Special Educational Needs and Disability Funding Debate
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Wera Hobhouse
Main Page: Wera Hobhouse (Liberal Democrat - Bath)Department Debates - View all Wera Hobhouse's debates with the HM Treasury
Special Educational Needs and Disability Funding
Wera Hobhouse Excerpts(4 years, 2 months ago)
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Wera Hobhouse (Bath) (LD)
It is a pleasure to serve under your chairmanship, Mr Pritchard. I congratulate my hon. Friend the Member for Twickenham (Munira Wilson) on securing this excellent debate. As a former secondary school teacher, I know that not providing properly for children with special educational needs impacts on the whole school environment. All our children deserve a good education, and at the core of that is how we deal with and provide for those who need support. It impacts on all children if we do not support those with special educational needs.
I want to draw attention quickly to the situation in Bath and North East Somerset. Like the rest of the country, we deal with a growing number of children who require SEND provision, with less funding to do so. More than 1,350 children now need support via an EHCP, compared with just over 800 in 2013. That is partly due to the widening age range of zero to 25—previously it was five to 18. However, it is also because of the expectations that SEND reforms have created, and rising levels of need in BANES. It is most likely linked to autism, and to social, emotional and mental health difficulties.
My main concern is the lack of general direction around SEND. The performance regime that schools must follow means that there is now a low incentive for inclusion in mainstream schools for children with SEND. For BANES Council, there are three things that the Government can do to improve the situation. First, they must provide the local authority with the finance it needs in the high needs budget and provide appropriate funding for the delivery of local authority services. Secondly, they can be clearer and more specific about the role of schools in supporting children with SEND, and link that to school performance and inspection regimes.
Finally, the Government should seek to reward schools that are successful in being inclusive of children needing SEND provision. There are, as has been said, perverse disincentives for doing so—particularly, for example, when children move from junior to senior school. Because it takes so long to secure the funding, often children do not get that at the end of their time in junior school, because the school itself will not benefit from the extra funding. I therefore urge the Government also to look at children’s transition from one school to the next.