Special Educational Needs and Disability Funding

Gillian Keegan Excerpts

Wednesday 29th January 2020 Westminster Hall

[Gillian Keegan (Chichester) (Con)]

It is a pleasure to serve under your chairmanship, Mr Pritchard. I thank the hon. Member for Twickenham (Munira Wilson) for securing this important debate and continuing in the footsteps of her predecessor, who held a similar debate last year—he was very passionate about this topic.

Special educational needs and disability funding is close to my heart. I have seen first hand the powerful impact that the right school and support can have. My nephew, Joseph Gibson, has Down’s syndrome, and he absolutely loves his school and his friends at St John’s RC School in Chingford. His progress has been remarkable, as he has blossomed into a confident, funny and bright teenager. As MPs, we will all have met families struggling to get the best education for their children. There is nothing any parent wants more than for their children to be happy, safe and confident at school, and for them to make friends.

The percentage of children with special needs in West Sussex is higher than average. The system is under increasing pressure, made more challenging by the complexity of needs, which grows as we get better at diagnosing development needs and doing something to help children develop their potential.

I recently visited Fordwater School, a special needs school in my constituency that does a fantastic job supporting the most vulnerable children and young adults in my community. Sadly, the school is under huge pressures driven by increased demand and insufficient funding. It currently spends 93% of its budget on staffing, which is necessary to ensure that the children in its care are kept safe. Subsequently, budgets are super tight, and parts of the school are not fit for purpose. When I visited Fordwater, three classes were under enforced closure due to water leaks. Fortunately, the school secured extra funding to fix the roof, although not to address the underlying issue. More money is needed in the capital budget to maintain the buildings correctly. The school cares for and educates some of the most vulnerable in society, yet the facilities are simply inadequate. Their primary block is comprised of dated pre-fab buildings described as “condemnable” by the headteacher, Sophie Clarke.

This Friday, I will visit St Anthony’s School in Chichester, which is oversubscribed by two classes, putting extra pressure on resources. Despite that, it is receiving more and more admission requests. Fordwater School is in the same boat, with applications that could fill the school by half again. That overfilling is particularly challenging as many of the pupils need sensory spaces and quiet places to handle behavioural issues. Sometimes that becomes increasingly difficult as the numbers rise.

St Anthony’s School is rated “outstanding” by Ofsted, and has been for the past nine years, so it is increasingly popular. Headteacher Helen Ball told me:

“it is becoming increasingly difficult to maintain the provision we want with inadequate accommodation and funding.”

That is despite a recent increase in the top-up fund from £3,920 to £4,100 per pupil, as the costs that the school incurs far outweigh that increase.

My local authority, West Sussex County Council, is receiving £8.3 million more in its designated schools grant—an increase of 10.4%, which is very welcome—yet there is a spending gap of £2.4 million. The council has appealed to the Secretary of State to plug that gap, and I hope the Minister will support that. Our local need is growing, as I am sure it is in many areas. We have more and more children on educational health and care plans; the figure is up by 66% since 2015.

One example of rising costs is the home-to-school travel costs, paid by the council—they have increased by over 20% in the past two years. I have heard from several parents who are fighting hard to get an education, health and care plan assessment for their child. Many receive insufficient support through the application process, which is overly complex. We should simplify this process, to make assessment more straightforward.

To cope with the ever-increasing demand, Chichester needs capital investment to expand. We simply need more places and, in some cases, to make safe the special educational needs provision. We need to ensure that we are providing brilliant care, not just adequate care. We need more investment to do that. In the long term, that will save money. Many children travel significant distances to access the specialist support they need, due to overstretched services. One child about to start at Fordwater School will commute 40 minutes each day to attend the school’s autism centre for 16 to 19-year-olds.

[Carla Lockhart (Upper Bann) (DUP)]

I commend the hon. Lady for securing this debate. This issue is dear to my heart and I want to see change in my constituency of Upper Bann, and Northern Ireland. Does she agree that we need to create the best school environment? She mentioned the distance that people must travel. A colleague of mine in the Northern Ireland Assembly is bringing forward mandatory training on autism for teaching staff and classroom assistants. Does she agree we should implement that throughout the United Kingdom?

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[Gillian Keegan]

I agree—that is a good point. For new Members who might not know, I should say that autism awareness training is available to all Members and our staff here. We have done it, and it is also useful for surgeries to ensure our staff are trained. The more that we can help, the better. Talking about autism and understanding how to make places more autism-friendly is vital.

Having to place children outside an area because no provision is available also drives up expenditure: on average, that costs £45,000 per child, compared to £19,000 to place them in a local special school. Last December, nearly 500 children were funded out of the county. That is a massive cost, so there is a pressing business case for strategic investment in the county, rather than endless reactionary spending.

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

Does the hon. Lady share my concern not only about children being placed outside their area, but about the fact that many of those children are placed in unfit settings—not registered as official educational settings and, therefore, not inspected by Ofsted? Local authorities get over that through a code of conduct. Does she agree that all alternative provision settings should be registered and properly monitored, so that those children get the help they need and the education they deserve?

[Gillian Keegan]

Yes; that sounds like a sensible suggestion, although I have not come across that problem myself. Most of the facilities the children are sent to are amazing: we do not have equivalent facilities in West Sussex. Many of them are private, which is why they are so expensive.

Our local special needs schools are clearly stretched to the limit, and that also has implications for staff. Understandably, children with certain behavioural challenges often need extra support. I would be grateful if the Minister outlined in her response any steps being taken to ensure that mental health support is available for staff, who endure much more emotional stress in the workplace than staff in many other school settings.

[Geraint Davies (Swansea West) (Lab/Co-op)]

Understandably, the hon. Member has focused on complex needs. However, does she accept that about 10% of all pupils have speech and language difficulties, and that speech and language—oral communication—is the basis of all learning, whether in mathematics, reading or any academic subject? Yet the money given per child varies from about £30 to £300; there is very much a postcode lottery.

I chair the all-party parliamentary group on speech and language difficulties. Does the hon. Member agree that we should have a more consistent approach, focusing on the basic skills of speech and language—problems with those can manifest themselves in mental health and other issues—as well as on the more complex needs?

[Gillian Keegan]

Yes, I absolutely agree. Such education is a life-changer. I go back to my nephew, who has Down’s syndrome: his speech is amazing now because of that type of support. As the hon. Gentleman said, frustration, behavioural issues and mental health issues can occur if someone cannot communicate to the best of their ability, so such education is absolutely vital. It is one of those things that is a business case all in itself, in enabling a young person to develop and to be the best that they can be, and in preventing other issues from developing. I absolutely agree with the hon. Gentleman that such education is vital.

I am focusing on complex needs, but I am sure that the whole range of different needs will be covered in the debate. As they grow up, children with special needs may need additional support, including with things that most of us do not think about, such as getting on a bus, cooking dinner or being safe on the street. They may need additional support with all those things. It also seems that there is less support available as children enter their late teens or early twenties.

Chichester College has paired up with a fantastic local charity, the Aldingbourne Trust. Together they run a purpose-built shared accommodation centre called York Road, which supports students with special needs. At Chichester College, these students are learning all the skills they need in life, including healthy living, employability, cooking, budgeting and e-safety; those lessons are then reinforced by the live-in staff at their home in York Road.

The programme is remarkably successful. On their arrival at the beginning of the year, none of the students could travel independently; they relied on their parents or the local authority. However, after just two months, all of them now ride the local bus back and forth, and they have gained independence and confidence. That is transforming their lives. Relationship-building is also valuable, as many of these young adults are at very high risk of social isolation. What is brilliant is that they have all developed strong friendships with their flatmates and the staff who support them.

This intensive method of rehearsal, reinforcement and reflection works. Furthermore, it is totally in line with the Department of Education’s preparing for adulthood agenda. I urge the Minister to examine the success of the programme and consider whether such partnerships could be replicated and expanded in all other areas, because parents worry about what will happen to children who have complex special needs as they get older.

The project is fantastic, but the next step into the working world is fraught with difficulty and I hope the Government will pay more attention to that issue. Young adults with special educational needs require additional support to get into the workplace, and I would welcome greater collaboration with learning providers and employers to bridge the transition from school to work, including providing incentives for businesses to offer employment opportunities that are also social opportunities, to support that transition.

Proper support for children and young people with special needs is crucial both for the children and young people themselves and their families, and it can totally transform their life experience; in addition, offering children positive and well-rounded support reduces dependency later on in life. I urge the Government to continue to invest in these young people. That will benefit everybody.

[Several hon. Members rose—]