Special Educational Needs

Emma Hardy Excerpts

Wednesday 20th March 2019 Westminster Hall

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Davies. I want to start by mentioning two incredible young people whom the Education Committee met yesterday. One young man called Ben said

“we are not…SEND. We are human beings, the same as the rest of you…remember that fact...We are…not a problem...Work with us”.

Another wonderful young woman called Eva said SEN children have dreams and ambitions too.

That should be at the core of everything we talk about and what makes and shapes our policy decisions—the children at the heart of it.

I agree with many things that the hon. Member for York Outer (Julian Sturdy) said, including about the tension—I say conflict of interest, but other people say tension—between a needs-based system and a finite budget. If we truly wanted all our young people to have those dreams and ambitions, to be seen as capable individuals who are able to achieve and just need that extra support to get there, we would not have a finite budget. We would genuinely match the needs of every individual child.

There are many problems on the way, and in the few moments I have I want to mention some of them. There is currently no audit of the notional SEN budget. There is the £6,000 that schools are supposed to spend, but there is no audit of how they spend it or what they spend it on. There is a lack of consistency in SEN support, including for pre-EHCP children, where there is no consistency in what the support should look like, what they should have and what the standard should be. There are issues with teacher training, in that not enough time is spent on SEN. That has been an issue since time began and a conversation that schools have been having ever since.

The therapy services that should be offered to support children are missing from local government, particularly those relating to speech and language provision. As the hon. Member for Cheltenham (Alex Chalk) pointed out, that is an issue for schools because teaching assistants have to deliver it and so it comes out of the education, not the health, budget.

I would like to say one final thing: our SEN children are fundamentally underfunded and there is a fundamental lack of recognition of the issue’s importance and of what these children can achieve. I plead with the Government to change the accountability system and give our schools the money they need.

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[Mike Kane]

Oh my word. Ten years of this Government, and they are about to drive us off a cliff with Brexit, and that is the best the hon. Gentleman can come up with.

[Emma Hardy]

I am sorry, but the argument made by the hon. Member for Cheltenham (Alex Chalk), for whom I normally have a lot of respect, would feel a little more truthful were it not for the fact that the Department for Education spends an awful lot of money on its own ideological pet projects. An example is the £4.6 million spent on Troops to Teachers, which has resulted in only 69 teachers.

[Mike Kane]

We also have to say that there was not austerity up to 2015, because the education budget was protected. What is happening is actually ideological, because the Government do not want to see that amount of GDP spent on schools in our country. We are going back to the 1980s—we all see it.

The national education service that Labour proposes has at its heart the guiding principle that access to education should be a fundamental right for all, no matter who they are, where they are from or what their circumstances are, because a good education can make a difference. The hon. Member for York Outer pointed this out most eloquently. For too long, SEND provision has been seen as an add-on, as an extra. We are committed to a truly inclusive education system, based on choice, where children, parents and adult learners with SEND alike can attend mainstream or specialist provision and achieve their goals. It is simply not right that a child should lose out because of the circumstances into which they were born or because they have special needs. I and my party are determined to change that for good.

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[Anne Milton]

The hon. Gentleman is absolutely right. We need to work together on this. In a previous debate that I covered for the Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), I said that the right hon. Member for Kingston and Surbiton (Sir Edward Davey) was very welcome to work across the House to ensure that the system works.

My hon. Friend the Member for York Outer referred to a mental health crisis. This did not get much attention, but the number of pupils with SEN is rising quite rapidly. We did not get many contributions on the number of offenders who have dyslexic difficulties; a lot of people in prison have such problems. Another issue is the bullying of children with SEN. Coursework was also mentioned. My hon. Friend the Member for Newton Abbot (Anne Marie Morris) referred to employers valuing the skills of people with special educational needs, and she was right. I have seen absolutely excellent work by employers in my role as the Minister with responsibility for apprenticeships.

The hon. Member for Bury North (James Frith) made a very good point about flexibility. That is the trouble, is it not? We swing from one side right over to the other. Particularly for children with special educational needs, we need to be flexible in the way we assess them in schools. Additional flexibility, adequate adjustments—

[Emma Hardy]

On the issue of flexibility, will the Minister encourage the Minister for School Standards to reconsider insisting that 95% of children sit the EBacc, because it is not really suitable for 95% of children?

[Anne Milton]

I am sure that the Minister for School Standards will take that up. We continue to have discussions about it.

My hon. Friend the Member for York Outer talked about parents having to privately fund the diagnosis of children. We have talked about the battles that parents face. I repeat what I said in a previous debate on that matter: parents with sharp elbows battle through the system better, but even those with sharp elbows have a difficult fight. The hon. Member for Bury North raised the fact that that money is wasted, and it should be on the frontline. We still have a lot to do.

I will come on to the issue of teacher training. My hon. Friend the Member for Cheltenham (Alex Chalk) raised the important issue of the need to help mainstream schools include children with SEN, and I will say a bit more about that in a minute. My hon. Friend the Member for Mansfield (Ben Bradley) mentioned FE briefly, but, as the Minister for FE, it caught my ear. Further education colleges do a fantastic job with young people with special educational needs, who often have not succeeded at school or had their needs met. I was recently at a college where they have 400 children with special educational needs, one of whom would not come into the college at all, but stood outside. That child is now thriving, doing well in his qualifications and is about to go on an apprenticeship—absolutely brilliant work.

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[Anne Milton]

My right hon. Friend is absolutely right: the teachers do a fantastic job, in circumstances which are—certainly in further education—quite difficult. He also mentioned funding. He never hesitates to mention the particular issues facing Bexleyheath and Crayford. Through the Children and Families Act 2014—I sat on the Committee considering the Bill—we made big changes to strengthen SEND, including £391 million given to local areas to support implementation, £252 million of which was provided directly to local authorities.

We have approved 125 new special schools spread across the country, including 37 extra ones. A number of hon. Members have also raised the need to have inclusion, as well, so we have provided an extra £100 million of capital funding to create more places in mainstream schools, colleges and special schools for children with SEN, bringing the total capital investment since 2018 to £365 million. The line between inclusion and special schools is very wavy. We must be guided by which setting best suits the needs of the child, though there is sometimes a discrepancy with parents, who want one or the other.

[Emma Hardy]

I have two quick points. One issue with the changes in the 2014 Act was that they raised the expectation of parents about raising the funding that went with it, and it continued provision through to the age of 25, without providing that additional funding for 18 to 25-year-olds. That has caused some difficulties. As some of my hon. Friends have mentioned, we cannot talk about inclusion without talking about the need to change the accountability measures and the ways that schools are judged, because I think that drives some of the off-rolling and exclusions that we see.

[Anne Milton]

I will say a little more about that. There are perverse incentives. The hon. Lady talked about an audit of the spend, which I think is an important issue. I should also mention—I think it was mentioned earlier—the £4.6 million that is going into parent-carer forums and the £20 million going into advice, information and support for children and young people with SEND, and their parents, which lasts until 2020.

We are aware of those incentives in the current system—that £6,000—as was mentioned by the hon. Member for Stroud (Dr Drew). We intend to gather more information about the way the funding system operates in a call for evidence that we will launch shortly. I am sure that the Education Committee will be involved in that.

I must not forget that my hon. Friend the Member for York Outer secured this debate, so I will mention funding in York. We have announced £250 million additional funding for higher needs across England over the next financial year. Yorkshire will receive £785,000 on top of the increases already promised, bringing City of York Council’s higher needs funding to over £90 million next year. However, we recognise that budgets are facing pressures. The Secretary of State is very aware of that.

On educational psychologists, our plans include ensuring a sufficient supply of educational psychologists, trained and working within the system. We said that we would train more to meet increasing demand. Today I am pleased to announce funding of over £30 million to make that happen.

On teachers, briefly, we talked about the need for teachers to be able to recognise and help children with special educational needs. We have developed a range of specialist resources for initial teacher training, including on autism and dyslexia. We are reviewing SEN provision in initial teacher training to inform case studies of good practice. We are taking a range of measures to make that better, which I would go through, but time does not allow.