Special Educational Needs and Disability Funding

Daisy Cooper Excerpts

Wednesday 29th January 2020 Westminster Hall

[Tim Farron (Westmorland and Lonsdale) (LD)]

It is a massive honour to serve under your chairmanship, Mr Pritchard. I pay tribute to my hon. Friend the Member for Twickenham (Munira Wilson), who made an outstanding speech. I am grateful to her for leading the debate.

In the run-up to the debate, I contacted all the headteachers in my constituency to ask what they wanted me to tell the Minister about special educational needs funding and provision. The collective message that came back is one of desperation. In rural communities such as ours in Cumbria, small local schools simply do not have the financial resilience to cope with the ludicrous cuts they have to face from the Government, but it is especially tough when it comes to SEN funding.

My constituency has eight secondary schools, two of which have fewer than 200 pupils; 35 primary schools, 10 of which have fewer than 30 pupils; and three primary schools smaller even than that. They are all fantastic schools. They are small because they serve sparsely populated areas that are significant distances away from one another, and small schools are the most vulnerable. One of our larger secondaries, Kendal’s Queen Katherine School, spoke for all the heads when it revealed the real financial pressure in being expected to fund the first 11 hours of education, health and care plans out of the school’s own budget. Because of the cuts that the Government have made to overall per-pupil funding, they have no reserves to provide that support.

The head of Storth Primary School sent me a copy of the letter that he had written to the county. He described the school’s reputation for being a caring and nurturing setting and how that has resulted in the school attracting more children with special educational needs. That should be celebrated, commended and rewarded. Instead, the lack of funding has made it a burden. In recent years the school has had children needing full-time 2:1 or 1:1 support, but no funding has been provided. They have been under a deficit recovery plan for five years. The head speaks of the pressure and anxiety that the staff are under and the frustration and pain of trying to provide the best possible care and education for all pupils on a budget that simply will not allow it.

A similar picture was painted by the special educational needs co-ordinator at Cartmel Primary School. The local authority recommends the school as suitable for children with an EHCP and 4.3% of its children have one, significantly above the national average. Although the school expresses its pride in its reputation, it is in danger of buckling under the funding pressure that falls on its shoulders alongside the usual strains that fall on small school budgets.

Cumbria is as vast as it is beautiful. Often in rural communities such as ours there simply is not the alternative provision available in reachable distances. The head of Langdale Primary School described how for many pupils the available special schools would require travelling extreme distances, and therefore they are effectively unavailable. She wrote with some distress that, despite the incredible hard work and enthusiasm of her excellent team, its ethos—to be wholeheartedly centred on individual children—was coming under increasing strain.

Heads in south Cumbria say that they are challenged by the lack of staffing, and in my experience that is the case. Cuts in support staff have left teachers isolated in supporting children’s needs in the classroom. St Martin & St Mary Church of England Primary School in Windermere described the extremely high criteria set to qualify for an EHCP, so only children with the most severe needs receive any funding at all. On top of that, many schools have to contend with long waiting lists for SEN referrals, followed by delayed assessments. Children are often then refused support, despite their evident need, and that leaves schools in Cumbria also having to find the resources to support the significant number of children who are in limbo, waiting for an assessment. They have needs but do not have an EHCP, and indeed they may never get one.

[Daisy Cooper (St Albans) (LD)]

Does my hon. Friend agree that it is completely unacceptable that families have to wait for far too long? He mentions the delays and assessment refusals, and how people have to wait a long time once assessments are granted. The statutory timescale is 20 weeks: four and a half months to wait to get an assessment. Even in my area of Hertfordshire County Council, one in five of the families do not get their assessment within the statutory period, so does he agree that the timescale should be shortened?

[Tim Farron]

My hon. Friend makes an excellent point. The situation is the same in Cumbria. The point was made earlier by the hon. Member for East Kilbride, Strathaven and Lesmahagow (Dr Cameron), who is no longer in her place, regarding the lack of educational psychologists. The Government are not funding the support needed to get people to have their EHCP in the first place, and therefore schools are picking up the tab for assessments that have not been made. Nevertheless, the needs are absolutely still there.

The head of Dallam School in Milnthorpe expressed concern on another matter: the lack of resources available to access quality training and training providers to equip staff to support pupils’ mental health needs. Many of the other heads shared the concern that it damaged their schools’ ability to do the job that they are so desperate to do. The Government can talk a good game on mental health, but they are utterly failing to invest in preventive mental health with the staff and training necessary in schools to keep our children mentally well. Indeed, across the whole of Cumbria only 75p is spent per child per year on preventive mental health work, which is an outrage.

The Government are demoralising our teachers and letting down our children, because schools have to fund those first hours of provision for children with EHCPs. We therefore have a system that punishes schools that have a deserved reputation for being nurturing and for caring for their children’s needs. The Government are systematically penalising the schools that do the right thing, and that must change. I challenge the Minister today to ensure that all funding to support children with EHCPs is delivered centrally and does not come from the school’s own budget.

I am grateful to all the headteachers who contacted me—many more than I have had time to refer to here. They are all hard-working, enthusiastic and caring, and so are their staff. I am incredibly proud of all of them, but they are desperate because Government funding has put them in an impossible position. They are outstanding professionals who love their jobs, love their schools, and are driven to make a difference in the lives of the children of Cumbria, whom they serve. Imagine how unbearable it is for them to know that they cannot do what they know they should; cannot meet the needs that they know they should; cannot support the children in the way that they know they should. It is as heartbreaking as it is outrageous. Let us have no more excuses. The Government must act.