The Commons Education Select Committee is halfway through evidence sessions for our flagship inquiry, Solving the SEND Crisis. At this stage we want to thank all the parents, young people, school staff, academics and others who have spoken to us and provided nearly 900 pieces of written evidence.
In our earlier sessions we were particularly struck by the testimonies of a panel of young people with lived experience of the special educational needs and disabilities (SEND) system. They told us of experiences that no child should have to face, and brought home the extent of the current challenges in the SEND system and the urgency of the need for change.
We heard from parents and professionals that trust and confidence in the SEND system are completely broken. We are, therefore, clear that any reforms that fail to focus on how trust can be restored, or that reduce accountability in the system even further, will be unlikely to succeed.
A different kind of SEND system
From the beginning of our inquiry we were mindful of the need for our work to do more than simply point out the parlous state that the SEND system has descended into over many years.
To that end, the committee recently visited schools and spoke to experts in Ontario, Canada, where we witnessed a SEND system that, while not flawless, is significantly less adversarial, and enables mainstream schools to provide inclusive support to children with varying levels of need.
We heard how in Ontario a lack of diagnosis is not a barrier to support and how greater involvement of parents in discussions about their child helps to build trust and confidence in professionals and fosters good partnership working in the best interests of the child. There are certainly lessons that can be learned from Ontario here in the UK.
Teacher training
We have also heard evidence from a wide range of stakeholders and experts here in the UK, which points to some key themes.
For instance, with as many as one in five children in every classroom having special educational needs, we have heard that improving teacher training and professional development is essential if the government is to realise its aim of making mainstream schools more inclusive.
But teachers are not routinely equipped to meet the needs of children with SEND, either in initial teacher training or through CPD.
A greater focus on identifying SEND at an earlier age is important. Understanding a child’s needs is the key to ensuring that their needs are met, yet far too often children lose years of education waiting for a diagnosis, and this can have dire consequences for their mental health.
More accountability from health
Our current system relies on local authorities, schools and health services working together to make sure that a child’s needs are met. Yet accountability in our system rests overwhelmingly with local authorities and schools, not health services. We have received evidence about the lack of accountability for the contribution of healthcare professionals and budgets in meeting the needs of children with SEND.
The funding crisis in SEND is driving local authorities to the edge of effective bankruptcy, and they urgently need clarity about what will happen when the statutory override comes to an end in March 2026.
With improved SEND support in mainstream education, a better equipped workforce and better partnership working between schools, parents, health professionals and local authorities, we could see improvements in support for children and fewer disputes in the system.
We’re now coming to the fourth of six evidence sessions for this inquiry. On Tuesday 29 April, we will investigate how schools, local authorities and NHS services interact to provide SEND support. We’ll be asking whether professionals from these three essential parts of the SEND system work together effectively, and what improvements are needed. We will put our evidence to the schools minister in the final session of the inquiry before we write our report.
We look forward to setting out our detailed conclusions and recommendations at the end of our inquiry.
We hope ministers will keep an open mind, engage with our cross-party, evidence-based research and consider carefully the work of this committee and the contributions that so many in the sector have made to help us in our endeavour.
Helen Hayes is chair of the Commons Education Select Committee and the Labour MP for Dulwich and West Norwood
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