsted and the CQC revisited Central Bedfordshire in July ’22, and found that three of the six initial areas of weakness had improved. Central Bedfordshire produced an accelerated progress plan to address the remaining areas of weakness, and the Department continues to monitor those areas. The issues raised in the inspection reports are serious. The Government need to be confident that the local area in Central Bedfordshire and the local area partnership in Hertfordshire are taking the right actions to secure rapid and sustainable improvement.

We work alongside NHS England advisers, we meet every six months with local leaders and representatives from schools and colleges, and we have a parent carer forum to review and challenge progress on the accelerated progress plan. In Hertfordshire, the local area appointed Dame Christine Lenehan to chair an independent board to bring about rapid improvement. DFE officials, an NHS England adviser and a SEND adviser meet monthly with local leaders and Dame Christine to scrutinise and challenge the improvement plan. It is so important that that work is undertaken.

I am conscious of time. I want to do justice to the excellent speech given by my hon. Friend the Member for Hitchin, but I fear I will not have time to address all the concerns that he raised; he went into quite some detail. I am keen to write to him with more details of the ongoing work in order to reassure him that many of the issues he raised are being tackled, and that the Department for Education is working to ensure that the improvement programmes are delivered. I thank him again for bringing this matter forward. We are all passionate about the SEND outcomes in his local area and right across the country. We recognise that the system needs to improve, we recognise the hardship that many families are facing, and we are determined that that will change. Like my hon. Friend, I thank everyone working in the SEND system to deliver better outcomes for all our children across the country.

Motion lapsed (Standing Order No. 10(6)).

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.

Ofsted

Catherine McKinnell Excerpts

Tuesday 3rd September 2024 Commons Chamber

[Damian Hinds (East Hampshire) (Con) (Urgent Question)]

To ask the Secretary of State for Education if she will make a statement on proposed changes to Ofsted reporting.

[The Minister for School Standards (Catherine McKinnell)]

As the Government explained in the written ministerial statement that was laid yesterday, and as was outlined in our manifesto, single headline grades will no longer be issued by Ofsted when it inspects state-funded schools. Our landmark reform will drive high and rising standards for children, and will increase transparency for parents.

Today Ofsted published the outcome of its Big Listen consultation exercise, the largest engagement with parents, children and professionals in its history, which, as the right hon. Member for East Hampshire (Damian Hinds) will know, began under the last Government. The Big Listen contains some difficult messages. It is clear that significant change is needed, and Ofsted has responded by committing itself to improvements.

Holding schools accountable for children’s education is vital, but single headline grades are low information for parents and create high stakes for schools, so this Government are acting, making inspections both more powerful and more transparent. For this academic year, parents will continue to see four inspection grades for the existing sub-categories, and from September 2025 the introduction of school report cards will provide a more complete picture of a school’s performance. We will develop those over the coming months, working closely with parents and schools.

We want high and rising standards for every child, and we will act decisively when those standards are not being met. We will continue to intervene when performance is a serious concern. Ofsted’s legal duty to identify schools causing concern will remain. They will still be required to notify the Secretary of State of these inspection outcomes, and she will retain her legal duty to issue an academy order to local authority-maintained schools when that is required. However, we will change the way in which schools are supported to help them succeed. From early 2025, we will introduce regional improvement teams, which will partner with struggling schools to drive improvement quickly and directly. This marks the beginning, not the end, of our journey towards an accountability system that is fit for purpose and will help to break down the barriers to opportunity for every child throughout the country.

[Damian Hinds]

The system can certainly improve. After the terrible tragedy of Ruth Perry, changes were made, and, as the Minister said, Ofsted initiated its wider Big Listen consultation. We supported that, and I welcome much of what was in Ofsted’s announcement today, but I fear that the Government have not thought through the consequences of their own announcement yesterday. The overall effectiveness assessment is a vital indicator for parents, and it also plays a specific role in the statutory framework.

Can the Minister confirm that Ofsted will still have a legal duty to identify schools needing “special measures” or “requiring significant improvement”, that the Department will still intervene, and that this will be based on the same criteria as before, with the use of the same word, “inadequate”, but now in any one of four categories? When will there be clarity for other sectors—early years, colleges, prisons and social care? Crucially, what are the implications for intervention if children’s social care in an area is failing, with all the terrible consequences that that can bring? There is already a wealth of report card information on schools, from pupil progress to attendance. What will actually be new in the report cards that the Minister mentioned?

A rather less discussed aspect of yesterday’s announcement is the introduction of the ominous-sounding regional improvement teams to monitor struggling schools, rather a good fit being found with an academy trust. Apparently, they will be funded by—yes, you guessed it—VAT on independent schools. In respect of schools with successive “requires improvement” judgments, can the Minister tell us what reason there is to believe that regional improvement teams will be more effective in delivering improvements than a strong academy trust?

Between 2010 and 2024, the proportion of schools rated less than good came down from about one in three to one in 10. What worries me is that these changes mean less transparency for parents and a step backwards, from a proven school improvement approach with academy trusts to a directive top-down approach. I urge the Secretary of State and her Minister to assess the true impact that this will have on young people's prospects before it is too late.

[Catherine McKinnell]

The shadow Secretary of State was a Minister in the Department for Education, and he knows these issues well. He also knows that the work we are announcing today is about clearing up the mess that the previous Government left. The Big Listen was announced under his Government, and his former colleague, the previous Chair of the Education Committee, was persuaded of the case for reform of the single-headline grades. Labour is a party of high and rising standards for all our children in all our schools.

Reforming inspection to enable improvement in our schools is urgent. Inspection and accountability are crucial tools for achieving better outcomes for all our children. We will take no lessons from a party under whose watch one in four children left primary school without meeting the standards expected in maths and reading. One in five children are persistently absent from school, and it is not good enough. We are determined to fix it, and the announcement that we have made is the first step on that road.

[Alistair Strathern (Hitchin) (Lab)]

May I thank the Minister for taking swift action? As a former teacher and children’s lead at a local authority, I know how high-stakes and low-information Ofsted judgments had started to become for local families. Indeed, having spoken to parents in my constituency ahead of my Westminster Hall debate on education for children with special educational needs and disabilities tomorrow, I know that the lack of a focus on inclusive education is a real issue for a lot of parents. Can the Minister confirm that when looking at a new scorecard, we will make the most of this opportunity to ensure that Ofsted is holding schools to account on the breadth of their inclusion in the local area?

--- Later in debate ---

[Catherine McKinnell]

My hon. Friend puts the issues very well. We will consult on the report card system and take the time to ensure that we get it right, but we want to ensure that we have a clearer picture for parents by putting a clearer spotlight on a greater range of areas of performance, rather than a one-word overall judgment. For example, we want to give parents a better picture of the support that a school is providing for children with special educational needs. As part of the process, we will explore how to demonstrate that within the report card system.

[Mr Speaker]

I call the Lib Dem spokesperson.

[Munira Wilson (Twickenham) (LD)]

The death of Ruth Perry was a tragedy and underscored the high-stakes nature of Ofsted inspections. I have witnessed at first hand how headteachers and teachers in my constituency have suffered under the strain and stress of Ofsted inspections, but others have also told me how helpful they have found them and how brilliant Ofsted inspectors have been. We Liberal Democrats certainly welcome the move away from one-word judgments, which we have long been calling for. At the same time, we believe that a robust and fair inspection and accountability regime is essential to ensure that schools are operating at a high standard and are safe, nurturing and inclusive environments in which our children and young people can thrive.

Although the change is a welcome first step, could we have some reassurances that it will be followed by proper root-and-branch reform? For too long, Ofsted has been seen as an adversary, but it should be seen as a helpful friend. Can we see the announcement as a first step towards a world where Ofsted is a helpful, respected partner for schools? Perhaps the regional improvement teams will provide that—I sense that local authorities used to do so before they had that function taken away from them. Finally, Ofsted should be looking at a broad, varied and rich curriculum. How will the Minister’s curriculum review connect with the Ofsted changes?

[Catherine McKinnell]

I thank the hon. Lady for welcoming today’s changes, which are welcomed by many people in the sector and across the country, who rely on a strong inspection system that is fair, clear and transparent. I echo her comments about the death of Ruth Perry, which was a tragedy. I take this opportunity to pay tribute to her sister Julia, who has fought so hard over the past year to ensure that lessons are learned.

We know that Ofsted has reported on its Big Listen today, and copies will be available in the House of Commons Library. It is a very large report. Ofsted has undertaken a huge exercise, which shows that it is listening. It will take time to see the changes implemented, but Ofsted is determined to change and, as the hon. Lady says, we are determined to work in partnership with it to deliver the changes required. That applies across the board in our education sector, where we want to work in partnership with schools and those who are delivering the excellent education that we want to see for every child.

The hon. Lady mentioned the curriculum review. I may get in trouble for the length of response that her question requires, but the curriculum review is a key part of reforming our education system and ensuring that it gives a breadth and depth of experience to young people, their teachers and their schools.

[Sureena Brackenridge (Wolverhampton North East) (Lab)]

I thank my hon. Friend for her statement to the House on the long-awaited Ofsted reforms. Given the welcome focus on inclusion, SEND and improved training for inspectors, can she update the House on how this will support children with SEND in Wolverhampton North East and beyond?

[Catherine McKinnell]

I concur with my hon. Friend that this is about ensuring we have an inspection system that drives high and rising standards for every child, which includes supporting our aim to see an inclusive school system that delivers the outcomes that we want to see for children with special educational needs. It is about providing greater transparency in our school system and an inspection regime that focuses on a whole variety of areas where schools should be striving for improvement. We know that schools work incredibly hard and are doing an incredible job for our children, but every school can always do better, and an inspection system that supports and drives improvement will be welcome across the board.

[Sir Gavin Williamson (Stone, Great Wyrley and Penkridge) (Con)]

Across Stone, Great Wyrley and Penkridge, we have some amazing “outstanding” and “good” schools. Across the country, however, we see schools that are failing and in need of intervention. Could the Minister set out what she envisages as the trigger mechanism for intervention?

[Catherine McKinnell]

The right hon. Gentleman raises an important point, and we will work with Ofsted on developing the new report card system over the next year. We will engage and consult as part of that process, because we want to get it right. He is right to suggest that where there are serious failings in schools, we will continue to intervene in the best interests of children, and we will continue to intervene where the Government currently have a legal duty to do so. We will continue to intervene but, through our regional improvement teams, we will also look to put improvement support in place for schools that are struggling, because no child should be left in a school that is letting them down.

[Mr Jonathan Brash (Hartlepool) (Lab)]

Schools across the country, including in my constituency of Hartlepool, will welcome today’s judgment. As they start the new term, will my hon. Friend join me in thanking them for their extraordinary hard work, including on behalf of my children, who started their school term today? The decision demonstrates that in this Government, schools have a partner who will work with them to improve every child’s future.

[Catherine McKinnell]

I agree, and I wish my hon. Friend’s children all the best as they start school today. Many children across the country are having their first day back at school. I remember my first day at school very well; I remember it being terrifying and not dissimilar from one’s first outing at the Dispatch Box. I concur that this Government’s priority is to drive high and rising standards—not in some of our schools and for some of our children, but for every child in every one of our schools—and we will work tirelessly to deliver that. The reforms that we are announcing are a crucial part of ensuring that it is delivered.

[Layla Moran (Oxford West and Abingdon) (LD)]

In my career as a teacher, I had the dubious pleasure of being inspected by four different regimes. I am afraid to say that Ofsted was the most brutal, the least personal and the least useful of all the regimes. At its best, an inspection regime can help to drive up improvements and celebrate what is great about a school. Inspections hold up a mirror and make teachers ask themselves what more they can do for the children they care about so much. What lessons is the Department learning from other inspection regimes around the world?

[Catherine McKinnell]

The hon. Lady raises an important point, and her experience is obviously valuable to the House for the lessons that we can learn. She is absolutely right to say that a good inspection regime drives improvement and identifies in all schools not only those areas where they are doing well—which should be celebrated—but those where there is room to improve. We will consult on the report card system extensively over the next year. We want to make sure we get this right, and we want to do it in partnership. We will look to see how this is done elsewhere to make sure that we learn from best practice, and we will continue to ensure that this is an inspection system that should be welcomed by schools, as it helps them to identify how they deliver for their children, as she rightly says. I know that that is the priority for every school.

[Darren Paffey (Southampton Itchen) (Lab)]

I thank the Minister for her statement and for the excellent, practical reforms that are being set out. Will she join me in thanking in advance all the hard-working teachers and support staff across Southampton Itchen, and offer them an assurance that this Government intend to work in real partnership to ensure that every child gets the best start in life?

[Catherine McKinnell]

I thank my hon. Friend and very much welcome the opportunity to thank all our teachers as they go back to school this week. They will be putting in a really hard and rewarding year ahead, and will give the best to the children in their care.

I absolutely echo what my hon. Friend says. We were clear from day one in government that we want to work in partnership with the sector. We know that the Government do not deliver education to children: our teachers do; our schools do; our support staff do; and the parents who make sure their children get to school do. We support them all in that endeavour, but where we can do more to support them in delivering that, we will. The announcements that we are making are part of that endeavour.

[Sir Julian Lewis (New Forest East) (Con)]

When my sister Lee took what were then called her GCE exams in the early 1960s, she was given a specific mark for each exam result. By the time I took mine in the late 1960s, that system had been replaced by one of grades, which merged together all sorts of different results and was likely to lead to subjectivity and relativism henceforth. Could not the simplistic one-word system that is now being replaced be replaced by a proper marking system, where individual aspects of a school are specifically marked and an overall figure given, which would therefore not be subjective, but would give parents an easy guide as to the performance of the school?

--- Later in debate ---

[Catherine McKinnell]

The right hon. Gentleman makes a characteristically thoughtful point. As part of our consultation, we will look at how best to deliver our aim, which is to provide greater transparency, greater clarity and greater information for parents, for schools and for the staff who are working to drive improvement. As he says, no child would be given a single grade for their overall school performance, which begs the important question of why we have been doing that for schools.

[Oliver Ryan (Burnley) (Lab/Co-op)]

When the previous Conservative Government left office, education standards were declining, schools were crumbling, and they claimed to have maxed out on their support for children. Does the Minister agree that schools, parents and pupils deserve better, and that with this Government, they will get it? [Interruption.]

[Catherine McKinnell]

My hon. Friend puts it incredibly well, although those on the Opposition Front Bench seem to protest against his appreciation of the reality that schools up and down the country have been facing, which has been letting children down. That is our key focus today. Yes, it is about schools, it is about an inspection framework, and it is about the organisation, Ofsted, that delivers that, but actually this is about children. It is about ensuring the best outcomes for every child. If we get this system right and we put education back at the heart of national life again, we will deliver on our pledge to break down the barriers to opportunity for every child, wherever they are in this country.

[Mr Joshua Reynolds (Maidenhead) (LD)]

I welcome the announcement by the Government, as do many schools and parents in my constituency, who want more information rather than just one-word ratings. Can I urge the Minister to give parents more power through greater detail, while ensuring that ratings are easy for parents to understand?

[Catherine McKinnell]

The hon. Gentleman has very much set out our aim and intention, and that is why we will consult extensively on this. We have given ourselves till September 2025 to have the report cards in place, and we want to ensure that we have input from education experts, parents and children, and that we maximise this opportunity to, as he put it, maximise the information that parents will find useful and the information that schools will find useful, to drive the improvement that they want for their children.

[Mr Luke Charters (York Outer) (Lab)]

York Outer is home to many inspirational teachers and I am proud that my wife is one of them, but heads tell me that there is a recruitment and retention crisis. Does the Minister agree that the end of Ofsted headline judgments will improve teacher retention, and can she update the House on the plans to recruit 6,500 specialist teachers?

[Catherine McKinnell]

I thank my hon. Friend for his intervention and I wish his wife, and all teachers starting their new school term, well. It is an incredibly exciting time. It is a little bit daunting for some, but it is an important opportunity to reset their school life at the beginning of a new year.

Similarly, this is an opportunity for us to reset our relationship with the sector. In doing so, we must ensure that we can recruit the necessary teachers. We must make teaching the attractive, respected and admired profession that it should be, to ensure that we meet the pledge to recruit 6,500 new teachers. We have already started the work. We have reset the relationship and the tone, we have obviously made progress on the pay review, and we will continue to strive to reach our target to ensure that every school has the teachers it needs, and that every child has the teachers they need, especially in the subjects that require specialist teaching.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for her response to all the questions and wish her well in the role that she now plays to make education better for our children. That is what we all wish to see. The Minister will understand the need for parents to easily and simply determine which school best fits the needs of their child and family, and that any review of a school must be accessible not only to those with an educational background but to those who are perhaps not familiar with educational terminology. This needs to be clear in the reporting. Does the Minister also acknowledge that, rather than having teaching staff focus on an area that appears to be getting a lower grade than the rest, and directing resources to improving that one area, the resources and attention must instead go to children and their educational needs, which are more varied and complex than ever before?

[Catherine McKinnell]

The hon. Gentleman makes a characteristically thoughtful point, and I do not disagree with anything that he said. In fact, the report card system should give a much more holistic picture of school life. A parent knows their child, and they know the sort of school environment that will suit them. A report card system will enable the highlighting of areas where a school may be doing particularly well, and the areas where it may need to strive to improve. That will be useful for parents. It will also be useful for schools to know where they can improve, and it will be useful in driving high and rising standards for every child. We are absolutely determined to deliver that, and we see this as a key part of ensuring that that happens.

[Peter Swallow (Bracknell) (Lab)]

If I were to pick a single word to describe Ofsted’s grading system, it would be “inadequate”, so I welcome the Government’s commitment to reviewing Ofsted’s review system, and particularly to reviewing its focus on special educational needs. Will the Minister engage with families with special educational needs when developing the new school report card system?

[Catherine McKinnell]

Ensuring that we meet the needs of children with special educational needs and their families is a key priority for the Government. We recognise that the system is broken and that there are too many families and too many children not getting the education that they deserve. We see this as part of the process of resetting that relationship and resetting the system so that we can have a school system that is inclusive, where that is appropriate, and so that we can have mainstream schools that serve the whole community. We will endeavour, as part of wider reforms that we are looking at, to ensure that we have a special educational needs system that meets the needs of every child in this country.

[Nesil Caliskan (Barking) (Lab)]

I thank the Minister for her statement, and for her clarity on the next steps to drive improvement in schools across the country. Many teachers and parents will welcome the news that we will move away from one-word inspections, but intervention is not the same as driving improvement. Can the Minister reassure me that, alongside intervention, there will be a plan and support for schools so that we see the improvements necessary to give every child the best start in life?

[Catherine McKinnell]

We will continue to intervene in the worst-performing schools. Where a school would previously have been rated “inadequate”, the Government will still take action. We will issue academy orders, if required, in line with legal requirements. Inspection reports will continue to make it clear to parents if a school is in this situation, and Ofsted will continue to make it clear where a school is causing concern and if intervention is required by law.

We will also ensure that, where schools need support, they get that support. We will roll out regional improvement teams to ensure that, where schools are struggling, they get the support they need, through a system that partners them with high-performing schools in the area to ensure that schools work together for the benefit of their whole community. We see that as a key part of driving the reforms that we want to see for every child.

[Mike Amesbury (Runcorn and Helsby) (Lab)]

I welcome the Minister’s changes to Ofsted inspections. This holistic approach is genuinely common sense. In the future, will similar measures apply to children’s services?

[Catherine McKinnell]

We recognise that this is a first step on the journey towards removing single headline grades, which we see as reductive—we have widespread agreement on that—across all educational remits. At this stage, we are implementing it in schools as a matter of priority, but we will work with Ofsted and the sector over the next year to develop reporting arrangements across a whole range of areas for which Ofsted has responsibility.

[Shaun Davies (Telford) (Lab)]

I congratulate the Minister on this rapid work. The Conservatives had 14 years, but Labour Ministers have done it in a matter of weeks. Can I have a commitment that Ofsted’s focus on attainment, SEND and attendance will be laser-focused?

For the benefit of the House, there are only two more Conservatives Members in the Chamber for this statement on education standards than are standing for the Conservative party leadership.

[Catherine McKinnell]

My hon. Friend is right. We have delivered at pace and hit the ground running when it comes to improving our education system. Just as every day at school matters, every day in government matters for driving high and rising standards for every child.

My hon. Friend rightly identifies attendance as a key issue, and we share that concern. The previous Government talked a lot about that, but did very little to turn the tables. We want to see attendance prioritised, as we know that far too many children are missing far too much school, which is harming not only their educational opportunities but their life chances and the whole school community. We want to send the message loud and clear, in this first week back at school, that every day at school matters and every child should be attending school.

[Laurence Turner (Birmingham Northfield) (Lab)]

The decision to end single-word judgments will be welcomed by education professionals across Birmingham. I have seen in my own household the mental and physical toll that the old system could impose. Can the Minister confirm that the new school report card will allow Ofsted to assess SEND inclusion alongside SEND attainment?

[Catherine McKinnell]

Yes. We know that the current system is not working for anyone, which is why the changes we have outlined are so important. We know that we need to spread best practice and drive standards across all of our schools, including for children with special educational needs, who are a key priority for this Government, and we will consult on the best ways to do that.

[Chris Bloore (Redditch) (Lab)]

I thank the Minister for her statement. Anyone who has visited a school in their constituency before or after an Ofsted inspection cannot help but know the impact on staff. I welcome this opportunity to reset our relationship with educators and families, because it is so important right now that those young people who are looking to become teachers see it as a worthwhile profession in which they will be welcomed and appreciated by the Government. I hope this is an opportunity for the Minister to work with the education sector and families to build a report system that is fit for purpose and encourages people to work in the education system.

[Catherine McKinnell]

Hear, hear. We know that the system has been letting down children and families, and that we have a shortage of people who want to be teachers. We need to make sure we have a teaching workforce that can deliver the education that every child deserves. My hon. Friend puts it incredibly eloquently, and I very much agree that this is about resetting our system and resetting the Government’s relationship with families, so that they send their children to school and believe that school is the best place for their child, and with teachers, so that they know they are trusted, valued and supported to deliver what I know they went into teaching to deliver, and so that we encourage more people to become teachers.

Endometriosis Education in Schools

Catherine McKinnell Excerpts

Tuesday 21st May 2024 Westminster Hall

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

It is a pleasure to serve with you in the Chair, Ms Vaz. I congratulate the right hon. Member for Elmet and Rothwell (Sir Alec Shelbrooke) on securing this incredibly important debate on this incredibly important topic. He has campaigned tirelessly on the subject over many years, and he spoke incredibly passionately today, sharing very painful testimonies but really shining a spotlight on endometriosis and, in particular, highlighting how workplaces, Governments and schools can all provide better support to those experiencing the condition.

As the right hon. Gentleman rightly set out, endometriosis can be an incredibly challenging condition to live with and can impact every aspect of a person’s life. There is no way of preventing it, and its cause is not yet understood, yet it affects around one in 10 women in the UK. As he rightly pointed out, that means that on average at least one girl in every classroom will go on to experience it. The symptoms can start very early on in adolescence.

Thinking of the disease primarily as a barrier to pregnancy or as simply making a girl’s or woman’s periods more painful is a gross oversimplification and, in many cases, incredibly inaccurate, which is why this debate is so crucial. The disease can vary widely in severity in the way it manifests. For example, 12% of endometriosis cases target women’s lungs and can cause symptoms beyond chronic pain—symptoms that can shatter a woman’s confidence and have a debilitating effect on her mental health. Endometriosis can also cause chronic bowel and bladder-related symptoms. That can lead to depression, which the right hon. Gentleman has also highlighted.

[Sir Alec Shelbrooke]

It would be remiss of me not to mention the fact that endometriosis continues for many people after the menopause. It is not a disease just for women who menstruate; it can continue after the menopause, and it can start before menstruation. As the hon. Lady points out, this disease is not restricted to gynaecology.

[Catherine McKinnell]

The right hon. Gentleman once again demonstrates how incredibly knowledgeable he is about this issue, and how much that knowledge is lacking among the wider public and in this place. We are grateful to him.

It is so essential that young people are taught about their bodies in school, and that they learn about not just relationships and sex, but health and wellbeing. That must include what is and is not normal throughout puberty, the menstrual cycle and hormones, to set young girls and young people up to live healthy lives, both mentally and physically.

[Caroline Nokes]

The hon. Lady makes an important point about what is and what is not normal. When the Women and Equalities Committee did some work on women’s reproductive health, we got the message from various witnesses that they simply had no comprehension that their periods were not normal, because the message that they got from medics the whole time was, “You just have to get on with it.”

[Catherine McKinnell]

The right hon. Lady makes an important point—her Committee has done so much important work in this area—and it points to the importance of our education system in combating misunderstandings and providing people with the knowledge that they need to be armed with in order to manage what they and those around them will experience through life.

Sex education has been compulsory in English schools since 2017 and initially covered broad elements of sexual and reproductive health. After many years of campaigning, it was revised in 2020, and since then both boys and girls in state schools have been taught about periods and menstrual wellbeing. Of course, as with the rest of relationships, sex and health education, resources need to be tailored to the relevant age group. They need to be sensitive to a young person’s maturity and their needs.

The Government website states:

“Educating all pupils and students about periods is crucial to tackling the stigma which surrounds it.”

Labour very much agrees, and the next Labour Government will ensure that the curriculum taught in all state-funded schools reflects the issues and diversities of our society and ensures that all young people leave school ready for life.

We have already pledged to deliver, in government, an expert-led curriculum and assessment review, which will learn from international best practice and research across all areas, from history to health, to make sure that our curriculum is as strong and relevant as it can be. I look forward to hearing more from Members in this place and from stakeholders when the review gets started, to ensure that we pick up on the issues that have been identified in the debate today.

Part of that will require having enough teachers in the classroom to improve children’s outcomes and ensure that the curriculum can be delivered to every child as intended. Over the past few years, we have seen dire statistics on teacher recruitment, especially in secondary schools. That is why we have made tackling the recruitment and retention crisis a real focus and announced fully funded plans to deliver 6,500 more teachers to fill the gaps across the profession.

However, I recognise that education will only go so far. This is very much a health issue too, and one on which far too many women are being failed. Nearly as many women in the UK have endometriosis as have diabetes, yet it is unseen in everyday life. Women are waiting far too long for treatment; gynaecology waiting lists have seen the biggest increase of all specialisms in the NHS since the pandemic. As the right hon. Member for Elmet and Rothwell painfully set out, that leaves those experiencing endometriosis with years of unrelieved pain in the bowel or bladder, poor mental health, fertility problems—the list goes on.

I was glad to see the women’s health strategy published in 2022, but it must go further. We must address the NHS backlogs, bring waiting lists down and set out a plan to properly address the workplace challenges in the NHS. For those living with endometriosis who are impacted by poor mental health, Labour has committed to establish a mental health hub in every community. We will deliver mental health support in every secondary school and ensure that young people who are experiencing symptoms relating to such conditions, as well as all those struggling with their mental health, can access that support.

For too long, women’s health has been an afterthought. I am glad that debates like these are being held so that there is an opportunity to discuss these issues in Parliament. I reiterate my gratitude to the right hon. Member for Elmet and Rothwell for bringing forward the debate and for all his contributions on this subject. I also thank all the other hon. Members who have attended for their contributions. We have to get the education right. We have to ensure that young people have the information they need to live a healthy life. I look forward to hearing from the Minister what steps the Government will take to improve our education in this important area.

Relationships, Sex and Health Education: Statutory Guidance

Catherine McKinnell Excerpts

Thursday 16th May 2024 Commons Chamber

[Catherine McKinnell (Newcastle upon Tyne North) (Lab)]

I thank the Secretary of State for advance sight of her statement.

Labour’s approach starts from the belief that education should prepare our children for the world in which they live and the future that they, together, will shape. To achieve that, and to give each and every child the opportunity and the future they deserve, relationships, sex and health education must be an integral part of every child’s education. The content of such education must be both age-appropriate and taught in a respectful manner, as well as tailored to the realities of children’s lives. The Secretary of State has set out that the Government intend to achieve this through the introduction of age limits on certain aspects of this curriculum.

Today’s statement has been long in the making. Alongside school leaders, we have consistently pushed for clearer guidance on these issues to be introduced so school leaders and teachers can feel confident and supported in what they are teaching. While we are pleased that the guidance has at last been published, there is deep concern about the lack of consultation with school leaders in developing the guidance so far. If the Government are serious about ensuring that RSHE is taught in a dignified and respectful manner, and in a way that schoolteachers and school leaders feel they can confidently deliver, they must ensure that the voices of school leaders and teachers are heard.

I want to ask the Secretary of State to address a couple of concerns in particular. The first concern arises from the reality that education is one of our strongest levers for preventing child abuse. It is crucial at a time of rising levels of sexual offences against children, especially our youngest children, that children are empowered to recognise when something is not right. The Secretary of State will know that sometimes such issues arise urgently, in a class or a wider school community, outside the timeline that a teacher may have in mind, and perhaps even before the age limits she is proposing. So will she say something about the ability of teachers to respond to and reflect such concerns in future in the context of age limits, especially when they arise among younger children?

The second concern is about the importance of children learning not just about their own relationships tomorrow, but about their own and other people’s families today. The Opposition believe that what matters about families is not the shape they have, but the love they give. Teaching children about the facts of the world in which they grow up must include an understanding that there are people who are transgender, that people can go through a process to change their gender and that the law provides for that. The Secretary of State outlined a little of her thinking in her statement and on Radio 4 this morning, but could she set it out in more detail for the House?

On some of the other issues raised by this guidance, Labour very much welcomes the intention of the guidance to remove the barriers that some parents face when asking what is being taught to their children. Of course parents should know what their children are being taught. While providers are already required to do this, it is acknowledged that there have been issues with interpretations of copyright legislation, and it is absolutely right that Ministers seek to clarify this issue.

We also welcome the fact that there will be additional content on suicide prevention in the secondary curriculum, as well as on the risks of self-harm and suicide content on social media. However, it needs to be backed up with support in schools to adequately address the challenges that far too many children and young people face with their mental health. Labour has a funded plan to ensure that every young person will have access to a specialist mental health professional at secondary school, and a plan for mental health hubs in every community. While we await the next Labour Government, this Government must urgently set out how they will get down the waiting lists for child and adolescent mental health services, and deliver support to the children and young people who need it most.

We also welcome the inclusion of content on sexual harassment and sexual violence. Yesterday, I joined the leader of Redbridge Council and teachers to hear about the innovative Step In programme that they are delivering in schools to tackle sexist harassment and misogyny. It was really inspiring to see the students so confidently addressing the issues with their peers and changing attitudes. I hope that, as part of the review, the Government will look at some of the fantastic resources local authorities have developed while waiting for the Government to act.

We will now need to look at the exact detail of the draft guidance, as will schools. It is really important that stakeholders from across education are able to feed back their views on this, and I hope the Government will reflect on them when finalising this guidance, and listen to the voices of schools, parents and young people in doing so.

[Gillian Keegan]

I would like to address the hon. Lady’s points; I think I made a note of all of them. First, on this being long in the making, I just want us all to be aware of the timeline. This guidance was issued in 2019, and it was made statutory in 2020. Ofsted conducted some work to see how it was bedding in, which gave us some feedback and comment about how more clarity was needed. That was in the second half of 2021. Obviously, we have taken leadership on this issue—leadership on which I think Labour-run Wales could take a leaf out of our book—and worked with a broad range of organisations. I have mentioned the expert panel, but we have worked with 86 other organisations as well. Of course, this step is out for consultation, so we do expect that everybody who has a view—parents, teachers, local authorities and everybody—will be able to fully engage with the consultation.

On the question about when an urgent issue comes up, or a child wants to ask questions or deal with something specific that they have seen or that has occurred to them, we of course expect that children can always ask questions. We build safe and trusting environments in schools, and there is a difference between a pupil asking a teacher a question or trying to discuss something with a teacher and a teacher standing up in front of a whole class and teaching on a particular subject.

On the question about knowing about transgender—that gender reassignment exists, a law provides for it, it is a protected characteristic and it is something adults can do when they are older—and understanding those facts, we have of course made it clear that that is the case.

On mental health support teams, the Labour party seems to have missed what we have been doing on mental health. In every school in our country, we have given a grant to train a mental health support leader, and most of that work has been done. Our schools have been engaged on that for a long time, and 4.2 million pupils, up from 3.4 million pupils last year, now have access to the mental health support teams that we are rolling out in all of our schools. That is rather different from the Labour policy in that we do not have to completely raid any other sector such as support for special educational needs and disabilities or private schools to do that. We are also doing that for primary and secondary, because we think that is very important.

The hon. Lady mentioned materials, and I just want to update the House that Oak materials will be available in RSHE in the autumn.