Children with SEND: Assessments and Support

Roz Savage Excerpts

Monday 15th September 2025 Westminster Hall

[Dr Roz Savage (South Cotswolds) (LD)]

I beg to move,

That this House has considered e-petition 711021 relating to assessments and support for children with SEND.

It is a pleasure to serve under your chairmanship in this extremely popular debate, Dr Huq, and it is a privilege to open it on behalf of the Petitions Committee. Over 122,000 people have signed this petition, led by Save Our Children’s Rights, parents and organisations including the Independent Provider of Special Education Advice, Special Needs Jungle and SOS!SEN. Their message is clear: the primary goal of education policy must be to ensure that every child fulfils their potential to the maximum degree possible. They are deeply concerned that weakening statutory duties would reduce not just rights but opportunities.

What do we mean by SEND? It is a legal term: a child has special educational needs if they have a learning difficulty or disability that means they cannot use standard educational facilities without extra help, and if they require special educational provision—extra or different support from what is normally provided. This can include one-to-one support, smaller classes, adapted curricula or therapies such as speech and language support. A diagnosis is not required. What matters is whether the child’s needs make learning harder and whether extra help is essential to their participation and progress.

We all know that the system is under immense pressure.

[Afzal Khan (Manchester Rusholme) (Lab)]

I welcome the Government’s allocation of £740 million to the 10,000 new places for pupils with SEND. However, there are still serious funding concerns in my constituency. One school told me that its funding shortfall is around £22,000 per pupil for those requiring one-to-one support. Does the hon. Member agree that, without adequate and sustainable funding, local authorities and schools will struggle to deliver on their legal duty to support children with SEND?

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[Dr Savage]

I thank the hon. Member for his intervention. Given the number of people who want to take part, I will proceed with my speech to allow the maximum number possible the chance to speak.

We extended support from birth to 25 in 2014, replacing statements with holistic education, health and care plans, but those reforms coincided with major funding pressures. Families now routinely have to enforce their rights through tribunals, with almost all appeals finding in their favour.

Last week, a new Institute for Fiscal Studies report confirmed the seriousness of this crisis. It found that, since 2018, the number of pupils with EHCPs has grown by nearly 80%, from under 3% to over 5% of pupils, while local authorities face cumulative high-needs deficits, which are projected to reach £8 billion by 2027. The report also shows that the cost of independent special school places is now more than double that of state special schools on average. The IFS warns that, without reform, spending pressures will balloon over the next few years.

[Ms Stella Creasy (Walthamstow) (Lab/Co-op)]

The hon. Lady is making a very powerful case, and we all agree that we want to get the system right. Can we also all agree, because there is not a Reform Member here, that the comments about the system being “hijacked” were completely inappropriate and do not speak for the needs of the children we all want to represent, and that we all in this room condemn that as being without foundation? [Hon. Members: “Hear, hear!”]

[Dr Savage]

I barely need to respond to that, as the sentiment in the room is very clear. I thank the hon. Member for her intervention.

[Mohammad Yasin (Bedford) (Lab)]

Only one in five children leaves school with their dyslexia identified. A constituent of mine told me that, although he was diagnosed with autism in lower school, it was not until upper school—thanks to the excellent support at Grange academy in my constituency—that teachers truly understood his needs and he began to flourish. Does the hon. Lady agree that we must improve routine screening for neurodivergent conditions so that every child can be identified and supported early, and given the best chance to learn and reach their full potential?

[Dr Savage]

I thank the hon. Member for his intervention, and I agree that early intervention absolutely pays dividends in the long run.

[Peter Swallow (Bracknell) (Lab)]

Early intervention is exactly the issue at play here. The reality is that for many families in my constituency who have managed to acquire an EHCP, it has come only after considerable delay. Does the hon. Lady agree that we must protect legal rights and move from a system that focuses too much on later interventions to one that focuses more on earlier interventions, and that the right test will be whether the new system gets more support to more young people more quickly?

[Dr Savage]

I totally agree with the hon. Member’s intervention. Change must focus on early support, mainstream inclusion and capacity, which is exactly what the petitioners are calling for today. In the light of that evidence, the legal rights given by EHCPs are not a luxury but a necessary tool for ensuring that children get the support to fulfil their true potential. Without these legal rights intact, many families face months or years of legal challenge or delay just to obtain what should be automatic.

[Warinder Juss (Wolverhampton West) (Lab)]

Recently, I held a roundtable for parents and carers, and we had a very moving discussion. One parent spoke about how her son had not been to school since January and had missed out on his GCSEs. Does the hon. Lady agree that we need a holistic procedure whereby schools and local authorities work with the NHS; that we should have dedicated special educational needs co-ordinators in schools; and that teacher training should include SEND so that teachers are equipped to deal with these children?

[Dr Savage]

I thank the hon. Member for his intervention. I, too, have hosted roundtable events such as the one that he describes, and I agree that collaboration and greater education across the board is the way forward.

Three guiding principles should underpin the Government’s White Paper and coming reforms. First, early intervention must be real. If mainstream schools had better statutory support earlier, fewer children would need EHCPs. Making SEND support stronger and more reliably available would allow many needs to be met before they escalate.

[Sarah Edwards (Tamworth) (Lab)]

I thank the hon. Lady for her fantastic speech. In Staffordshire, I met representatives of one of my local specialist schools, who said that it receives 200 applications for just 20 places. On top of that, many of our state schools and those who wish to provide support to students with special educational needs are struggling with capacity. Does she agree that it is of the utmost urgency that our county councils, such as Staffordshire, start to get to grips with the issue of placement and support in schools?

[Dr Savage]

I thank the hon. Member for her intervention, and I agree.

Secondly, individual need absolutely must be at the heart of provision. Every child, and their needs, is different. Generic packages or waiting until needs become acute undermines potential. Provision must be tailored so that each child can achieve as much as they are capable of. Thirdly, we need capacity and accountability. The system should get decisions right the first time.

[Zöe Franklin (Guildford) (LD)]

There are some tragic stories of horrendous errors with EHCPs in my constituency. Does my hon. Friend agree that it is incredibly important that accountability is maintained in the system? If we cannot get it right now, how will we be able to—under the potential threat of EHCPs no longer existing—ensure that families and children are protected and get the support they need, and that the accountability of county councils and local authorities is maintained?

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[Dr Savage]

I thank my hon. Friend for her intervention —I was about to expand on that very point. The high success rate at tribunal reflects systemic problems, not overdemand.

[Tahir Ali (Birmingham Hall Green and Moseley) (Lab)]

Last week, I was contacted by a mother in my constituency who was not happy with the plan. She wanted to challenge it at a tribunal, but the date she was given for a hearing is September next year. Does the hon. Member agree not only that the plans need to be well resourced and individualised, but that the tribunals need to meet more quickly and be adequately resourced, so that children do not miss out on the support they need to ensure that their journey through learning is not impacted negatively?

[Dr Savage]

I thank the hon. Member for his intervention. I agree that, at this formative stage of a child’s life, a year is forever. It is unacceptable to have to wait that long.

Without capacity and timely support, costs rise and outcomes worsen. This autumn, the Government will publish a SEND White Paper. This is a critical opportunity, but it is also a moment of danger. Change that simply cuts legal rights or dilutes statutory support to reduce short-term costs will fail children and ultimately cost more in the long run. The petitioners and the IFS urge the Government to ensure that the White Paper retains and protects legal rights, including EHCPs, so that each child can access what they are entitled to.

[Ayoub Khan (Birmingham Perry Barr) (Ind)]

I have spoken to many parents and teachers, and part of the problem, certainly in Birmingham Perry Barr, was that EHCPs were being designed in relation to the budget, as opposed to what the needs were. Does the hon. Member agree that the only way we can reform the whole system is to make sure we have sufficient resources?

[Dr Savage]

I thank the hon. Member for his intervention and would emphasise that point. We know that investing money up front early in a child’s life ultimately ends up costing less.

The White Paper should also invest in early support in mainstream schools to ensure that SEND support is strengthened, so that schools are properly resourced and not forced to chase EHCPs just to unlock basic help.

[Jim Dickson (Dartford) (Lab)]

Before the summer recess, I ran a consultation session in Dartford for parents, carers, schools and local organisations to discuss their experiences of SEND. I have provided a full report to the Department for Education to inform the White Paper. Would the hon. Member agree with my constituents’ top three priorities: a faster, simpler EHCP system, investment to provide early interventions for under-fives, and more specialist places in properly resourced mainstream schools?

[Dr Savage]

I thank the hon. Member for his intervention. I think he is echoing the same points that I am making.

The White Paper must also close funding gaps and workforce shortages, so that element 2 funding keeps pace with inflation and so that the capacity of speech and language therapists, educational psychologists and occupational therapists is rebuilt. It needs to ensure fairness and accountability, with clear expectations of quality and reducing postcode lotteries. Finally, the White Paper must embed inclusion across mainstream settings, so that children with SEND are supported close to home whenever possible, rather than having to spend many hours a day travelling, often at great cost to their families.

At its heart, this petition and today’s debate are about one fundamental, non-negotiable principle: that every child, in mainstream or special settings, has the right to an education that meets their needs and allows them to fulfil their potential. The IFS report confirms what parents, teachers and schools are saying. The current system is creaking. It is overburdened and under-resourced, and it is operating under legal obligations that are increasingly hard to meet. My call to the Government is simple. When they publish the White Paper, let it align squarely with the arguments made here today by protecting legal rights, strengthening early support, investing in capacity, ensuring inclusion and creating accountability. If the White Paper delivers on those points, children will not just get by, but will be given the firm foundation they need to realise their potential to its full.

[Several hon. Members rose—]

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[Dr Savage]

I thank the petitioners again for making today’s debate possible, and I thank everybody who spoke. I hope the breadth and depth of both feeling and understanding across the House is clear to the petitioners.

I thank the Minister for her response and welcome her to her place. I hope she will forgive me for observing that I heard a great deal of empathy but not a great deal of action. I trust that the forthcoming White Paper will set out in much more detail and far more concrete terms what the Government will do to address the crisis in SEND. There is a crisis of funding and of trust, but behind the national crisis are countless families in crisis, pushed to breaking point by the fight to get their children the provision they deserve. We need accountability, training and funding; we need early and timely intervention; we need a system that works with and for parents, not against them; and above all else, we need a system that enables all children, no matter what their challenges, to fulfil their potential. I, for one, look forward very much to hearing what the Government will do to provide that.

Question put and agreed to.

Resolved,

That this House has considered e-petition 711021 relating to assessments and support for children with SEND.