Catherine McKinnell

It is a pleasure to serve under you as Chair, Mr Efford. I congratulate my hon. Friend the Member for Lowestoft (Jess Asato) on securing a debate on this incredibly important and timely issue. I know that she was a champion for vulnerable young people long before entering this place, and that she shares the Government’s vision for ensuring that all young people receive the right support to succeed in their education and lead healthy, happy and productive lives. Improving the special educational needs and disabilities system across the country is a priority for all of us in this debate. I am regularly struck by the level of cross-party consensus on this issue, from Broxbourne to Southend West and Leigh, and from Huntingdon to Stevenage and Waveney Valley. So many Members have spoken powerfully on behalf of the children and families in their areas. I appreciate specifically the hand of collaboration offered by the hon. Member for West Suffolk (Nick Timothy), because this is a priority for the Government, as the shadow Minister, the hon. Member for North West Norfolk (James Wild), referenced. We are determined to improve services for children and young people with special educational needs across the country, including in the east of England. More than 1.6 million children and young people in England have special educational needs. For too long, too many families have been let down by a system that is not working. The former Secretary of State described it as “lose, lose, lose” and she was right, because despite the high-needs funding for children and young people with complex special educational needs and disabilities rising to higher and higher levels, confidence in the system remains incredibly low. Tribunal rates—as referred to by the Liberal Democrat Front Bencher, the hon. Member for Chelmsford (Marie Goldman)—are increasing, and there are increasingly long waits for support. Far too many children with special educational needs are falling behind their peers, and they do not reach the expected levels in fundamental reading, writing and maths skills, with just one in four pupils achieving the expected standard by the end of primary school. We know that families are struggling to get their child the support they need and, more importantly, deserve. That must change.