SEND Provision: Hampshire

Debate between Catherine McKinnell and Jim Shannon

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.

Special Educational Needs and Disabilities

Debate between Catherine McKinnell and Jim Shannon

Thursday 24th October 2024 Commons Chamber

[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.

Universities: Freedom of Speech

Debate between Catherine McKinnell and Jim Shannon

Thursday 10th October 2024 Commons Chamber

[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.

Ofsted

Debate between Catherine McKinnell and Jim Shannon

Tuesday 3rd September 2024 Commons Chamber

[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.