Catherine McKinnell MP: speeches

Speeches

• 21 Jul 2025 · Topical Questions · Hansard source

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  As we have said, we are looking at reforms to the system; we recognise that there are challenges right across the system that we inherited. We know that families face challenges in securing support and that schools face challenges, too. We will look at every detail and announce reforms in the White Paper in the autumn.

• 21 Jul 2025 · Children with SEND · Hansard source

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  We are engaging extensively with families and experts as we seek to improve support for children with special educational needs and disabilities. We have invested £1 billion into high-needs budgets and £740 million into creating more specialist places. We are rolling out schemes, from the partnerships for inclusion of neurodiversity in schools—the PINS programme—to Inclusion 2028, which are laying the groundwork for long-term reform. We are building a system in which every child can achieve and thrive.

• 21 Jul 2025 · Children with SEND · Hansard source

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  As I said, we are already investing in supporting children and their families, including through Best Start family hubs, as my hon. Friend mentioned. We want to ensure that all children have access to a family service professional who is trained to support inclusion, can identify where children have additional needs ahead of starting school, and can support parents to navigate services.

• 21 Jul 2025 · Children with SEND · Hansard source

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  We have yet to decide on the future of education, health and care plans, but we are extremely focused on strengthening the support system so that every child can receive timely, high-quality help. We will set out further details about our approach to special educational needs in this autumn’s White Paper. In the meantime, obviously, children should be getting the support they need, and we are putting in the groundwork so that more children can have that.

• 21 Jul 2025 · Virtual Teachers · Hansard source

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  Technology has the potential to enhance time efficiency for teachers, reduce workload and improve student engagement and attainment, but it cannot replace the valuable relationship between teachers and pupils. We know that high-quality teaching has the biggest impact on a child’s educational outcomes. School leaders rightly have the autonomy to make decisions about staff deployment, and they are best placed to make decisions about the needs of their pupils.

• 21 Jul 2025 · Virtual Teachers · Hansard source

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  This Government are committed to ensuring that every child can access the tools they need in order to achieve and thrive. We inherited a challenging workforce picture from the previous Government, which is why we are committed to recruiting an additional 6,500 teachers. We are backing teachers and restoring teaching to being a highly valued profession. There is no doubt that technology has a key role to play in driving high and rising standards at school. However, the most important factor for high-quality education is having an expert teacher at the front of the classroom.

• 16 Jul 2025 · Further Education Institutions · Hansard source

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  I thank my hon. Friend the Member for Shipley (Anna Dixon) for securing this incredibly important debate on further education colleges. Their importance and the passion for them have been clearly demonstrated by the number of interventions that she has skilfully taken, while also allowing for the contribution from my hon. Friend the Member for Scarborough and Whitby (Alison Hume). It is a real honour to be representing my colleagues from the Department for Education; the Minister for Skills and the Minister for Children, Families and Wellbeing speak on these issues in the House. Further education really is vital to our plans to develop the skilled workforce needed for all pillars of the plan for change, and for providing people with the skills that they need to thrive in their life and work. It is key to unlocking their living standards and opportunities and to breaking down barriers to opportunity right across the country. Let us not forget—all hon. Members have reminded us clearly of this today—that colleges are a unique part of the education landscape. They deliver such a wide range of provision at all levels and to all learners of all ages. From foundation-level qualifications to master’s-level provision, they really do it all. We ask an awful lot of the sector, but we also know that it can deliver: it has shown that, and it delivers really well. As of 31 May this year, 86% of colleges were rated good or outstanding in their Ofsted reports. That really is a fantastic achievement, demonstrating consistently high quality across the sector. I know that the sector is dealing with a whole range of challenges, not least those set out by my hon. Friend the Member for Shipley in her opening speech. That is why we are continuing to invest and to provide support. We are really focused on delivering that where it is most needed. My hon. Friend first raised a question relating to capital investment, because excellent further education colleges, with good quality buildings and facilities, are really foundational to the Government’s opportunity and growth missions. In 2025-26, the Government are investing £6.7 billion of capital funding for education. That is a 19% real-terms increase from 2024-25, and includes £950 million for skills. The 2025 spending review announced continued capital investment to support further education providers’ capacity to deliver high quality training, ensuring that learners have access to the facilities and equipment that they need along all their training routes. From 2026-27 to 2029-30, the investment will include £200 million for the new skills mission fund, to strengthen technical education and tackle those sector-specific shortages of skills that we know are right across England, including through targeted investment in technical education colleges, which I will come on to shortly. Building on the £80 million of capital commitment in construction made at the spring statement, there will also be £1.7 billion of capital funding to help colleges maintain the condition of their estates, which will be risen in line with inflation, in terms of their annual allocation, and £375 million to support post-16 capacity to accommodate the increasing student numbers, which, of course, we welcome and are happy to support. More broadly, more than £7.5 billion of the 16 to 19 programme funding will be invested during this academic year, ensuring there is a place in educational training for every 16 to 18-year-old who wants one. That funds further education colleges and other institutions to provide study programmes or T-levels for 16 to 19-year-olds. Many Members raised how valuable access to T-levels is for young people. We used the 16 to 19 funding formula to calculate the allocation based on each institution, each academic year. My hon. Friend the Member for Shipley expressed significant interest in the adult skills fund, which fully funds or co-funds courses for eligible adults aged 19 or over from pre-entry to level 3. A number of other Members understandably have a huge interest in those opportunities. The Department will provide approximately £1.4 billion in funding for the adult skills fund in the coming academic year, ensuring that adult learners can access education and training that they need to progress in their employment and work. The funding will be used by colleges, local authority adult education providers and independent training providers. I want to be clear that the reduction to the adult skills fund for the 2025-26 academic year in no way diminishes our commitment as a Government to investing in education and skills training for adults over the life of this Parliament. We want to work collaboratively with the further education sector to make sure that these difficult decisions can be taken while still delivering in the way that the country requires. On sustainable funding, which I know many Members have an interest in, the Government are committed to ensuring that the further education sector is supported to achieve continuous improvement and, most of all, excellent outcomes for learners. The Department has in place a really strong accountability system alongside college oversight, which holds colleges to account and encourages continuous improvement. We really want to see improved outcomes for learners. That involves both the Department for Education and the Further Education Commissioner. We have place-based teams with an overarching responsibility for maintaining these relationships. The system ensures accountability, quality and finance oversight; that we are monitoring performance, support and intervention; and that we work collaboratively with local stakeholders to deliver on the outcomes we need to see. That means we can hold colleges to account, but also support them when they need intervention to ensure that they are delivering. Any organisation is only as good as its workforce. FE teachers and staff play such a vital role in colleges to break down barriers for learners and teach skills vital to economic growth. I was pleased to hear my hon. Friend the Member for Carlisle (Ms Minns) mention learners with special educational needs and disabilities, and ensuring that opportunities exist for them too. That is why the Government are committed to recruiting 6,500 additional teachers across both schools and colleges, to raising the quality and prestige of FE teaching as a career, and to offering effective training and professional development.

• 16 Jul 2025 · Further Education Institutions · Hansard source

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  I am really sorry, but I do not think I will have time if I am to respond to all the issues that have been raised; I do not think I will manage even that. We are offering targeted retention incentive payments to FE teachers, particularly in key science, technology, engineering and mathematics and technical shortage subjects. We have a national recruitment campaign called “Teach in Further Education”, which we cannot shout about enough, to help raise awareness and increase consideration for FE teaching among industry professionals. We are also ensuring our initial teacher education system is setting high standards for new FE teachers, ensuring they have access to quality training, that we have bursaries to attract more than 2,300 trainees, that they are achieving the level 5 or higher FE teaching qualification, and that we are promoting the role in industry associates. Industry practitioners can teach part-time in FE and help to spread construction skills and exchange of industry practice, to make sure we can pass that on to the next set of learners who will work in our industries. I was going to talk about technical excellence colleges, but I am running out of time, so I want to say thank you again to my hon. Friend the Member for Shipley for securing the debate. I thank all Members who have taken part. I think I have demonstrated excellently our passion and support for further education colleges. We know how important they are to employers, businesses and the country as a whole, and I share that passion. Our colleges are crucial to the education system, equipping young people with the skills they need to get on in life and giving some people the second chance that they might not otherwise have had. Our plans and investments will help to support, develop and transform our excellent FE system. Motion lapsed (Standing Order No. 10(6)).

• 15 Jul 2025 · SEND Provision: South-east England · Hansard source

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  I congratulate the hon. Member for Tunbridge Wells (Mike Martin) on securing this debate about an incredibly important subject. He, like many others here today, has a real interest in supporting families in his constituency to navigate the complex and challenging special educational needs and disabilities system. I know that he has met with the regional director for the south-east, Dame Kate Dethridge, to raise directly with her the concerns on a local level. I want to be clear from the outset that improving the SEND system is a priority for this Government. I have to say that I was a bit surprised by the speech made by the hon. Member for Reigate (Rebecca Paul) and what appeared to be some amnesia about the record that has been inherited. I appreciate that people do not want to talk about the past; they want to talk about the future and how we are going to fix it, and that is what we are focused on. However, we have to be careful to put this issue into the context of the huge challenge that we are currently facing and the absolutely abysmal legacy. It was put on the “too difficult” pile for far too long—it was somebody else’s children who were facing these challenges. We grasped the issue immediately on coming into Government and are determined to deliver on it because we want all children to receive the right support to succeed in their education and lead happy, healthy and productive adult lives. That message came across clearly in the contributions today. The first thing we did when we came into Government was move the responsibility for special educational needs into the schools group within the Department and into the role of the Minister for Schools because we recognise that that is where the challenges lie. However, it is also where many of the chances to turn around opportunities for children lie. In recent weeks and months—indeed, since I took this role—we have engaged with and listened to children, young people and parents. We have sought to understand what they want to see change and how we can together co-produce an education system that will lead to better experiences for them and their children and fundamentally drive improved outcomes for children. For too long, the attainment gap between children with special educational needs and their peers has been too large. It is pervasive and has not shifted in the right direction at all. For example, last month we joined 80 parents at a meeting of the National Network of Parent Carer Forums steering group, alongside key representatives from the Disabled Children’s Partnership, to listen to the current challenges and what they want to see change. We plan to do more of that in the lead-up to publishing the schools White Paper in the autumn, and we will continue to listen beyond that. It is important that we co-produce any reform of the system so that we rebuild the trust of children, parents and families—a trust that has been so badly broken over the past 14 years.

• 15 Jul 2025 · SEND Provision: South-east England · Hansard source

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  I will, but I am conscious of time and want to respond to all the issues raised.

• 15 Jul 2025 · SEND Provision: South-east England · Hansard source

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  Yes, we absolutely recognise that the current system is really difficult for parents, carers and young people to navigate, and it is not delivering the outcomes we want to see. While we will set out the longer-term approach to reform in the schools White Paper in the autumn, we are clear that the changes we make must improve support for families, stop parents from having to fight for that support and education, and protect the effective provision already in place. We have given that reassurance. We know that sustainable reform will take some time, but we have already begun the work to ensure that children and young people are getting the support they need. We have introduced the regional improvements for standards and excellence advisers to work with mainstream schools, where we know outcomes need to be better. We want to ensure that all pupils in those schools can achieve and thrive, whatever their background, so we are targeting the support where that challenge is currently greatest. I recently had the opportunity to see that in action in Kent, when I visited Astor secondary school in Dover with Sir Kevan Collins. We met school and trust leaders, as well as the RISE adviser and the supporting organisation, Mulberry Schools Trust. We listened intently to the school’s experience of the programme so far. It is early days, but looking incredibly positive and it was good to see that support being put in place for schools that have been struggling for far too long. We are also building a robust evidence base on what works to drive inclusive education, including through the creation of the expert advisory group for inclusion, led by Tom Rees. We are extending the partnerships for inclusion of neurodiversity in schools—the PINS programme—to a further cohort of around 1,200 additional mainstream primary schools, to build that teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools. The programme is supported by the Department for Education and the Department for Health, because we absolutely recognise the challenges outlined by a number of hon. Members, including my hon. Friends the Members for Worthing West (Dr Cooper) and for Rochester and Strood (Lauren Edwards), about making sure that we work together with the Department for Health where that is needed.

• 15 Jul 2025 · SEND Provision: South-east England · Hansard source

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  The hon. Gentleman is absolutely right. What we want is a system in which local partners work in partnership. Currently, that is inspected by Ofsted and the Care Quality Commission. I will come to the particular examples in Kent and the south-east that hon. Members have raised. We want to support and challenge local authorities and health authorities to ensure that partnership is real, working and—most of all—delivering outcomes for children. Everything we do is focused on improving those outcomes, which is why we are prioritising early intervention and inclusive provision. We know that early intervention prevents unmet need from escalating. It supports children to achieve their goals alongside their peers, and we have a clear target for more children to meet their early development goals. We are absolutely laser-focused on improving those outcomes for children. On accountability and inspection, Ofsted and the Care Quality Commission jointly inspected the local SEND provision. I read with great concern the inspection reports for Oxfordshire and Bracknell Forest, both of which have been inspected under the new Ofsted-CQC framework. They identified significant concerns about the experiences and outcomes for children with SEND in the local areas. The issues that have been raised are incredibly serious, and DfE officials and NHS England advisers are meeting regularly with leaders and representatives from schools, colleges and parent-carer forums to continue to review and challenge the progress against the improvement plans. The Department has also appointed SEND advisers to provide advice and challenge to local leaders. That is happening is Bracknell Forest, Kent, Surrey, Slough, Oxfordshire, West Sussex, Medway, Milton Keynes, and the Isle of Wight. There are also additional packages of support to provide training and advice in those local areas. It is vital that rapid action is taken to improve SEND services where weaknesses are identified, and that leaders accept collective responsibility and accountability for delivering on these improvements. There is a relentless focus on driving improvement, supporting where we can and where necessary, but also ensuring that good practice, where it emerges, is spread. That is what we want to focus on with our reforms. The number of education, health and care plans has increased each year since they were introduced in 2014. As of January 2025, there were over 630,000 children and young people with an EHCP—an increase of 10% in the last year alone. As a result of flaws and lack of capacity in the system to meet lower-level need, additional strain has been placed on specialist services, which has had a detrimental impact on families’ experiences of accessing support and contributed to creating an unsustainable system. Many parents feel that the only way they can get any support for their child is by going through the EHCP process. However, independently published insights show that extensive improvements to the system, using early intervention along with better resourcing of mainstream schools, could create much better outcomes for children. I know that is what many constituents want to see, including those of my hon. Friends the Members for Aylesbury (Laura Kyrke-Smith) and for East Thanet (Ms Billington). The insights show that more children and young people could have their needs met in a mainstream setting, rather than a specialist placement. That would ensure that they could go to school locally and help to tackle some of the incredible transport challenges and costs, as well as the time that young people spend travelling around. They should be able to go to their local school. We also know that it takes a vast workforce, from teachers to teaching assistants, early years educators and health professionals, to help children thrive. We are investing of each one of these to improve outcomes and experiences across the country. As my hon. Friend the Member for Brighton Kemptown and Peacehaven (Chris Ward) said, high-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunities to achieve. That is why we are implementing a coherent offer of high-quality teacher development for all teachers. It begins with their initial teaching training and goes into their early career teaching support, so that all teachers have the right skills and support to enable them to support students with special educational needs. It will enable teachers to identify those needs and to signpost if needed, as well as to adapt their teaching according to different learning abilities.

• 15 Jul 2025 · SEND Provision: South-east England · Hansard source

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  Okay, Sir Edward. I take the points about the specialist teaching workforce, and how we need to invest in that. Finally, on increasing the capacity in the system, we have already allocated £740 million to capital funding for high-needs capital allocations. Kent county council has been given £24 million as part of that funding. The funding is to create additional capacity in the system to ensure that mainstream inclusion can be a reality for schools—the capital allocation is there to make that happen. I thank the hon. Member for Tunbridge Wells again for bringing forward this debate. My final word, as always, goes to those working across the education, health and care systems in the interests of our children and young people, both in Kent and the south-east and right across the country. They want to deliver the best for our children, and we as a Government want to support them to do so. I thank the hon. Member for bringing this matter to the House.

• 10 Jul 2025 · Educational Attainment of Boys · Hansard source

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  I add my congratulations to my hon. Friend the Member for Bishop Auckland (Sam Rushworth) on securing this very thoughtful and important debate. He made a powerful opening speech. I add my welcome to Cian and Alex, who are on work experience here in Parliament, supporting my hon. Friend. He touches on a really pressing and important issue. We know that on average boys have lower attainment than girls. As a Government, we are determined to understand and address the drivers behind that. All children should have the opportunity to achieve and thrive in their education, no matter who they are or where they are from. That is the driving mission of our opportunity mission. We are determined to break the unfair link between background and success. We are determined to drive educational excellence across the country for every child and young person. To do that, many of the issues that have been highlighted need to be addressed. The current school system has many strengths but, as set out starkly by my hon. Friend the Member for Croydon East (Natasha Irons) and my hon. Friend the Member for Cannock Chase (Josh Newbury), we know it is not working well enough for all children. Too many are falling behind and face barriers which hold them back from the opportunities and life chances they deserve. As in previous years, girls continue to do better than boys across all headline measures. Although the gap has narrowed compared with 2018-19, there is clearly still more to do. The Department is committed to addressing that challenge. The schools White Paper, which will be published in the autumn, will set out our vision for a school system that drives educational excellence for every child. We are working alongside Sir Hamid Patel and Estelle Morris, who are gathering views from thousands of children, parents, teachers and leaders across the year to build a solid evidence base on the barriers to attainment for white working-class children, and to look at what solutions there are to drive up standards for them. The inquiry is looking to get under the bonnet of what factors are driving underperformance, what best practice can support them and what policies can best be applied to address the challenge. That work will contribute to the regional improvement in standards and excellence teams—the RISE teams—and to our focus, as a Department, on raising attainment across the board. High and rising standards are the key to strengthening outcomes and closing attainment gaps, helping every child and young person to achieve and thrive. We want our reforms to the school system delivered through excellent teaching and leadership, a high-quality curriculum, strong accountability, and an inclusive system which removes the barriers to learning that are holding far too many children back. I mention the excellent teaching we need, because the quality of teaching is the single most important in-school factor to improving outcomes for children, especially those from disadvantaged backgrounds. That is why we are committed to recruiting an additional 6,500 new expert teachers in secondary schools, special schools and further education colleges. We have made strong initial progress to deliver the key pledge, and our investment is starting to deliver. Up to 2024-25, the workforce has grown by 2,346 full-time equivalents in secondary and special schools. Those are the schools that need these teachers the most. I agree that it is important that the teaching profession reflects the communities that it serves, and that children see themselves reflected in the role models around them. Male teachers and educators can clearly play an important role in teaching, guiding and leading the boys in our classrooms. However, as the Liberal Democrat spokesperson, the hon. Member for Twickenham (Munira Wilson), and my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes) rightly said, men are under-represented across the teaching workforce—over three quarters are female. Although that is broadly in line with international trends and has been stable in England for some time, we need to do better. We want to see representation increase across all phases, and we are working to recruit and retain high-quality teachers in our classrooms. We know that our recruitment campaigns are reaching diverse audiences, and they widely feature male teachers. I acknowledge the challenges that were so eloquently set out by my hon. Friend the Member for Bishop Auckland. I agree that every child and young person should have the opportunity to achieve and thrive in education, regardless of their background. That is why we have also commissioned an independent panel of experts to review the existing national curriculum and assessment system. We want to ensure an excellent foundation in the core subjects of reading, writing and maths, and a rich, broad and inclusive curriculum that readies young people for life and work. We want a curriculum that reflects our whole society, ensuring that children feel inspired and engaged in it. My hon. Friend the Member for North Warwickshire and Bedworth (Rachel Taylor) mentioned the value of time and support for young people to take part in sport. I very much agree. The curriculum and assessment review is considering specifically how to remove the existing blocks to progress to ensure good outcomes for children and young people from socioeconomically disadvantaged backgrounds or who are otherwise vulnerable. The review published its interim findings earlier this year. It highlighted the gap in attainment and committed to addressing the challenges and barriers holding children back from the opportunities and life chances that they deserve. We look forward to receiving the final recommendations in the autumn. As my hon. Friends the Members for Heywood and Middleton North (Mrs Blundell) and for Suffolk Coastal (Jenny Riddell-Carpenter) set out powerfully, school disengagement and exclusion are incredibly damaging and a significant concern. Every child deserves to learn in a safe and calm classroom, and we will always help our hard-working teachers to make that happen. Schools should take proportionate and measured steps to create calm and supportive classrooms. That is how to break down the barriers to opportunity and improve the life chances for all pupils. However, we know that poor behaviour can be rooted in much wider issues. The Government are developing an ambitious strategy to reduce child poverty, led by a taskforce co-chaired by the Education Secretary, so that we can break down the barriers to opportunity. All schools are required by law to have a behaviour policy with effective strategies to encourage good behaviour. School leaders must develop and implement a policy that has the support of the school and aligns with its culture, but I acknowledge the challenges that colleagues have outlined. Education has a crucial role to play in helping children and young people to develop empathy, boundaries and respect for difference. Through compulsory relationships education, all pupils should learn how to form positive and respectful relationships. We are reviewing the relationships, sex and health education guidance to ensure that it empowers schools to tackle harmful behaviour, starting in the earliest years of primary school. It will be clear that teachers must facilitate conversations with students on what positive masculinity and femininity mean in today’s world, and on developing positive role models to build students’ self-esteem and sense of purpose. We will publish the revised RSHE guidance, which will include the importance of building communication skills, expressing and understanding boundaries, handling disappointment and paying attention to the needs and preferences of others. It will explore communication and ethics within relationships and support young people to think about what healthy relationships involve, beyond consent, including kindness, attention and care. It will consider the real-life complexities of relationships, including the significance of power, vulnerability and managing difficult emotions that can relate to relationships, such as disappointment and anger, and the influence of online misogynistic content and the impact of pornography on sexual behaviour, including what some people perceive as normal. All those issues will be addressed, and we want to empower schools to tackle these very important issues with young people. Close to 1 million 16 to 24-year-olds are not in education, employment or training. That number is too high, and the consequences are serious. My hon. Friends the Members for Stafford (Leigh Ingham) and for Loughborough (Dr Sandher) highlighted the cost of this not only to the individuals themselves, but to our society. Alongside the development of the youth guarantee, we are requiring local authorities to ensure that every young person receives a suitable offer of a place in post- 16 education or training. We need to address the underlying risk factors for becoming NEET, and that includes supporting young people’s mental health, with access to specialist mental health professionals in every school and mental health support teams in every college. Young people need effective transitions as well between school, further education and employment to prevent those moments of disengagement. We will continue to work to ensure that young people can unlock the opportunities that we know will set them up for life. I thank my hon. Friend the Member for Bishop Auckland again for raising these really important matters of concern, and I thank all those who have contributed to this thoughtful debate. I readily acknowledge that there are a number of challenges to boys’ attainment and engagement. There is much more we can do, and that is why the Government are focused on taking action to ensure that every child and young person believes that success belongs to them.

• 7 Jul 2025 · SEND Provision: London Borough of Barking and Dagenham · Hansard source

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  Congratulations to my hon. Friend the Member for Dagenham and Rainham (Margaret Mullane) on securing this debate on an incredibly important subject. I know that she and other hon. Members in the Chamber have an interest in supporting families in their constituencies in navigating the special educational needs system; hon. Members have conveyed compellingly just how complex it can be. In her powerful speech, my hon. Friend made clear her interest in the subject, and her passion for the improvements that need to be made. I reassure hon. Members that improving the SEND system is a priority for the Government. We want all children to feel that they belong in a mainstream setting, if that is the best place for them to have their needs met. We want them to receive the right support, succeed in their education, and lead happy, healthy and productive adult lives. We know that is possible. We have seen it in innovative examples across the country, including when the Secretary of State visited Becontree primary school in Dagenham in December. It was heartening to hear my hon. Friend’s account of the practice in Barking and Dagenham, but much more needs to be done to improve the system for children and their families, and to ensure consistent good practice in every part of the country. I am grateful to the hon. Member for Dorking and Horley (Chris Coghlan) and my hon. Friend the Member for Ilford South (Jas Athwal) for their contributions. It is clear that there is much shared interest in this issue, and their contributions were an important part of this timely debate. Every child, regardless of their needs, deserves the opportunity to achieve, thrive and succeed. We are absolutely clear that the system is too difficult for parents, carers and young people to navigate, and it is simply not delivering the outcomes that we want.

• 7 Jul 2025 · SEND Provision: London Borough of Barking and Dagenham · Hansard source

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  I know the hon. Gentleman cares passionately about this issue, and he is clearly keen to see the expansion of provision. As he knows, we are investing in the capital estate in the round, and supporting mainstream schools to expand. We have already given local authorities the funding, and we hope that they are working with their local schools to increase capacity. Obviously, the building of any additional schools is considered in the light of that, because we need to ensure that the right provision is available for the children who need it. We are giving close consideration to that, and are working closely with local authorities, whose duty it is to make sure that they have the places to meet those needs. We have announced that the details of our longer-term approach to SEND reform will be set out in the schools White Paper in the autumn. We are not wasting any time on this. We are already working to ensure that children and young people get the support they need; we are building a robust evidence base about what works to drive inclusive education, and we are creating the expert advisory group for inclusion, led by Tom Rees. We are introducing new regional improvement for standards and excellence—RISE—advisers, who will work with mainstream schools to ensure that they become more inclusive. We are extending PINS—partnerships for inclusion of neurodiversity in schools—to a further cohort of mainstream primary schools, so that we build teacher and staff capacity to identify, and better meet, the needs of neurodivergent children in mainstream school settings. We are prioritising early intervention and inclusive provision in mainstream settings, because early intervention prevents unmet needs from escalating, and is the best way to support all children and young people to achieve their goals alongside their peers. We are committed to working with the sector and our partners to ensure that our approach is fully planned, and developed in partnership with families, stakeholders and the entire sector, which needs to deliver these reforms. The number of education, health and care plans has increased each year since their introduction in 2014, with over 630,000 children and young people having an EHCP as of January 2025. Over time, flaws and lack of capacity in the system to meet lower-level need have put additional strain on specialist services. That has had a really detrimental impact on the experience of accessing support through the EHCP process, and has contributed to pushing up costs and creating an increasingly unsustainable system. The latest data shows that in 2024, just over 46% of new EHCPs were issued within the 20-week timeframe. The Government want to ensure that EHC need assessments are progressed promptly, and that plans are issued quickly to provide children and young people with the support that they need to achieve positive outcomes. Independently commissioned insights published last year showed that extensive improvements to the system using early intervention and better resourcing of mainstream schools could have a significant impact, with more children and young people having their needs met without an EHCP, and in a mainstream setting, rather than in a specialist placement. We have listened to parents, local authority colleagues and partners right across education, health and social care. We are considering really carefully how to improve the EHCP process for families, and are reflecting on what practices could or should be made consistent nationally. Children and young people with SEND frequently require access to additional support from a broad, specialist workforce right across education, health and care. To support the demand, in partnership with NHS England, we are funding early language support for every child: ELSEC. This is trialling new ways of working to better identify and support children with speech, language and communication needs in their early years and at primary school. I have seen this in practice, and seen the difference it makes to not just the children who participate in the programme and clearly thrive as a result, but the teaching workforce, who grow in confidence and in their ability to untap and unlock children’s learning. It is having a great impact, and we are keen to see the results of the pilot, the roll-out, and the impact taking root in schools. Continuing to ensure a pipeline of speech and language therapists is essential. That is why we have introduced a speech and language degree apprenticeship. It is in its third year of delivery, and it offers a really excellent alternative pathway to the traditional degree route into a successful career as a speech and language therapist. Of course, we need many more such therapists. It takes a vast workforce, from teachers to teaching assistants, and from early years educators to allied health professionals, to help children and young people thrive, and we are investing in each of those areas to improve outcomes and experiences across the country. I am aware of the ten-minute rule Bill sponsored by my hon. Friend the Member for Dagenham and Rainham, which is on this very issue, and is due to be presented in the House tomorrow. High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education, so to support teachers, we are implementing high-quality teacher development. It begins with their initial teacher training, continues into their early teaching career, and carries on right through to middle and senior leadership. We want to offer professional development to all teachers, so that they have the skills to support all pupils to succeed, including those with SEND. The partnership for inclusion of neurodiversity in schools is also deploying health and education specialists in the workforce to upskill primary schools, so that they can support neurodivergent children. The support operates on a whole-school level and is not reliant on a diagnosis. That support is there for all children, depending on their needs. Local authorities need support with their educational psychology services, and we are investing over £21 million to train 400 more educational psychologists. As these trainees complete their studies, they will be able to join the workforce and support local authority education services, including by contributing to statutory assessments. We know those assessments are a big challenge, and workforce shortages are a huge barrier to delivering our ambition for an inclusive mainstream education system.

• 7 Jul 2025 · SEND Provision: London Borough of Barking and Dagenham · Hansard source

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  I recognise the challenge that the hon. Member and others have set out. We are looking at the national funding formula. Obviously, this cannot happen as fast as one might want, because it is important to maintain stability in the system, and changes from year to year can create challenges for local authorities and schools. We have to look at the system carefully and introduce any changes in a careful and considered way, and that is what we are doing. We are taking on board the representations that we are receiving about the funding currently in the system. One other area that we are focused on is capital funding to expand the estate. Many mainstream settings are going above and beyond to deliver specialist provision, but we want to ensure that all capacity is maximised. Where a local authority identifies a school that could provide more places or make more provision, we need to ensure that it has the capital to support that. That is why we have allocated £740 million for the 2025-26 year to deliver those additional places in mainstream and special schools and other specialist settings, or to adapt buildings to make them more accessible and more appropriate for providing inclusive mainstream education. The Department’s spending review has confirmed the funding for reform of the SEND system; we will set out the details in the White Paper in the autumn. We recognise that local authorities will need support during the transition to a reformed SEND system, so we will commence a phased transition. We will work with local authorities to manage their budgets and deficits. That will come alongside an extension to the dedicated schools grant statutory override up until the 2027-28 financial year, because we recognise the time it will take to put this right. We will provide more details on this by the end of the year. We are running out of time, but I want to thank my hon. Friend the Member for Dagenham and Rainham again for bringing this matter forward, and to thank all who have contributed to the debate. We have made a clear commitment to addressing the challenges, so that we can help children and young people to achieve and thrive. I am determined that progress will be made on this issue. I conclude by recognising all those who work in our education, health and care systems, and who work for our children and young people with SEND in Barking and Dagenham, and right across the country. We all want to deliver the best for children and young people, including those with SEND, so that they have the best start in life; and we want to prepare them for life, work and the future. The Government will continue to work to that end. Question put and agreed to .