Special Educational Needs and Disability Funding

Sarah Owen Excerpts

Wednesday 29th January 2020 Westminster Hall

[Stephanie Peacock (Barnsley East) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Pritchard, and to follow the hon. Member for Chichester (Gillian Keegan), who made a passionate speech.

I congratulate the hon. Member for Twickenham (Munira Wilson) on securing this really important debate. Special educational needs and disability funding is an issue of deep concern for many of my constituents. As a former teacher, I have seen first hand the value of specialist support for children and young people who have special educational needs, and as an MP, I have heard countless stories of frustration and disappointment from parents who only want the best for their children.

Today, I will talk about how children with special educational needs and disabilities are being let down, excluded and denied educational opportunities because of a lack of funding. Right now, parents and pupils must navigate a fragmented and overstretched system to get the special educational needs provision that they deserve and desperately need.

Too many children are being left behind without support, due to delayed and out-of-date education, health and care plans. In Barnsley, some children have had to wait more than 33 weeks. Although that not be the norm and the borough performs above average in that respect, far too many families face long and trying delays.

That obviously has a knock-on and life-changing effect. Recently, a parent told me that their child was denied a place at a specialist school due to their having an out-of-date plan, despite the fact that over a three-year period that parent had made multiple requests to have the plan updated. Another constituent’s 10-year-old child was excluded for bad behaviour at school while they were waiting for the EHC assessment that would identify them as requiring additional support.

In addition, those pupils who attend school can struggle to get through the day. I have heard distressing stories of children being left bruised and scratched after being forcibly restrained. Inappropriate use of restraint is never a solution.

There is also off-rolling, which is the disgraceful practice of removing students from the school roll, and not because of legitimate concerns about their behaviour. Instead, such students are removed from school because it is thought likely that they will perform poorly in exams, which would impact on school performance figures. I know of an academy that temporarily excluded nearly a quarter of its pupils in the 2017-18 academic year. The competitive system of schooling, including the Ofsted framework, has led to a culture whereby difficult pupils are being excluded rather than being managed.

[Sarah Owen (Luton North) (Lab)]

I thank my hon. Friend for raising the issue of exclusions, which is particularly important when it comes to academies. In Luton, school exclusions have—shockingly—tripled in the last five years, and many of the excluded children are children with special educational needs, which risks some of the most vulnerable children in society being further exposed to isolation or criminal elements. Does she agree that exclusion should only ever be the last resort, and not a tool to manage overall performance of a school or the result of a lack of funding?

[Stephanie Peacock]

I thank my hon. Friend for making that important point. She is absolutely right—it is completely clear that something needs to be done to keep children in supportive and safe learning environments.

It is also clear that the number of pupils being excluded is simply far too high; we have seen that in my local area. However, having met officials from Barnsley Council—I have an ongoing dialogue with the council—I can say that it seems very genuine in its attempts to deal with the situation, and I welcome the Barnsley Alliance for Schools and the education improvement strategy.

The efforts of local councils across the country, however, are limited by overstretched budgets and chronic underfunding. Many of the challenges in the SEN system cannot be met within the current allocation of high-needs funding. Sadly, a significant proportion of councils’ high-needs budgets is being spent on sending children and young people to out-of-borough referral units or schools. Vulnerable children are being forced to leave their school friends and travel further afield to access the support they need. Across the country, children are out of school for months, and sometimes years, because of the lack of local SEN provision and specialist school places. That is a direct consequence of councils not having the funds to provide SEN support locally.

The massive commitment of local authority resources has left SEN teams short-staffed, which in turn has left families waiting for months, if not years, to have their children’s needs assessed and a support plan agreed upon. It is an indictment of the whole system that vulnerable children are being neglected, excluded and left without the assistance they need to succeed in life.

With rising demand for SEN and disability support, councils across the country face a shortfall of more than £1 billion by 2021. In areas such as Barnsley, funding for SEN has simply not kept pace with the increase in demand and the increased expectations about provision. The current and proposed high-needs funding allocations are simply not sufficient.

Schools and local authorities need resources to ensure that vulnerable children are given the best start in life. It is clear that everyone’s best interests would be served by increasing funding to support SEN provision locally, and by having a more accountable and less bureaucratic system. Right now, children with special educational needs and their parents are being left behind, without the funding or support they deserve. We urgently need action.