Children with SEND: Assessments and Support

Rupa Huq Excerpts

Monday 15th September 2025 Westminster Hall

[Several hon. Members rose—]

[Dr Rupa Huq (in the Chair)]

Order. I would usually ask Members to stand and bob so that I know they want to speak, but not everyone has a seat. I think people are already doing this, but once Members have spoken, could they vacate their seat so that someone else can speak, because they have to be on the mic for the broadcast? I will try to get everyone in by setting a formal time limit. The clock will count backwards from two and a half minutes.

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[Paul Davies]

I absolutely agree. This cannot be one part of the UK, one region or one city; it has to be across the UK. We have to see every child have that opportunity. I completely agree with you.

This is about us working together. It is about collaboration. It is very much about how, together, we can build a system that works for everyone.

[Dr Rupa Huq (in the Chair)]

Order. The word “you” keeps creeping in. A lot of people have said it during this debate, but “you” means me, and I certainly have not done any of those things. Can we refer to each other as hon. Members or hon. Friends? The next speaker, who will be exemplary in this, is Greg Stafford.

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[Yasmin Qureshi]

That point was made by the parents, and I was going to come to it in my speech.

Children are being placed in classrooms that do not meet their needs, and some of them are being forced out of school—others attend for just a few hours. Often, teaching assistants are given just one afternoon of generic training; they are not even experienced in these matters. Quite often, they have not even seen the plan, so implementation is inconsistent or absent. Schools, particularly academies, are very difficult to hold accountable. And one of the big frustrations that parents talked about is that there are no systems in place to deal with complaints, and that they often had to navigate the system and work very hard to try to get provision for their children.

I know that, since last year, the Labour Government have invested £1 billion in high-needs budgets and supporting children with complex needs, and that £740 million has been committed to adapt school rooms and build specialist facilities, even in mainstream schools. Great progress is being made, but I am sure that many of you find, when you go to your local junior schools, that headteachers are saying that since covid—

[Dr Rupa Huq (in the Chair)]

Order. I think the hon. Member means “many hon. Members”, not “many of you”.

[Yasmin Qureshi]

Sorry. I am sure that many hon. Members have been to their local schools and been told that, since covid, the number of children with SEND has gone up, so the White Paper and the consultation are really important, and I know the Government will listen to everything we have been saying.

Outdoor Education

Rupa Huq Excerpts

Wednesday 11th June 2025 Westminster Hall

[Dr Rupa Huq (in the Chair)]

I will call Tim Farron to move the motion. As is the convention with 30-minute debates, only interventions are permitted, not whole speeches, because we need to allow time for the Minister to reply, as well as for all those lovely interventions that are coming.

[Tim Farron (Westmorland and Lonsdale) (LD)]

I beg to move,

That this House has considered outdoor education.

It is an absolute joy to serve under your guidance, Dr Huq. I am happy to take some interventions, but I shall do my best to leave at least 10 minutes for the Minister at the end.

It is my privilege to chair the all-party parliamentary group on outdoor learning. It is also my privilege to be the Member of Parliament for many outdoor education centres in the lakes and dales of Westmorland and Lonsdale: the Bendrigg Trust at Old Hutton, which supports young people with disabilities; Brathay, near Ambleside, which develops young people from challenging backgrounds; the Outward Bound Trust on Ullswater; Patterdale outdoor education centre; the Field Studies Council centres at Blencathra and Lindale; the YMCA at Lakeside; and countless others, including the many university, local authority, charity and privately owned centres; as well as all the freelance specialists who use the outdoors to infuse our young people with joy, resilience, physical and mental health, and new skills and perspectives.

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[Catherine McKinnell]

Yes. The particular Nature Education Park is for schools to use and adapt as required. I appreciate the concern that the hon. Gentleman raises. Ensuring that all children have access to an excellent education is a priority for this Government, and that includes children with special educational needs and disabilities.

One of the things I want to focus on is our absolute determination that all children have access to a wide range of enrichment activities. That is an important part of our mission as a Government to break down barriers to opportunity. That might mean Duke of Edinburgh’s award participation, accessing outdoor education through the combined cadet force, accessing local youth services or building trips into outdoor education settings. The Department has committed to publishing an enrichment framework. That will be non-statutory, but there will be very clear guidance for schools on developing their enrichment offer. For some schools, that will include a variety of outdoor education opportunities.

I want to be clear about mandatory class time in a natural setting. The Department does not—and cannot, under the Education Act 2002—prescribe how class time should be used to deliver the national curriculum subject content and certainly cannot prescribe activities outside school time. Setting a minimum expectation for access to nature would remove the school’s discretion over the additional content of its curricula, which they are enabled to tailor to their local environment and to choose what to do within their extracurricular activities and timetable. The hon. Member for Westmorland and Lonsdale knows that many schools choose to do that.

Pupil premium funding is regularly used by schools to ensure equal access to those opportunities and that cost is not a barrier for some families to participate. I was chatting to people at a school just last week about that very thing—making sure that all the activities made available to all students are fully funded by the school. More generally, we are focusing on the quality of teacher training because, as the hon. Gentleman mentioned, some teachers do not feel confident. We are investing in teacher training because teachers know how to get the best for their students and need support and training to offer the best opportunities for the students in their area if they deem that taking classes outside will aid their learning. Geography is a good example of where taking students on outdoor activities will certainly enhance learning, but there are many examples in other subjects as well.

I am afraid that I have no time left to respond to the other, specific concerns that the hon. Gentleman raised, but I am more than happy to respond further in writing. I did not want to take away his opportunity to come back with a final comment, if that is the order of the day.

[Dr Rupa Huq (in the Chair)]

indicated dissent.

[Catherine McKinnell]

No—I just carry on and finish? Fine. I am very keen and more than happy to look further at the issues that the hon. Gentleman has raised. The curriculum assessment review is an independent process. It is evidence led and we are very much looking forward to its outcomes. The hon. Gentleman is a passionate campaigner. He will continue to advocate on these issues and I will continue to listen and do what we can as a Department to make sure that every child has enriching opportunities.

Motion lapsed (Standing Order No. 10(6)).

Access to Sport: PE in Schools

Rupa Huq Excerpts

Thursday 3rd April 2025 Commons Chamber

[Chris Vince (Harlow) (Lab/Co-op)]

I thank my hon. Friend the Member for Stafford (Leigh Ingham) for bringing this important debate to the House. Being picked last was very much my experience of PE at school. It is interesting that the majority of people who have spoken in this debate are not very good at sport. There is a rule in the parliamentary football team that MPs have to start. I have to say that I am the footballer who has pushed that rule to its limits, leading to the question: “How quickly can we sub Chris off and bring on a better player?”

Before this debate, on the suggestion of my hon. Friend for Stafford, I reached out to some of my local schools in Harlow to hear about their good practice and to find out about some of the challenges they face. People will know that Harlow has a proud history of sporting excellence. It is the childhood town of Glenn Hoddle, the birthplace of Laura Trott—not the right hon. Member for Sevenoaks (Laura Trott)—who is now Laura Kenny. I have to mention long-distance runner Michael Casey, because he is now a local journalist, and my sporting hero, the Paralympian Anne Strike MBE.

Two schools were very quick to get back to me about what they are doing in Harlow. I thank Luke Hammond, the PE lead from Purford Green primary school, for his quick response and what he shared from his school and the wider Passmores Co-operative Learning Community, which is a strong advocate for physical education. He told me that they have done up to 70 events in the past year alone. They purchased and lent out bikes as part of a Bikeability programme and created their own sporting event—I believe it is called tchoukball—and a dedicated festival to support SEND students to do PE, as well as a girls-only tag rugby tournament where over 150 students participated. He particularly wanted to pay tribute not just to the staff in his school, but to the staff in primary schools and schools across Harlow who work collaboratively in coalition to support one another.

My hon. Friend the Member for Mid Cheshire (Andrew Cooper) mentioned the decision by the coalition Government in 2010. I have to say that I am old enough to have been teaching at the time of that change, although I am pleased that Jerounds primary school in my constituency continues to excel in ensuring students have at least two PE lessons a week. It also invites sports- people into the school, including representatives of Essex cricket club, which we know is the best cricket team in the country—there are not enough people to boo that.

[Dr Rupa Huq (Ealing Central and Acton) (Lab)]

My hon. Friend makes a brilliant case for access to sport. I could challenge him on his last claim, but he is such a doughty champion for Harlow, and I thank my hon. Friend the Member for Stafford (Leigh Ingham), who brought us together for the debate. Does he agree that sometimes school sport can fall off when we talk about elitism, elite athletes, the Olympics and all that? Will he champion the Culture, Media and Sport Committee report that we are working on? We took evidence the other day. It is on community and school sport and the challenges facing sports clubs and under-represented groups. Schools are central to that, and as an ex-teacher, I know he will agree.

[Chris Vince]

My hon. Friend mentioned that I was a teacher before I did—oh no, I did mention it.

[Dr Huq]

You look too young!

[Chris Vince]

Thank you.

My hon. Friend makes an important point, and what is interesting from hon. Members’ contributions is that none of us particularly excel at sport—I certainly do not—but we have seen sometimes in later life how important participation in sport is. She is right that it is not just about elitist sport; we could talk about Harlow Parkrun where people come together as a community and take part in sport every Saturday morning. There are so many examples where sport does not need to be elitist. Of course we want people to excel at sport, and of course we want the next Laura Kenny or Glenn Hoddle, but we want people to enjoy sport: the impact it has on their mental health is huge. I thank my hon. Friend for the work she is doing on the Select Committee to champion that point, and I look forward to that being fed into the curriculum review.

Increased transport costs are among the biggest challenges that teachers have raised with me. For some Harlow parents struggling financially, and low-income families, transporting their children to away fixtures is just not possible.

My hon. Friend the Member for Stafford—and the other bits—mentioned the Lionesses. We have all been inspired by Lucy Bronze and others in that team, and young girls in Harlow have been inspired by them as well. However, many girls and young women in Harlow have to leave Harlow to go to Bishop’s Stortford, of all places, to access sport, so we clearly need to do more to ensure that sports facilities are readily available and close enough for everybody to go to them.

As someone who is not the most sporty person in the world but appreciates the value of sport, my plea to the Government is to invest in PE in our schools, because it helps develop skills such as resilience and physical and mental health, as mentioned previously. It should not be just for elite athletes; it should be for everybody to enjoy—even slightly over-the-hill former maths teachers.

Education, Health and Care Plans

Rupa Huq Excerpts

Wednesday 22nd January 2025 Westminster Hall

[Marie Goldman]

Of course, I would be delighted to work with the hon. Lady on that sort of issue. I was also at that APPG on SEND meeting, although I could not stay for the whole thing. I am glad she raised it, because at that APPG meeting, an example was given to us of a child who had situational mutism. The intervention they received early on meant that they were able to progress and achieve their full potential, which I thought was fabulous. Unfortunately, I have an example of exactly the opposite in my constituency, where a child with selective mutism did not receive that support and is now not in school at all. The importance of that support cannot be overstated.

We could talk a lot about why there has been an increase in EHCP applications, about covid and its impact, about the lack of socialisation and what that has led to and about the lack of early intervention. Maybe some parents are asking for EHCPs because it is the only way to get the support that might ordinarily have been available if schools were not feeling the pressure so much. Ultimately, this is a systemic failure, and I want to move on to some solutions.

We need to do this quickly—remember, every single day that children grow up without that support is another day they are suffering. Other than root and branch reform, we need better communication between schools and colleges, between local authorities and parents, and between schools and parents. The list could go on, but I remind everybody that communication is two-way. It is not just the local authority sending out a briefing pack—that is not good enough. We need them to listen, and we need the Government to listen.

We need more training. We need qualified and experienced people working with children. A qualified and experienced SEND professional told me:

“People like me, who are trained to work with SEND children and adults, often find there is no structured role for us within councils or government systems to support schools, families, or nurseries effectively.”

We need to do more about that. There are people who are willing to work and have amazing experience in the system, so let us help them get the qualifications to be able to help parents and young people. One SENCO said that SENCOS need more career path options. Could we have an option, for example, to fast-track some training? Could there be some kind of associate ed psych qualification? I do not know, but maybe that could be looked at. We need to make it easier for parents to understand what is going on.

Returning to the issue of tribunals, when local authorities are losing 99% of cases, something is seriously wrong. I wonder whether some of those delays, where the local authorities are deciding to take parents all the way through to tribunal, are—to be very cynical—a way to avoid having to pay the costs of providing the support to the children during that time.

I welcome the Education Committee’s inquiry on solving the SEND crisis and advertise to everybody that the deadline to contribute is 30 January. I say to the Minister that, at the risk of repeating myself, we really do need some action now. I urge the Government to work on what steps they can take now to make children’s lives better because, at the end of the day, this is about supporting children’s futures. I look forward to hearing from colleagues across the House and thank them for taking part in this incredibly important debate.

[Dr Rupa Huq (in the Chair)]

We are going to work out the time limit for everyone, because 34 names were submitted to speak, but I think there may be even more Members in this room now. The Clerk has done the calculation and it is 75 seconds each—one minute 15 seconds. We will start, as a model of brevity, with the Chair of the Education Committee.

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[Jessica Toale (Bournemouth West) (Lab)]

It is a pleasure to serve under your chairmanship, Dr Huq. I thank the hon. Member for Chelmsford (Marie Goldman) for bringing this important debate.

Like many, I have spent considerable time with leaders of local schools and parents who have told frankly harrowing stories about children’s needs not met and resources at breaking point. In my constituency, 23% of children have special educational needs. Although the council has made great strides to get children on to the EHCPs they need, at one stage 88% were waiting more than 20 weeks.

I want to bring up two things that parents have brought to me. Even once they get the EHCPs in place, they are poorly constructed. One parent said that they are not worth the paper they are written on. Parents are told that there are no resources to deliver the support that their children need. One parent was told she needed £25,000 a year of one-to-one support for her child but was offered only £6,000 a year by the council. They lack planning and the follow-up that parents need to deliver the support in their local schools. A second significant feature is the impact on the educational outcomes and mental health of the children who are not receiving the support that they need.

As we have heard from other hon. Members, several have attempted suicide. In almost every case we have had, the children have ended up referred to child and adolescent mental health services, with serious mental health issues. School absenteeism is increasing, with long-term knock-on effects. As a result, parents feel punished for a system, when they really just want the best for their children and feel they have to fight all the time. I welcome the Government’s focus—

[Dr Rupa Huq (in the Chair)]

Order. I call Charlotte Cane.

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[Several hon. Members rose—]

[Dr Rupa Huq (in the Chair)]

Order. I remind hon. Members to bob if they wish to speak so that I can work out exactly how long they have.

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[Jack Abbott (Ipswich) (Lab/Co-op)]

Thank you, Dr Huq, for your excellent chairship, which has allowed everybody to contribute.

This is a national issue, but SEND services in Ipswich and Suffolk have been in a desperate state for more than a decade. Like everywhere else, we need specialist places and specialist professionals. We welcome the massive boost in funding provided by the Government.

However, as hon. Members from across the room have said, culture and accountability are crucial. One way in which we can start to inject a bit more accountability and scrutiny into the system is to hold a review of the ombudsman process, which Members have described today as combative, complex and exhausting for so many families. In particular, tribunal hearings are held in public only in exceptional circumstances. Given that around 95% of tribunal hearings, if not more, find in favour of the families, all cases should now be heard in public. I urge the Minister to look not only at the ombudsman process, but at those tribunal hearings.

[Dr Rupa Huq (in the Chair)]

I call the Liberal Democrat spokesperson.

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[Catherine McKinnell]

I will talk about how we are seeking to address this. I appreciate the extent of the challenge that the hon. Gentleman raises. The fundamental point here is that the additional funding being spent is not actually achieving the outcomes that children deserve. That is why we need to reform the system fundamentally, to improve both the process for families and children and the outcomes for children.

The number of education health and care plans has increased year on year since their introduction in 2014. As of January last year, nearly 600,000 children and young people had an EHCP. The plans were introduced as a way of minimising the bureaucracy and time-consuming nature of accessing vital support for children and young people with special educational needs and disabilities, to allow them the opportunities they deserve to achieve and thrive.

Over time, however, flaws and lack of capacity in the system to meet lower level needs has added to the strain on specialist services and had a detrimental impact on those who are trying to access support through the EHCP process. As many hon. Members described, that has led to late identification of need and intervention, low parental confidence in the ability of mainstream settings to meet need, inefficient allocation of resources in the system, and inconsistency in practice and provision based on geographical location. All of those problems have contributed to pushing up costs and creating an increasingly unsustainable system.

The latest data we hold shows that in 2023 just 50.3% of new EHCPs were issued within the 20-week statutory timeframe. As the hon. Member for Chelmsford set out, this problem is much worse in some areas, leaving children, young people and their families for weeks, months, and in some cases years, without appropriate and adequate support.

The Government want to ensure that EHC needs assessments are progressed promptly and plans issued quickly to provide children and young people with the support that they need so they can achieve positive outcomes. We are aware that local authorities have felt this increased demand for EHCPs and the subsequent demand for workforce capacity increases, and we recognise that more efficient and effective service delivery and communication with schools and families is pivotal to both rebuilding and reforming the system. Department officials are continuously monitoring and working alongside local authorities to support those who are having difficulty with timely processing of EHCPs. For those who struggle to process and issue EHCPs within the 20-week statutory timeframe and face challenges in making the improvements required to do so, the Department continues to put in place recovery plans with the aid of specialist SEND advisers where necessary.

The Government are absolutely aware of the challenges that families are facing in accessing support for children and young people through this long, difficult and adversarial EHCP process. Independently commissioned insights that we published last year show that extensive improvements to the system and using early intervention, which the hon. Member for Chelmsford mentioned, as well as better resourcing of mainstream schools would have a significant impact on children and young people with SEND who are in need of support. The insights showed that those changes could see more children and young people having their needs met without the need for an EHCP, and within a mainstream setting rather than a specialist placement. As well as that, we have listened to parents, local authority colleagues and partners across education and health and social care. We are considering carefully how to address and improve the experience of the EHCP process and reflecting on what could or should be done to make it more consistent nationally.

The hon. Member for Chelmsford rightly says that early intervention is a priority, and we absolutely agree. Children’s earliest years make the biggest difference to their life chances. We recognise the importance of high-quality early years education and care, which can lead to much better outcomes for all children. Having access to a formal childcare setting allows these needs to be identified at the earliest opportunity. It means that appropriate support and intervention can be put in place so that children with special educational needs and disabilities can thrive.

We have introduced additional resources for early years educators to support children with SEND, including a free online training module and SEND assessment guidance and resources, and we are reviewing the SEND funding arrangements to make sure that they are suitable for supporting children with SEND. This week we published the updated operational guidance alongside detailed case studies of good local practice to provide more detail to support local authorities and promote greater consistency.

The hon. Member for Chelmsford highlighted the broad specialist workforce that is needed across education, health and care. We know that far too many children have been waiting for speech and language therapy. To support the demand, we are working in partnership with NHS England and funding the early language and support for every child programme, trialling new and better ways to identify and support children with speech and language and communication needs. The programme is being delivered through nine regional pathfinder partnerships through our SEND and AP change programme. We know that continuing to build the pipeline of language and speech therapists is essential, so we have introduced a speech and language degree apprenticeship. It is now in its third year of delivery and offers alternative pathways to the traditional route.

Finally, although most education, health and care plans are concluded within a tribunal hearing, I have heard concerns from hon. Members about the process. We want all children and young people with SEND or an AP to get the support they need when they need it, which is why we are strengthening the accountability in mainstream settings to make sure they are inclusive. We are working with Ofsted and supporting the mainstream workforce to increase their expertise. We will also increase mainstream capacity by encouraging schools to set up their own SEND provision units, and we are supporting teachers with training so that every teacher is a special educational needs and disabilities teacher. Again, there are no quick fixes, but we are getting on with the job on multiple fronts.

I thank the hon. Member for Chelmsford again for securing this important debate, and I thank all who contributed today. Reforming the system and supporting children and young people with special educational needs to achieve and thrive and regain the confidence and trust of families are the goals we all share. My final word goes to all those working across education, health and care. In the interests of our children and young people with special educational needs, I thank them for all they do. Together we can deliver for our children and young people, including those with SEND.

[Dr Rupa Huq (in the Chair)]

I call Marie Goldman to respond briefly to this epic debate.

Certificate of Common Sponsorship

Rupa Huq Excerpts

Wednesday 22nd January 2025 Westminster Hall

[Several hon. Members rose—]

[Dr Rupa Huq (in the Chair)]

Order. I remind hon. Members to stand. We will then work out how much time each Member gets.

[Mrs Sarah Russell (Congleton) (Lab)]

It is a pleasure to serve under your chairwomanship, Dr Huq. I thank my hon. Friend the Member for Poole (Neil Duncan-Jordan) for securing this debate.

Two sets of people are being abused and exploited. The first set are workers in the care sector. I agree with everything that my hon. Friend said about the extent of abuse in the sector, and I have seen it myself in my employment law practice. However, I have also always been aware that there was a need for more advice in the sector than we could ever provide, for exactly the reason that he raised: people are too scared to come forward.

The other set of people for whom this situation is deeply unjust are my constituents who receive care, who are spending their life savings on care, and who would be absolutely horrified to discover the circumstances in which many of the people who give that care are living. The Gangmasters and Labour Abuse Authority has talked about this as a massive growth area of concern—I have spoken to the Minister about that previously, in this exact room, so I will not go into precisely the same points again.

The Gangmasters and Labour Abuse Authority could potentially have a licensing scheme for care workers but, bluntly, it licensing schemes in other sectors do not seem to be eliminating abuse, so a certificate of common sponsorship is the way to get better rights and behaviours within the sector.

At the moment, some councils are putting out tenders for care at payment rates of around £17 an hour. Care representative organisations tell me that the actual cost of providing care with staff paid in a legally compliant way is £22 an hour. That does not include any management costs whatsoever; it is just the cost of the member of staff being provided. We have, at minimum, a £5 an hour gap between legally compliant care workers and what local councils are offering, although the gap is more than that because companies will, of course, want to make some degree of profit—that is not, per se, illegitimate—and will naturally need to charge for some management costs. A gap that big is enriching non-compliant employers in the sector. Compliant employers are withdrawing from the market because they cannot manage to compete, or provide services, for the amounts of money available.

There is an urgent need for a wider reform of the care sector, and pay within the sector. We are, of course, all looking forward to sectoral bargaining, to better protect workers and make it clearer to people what their rights are. However, unless workers have the capacity to enforce those rights, and unless they can move between employers as the rest of us can, they will continue to be exploited.

We already have a significant problem in the sector. The problem is getting worse and will continue to get worse but this is, I hope, one of a number of measures that could really improve working conditions for people in this country.

[Dr Rupa Huq (in the Chair)]

We said five minutes each.

SEND Provision: Hertfordshire and Central Bedfordshire

Rupa Huq Excerpts

Wednesday 4th September 2024 Westminster Hall

[Dr Rupa Huq (in the Chair)]

As this is a 30-minute debate, I will call Alistair Strathern to move the motion, then I will call the Minister to respond. People can intervene on Alistair; that is the format for these debates.

[Alistair Strathern (Hitchin) (Lab)]

I beg to move,

That this House has considered SEND provision in Hertfordshire and Central Bedfordshire.

It is a pleasure to serve under your chairship today, Dr Huq. While I regret not being able to secure more time to discuss this important topic, I am very glad to see the keen interest across the House evidenced in the room today. I am particularly grateful to see many more Labour colleagues in this room than might have had quite such a geographical interest in the debate prior to the election.

I would like to start by welcoming the Minister to her new role. In my admittedly rather short time as an MP before the election, her energy, wisdom and reassuring positivity was a real source of comfort for me in what can be a pretty mystifying place to navigate. I have no doubt that young people across the country will be better off for her ability to bring exactly that same warmth and drive to her new role. As a former teacher and children’s lead, I am under no illusion of the scale of some of the challenges she will inherit. I am sure she will agree that fixing special educational needs and disability provision and the broken national system we have inherited is right up there with the biggest of them.

It is a near universally accepted truth that SEND provision across our country is simply not working. Indeed, the system had become so broken that, by the time of the election, the Conservatives’ own Education Secretary had to admit that they were presiding over a system that had become, “lose, lose, lose”. Vulnerable young people right across the country looking for the support they need to thrive at school are the ones who are losing.