Special Educational Needs and Disabilities: Specialist Workforce

Virendra Sharma Excerpts

Wednesday 22nd March 2023 Westminster Hall

[Sally-Ann Hart]

I completely agree. We could not function as a country without our voluntary sector—it is one of the wheels that keeps the country going—but we need to invest in it, so that it can save lots of money in the long term. That is absolutely right.

A specialist SEND workforce will make positive changes to our country. We must ensure that we allow a space for those children with special educational needs and disabilities to reach their full potential in society.

[Mr Virendra Sharma (in the Chair)]

I intend to call the Front-Bench spokespeople at about 10.40 am, and we have about nine speakers. I will not set a time limit now; I leave it to hon. Members to discipline themselves.

[John McDonnell (Hayes and Harlington) (Lab)]

I declare an interest, Mr Sharma—my wife is Dr Cynthia Pinto, chair of the committee on the Division of Educational and Child Psychology, and she is active in the Association of Educational Psychologists, so you can imagine what our breakfast conversations are like. I welcome the Minister, who has had responsibility for disabilities in the past, which gives her an understanding of some of the issues we face. She has also been a Parliamentary Private Secretary in the Treasury, so she knows where the money is buried, which is extremely helpful. I thank Professor Vivian Hill from the Institute of Education at University College London, who has provided a number of us with briefings on educational psychology.

I want to draw attention to the issues facing educational psychologists. The chief inspector of education identified that the demand and need for educational psychology services from schools and families, to support early intervention and preventive work, has significantly increased. The inspector’s report also identified that there is a huge geographical variation—to which my hon. Friend the Member for Swansea West (Geraint Davies) referred—in access to EPs, and noted that 60% of local authority EHCP assessments are not being completed within the 20-week timeframe as required.

Alternative provision has been mentioned. The Ofsted report last November identified that more children are being referred to alternative provision, but often because of the lack of access to specialist services in mainstream schools. Let us look at the stats on the increased numbers of education, health and care plans being issued. During 2021, 93,000 initial requests were made for assessment for EHCP—up from 76,000 in 2020. It is the highest number since data was first collected in 2016. His Majesty’s chief inspector of education reported that 1.5 million pupils were identified with SEND in 2022—an increase of 71% on the previous year; I found that staggering. The number of EHCPs has also grown by 51% since 2014-15. I think we are all experiencing that in our constituencies, as we receive representations from parents struggling to gain access to the planning processes.

Also interesting—I wonder whether others have experienced this—is the significant increase in the number of SEND tribunals, which becomes incredibly expensive for the local authorities. This is worrying. It is interesting that Professor Hill has identified this from the various statistics that have been brought out, and it was raised in a debate in the main Chamber a couple of months ago about the unmet mental health needs of children and young people. A record number of children and young people are being referred to NHS services for mental health difficulties. In the previous debate on this issue, MP after MP reported the issues and demand on CAMHS that are overwhelming it; that is increasingly worrying.

An increased number of children and young people are being permanently suspended or excluded from school. Some Members might have listened to the reports this morning about the number of “ghost” children, who are no longer in school. The figure of 20% was absolutely staggering. Covid has obviously had an impact, and there is a continuing impact on mental health, but local authorities struggle to maintain levels of support services for families in particular.

I also found interesting the evidence that local authorities struggle to recruit educational psychologists. The recent local government ombudsman report shows that 70% of local authorities are now struggling to recruit EPs. The Government have recognised that; it is one issue that is being addressed in the future of our workforce plan for skilled workers and the recruitment of staff. It has also been recognised that the recruitment of staff from overseas can assist us during this period while we struggle to recruit.

Many local authorities are now relying on locum cover from private providers but, as hon. Members will appreciate, that can be extremely expensive compared with direct investment. Educational psychologists have raised with the Government the issue of adequate funding of the services overall, which my hon. Friend the Member for Swansea West mentioned. Specifically for EPs, the Government responded in December with £21 million in additional funding, which was welcome. That will be for intakes from 2024, but the problem is that the core funding is inadequate—it has not been increased since 2020.

Let us look at the figures put out by the British Psychological Society, of which the Division of Educational and Child Psychology is a part. The announcement of £21 million for 400 additional educational psychologists is definitely a step in the right direction, but the BPS says that it really does not go far enough to close the workforce gap. The figure that I find shocking is that we are now at the stage where in 2017 there were about 3,000 educational psychologists working in England; on average, that is the equivalent of one educational psychologist for every 3,500 children and young people between the ages of five and 19. Again, there was one for every 5,000 for those between the ages of nought and 25 —the plan period. Therefore, the demand is for a greater increase of investment in educational psychologists to increase the numbers because of the increasing demands.

I will raise one issue that is specific to my own patch, but which may be reflected in other constituencies. I have 2,400 refugees—asylum seekers—in hotels in my constituency, including many children, who go into local schools. I have toured the hotels and done advice surgeries in them, and what has been reported back from the schools and from the discussions I am having with families is that a number of those children, who are largely from war zones, are suffering from post-traumatic stress disorder. That is placing an increased burden on individual schools. The teachers welcome rising to that challenge, but they need additional resources.

I would welcome a discussion with the Government—maybe all MPs have this situation in their constituencies—about what additional resources could be targeted at particular areas so that they can overcome this period, which I am sure will be temporary, but requires resources at the moment. The message is clear from the DECP and others: additional resources need to be specifically targeted at the recruitment and training of educational psychologists to meet this growing demand and, exactly as the hon. Member for Hastings and Rye (Sally-Ann Hart) said, to give children the life chances that they desperately need.

[Mr Virendra Sharma (in the Chair)]

Looking at the time and the Front Bench, I would appreciate it if Members would stick to four minutes.

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[Richard Foord (Tiverton and Honiton) (LD)]

It is a pleasure to serve under your chairship, Mr Sharma. SEND services in Devon have been in serious crisis for a long time, probably three or four years, with the situation deteriorating lately. Last year, Devon County Council apologised for failing to improve SEND services, and promised that things would improve and that it would redouble its efforts. We are continuing to see a problem around a lack of political leadership and of oversight at the council. My postbag is heavy with correspondence from constituents who are at their wits’ end trying to get the support and educational placements that children need.

The wait times for assessments are far beyond the statutory 20 weeks. The lack of educational psychologists is leaving families uncertain, having to juggle work commitments and looking after their child at the same time. It is definitely leading to people being outside of the workforce who would otherwise be fulfilling an important role in it. The looming threat in Devon of these services being placed in special measures, or removed from the council’s remit, shows that things must change. The promise of more money in the forthcoming council budget is welcome. The Government’s recent announcement of a new SEND school at Cranbrook is again welcome, but we need to ensure that taxpayers’ money is being spent effectively to deliver the SEND placements that our children deserve.

I have had constituents contact me to highlight situations where a child is allocated a placement that is wholly unsuitable for them, and the child cannot take it up but remains on the school roll, with the funding also remaining assigned to that school. We need to ensure that money follows the child and that appropriate frontline services are delivered regardless of where the child then moves. I have seen for myself in East Devon that SEND pupils are being taught in cupboards and storage rooms, and I know that that is not unique to my part of Devon, because I have also seen it reported on the BBC. We should not allow that to continue. I cannot help but admire the parents who are pushing Devon County Council and the Government on this. Devon SEND Parents and Carers for Change staged a protest at county hall in Exeter last month, and they are trying to shine a spotlight on some of these failings.

It is not all gloom; there are some examples of best practice. My constituent, Danielle Punter, has written books and a blog—autability.co.uk—with tips on education and support in understanding neurodivergence. Danielle pointed out last month that when partial school closures happen as a result of lockdown or strikes, it is often special needs school pupils who are most affected, because those schools need to be fully staffed in order for children with a high level of SEND requirements to get the best possible care, otherwise they need to stay at home. In short, we need to get to grips with some of these repeated failures, particularly in Devon, and that will require political leadership and political oversight.

[Mr Virendra Sharma (in the Chair)]

I am now formally introducing a four-minute time limit.

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[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Mr Sharma. I congratulate my hon. Friend the Member for Swansea West (Geraint Davies) on leading today’s debate and concur with all comments made by colleagues across the room.

It is a fight, and it is always a fight, to get the right support in the right place at the right time—that is what parents have consistently told me. That is why we are here today. We have serious concerns about the timing of the Government’s proposals. Already, we are hearing about a specialist workforce group being set up, but it will be two years before we see that workforce plan delivered. On top of that, we have the training time to get those specialists in place to provide the support for young people, and timing is of the essence.

Time is of the essence for parents in my constituency, too. I think about the parents who came to see me because their child goes to specialist provision in the morning, but in the afternoon, is left to play with Lego; or the child who was confronted in their school environment because they did not make eye contact, and was told off and given detention for not doing so; or the parents whose child, who has autism and is non-verbal, despite meeting all the thresholds for an EHCP assessment, has been denied that assessment by their local authority. Children miss out time and again.

Let me speak about one child whose needs were not recognised in primary school. We raised our concerns frequently, but the teachers did not identify his dyslexia and memory and processing issues until the last term of year 6. He did not get the right support and fell further and further behind. His experience of school was horrendous: he had self-esteem issues by year 2 and signs of anxiety in year 3, and he told us that he would rather die than go to school in year 4. In years 5 and 6, the impact of his school experience was huge. Thankfully, he has now had the opportunity that he should have had when he started school, or even pre-school. It is always a fight for parents.

I am also here to fight for the workforce. It needs to be recognised, organised and supported. We are creating family hubs, but we had Sure Start. We brought people together across the professions to work together and wrap the services around the child. We need to reinstitute that. Labour did it, and we will do it again, because we know the importance of that inter-working.

I particularly want to speak up for teaching assistants, who are at the forefront of providing day-by-day support to young people. They know their children and are attuned to their needs. However, in a school in York, their contracts have been reduced to just term-time working, rather than full-time. They are therefore not able to afford to go to work any more. Teaching assistants should be recognised as the professionals that they are for the skills that they bring, and they should be rewarded with the pay they deserve. They work incredibly hard, giving children confidence on a day-to-day basis. Many children with special educational needs identify with their teaching assistant more than anyone else, and yet they are on minimum wage, term-time contracts. It is frankly disgraceful. When the Minister puts a workforce plan together, I ask her to put teaching assistants at the forefront and to recognise the professional skills they bring in supporting children at their time of need.

[Mr Virendra Sharma (in the Chair)]

I call Robin Walker. As he is the Chair of the Education Committee, I will relax the four-minute time limit.