SEND Provision: Hampshire

Mark Hendrick Excerpts

Thursday 31st October 2024 Westminster Hall

[Luke Murphy]

I completely agree with my hon. Friend: crucial to fixing the system will be rebuilding trust between parents, national Government and local authorities. There is much work to do, but I think yesterday’s Budget showed that this Government are making a downpayment on that commitment—and there will be more to come. As my hon. Friend mentioned, the lack of adequate support has lasting impacts on families. Many parents have had to reduce their work hours or even leave employment entirely to care for their children when the local authority fails to provide adequate support. I know, from hearing families’ stories, that many are reaching breaking point, and parents are exhausted from the constant battle against the system.

Hampshire county council, like many others, has been coping with a system in freefall. The number of EHC plans in Hampshire has nearly doubled, from just over 8,000 in 2019 to around 16,000 this year. Hampshire’s cumulative deficit for the dedicated schools grant is now at £86.1 million, representing 9.4% of its total dedicated schools grant income. To put that in perspective, for every £100 that Hampshire receives for schools and SEND provision, it has accumulated nearly £9.40 in debt. That deficit is expected to reach £250 million by 2025-26 if nothing changes. Hampshire also currently spends £47.2 million annually on independent school placements, due to the lack of available spaces in state-funded options, underscoring the urgent need for expanded state provision and the need to support mainstream settings in providing essential SEND support.

I am particularly concerned about the exploration of the statutory override in 2026, which currently allows the education deficits to be kept off councils’ balance sheets. When the override ends, councils like Hampshire could face financial insolvency, forcing them to declare a section 114 notice and request Government intervention. The situation is clearly untenable, and serious reforms are urgently needed, but this crisis is not just about budgets or statistics; it is about real lives and families.

Eleanor, a mother in my constituency, told me about her son. When he turned two, she sent him to the local nursery to be with his older sister, but there it quickly became clear that his development was delayed. On multiple occasions, Eleanor would go to pick him up and find him playing alone in the toilets unsupervised. Quite understandably, that is not what she wanted for her son, but without sufficient support from early years education, and because he could not talk, he was left to blend into the background and slip through the cracks. Eleanor describes the process of fighting for SEND provision as “just terrible”—a constant battle with the local authority in a system that she describes as completely broken.

Another parent, Kelly, shared her story with me. After multiple appointments where she raised concerns about her son’s development, she was told that he was simply the “lazy twin”. But Kelly did not give up. She described how, without clear guidance and support, parents go into the SEND system “blindfolded”, feeling their way through a complex maze that should be straightforward. Jodie, another mother from Basingstoke, told me that

“the only support you get consistently through the whole SEND journey is from other parents who are going through the same thing.”

It is a sad reflection of the system when parents find that their only reliable support is each other.

My hon. Friend the Member for Aldershot (Alex Baker), who wanted to be here today, has heard similar experiences of a lack of suitable school places leaving parents with no option but home schooling for their children. That puts unacceptable pressure on parents, resulting in mental health issues and self-harm, while children miss out on vital opportunities to develop wider life and social skills

A parent in my constituency described the impact of finally receiving specialist provision for her daughter as having a “halo effect”. It brought a sense of normalcy and confidence back to her daughter’s life, sparking interests outside the classroom, but that positive impact should not just be the rare exception; it should be the standard experience for every family navigating the SEND system.

When I committed to a manifesto focused on building a truly inclusive, responsive and supportive education system, it was not just a pledge; it was a mission. Every child deserves an education system that meets their needs, especially those children with special educational needs and disabilities.

I am encouraged by the Government’s actions in taking the first steps towards real change. Yesterday’s Budget marked a significant commitment from the Chancellor, with a £1 billion increase in SEND and alternative provision funding. That is a 6% real-terms boost. The funding is a critical step towards improving outcomes for children and families, and guiding our SEND system towards much-needed financial stability, fixing the foundations to ensure that every child in England can achieve and thrive regardless of their background.

The children’s wellbeing Bill, which was announced in the King’s Speech, will mandate schools to collaborate with local authorities to improve SEND inclusion. That is a foundational step. Our commitment to expand early years support by investing in SEND-specific teacher training and establishing a framework for early intervention, such as the Nuffield early language intervention, is all part of a larger strategy to prevent children as soon as possible from slipping through the cracks. The Government have also said that they will ensure accountability in mainstream settings through bodies like Ofsted to guarantee that every school is equipped to meet the needs of students with SEND. More widely, the Government have committed to recruiting 6,500 new teachers to reduce class sizes, which I hope will also allow for more inclusive classrooms.

This crisis has stretched on for far too long and we must work on a cross-party basis to address it before the situation becomes truly unsalvageable. Every child, regardless of whether they have SEND or not, should have the support in place so that they can thrive in school and beyond.

Today, with the Kids parent committee from Basingstoke and the Minister both present in Westminster Hall, I want to amplify a clear message from families in my constituency: we need greater training and support for mainstream early years staff in SEND, because early intervention is crucial. By equipping early years staff with the skills to recognise and support children with additional needs, we can ensure that children receive timely help, giving both parents and children a solid foundation. I fully support that goal and will work alongside others to make it a reality.

In yesterday’s Budget, the Chancellor announced an additional £1.8 billion to expand Government-funded childcare and allocated £69 million to grow the network of family hubs. This funding represents a chance to provide essential support and early intervention for SEND families across the country.

I hope that this debate shines a light on the reality of SEND provision for families, not only in Hampshire but across the country. Today I urge the Minister and colleagues from all parties urgently to support a reformed SEND system that lifts up our young people and their families.

The Government have rightly committed to breaking down barriers to opportunity for all, which must include children and young people with special educational needs and disabilities. We know that there is no magic wand that can fix this broken system overnight, but I urge the Minister to collaborate with her colleagues across Government to urgently reform the SEND system, so that we can restore faith in SEND provision, and I am hopeful that this Government will lead the way in creating a system that truly works for every young person, every family and every community. As Michelle put it:

“It shouldn’t be this hard, and it doesn’t need to be this hard.”

[Sir Mark Hendrick (in the Chair)]

I remind Members that they should bob if they wish to be called in this debate.

[Jim Shannon (Strangford) (DUP)]

It is a pleasure to serve under your chairship, Sir Mark. As the hon. Member for Basingstoke (Luke Murphy) and I were walking down to Westminster Hall, I asked if he would be speaking and he said he was. I know that the debate is about Hampshire, but I always want to come along to support hon. Members who are bringing forward critical issues. I also want to add comments from a Northern Ireland perspective.

I am pleased to see the Minister in her place; I always look forward to meeting her and I know she clearly understands the issues that the hon. Member presented. I want to support him and his parents group, which has come here today. On the way here, he mentioned that those parents are the reason he secured the debate, and parents should be in everything that we do. These things are about our constituents and about what we can do to help them and give their perspective.

I spoke on this issue just last week; indeed, like almost everyone here, I have spoken in every debate on SEND education since we came back after the election. As I said, I want to give a Northern Ireland perspective, if I may.

I welcome the Budget, which allocated extra money to the SEND education system, as the hon. Member mentioned. I am always hopeful that some of that allocation will come our way through the Barnett consequential, which results in us gaining from investment here on the mainland.

[Sir Mark Hendrick (in the Chair)]

Order. The debate pertains to Hampshire. Although you raise issues that are common, the subject is aimed in the direction of Hampshire. Can you please make the main points and try not to veer off the subject in terms of specifics in your own part of the UK?

[Jim Shannon]

I will make sure that whenever I mention Northern Ireland, I mention Hampshire as well. That will hopefully keep the perspective right, because what the hon. Member said happens in Hampshire happens in my constituency as well. I want to illustrate that and make some suggestions on how we can provide better help in the system. What we do back home in Northern Ireland can help those in Hampshire with how they move forward.

We have a clear teacher funding issue, especially in the SEND sector. One of my questions to the Minister, which I hope will be helpful for the hon. Member for Basingstoke and for the wider debate, is this: what has been done to ensure that there are more adequately trained people to respond to this issue?

I also speak in this debate because this matter is personal for me. I have six grandchildren, and three of them unfortunately have some difficulties with autism, learning and speech issues. I will not mention their names, because it would not be appropriate, but that is why this is personal.

Whenever I come here to make a contribution, it is clear to me what I am asking for: for the same things that have already been done back home. I will give a couple of examples of how things have happened and, by doing so, show what has made the situation better. I know that the hon. Member has referred to that.

A teaching assistant back home told me that she did a level 3 qualification on specialist support for teaching and learning in schools. If she lived here in England, she would fully qualify as a substitute teacher; in Northern Ireland, further training is necessary. That is an example for us back home. With the same system here, someone qualifies, but with the system back home, they do not. That clearly highlights the issue.

Across Northern Ireland—the hon. Member’s contribution has convinced me that this is similar to what is happening in Basingstoke and Hampshire—we have autism assessments, and some 66,000 pupils have some form of SEND. That is 20% of the population—the figures are similar to what the hon. Member referred to. Children fight for a diagnosis from the day they enter school, but unfortunately there are detrimental educational psychology delays, which coincide with delays in our health service. Even though we are focusing on SEND and education, will the Minister, when she responds, consider that there must also be a tight relationship between education and health? That is important and I hope she will respond in a positive fashion.

As I said, this issue is a personal one: three of my six grandchildren unfortunately have autism and speech therapy needs. I want to give an example of what has happened. I have mentioned diagnosis; get the diagnosis done early and we can change the child’s life—wow! I will give an example that is personal, because it happened in our family. One of the grandchildren—one of the boys—was quite boisterous and seemed to have difficulty expressing himself. Unfortunately, the result was that when he was at nursery and early school, he was hitting out at other children and became quite a difficult child. It was nobody’s fault; it was just that he was not able to express himself in the way he wished to.

We got the early diagnosis, and with the early diagnosis came the speech therapy, and with the speech therapy came an absolute change in that wee boy. When we were going to my son’s house for Christmas, I said to my wife, “Sandra, there’ll be some goings-on the day, when we get there,” and she said, “You’ll see a difference.” I had not seen my grandson for a while, and what a difference there was in that wee boy because he had got the diagnosis and the speech therapy—you could not have kept him quiet. What a change in that wee fella because the system had worked and helped him.

I give that as an example of what can happen if we have the right strategy and the right way forward. The opposite is now true of the wee boy: he never keeps quiet. It is lovely to have a wee boy in the corner who is so boisterous and alive and so respectful—we heard so many pleases and thank yous. There can be such a difference as a result of the system when it works. We now have two others coming through, and the provision of an early diagnosis has to be the same for them. The hon. Member for Basingstoke has asked for that, and I am sure the Minister will respond.

Another example is about how education can help. This is an example to help the Minister, because I think the great advantage of these debates is that we can give examples of where things have been going the right way and thereby exchange ideas on ways forward and how we can do things better. Movilla high school in my constituency increased its enrolment from 401 to 600, because the education authority enabled it to extend the special provision for pupils with autism to include 10 and 11-year-olds, and it has established what are called nurture classes. It is not a novel idea, but it is a good idea in terms of helping to move forward education and mainstream education in particular.

Those are just two of the points I want to raise: early diagnosis and the nurture classes that we have in my constituency of Strangford. I do not know what the reason is, but in the last number of years—the last 10 to 15, in particular—I have certainly seen more children there who have difficulties with autism and other issues. More should be done to create specialist nurture units within mainstream schools and to support specialist training for teachers of all ages. There must be the capacity for us to do our best for pupils who require additional support; they should not have to suffer because of a funding crisis.

I look forward very much to hearing the Minister’s thoughts and those of the shadow Minister, the hon. Member for North West Norfolk (James Wild). Around this room, we have people with incredible knowledge, and I look forward to all their contributions. I hope the Minister can undertake further discussion with the devolved nations on this matter. I said earlier—I mean it, and it is true of any debate I come to—that there are always lessons that can be learned regionally, and we can then share them in this great United Kingdom of Great Britain and Northern Ireland. There is that benefit that comes from regional knowledge, which may be specific, but which can help us all to do things better. With that, I commend the hon. Member for Basingstoke for bringing the debate forward. I hope my contribution kept exactly to the line that you asked me to keep to, Sir Mark. Thank you so much.

SEND Provision: East of England

Mark Hendrick Excerpts

Tuesday 8th October 2024 Westminster Hall

[Sir Mark Hendrick (in the Chair)]

Order. I ask Members when intervening that they make it much shorter than the intervention we have just heard.

[Jess Asato]

I agree with the hon. Member that early diagnosis helps that child and their family, and we also save ourselves money in the long term. I also welcome the curriculum review, which I hope will bring about a broader curriculum that allows everyone the opportunity to flourish.

I am glad the Government have made breaking down the barrier to opportunity a key mission, ensuring that all children get the best possible start in life. It is such an important task. I look forward to hearing more from the Minister about the Government’s ambitious plans and to hearing contributions from Members from across our region.

[Several hon. Members rose—]

[Sir Mark Hendrick (in the Chair)]

Before I call the next speaker, everybody can see the number of Members present, and quite a number have indicated that they wish to speak. We are fairly limited, as we have only half an hour for wind-ups at the end and the right of reply for Jess Asato. I ask Members to keep their comments to about two minutes, then everybody will get in. Where possible, I ask that you try to resist the urge to intervene too often because that takes time away from others and we have to finish on the dot at 4 o’clock. I remind Members that they should bob if they wish to be called.

--- Later in debate ---

[Sir Mark Hendrick (in the Chair)]

I thank the hon. Gentleman for keeping his comments brief. I call the hon. Member for Southend West and Leigh (David Burton-Sampson).

--- Later in debate ---

[Ben Obese-Jecty (Huntingdon) (Con)]

It is a pleasure to serve under your chairship, Sir Mark. I thank the hon. Member for Lowestoft (Jess Asato) for securing this debate, as the issue has a significant impact in the region that we represent. The issue of SEND provision has grown in recent years, and it shows no sign of abating. In the past decade, the number of pupils with SEND requirements in the UK has more than doubled; 1.2 million children in school require SEND support below the level of an education, health and care plan or EHCP.

In my constituency of Huntingdon, there is a growing sense that SEND provision is reaching a critical juncture. I was recently invited to visit one of the outstanding-rated primary schools in my constituency. Somersham Primary School has been transformed under its new leadership within the Meridian Trust. It could also be considered a victim of its own success. Such has been the progress made, and the success in facilitating growth in the number of young children with special needs, those who are non-verbal or need dedicated specialist one-to-one support to meet their needs, the school now has circa 20 children on an EHCP, a significant population within one small school. Speaking with staff there, it is evident that to meet the increased demand these schools must be resourced properly. Although the Government have committed £315 million to universal primary school breakfast clubs, it would surely be more effective to retain free meals for those children who genuinely need them, and make further significant investment in increasing dedicated individual support for children with complex educational needs.

At secondary level, Kimbolton School has a number of children who receive support for either special educational or social, emotional and mental health needs. These are pupils whose parents choose to educate them in the independent sector precisely because of the dearth of places and support in the state sector. These are pupils who may struggle to thrive and fulfil their potential without the benefit of a smaller class size and the more personal support that they require.

Of the 12,400 pupils who receive SEND support in independent schools across the east of England, 80% will not be protected from the application of VAT to fees, as they do not have an EHCP. The only protection announced thus far is for pupils who are funded by local authorities. Councils will be able to reclaim VAT paid, simultaneously increasing demand for EHCPs and costs for councils. The SEND-specific schools in the constituency, within Huntingdon itself, are Spring Common Academy and the newly opened Prestley Wood Academy in Alconbury Weald.

Prestley Wood Academy opened this academic year to its first 70 students, being delivered as part of a wider housing development, and will ultimately cater for 150 pupils aged between four and 19. It is SEND-specific, and it has been designed with specialised facilities, including two sensory rooms, a hydrotherapy pool, trampoline room and soft play. Those are crucial facilities for those who would benefit from them, but it can only cater for a limited number of pupils.

It is not only younger children who are impacted by the lack of provision. I recently visited the Huntingdon campus of Cambridge Regional College in order better to understand the challenges faced by further education providers. Across its two campuses, there are in the region of 4,000 students but, owing to the nature of the college and the courses it provides, there are a staggering 600 students with an EHCP, of whom around 400 require additional assistance. That places significant additional strain on staff and staffing. With the added complexities posed by the needs of young adults, a huge effort is required to ensure that those needs are met. The college has a team of 12 dedicated solely to providing mental health support.

SEND funding in England is part of the dedicated schools grant, not allocated per individual SEND pupil. Local authorities determine the individual school allocations. The safety valve intervention programme was introduced by the Department for Education in 2020, to provide additional funding to local authorities with significant financial challenges. Cambridgeshire County Council entered the dedicated schools grant safety- valve programme in 2022. Despite receiving supplementary funding, as of March 2024, Cambridgeshire County Council failed to meet the conditions of the safety-valve agreement. The council completed only 5% of EHCPs within the 20-week timeframe, while the average in England is 49%. Across Cambridgeshire County Council, 73% of complaints relating to children and young people were over delays in publishing the EHCPs, issues with the plans themselves and poor communication.

[Sir Mark Hendrick (in the Chair)]

Order. Could I ask the Member speaking to keep his remarks brief and perhaps come to an end? I do not mean instantaneously.

[Ben Obese-Jecty]

Thank you, Sir Mark.

As one of the fastest-growing regions in the country, the funding allocation formulae for Cambridgeshire desperately need to be reviewed. With thousands—potentially tens of thousands—of homes planned to be built in the constituency over the next decade, it is imperative to look at the underlying calculation that currently fails to recognise the demographic challenge that we face in the region.

--- Later in debate ---

[Sir Mark Hendrick (in the Chair)]

Order. Can the hon. Gentleman sit down a second?

[Rupert Lowe]

I have not quite finished, Sir Mark.

[Sir Mark Hendrick (in the Chair)]

I am interrupting you. You do not refer to other Members by their name, but by their constituency or position. Actually, you have taken nearly four minutes now; this is taking time away from others. Could you bring your remarks to a close?

[Rupert Lowe]

I will stop there.

--- Later in debate ---

[Jack Abbott]

My hon. Friend is absolutely right. The statistics I am reading just scratch the surface. We know there are many more families who have had to make the difficult decision to homeschool their children not out of choice, but out of necessity, because they feel they have no other option.

To finish my point, in state-funded primary schools in Suffolk, fixed-term exclusions were 30 times more likely to go to a child with SEND and an EHCP than to a child without. I should add that our county’s fixed-term exclusions are, once again, some of the highest in the country—an unwanted and shameful record of inaction and indifference. Across all age groups in Suffolk, permanent exclusions are more than six times as likely, and fixed-term exclusions more than five times as likely, to go to a child with SEND.

While I am encouraged by the intentions of the new Government with respect to SEND provision, I join Members present, along with so many others, in reiterating that the challenge is enormous and must not be underestimated. Like families across Ipswich, I know there is no overnight fix for years of failure. What those families expect is a clear, credible plan with measurable defined goals for SEND provision, and not the half-baked, half-hearted SEND review that was finally dished up after much delay by the previous Government.

[Sir Mark Hendrick (in the Chair)]

Order. We are running short of time.

[Jack Abbott]

I am coming to an end. Those families expect Government to work with local authorities, particularly those such as Suffolk county council, to put that into place. It falls to us as part of this new Labour Government to follow through on our promise to do so, working with local authorities and families to make urgent progress. Children who need—

[Sir Mark Hendrick (in the Chair)]

Order. Can the hon. Member take a seat, please? I remind Members that when they refer to Members of this House, they must refer to them as the Member for their constituency or as their position. They must not name Members of Parliament.

[Mr Bayo Alaba (Southend East and Rochford) (Lab)]

I thank my hon. Friend the Member for Lowestoft (Jess Asato) for arranging this debate. It is great to see so many MPs from the east of England present to discuss such an important issue. It is something that has come up time and again during my time as a youth mentor, school governor and behavioural mentor. My hon. Friend the Member for Ipswich (Jack Abbott) referenced school attendance and the issues around punctuality, which is something that is close to my heart, as I also chair a disciplinary board for a local school.

First, I pay tribute to Raw Learning. I had the pleasure of attending the launch event of a new forest school with Raw Learning last week, which was my second time visiting a forest school. The first time, I did not take the right shoes—I recommend that all Members bring a pair of wellies if they visit a forest school. Raw Learning provides a fantastic service for young people who are not able to conform to traditional learning environments, transforming the lives of young people and their families.

Families should not have to wait more than a year to receive an education, health and care plan. In Southend East and Rochford and across the nation, we have seen a huge increase in demand for EHCPs. It is up to our local authorities to administer EHCPs; by law, the process is supposed to take a maximum of 20 weeks. However, in Southend East and Rochford, 90.4% of decisions took six months or longer. So often it is the children who are most in need who are left out of school while they wait. There are many factors that can exacerbate issues, such as catchment areas, income and social capital.

It is my absolute honour to represent my constituency in Parliament, to debate SEND in the east of England and to be part of Labour’s mission-driven Government. I welcome the fact that inclusion will be at the centre of SEND policy moving forward.

Does the Minister agree that more needs to be done to support families, parents and organisations such as Raw Learning, which so often fill the gap where local authorities are stretched, where mainstream schools do not have the resources to sufficiently support children with SEND in the classroom and where the previous Government failed?

[Sir Mark Hendrick (in the Chair)]

Order. Because of the time taken by Members who have already spoken, we are now down to two minutes per remaining Member.