Free School Meals: Children with SEND

Helen Hayes Excerpts

Wednesday 10th January 2024 Westminster Hall

[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to see you in the Chair, Dr Huq. I congratulate my hon. Friend the Member for Liverpool, West Derby (Ian Byrne) on securing this important debate on an issue that affects some of the most vulnerable children who have special educational needs and disabilities, and who live in very low-income households, making them eligible for free school meals.

I am grateful to the charity Contact and to Irene and Natalie, who are in the Gallery, for the work that they have done to bring to public attention the issue of children with special educational needs and disabilities who are eligible for free school meals but unable to access them, and for all their advocacy on behalf of families with disabled children. I also thank all hon. and right hon. Members who have participated in the debate. We have heard from MPs who represent constituencies right across the country, including the hon. Member for Torbay (Kevin Foster), the right hon. Member for North East Somerset (Sir Jacob Rees-Mogg), my hon. Friends the Members for City of Durham (Mary Kelly Foy) and for Brighton, Kemptown (Lloyd Russell-Moyle), the hon. Member for Somerton and Frome (Sarah Dyke), and my hon. Friends the Members for Coventry South (Zarah Sultana) and for Wansbeck (Ian Lavery), and from colleagues who made interventions—

[Jim Shannon]

And Strangford!

[Helen Hayes]

Of course. It would not be a Westminster Hall debate if we had not heard from the hon. Member for Strangford (Jim Shannon), and I apologise profusely for that omission.

We have heard about the impact that the failure to implement Government legislation is having on families across the country. The law places a duty on maintained schools, academies and free schools to provide free school meals to pupils of all ages who meet specific criteria. Schools also have a duty under the Equality Act to make reasonable adjustments to the way that free school lunches are delivered, if the standard way of delivering them would put a disabled pupil at a substantial disadvantage compared with other pupils. These duties are not reflected in the current guidance for schools.

There is also a gap in the legislation in relation to independent schools. Many children with special educational needs and disabilities attend specialist independent schools, with funding from local authorities, under their education, health and care plans, but there is no duty on those schools to provide free school meals. That is one of the many examples of the ways in which children with special educational needs and disabilities are simply not a priority for the Government.

The system of support on which children with SEND and their families rely is beyond breaking point. The Government delayed their SEND review three times, and much of the SEND and alternative provision improvement plan will not come into effect until 2025, six years after the review was announced. During that time, 300,000 children with SEND will have left secondary school, having spent the entirety of their school education under an increasingly failing system of SEND support. This issue should be an urgent priority for the Government. The system is failing children and their families, and it is an increasingly prominent factor in the number of councils issuing section 114 notices and effectively declaring bankruptcy because they can no longer balance their budget.

The Childhood Trust has found that families of children with SEND are disproportionately affected by the cost of living crisis, and they are more likely to live in poverty than families of children without SEND needs. Our children need and deserve so much better. Labour will introduce free breakfast clubs in every primary school to ensure that no child has to start the school day hungry. We will work to make mainstream schools inclusive for children with special educational needs and disabilities, including by supporting teachers to gain the skills and knowledge they need to teach children with SEND. We will limit the number of branded items that schools can specify in the school uniform to put money back in parents’ pockets, and we will work tirelessly to end the unacceptable level of child poverty, which has been growing so shamefully on this Government’s watch.

The Tory cost of living crisis is making life hard for far too many families, and it means that in the short term, access to entitlements, such as free school meals for children who are eligible, is more important than ever, and there is no excuse for the current failure. I hope the Minister will set out the steps he will take to ensure that children with SEND who are eligible for free school meals can access them, and that schools and other education settings are properly supported to meet their duties under both the Education Act and the Equality Act.

--- Later in debate ---

[Damian Hinds]

Obviously the quality of school food is critical, and regulations cover not only free school meals, in the sense of lunches, but all food that is available during the school day—for example, in breakfast clubs that schools provide and even in tuck shops. I may get inspiration, but I think the standards cover up to 6 pm in the evening for things going on during the school day.

When one talks about compliance with regulations, one has to think differently about what is done at a system level and for individual children. Candidly, I do not think that it is realistic to say that you could have a regulatory agency that was looking at every individual case of individual children and their requirements in that particular school, but it is important that we have those standards. If the hon. Lady would like, I would be very happy, of course, to follow up with her separately.

That, in fact, brings me on to the point that I have in front of me, which is that, where parents do have specific concerns that a school’s legal obligations regarding their child are not being met, those should be raised with the school in the first instance, and subsequently, as necessary, with the academy trust or local authority.

[Helen Hayes]

I am grateful to the Minister for giving way. I am simply making the point that the absence of any reference in the guidance to the legislation results in a situation of conflict—

Oral Answers to Questions

Helen Hayes Excerpts

Monday 11th December 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

Would-be educational psychology trainees for September 2024 have been left in limbo because of delays in the Department confirming the available funding. The number of educational psychologists has fallen since 2010, despite requests for education, health and care plans increasing every year. That national shortage of qualified practitioners is contributing to the crisis in SEND that is affecting so many families across the country. Does the Secretary of State agree that this uncertainty about Government funding for educational psychology training is unacceptable, and when does she expect it to be resolved?

[Gillian Keegan]

We announced in November 2022 that a further £21 million was going to be spent to train more than 400 educational psychologists.

Autism and Learning Disability Training

Helen Hayes Excerpts

Tuesday 21st November 2023 Westminster Hall

[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Vickers. I congratulate the hon. Member for Gosport (Dame Caroline Dinenage) on securing this important debate, and I thank everybody who has signed petitions to push this issue forward.

I welcome Paula McGowan to Parliament today, and I thank her for all the work she has done in the name of her son, Oliver, to campaign for better training for staff in the NHS and social care who work with autistic people and people with learning disabilities. Oliver’s Campaign has made so much progress, and the way Paula has turned her unimaginable pain into action on behalf of other families is inspirational.

I thank all Members who have spoken in this very consensual debate. My hon. Friend the Member for Worsley and Eccles South (Barbara Keeley) drew on her great experience and her long commitment to improving the lives of autistic people and people with learning disabilities. She highlighted clearly some of the concerns about current Government policy, expressed in the SEND and alternative provision improvement plan—in particular, the explicit objective of reducing the number of EHCPs.

The hon. Member for Darlington (Peter Gibson) spoke about the important work he is doing to support his constituents. He also spoke about the backlog of assessments, which is an issue in many parts of the country, and the lack of support for such children in mainstream schools.

The need for better training for education staff working with children and young people who are autistic or have a learning disability is clear. The presentation of children with autism doubled between 2015-16 and 2022-23, and the number of children with an education, health and care plan more than doubled for autistic children and was up by more than a third for other SEND diagnoses in the same period.

When my oldest daughter was in primary school, she had a friend I will call Paul. Paul was autistic and high functioning: he could do really well at school if his social and emotional needs were properly met. What I witnessed over the seven years of Paul’s primary school journey was the extremely high extent to which his whole experience at school was determined by his teacher’s understanding of his social and emotional needs. In a school year when the teacher understood that Paul would become extremely anxious if there was a change in routine or if things had not been properly explained to him and took steps to avoid that happening, Paul flourished at school. But in a school year when the teacher did not understand Paul’s needs as an autistic person and treated him simply as a badly behaved child, his mum could be called to the school multiple times in the same week to collect him early. He became more and more anxious about going to school, and the whole year became a disaster.

Many schools and colleges work really hard to ensure their staff are well equipped to work with children and young people who are autistic or have a learning disability, and there is a lot of really good practice. I pay tribute to the incredibly dedicated workforce that provides specialist support to children and young people with autism and learning disabilities, and helps to make school a place where they feel safe and understood. In the absence of leadership and resources from the Government, parents all too often face a postcode lottery.

Paul’s story is being repeated in education settings across the country, and that is borne out in the persistent absence figures. Persistent absence from school is shockingly high across the board at present—22.5% of children missed 10% or more days of school in 2021-22—but it is significantly higher for autistic children, at 32%, and even higher for children with a SEND statement or EHCP, at 36.9%. That is a shocking and completely unacceptable situation. Day to day, it means that thousands of pupils are not having their needs met by mainstream schools, but that is little wonder given that the teacher training and continuous professional development curriculum has not developed to keep pace with the rising presentation of autism and SEND needs. We are simply not equipping teachers to meet the needs of every child in their classrooms. Although some teacher training courses offer the opportunity for students to develop further skills for working with pupils with SEND and autism, this is not consistent, and it is entirely possible to qualify as a teacher and start work in a school with only the most cursory knowledge, which is not supplemented or reinforced by further training or CPD.

Schools across the country are struggling to recruit special educational needs co-ordinators and SEND teachers, and there is a national shortage of educational psychologists working in the state sector. We cannot debate the need for autism and learning disability training for education staff without mentioning the wider context of the system of SEND support, which is almost completely broken. Parents across the country have to battle for the support their children need, and the resourcing pressures on local authorities are causing councils to refuse to fund EHCPs and forcing parents to go to tribunal, where 96% of them win.

The neglect of the SEND system over the past 13 years has been a shocking failure of successive Conservative-led Governments. A Labour Government would act to address the problems. Equipping education staff to understand and meet the needs of autistic children and children with learning disabilities is an essential step towards building an inclusive mainstream.

[Peter Gibson]

I am interested in hearing what the Labour party would do were it in government. Could the hon. Lady outline what it would do differently to tackle the challenges of recruitment that the sector faces?

[Helen Hayes]

I am just about to move on to exactly that. We would ensure that more children can have their needs met and be part of a school community close to where they live. Labour would use the funding from ending the tax breaks currently enjoyed by private schools to recruit 6,500 new teachers, including SEND specialists, thereby alleviating the current pressures on teaching staff and ensuring that teachers have time for the pupils in their classrooms. We would introduce a teacher training entitlement—an annual entitlement to CPD that could be used to increase expertise in autism and SEND. We would ensure that there is mental health support in every school across the country, and we would change the wider context in which schools are setting their priorities by reforming the Ofsted inspection framework to make inclusion part of our vision for what it means to be a good school. Inclusion would be part of the report card for schools, which, under Labour, would replace the single-word Ofsted judgment.

[Peter Gibson]

Will the hon. Lady give way?

[Helen Hayes]

I will not. I need to finish so that the Minister can come in and there is time for the hon. Member for Gosport to wind up afterwards.

We want to see an increased focus on SEND within initial teacher training and the early career framework, and we will work with leading academic institutions, Teach First and others to ensure that all trainee teachers are routinely equipped to work with children with autism and special educational needs and disabilities. Establishing an inclusive mainstream where as many children as possible can thrive is the first step in reforming the system of SEND support, which has become broken and adversarial on the Government’s watch. A Labour Government will deliver the support that is so urgently needed.

The hon. Member for Darlington mentioned the recruitment and retention crisis. We recruit and retain staff in any part of the public sector when we work from the centre of Government to make their working environment tolerable and to relieve the day-to-day pressures they are under. The measures I have outlined today—there is more to talk about—will start the work of repairing this part of our public services, which is so important and so vital for some of the most vulnerable children, but also for some of the most special and talented children across our country.

Education

Helen Hayes Excerpts

Wednesday 25th October 2023 Ministerial Corrections

[David Johnston]

There has been a 30% increase in the per-head funding to schools in Devon for their special educational needs provision between 2021-22 and 2024-25, and the whole thrust of our reform plan is to make the system work better for parents and families and get the support for their children at the stage when they need it.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

“Lose, lose, lose”, costing a “fortune” and not providing “the right service”. Those are not my words but those of the Secretary of State describing the SEND system over which her Government have been presiding for the last 13 years. Will the Minister tell the House when he expects the plans that the Government have announced for SEND to make a difference to the long waiting times and lack of support experienced by so many families across the country?

[David Johnston]

We have already begun the reform programme and have just launched the nine SEND change partnerships, which are already starting to make a difference to the provision. I would just say to the hon. Lady that this is yet another area where the Labour party has absolutely no policies whatsoever.

[Official Report, 23 October 2023, Vol. 738, c. 577.]

Letter of correction from the Under-Secretary of State for Education, the hon. Member for Wantage (David Johnston).

An error has been identified in my response to the hon. Member for Dulwich and West Norwood (Helen Hayes) during Education questions. The correct response should have been:

Oral Answers to Questions

Helen Hayes Excerpts

Monday 23rd October 2023 Commons Chamber

[Mr Speaker]

We now come to the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

“Lose, lose, lose”, costing a “fortune” and not providing “the right service”. Those are not my words but those of the Secretary of State describing the SEND system over which her Government have been presiding for the last 13 years. Will the Minister tell the House when he expects the plans that the Government have announced for SEND to make a difference to the long waiting times and lack of support experienced by so many families across the country?

[David Johnston]

We have already begun the reform programme and have just launched the nine change partnerships, which are already starting to make a difference to the provision. I would just say to the hon. Lady that this is yet another area where the Labour party has absolutely no policies whatsoever.

Early Years Childcare

Helen Hayes Excerpts

Monday 16th October 2023 Commons Chamber

[Helen Hayes (Dulwich and West Norwood) (Lab)]

I congratulate the Chair of the Select Committee, the hon. Member for Worcester (Mr Walker), on securing this important debate today and on the Committee’s excellent report on support for childcare in the early years. I am grateful to all hon. Members who have spoken in the debate, and I particularly congratulate my new hon. Friend the Member for Selby and Ainsty (Keir Mather) on a truly outstanding maiden speech. He has shown what a brilliant champion he will be for his constituents on the local, national and international issues that shape their lives. We are so glad to have him with us in this place.

I do not have time to mention specifically all the other contributions, but we have heard from hon. Members across the House about the eyewatering childcare costs that families face. We have heard about the deficit in Government funding for the so-called free hours. We have heard about the recruitment and retention problems faced by early years providers and about a sector that is under unbearable pressure.

Children’s earliest years are crucial to their development and life chances. Many of the factors that contribute to the education attainment gap are already present by the time children start school. Early years education and childcare should be focused on ensuring that families have the early support they need to give their child the best start in life and education, while also delivering affordable childcare to enable parents to work.

The current hours-based model for childcare funding is fundamentally not working for providers or for families. For families, it is inaccessible and complex and does not reflect the reality of their lives and working patterns, nor does it deliver affordability. At the same time, 4,800 providers were forced to close their doors last year due to rising costs. The current model is not working for them either.

Parents have seen rising costs year on year, and growing childcare deserts where they cannot access the childcare they need. There are now two children for every Ofsted registered childcare place in England, creating a barrier to parents, particularly women, taking on employment. We are seeing women leaving the workforce for the first time in decades, priced out by the costs of childcare. It is parents of children with special educational needs and disabilities who find it hardest of all to find childcare places.

The Government have delivered a triple whammy—the most expensive childcare in Europe, an unviable financial model for providers and significant childcare deserts. It is a colossal failure for both families and the skilled professionals who work in early years. The policies that the Government have introduced in response to the crisis, after 13 years of failure and only because of intense pressure after the Chancellor spoke a year ago about the need to expand the labour market but mentioned the role of childcare only once, will not fix the problems. Additional funding is welcome, but pumping it into a system that is already broken will not deliver the change families need.

Childcare providers are clear that, as things stand, they cannot deliver the expanded entitlement. A survey of 800 providers by the Early Years Alliance found that only 20% of providers who currently offer places to two-year-olds plan to deliver additional places under the expanded entitlement. Another 33% said that they were unsure whether they would deliver places under the new scheme. That is because the Government have no plan for expanding the workforce to deliver an expanded entitlement in a sector already struggling to recruit and retain staff, no plan for premises for which there are rightly strict requirements in the early years sector, and no vision for quality in the early years.

Childcare must be about more than just minding children while their parents work. It should be able to provide every child with high-quality early years education. A Labour Government will be driven by our mission to break down the barriers to opportunity at every stage, including by boosting child development with 500,000 more children hitting the early learning goals by 2030. Labour is determined that childcare should offer more flexibility, better availability and high standards for children and families. We will draw on the best practice internationally to drive an ambitious and coherent programme of reform, with higher standards for early education, better availability, stronger regulation of the financial sustainability of providers and a clear strategy for the childcare workforce. We have commissioned former Ofsted chief inspector Sir David Bell to undertake a full review of the early years sector and help to develop the detail of our early years plan.

A Labour Government will work with the early years sector to build capacity, including by removing the legislative barriers to local authorities opening new provision. We will also work with the sector to ensure that there is a plan for the early years workforce that offers more opportunities through high quality training and recognition for the skilled work of early years practitioners. We will also recognise that childcare does not end when children start school. We will deliver funded breakfast clubs in every primary school to help parents work, provide opportunities for children to play, learn and socialise at the start of the school day and ensure that every child is able to access a healthy, nutritious breakfast and start the school day ready to learn.

The Government’s record is the most expensive childcare in Europe, childcare providers closing their doors and childcare deserts across the country. They have always regarded children as an afterthought, and in doing so they have failed children and their families. After 13 years, their sticking-plaster solutions will not fix things now. A Labour Government will deliver a childcare system that works for children and their families from the end of parental leave to the end of primary school. We put children at the heart of our programme of government from 1997 to 2010, and we will do so again.

Oral Answers to Questions

Helen Hayes Excerpts

Monday 17th July 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

Across the early years sector, nurseries and childminders are raising concerns that the Government have no coherent plan for the expansion of the early years workforce to meet the requirements of an expanded offer. The only ideas on the table so far are the relaxation of ratios and a reduction in the proportion of level 2 qualified staff—plans that the Sutton Trust has found could lead to worse outcomes for children. Why are this Government so uninterested in the quality of childcare and the outcomes that high-quality early years education delivers for children?

[Claire Coutinho]

The Government care about education standards. That is seen across every single result across the board, whether reading or maths results. It is this Government who care about education standards. Over 90% of our early years providers are rated good or outstanding. We will do everything we can to keep them that way.

Oral Answers to Questions

Helen Hayes Excerpts

Monday 12th June 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

The early years sector has had three months to absorb the Government’s Budget announcement on childcare. Wherever I go in the country, early years professionals tell me that without a plan for expanding and developing the workforce and securing additional premises, the Government’s approach will deliver neither affordable childcare for parents nor high-quality early years education for children. They are clear that relaxing ratios is not the solution they need. What does the Minister intend to do about the deficit in the Government’s plans?

[Claire Coutinho]

As I said, we have already set out some flexibilities in a consultation that was published last week, and I urge every single person in the early years sector to look at that. I urge the hon. Lady to look at it too, because there are much wider flexibilities in there: for example, looking at qualifications relaxations. Overall, the Government have set out the single largest ever investment into childcare; Labour has not set out a plan at all.

Oral Answers to Questions

Helen Hayes Excerpts

Monday 17th April 2023 Commons Chamber

[Mr Speaker]

I call the shadow Minister.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

In the spring Budget, the Chancellor announced new incentives for people registering as childminders, and a double incentive to register with childminding agencies. Will the Minister set out why she considers it necessary to incentivise childminders to sign up with agencies, and what conversations she and the Secretary of State had prior to the Budget with the Prime Minister and the agency in which his wife is a shareholder?

Special Educational Needs and Disabilities: Specialist Workforce

Helen Hayes Excerpts

Wednesday 22nd March 2023 Westminster Hall

[Helen Hayes (Dulwich and West Norwood) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Sharma. I am grateful to my hon. Friend the Member for Swansea West (Geraint Davies) for securing this important debate on the specialist workforce for children with special educational needs and disabilities. I pay tribute to all the all-party parliamentary groups that work in that area for their important contribution in gathering evidence and raising concerns. I am grateful to every hon. Member who has spoken today.

We have heard a remarkable consensus this morning on the dire situation that faces many families with a child with SEND, on the rapid growth in need, and on the urgency of the need for more support. My right hon. Friend the Member for Hayes and Harlington (John McDonnell) highlighted the link between unmet need and mental health referrals, school exclusions and school non-attendance. He rightly highlighted concerns about the significant unmet need and the trauma experienced by children and their families who live in initial accommodation for asylum seekers across the country.

The hon. Member for Hastings and Rye (Sally-Ann Hart) pointed to the impact of the pandemic in worsening speech and language delay. I recognise that issue from my constituency, but it is being raised by primary schools across the country. She also highlighted the important innovative technique of auditory verbal, which, as other hon. Members said, can be delivered at low cost and used by parents and non-specialists, as well as specialist support staff in schools.

The hon. Member for Worcester (Mr Walker), the Chair of the Education Committee, spoke about the importance of intervention in the early years. My hon. Friend the Member for York Central (Rachael Maskell) emphasised the significant impact of long delay on families’ ability to access support, and the vital work of teaching assistants, who often go unrecognised and under-rewarded. We also heard from many other colleagues, and there is wide consensus on the subject.

There are 1.5 million children with SEND in the UK. The number of children on an education, health and care plan is up by 50% since 2016. Those with SEND are overrepresented among pupils eligible for free school meals, black pupils and looked-after children. The support for many children with SEND is insufficient. Parents often have to battle for a diagnosis, then they battle again for support, often multiple times at each stage of their child’s education.

I pay tribute to everyone who works with children with SEND: speech and language therapists, SENDCOs, specialist teaching assistants, educational psychologists, specialist teachers of the deaf and of visually impaired people, and many others. It takes dedication and commitment to train as a specialist, who often act as the gateway to the whole of a child’s education. The work of SEND specialists is vital, but it often goes unseen and unrecognised.

Research from the Disabled Children’s Partnership is damning. In response to a recent survey, seven out of 10 parents said that their disabled child’s health had deteriorated because of lack of support. Only one in three disabled children have the correct level of support from their education setting. Only one in seven families have the correct level of support from social care, only one in five have the correct level of support from health services, and only one in five felt that they received the support needed for their child to fulfil their potential.

That overall context disguises a huge diversity of need. SEND needs include autism, ADHD, speech and language delay, vision impairment, hearing loss, foetal alcohol syndrome, cerebral palsy and Down’s syndrome. That means that detailed workforce planning is required. There must be staff working in mainstream education and health settings who can identify and diagnose additional needs as soon as they are evident, available support in every school for children with needs that occur commonly, and specialist support available to draw down for low-prevalence conditions when they occur.

Securing a specialist workforce matters. For mainstream settings to be truly inclusive, teachers must have knowledge of and access to a broad range of specialist skills. Recently, I visited a secondary school and met the brilliant team who support children with special educational needs. Their care and commitment to every single child was inspiring, but they spoke about how hard it is to obtain a diagnosis for children whose needs had not been fully identified earlier in their education because of a shortage of educational psychologists.

Specialist support is vital to keep children in school. Children with additional needs are over-represented in the data on school exclusions and in alternative provision. Ensuring the right support is available can help to avoid exclusions, but for 13 years the Government have failed to plan for the SEND workforce. The number of specialist teachers of the deaf has declined by 19% since 2011, and there are more than 67,000 children on the waiting list for speech and language therapy. There are simply not enough therapists to meet the need. There is a national shortage of educational psychologists, with 70% of local authorities having to rely on agency staff.

Behind those sobering figures are children—children whose needs are not being met, who are unable to access education, whose mental health is declining because they are not properly understood at school, and who are simply disengaging from education. Alongside each child are parents and families—parents who spend hours each week fighting for support, who are being called at work to pick up their child from school, who are suffering the distress of knowing their child is unhappy and not fulfilling their potential, and who, like the parents I met in my constituency recently, feel that they need to give up work so as to educate their children at home.

The shortage of professionals and the lack of support result in unacceptably poor outcomes for children with SEND. The Government recently published their response to the SEND and alternative provision Green Paper. The Opposition welcome the fact that the Minister has listened to Labour’s call for a focus on the early years. Identifying children’s needs early is vital, and the evidence is clear, but the Government have not said how they will build SEND diagnosis and support into an early-years sector that is fragmented and diverse, and within which nurseries in particular take widely varying approaches to inclusivity.

Families who have a child with SEND find it hardest of all to find suitable childcare, but allocating more money to a broken childcare system without reform, as the Government have announced this week, will not deliver a step change in the availability of SEND support, particularly as 5,000 childcare providers have closed since 2021.

The SEND and alternative provision improvement plan has the aim of reducing the number of EHCPs through improving support in mainstream schools, but the Government have not set out a clear plan to achieve it. There is no overall workforce plan. Meanwhile, the Government are expanding the number of special schools, which are needed, but there is weak data on which types of school are needed, and where, and no detailed plan to improve the inclusivity of mainstream schools.

A fundamental weakness of the Government’s approach is that it is characterised by pilots, rather than a national roll-out, and progress is set to be far too slow. Much of the plan will not come into effect until 2025 or 2026, leaving families to continue to struggle in the meantime, and more children going through the whole of their education journey without the support they need.

Children with SEND and their families need a workforce plan to deliver the support they need, wherever they live in the country. A Labour Government would work with professionals and families to deliver a SEND system that works for every child.