Alex Sobel

I will speak about the deepening funding crisis, and the crisis in general, for children and young people with special educational needs and disabilities, including the failure of our national curriculum to meet the needs of all learners. Since the curriculum reforms introduced in 2012, we have seen a return to a rigid, academic model of education—one that might have suited a mid-century grammar school but fails to deliver for a modern comprehensive system. The curriculum is simply inaccessible for at least a third of our pupils, both those with SEND and many others who thrive with practical, creative or vocational learning. Too many children are being told, implicitly or explicitly, that their job is to, “Just get a pass and forget about it.” That is not a curriculum that inspires or includes, it is not a curriculum that recognises or nurtures diverse talents, and it is certainly not a curriculum fit for the 21st century. It also ignores the cost of adequately educating children with special educational needs. This narrow focus does more than limit opportunity; it damages self-esteem, confidence and emotional wellbeing. It restricts the gifts and potential of our young people, particularly those who already face the greatest barriers. Critically, schools have lost the flexibility they once had to tailor education to the needs of their pupils. They are now judged on a narrow set of outcomes, forcing a one-size-fits-all model on to a hugely diverse student body—again, a cut-price way to deliver our education system. That has consequences. We can draw a direct line from the rigidity of the curriculum to the crisis in school attendance, and from there to the rise in NEETs—those not in education, employment or training—who are vulnerable to exploitation or even to entering the youth justice system as they are exploited by organised crime. Too many young people with SEND are being failed by a system that offers them no real route to thrive, and when school stops being a protective factor, the risks grow. That situation is being made worse by how SEND funding is distributed. Local authorities are under incredible pressure, with funding that simply does not reflect the growing complexity and volume of need. We see huge disparities between areas, and often between schools within the same local authority, where children miss out on vital support not because their needs are different, but because of postcode lotteries in funding. Fair and adequate funding is a matter of educational justice. If we are serious about inclusion, we cannot continue to under-resource the very system meant to deliver it. We urgently need to reimagine our education system not as a funnel toward academic exams alone, but as a foundation for every child’s success in every form it might take. I hope the Minister will listen to the parents, carers, teachers and young people themselves calling for change.