Special Educational Needs and Disability Funding

Mark Pritchard Excerpts

Wednesday 29th January 2020 Westminster Hall

[Several hon. Members rose—]

[Mark Pritchard (in the Chair)]

Order. There is much interest in this debate, so I reluctantly impose a time limit of six minutes. That might change to five minutes later on; we will have to wait and see. For the benefit of all Members, particularly new Members, I point out that every intervention will add one minute, up to a maximum of two interventions per speech. We want to encourage debate, but bear that in mind should you wish to speak as well as intervene.

--- Later in debate ---

[Several hon. Members rose—]

[Mark Pritchard (in the Chair)]

Order. We need to move on to the Front-Bench speakers at 3.30. Five people are trying to catch my eye. We will have to go to a time limit of three minutes for four speakers, and unfortunately somebody might be disappointed.

--- Later in debate ---

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

It is a pleasure to serve under your chairmanship, Mr Pritchard. I congratulate my hon. Friend the Member for Twickenham (Munira Wilson) on securing this incredibly important debate.

In the short time we have, I join colleagues in heartfelt thanks and admiration for those on the frontline who are dealing on a day-to-day basis with children with special educational needs. “Dealing” is not quite the right word. I used to be a teacher and know that, as has been said, those students are often the most creative and giving, intellectually, in the class. Once that potential has been unlocked, they can fly.

I often go to special schools in my constituency, and we speak about how students can feel excluded from the system. Children are pulled out of classes when they want to be included. I would love us one day to have an education system that is fully inclusive and is allowed to make accommodations on a case-by-case basis for every single child. Most teachers know what those accommodations need to be. We have heard already about the funding crisis. There is a notional SEND budget that comes out of the main schools grant. It is £6,000 from every school and it creates a perverse incentive. That has to go, which is why in the last election the Liberal Democrats suggested that it should be cut to £3,000 for each child, but the fact is we need to make sure that any child, anywhere, gets the full accommodations that they need.

In the short time I have remaining I will highlight the “h” part of EHCPs. We often talk about autism and dyslexia, but it is also meant to cover children with disabilities. The other part of the NHS that feeds into the issue is child and adolescent mental health services. I have constituents in my area of Oxfordshire who have waited nearly two years for their EHCPs. That is a direct result of underfunding in CAMHS, which the local CCG and the local authority commission together. What work is the Minister doing with other Departments to ensure that they are meeting their requirements for EHCPs?

I will quickly highlight unregistered alternative provision. What happens to students who are excluded from school? Very often those schools do not want to do that, but for the sake of other children in school, or because they simply cannot provide the resourcing needed, they move the students on, often asking for them to be home-schooled or otherwise. Why do we have a system that allows any child essentially to be pushed out of the system altogether? I can understand that the child might go somewhere else, but that provision needs to be fully registered and fully inspected. If the child is to be home-schooled, that needs to be up to a standard. My final question to the Minister is about what happened to the consultation on children not in school. We were meant to have a response by the end of the year. That is an important part and we have not seen it.

[Mark Pritchard (in the Chair)]

Order. It is now time to call the first of the Front Benchers.