SEND Education Support

Patrick Spencer Excerpts

Tuesday 25th February 2025 Westminster Hall

[Jenny Riddell-Carpenter]

I thank my hon. Friend for his intervention. I believe it should be part of a wider conversation that includes today’s debate, and I hope the Minister will respond to it.

I submitted a freedom of information request to Suffolk county council and received information back yesterday. Over the past five years, between 2019 and 2024, 920 appeals were logged against Suffolk county council. It has not told me how many of those went to tribunal, but it did supply the breakdown of the figures. Except for a drop in 2020, which I suspect can be accounted for by the covid lockdown, the numbers have risen year on year. In 2019, there were 103 cases, and by 2024, there were 286 cases. The most staggering fact my survey revealed is the cost of the crisis to families. More than one in two families told me that the SEND crisis is affecting their families’ mental health. They are struggling as they battle to provide their children with the support they are entitled to.

I have two examples of families in my constituency. The first is that of Jacob, who is an example of how hard the situation is for so many parents in Suffolk Coastal. His parents are incredible, working two jobs each. They are young and doing everything in their power to provide for him. Jacob is just four and is already being let down. He has autistic spectrum disorder—ASD—and, though he has an EHCP in place, his parents have to fight “tooth and nail” to attempt to get him to the right school.

As his dad told me,

“We don’t choose to be parents of a child with SEN. However, this is our child, and I feel he is being treated like a number rather than a human being.”

It is equally tragic to say that Jacob has had a head start in many ways, because he has an up-to-date EHCP in place. I could tell countless harrowing stories about the delays and issues that parents in my constituency face just to get an EHCP completed.

The way the system is failing our children is equally highlighted by my constituent Tiffany, a young girl in year 6—another student with a brilliant mum advocating for her. She has struggled in the extreme with mental health issues. She has missed out on schooling for two years as she battled a serious and severe mental health breakdown, which caused her to spend long periods in hospital, all before she turned 10. It should be no surprise that, while she was battling for her health, she lost out on schooling. Despite having an up-to-date EHCP, she has been told that she cannot stay in the special school that has accepted her because she is too far behind academically. Somewhat absurdly, she is now expected to enter mainstream education in year 7, despite all the challenges that she has faced. Her mum asked me:

“Why should anyone with mental health issues be denied the support they require to access an education?”

I could give many more heartbreaking examples, but I want to give others Members time to do the same. Before I end, let me highlight again the complexities of SEND in rural areas such as my constituency of Suffolk Coastal. Rural areas are made up of small villages and tiny market towns. Such schools often teach mixed age groups, and teachers work across more than one year group. In one of my schools, years 6, 5, 4 and 3 are taught together. The transition from a tiny primary to a very large secondary school can be incredibly challenging for a child with SEND—or indeed any child. That produces a spike of SEND cases in year 7. Our SEND provision should therefore take the challenges in rural areas into consideration, and help schools and children with the transition from primary to secondary school. There are some great examples in my constituency of secondary schools working with feeder village schools from years 5 and 6 to try to bridge that transition and directly target children with SEND during that process.

[Patrick Spencer (Central Suffolk and North Ipswich) (Con)]

For those who do not know, the hon. Lady is my constituency neighbour in Suffolk, and I think she is doing a fantastic job of highlighting the complexities faced by people such as Jacob and Tiffany—I see them in my inbox too. She has done a fantastic job of talking about the problems, and she is beginning to talk about the solutions. What does she think about universal early intervention programmes, which have been demonstrated to reduce cost at the acute end of the system in the long term? Will she join me in pushing for universal access to early language programmes in schools in Suffolk?

[Jenny Riddell-Carpenter]

I thank the hon. Gentleman for his intervention. The example of Jacob, a small boy aged just four, shows that interventions need to happen in the early years—right from the very start.

The model of secondary schools working with primary schools should be looked at nationally. I again call on the Minister to visit Suffolk Coastal to see that in greater detail.