SEND Provision and Reform

Iqbal Mohamed Excerpts

Monday 13th April 2026 Commons Chamber

[Greg Smith (Mid Buckinghamshire) (Con)]

I have been contacted by a huge number of constituents raising concerns about delays to EHCPs, a lack of specialist placements and the struggle to secure the support that their children need. Like so many other Members of the House, SEND issues dominate my surgeries and casework, and it is heartbreaking to see the delays and the pain and anguish brought to those children and families as they wait for what they deserve: an education that works for them and their specific needs. What troubles me even more is not those cases that have been brought to me, but how many more there must be who have not come forward.

One of the most troubling aspects of this SEND crisis is that too many children simply do not have a suitable place at all. Children are left in settings that cannot meet their needs or, in some cases, are left out of education altogether. But this issue does not begin with placements; it begins much earlier in the system. Buckinghamshire council has advised that there is a shortage of occupational therapists to carry out assessments and there are delays of up to 56 weeks just to issue an EHCP. That is over a year in which a child may be stuck in the wrong setting, a year of lost progress and a year of growing pressure on families.

[Iqbal Mohamed (Dewsbury and Batley) (Ind)]

Does the hon. Gentleman agree that, as well as the harm caused to the children who do not receive timely support for their special needs, if children are in the wrong setting, harm is caused to the teachers, who are not qualified to support those children in their normal, mainstream setting? If we can do the assessments and get the right support quicker, it will help not only the children, but the educationalists providing their education.

[Greg Smith]

I agree with the hon. Gentleman. It is the whole system that suffers in the circumstance that he describes, such as the teaching staff who do their absolute best and every other child in those classes. He makes a very fair point. Before we even get to the question of school places, the system is already falling behind.

In Buckinghamshire, nearby SEND schools are already oversubscribed, and despite the best efforts of heroic teaching staff, mainstream schools cannot always meet complex needs. This is where we in Buckinghamshire have been most let down by this Government. Back in May 2024, the Department for Education wrote to Buckinghamshire council and committed to a brand-new, 152-place SEND school for Buckinghamshire. That was not a political pledge or a general election campaign promise; it was officially announced by the Department for Education. This Labour Government have formally scrapped it.

What was a £20 million spend has been downgraded to £8 million over three years for Buckinghamshire. That is not good enough. That school would not have solved all our problems, but it would have gone a very long way. I urge the Government, even at this late hour, to think again and deliver this school for my constituents. Children and families in Buckinghamshire would benefit so much from it.

Let me turn to the Government’s proposed SEND reforms. Many parents have contacted me on this issue, and I am concerned, as my hon. Friend the Member for Farnham and Bordon (Gregory Stafford) has outlined, that the Government are not even close to getting this right. One constituent wrote to me:

“I am concerned that the direction of SEND reform risks children and young people having to fit into whatever provision is available, or else missing out on education entirely. I’m really worried that these new proposals will leave parents having to battle directly with schools to get help for their child.”

That is an important point. We need a system that works for the needs of each and every child, not a system that works for a faceless bureaucracy.

My constituent continued:

“My two children both have an autism diagnosis, but are significantly different in their support needs. A one-size fits all type provision will not be suitable for even these two siblings. I would love them to be able to manage at a mainstream school, but the solution is not for schools to become more SEN friendly, the solution is a complete overhaul and reform of the schooling system. It is antiquated and not fit for purpose.”

I was lucky enough to go to an event in Portcullis House with parents and teachers of SEND families this afternoon, chaired by Rory Bremner. The evidence given by those parents and teachers was quite frightening; many fear that under this White Paper, if it is brought in, their children will be excluded altogether. I urge the Minister to get a read-out from that meeting.

That leads on to wider concerns about the loss of individualised and legally enforceable support, as my hon. Friend the Member for Farnham and Bordon put it in his own excellent speech. That is about not just the risk of children being forced into inappropriate provision, but the potential loss of legal protections and tribunal rights and the potential loss of “education other than at school” packages for children who cannot attend any school setting. That cannot be right.

--- Later in debate ---

[Iqbal Mohamed (Dewsbury and Batley) (Ind)]

I am grateful for the opportunity to speak in this profoundly important debate. I thank the hon. Member for Farnham and Bordon (Gregory Stafford) for securing it. SEND is one of the most common and most urgent issues raised by struggling families and overstretched schools in my constituency of Dewsbury and Batley, as it is for all Members from across the House.

The situation cannot be allowed to continue. We all agree that the system is broken and needs to be improved. I welcome the fact that the Government have recognised the scale of the crisis and are attempting to bring forward wide-ranging reform, but good intentions must be matched by good policy. Consequently, I believe that a number of concerns must be addressed urgently if the reforms are to succeed.

First, on consultation, the Government have told us that their new framework is being shaped in partnership with families, schools and other stakeholders, but serious questions remain about the adequacy and scope of that consultation. Recent reports show that Members have been effectively guided by the Department of Education on how they should respond to the consultation. That risks fatally undermining confidence in the process; consultation must be genuine and transparent.

Secondly, on implementation, it is concerning that local authorities are already being instructed to begin reforming their systems by developing local plans and reshaping provision before the consultation has even concluded. That risks creating confusion, inconsistency and instability in a system that is already under immense strain, and it risks the perception that public consultation and consent for vital policy proposals are being treated as an afterthought, rather than as central to policy making process.

Thirdly, on capacity, ambitious reforms require the workforce to deliver them. We need clarity on how many trained professionals will be required, how initiatives such as the proposed experts-at-hand service will be staffed, and how training for teachers will be delivered. Without that detail, we run the risk of expectations outstripping reality.

Finally, on accountability, any changes to tribunal arrangements must not weaken families’ ability to challenge decisions, not least because they have been so successful in appealing them—we have heard the 99% figure. For many parents, the tribunal system is not an optional preference but a safeguard of last resort that must be preserved.

Will the Government ensure that the ongoing consultation genuinely reflects the voices of families, schools and experts? Will it provide clarity on workforce training and funding? Will it protect the rights of families to challenge decisions? Will it ensure that reforms are implemented in a way that is transparent, evidence-led and properly resourced and has built-in accountability? If we get this right, we can transform lives for the better, but if we get it wrong, children will bear the cost for years to come.