Dr Lauren Sullivan

It is a pleasure to serve under your chairmanship, Sir John. I thank my hon. and learned Friend the Member for Folkestone and Hythe (Tony Vaughan) for securing this incredibly important debate. We have had a number of debates in this Chamber about the SEND crisis, particularly in Kent. I speak as the former leader of the opposition at Kent county council and I served on the SEND scrutiny committee, which looked at the SEND measures. I have also been a teacher and have worked in schools with young people with special educational needs. I want to go through the various aspects of the problem, because the system is incredibly complicated. Like everybody here, I have met parents in utter desperation, in tears—in a place of hopelessness—because there is nowhere else to go. When they pick up the phone or send an email, there is no answer. I have brought them together with We Are Beams, a fantastic charity supporting our constituents in north Kent, and they have unburdened themselves and shared their frustration about the lack of communication and incorrect information being provided. My hon. and learned Friend spoke about EHCPs not being updated, which means that they are not implemented rightly in the classroom, so the young person does not get the right support. Parents feel gaslit; they feel that they have no one on their side. It is absolutely heartbreaking. Children and young people I have met feel that they are not getting the right information and that they are not being included. They are missing out on key aspects of socialisation—the key skills that will enable them to work in the future. We know that early intervention at a young age can help to get young people and children on track to thrive. It is well established now that we are not all neurotypical; some of us are neuroatypical or have additional needs. An education system should support, encourage and bring out those wonderful talents, but sadly I fear that that is not happening. I was a teacher under the last Government, and saw some of the changes that the then Education Secretary Michael Gove brought in. I remember starting a year with five statemented children in my year 8 mixed-ability class. I had two teaching assistants who were brilliant at helping me navigate the wonders of science education—but by the end of that year, those teaching assistants were taken out because the funding was not there, and the Education Endowment Fund said that TAs were high cost but low value. It could not have been more wrong. Years later, we can see that specialist teaching assistants are often the bedrock supporting our teachers. The hon. Member for Wokingham (Clive Jones) said some fantastic things about teachers and their workloads; it is a team effort. I have visited a number of schools. Ifield is of course a fantastic special educational needs school, but there are so many young people there that they need more space. I have visited mainstream schools and seen how they are catering for children with special educational needs, but they lack the specialist TAs and the resources to help. I have had parents tell me about schools that are off-rolling students because they cannot meet their needs. There is nothing in writing; they are merely saying, “Please do not enrol your child here” at parents’ evenings. That cannot be fair and right. The challenge that some heads pose to me is league tables and percentages of students passing their exams. They can either keep their exam grades up and high, or they can be inclusive—I am not defending that argument; I am just saying it has been presented to me. I do not think it is fair, and I think we should all be there to help young people succeed no matter where they come from or what their needs are. There are parents, young people and schools, but the other part of the picture is the council. When I sat on the SEND scrutiny committee, it was striking even back then—maybe four or five years ago—that the caseworkers for SEND had double the number of recommended cases from the Government that they should have had. One SEND caseworker should in theory, by the Government’s then standards, have had 125 children to monitor and update plans for. In Kent at that time, it was double that. Although those caseworkers are inundated with parents and needs, they have been positioned as the gatekeepers rather than the supporters. A large part of what I hear from parents is that they do not feel that anybody is on their side. If there are to be changes to the system, we need to position caseworkers so that people can trust that they have their back and that they have their children’s best interests at heart. The other paramount thing that I saw was the changes to the free school and academy system, which meant that local authorities could no longer build schools based on needs. It meant there was a delay in schools—including specialist schools—coming forward. Thankfully, we have a few green lights in Kent, but they should have been here years ago. Because the ability of local authorities to plan, prepare for and build schools was taken away, Kent was reliant on private specialist schools. However, I fear that the council’s improvement notice may have been lifted in error when the Government came in last summer. A target of reducing the number of children with EHCPs on the council’s books, set under the last Government, is incredibly perverse. How does that put the needs of young people first? How can the parents of Kent have faith in the system? The council is under an improvement plan to reduce the number of children with EHCPs, yet parents and schools believe that having an EHCP will entitle them to further support. It is a complete perversion. I say to our wonderful Minister that the message I have heard from parents and schools is that we must not water down the legal protections. They are long fought for and hard won, and when they work, they work really well. The problem is with their implementation. If there are any announcements or communications, the Government must be really clear about how they will preserve the legal protections. Many aspects of the curriculum review can be welcomed. I would reduce the exams, for instance—there is an awful lot of pressure on youngsters at the moment, so that would be a good thing—but I encourage the Minister to look at other ways to demonstrate the sheer talent we have in this country, such as coursework and practical tasks. I am sure she knows never to underestimate the scale of the challenge; it is vast, but we are ready to help and support.