SEN0692

Written evidence submitted by Mr Andrew Western MP

I am Andrew Western, MP for Stretford and Urmston, and I held a listening event for constituents who have previously contacted me about SEND issues. 

Around 40 parents attended, and their thoughts are summarised here:

• Delays in referral and assessment:

• There are too many delays for children. SENCOs are often part-time, and also have a teaching role. This means there can be delays in referring children for assessment, as so much evidence has to be gathered for a referral to a paediatrician, Autism or ADHD assessment pathway.  When a child is referred, they face lengthy waits for assessment.

• If children do not attend school because of their SEN (such as EBSNA), the SENCO does not have much information to use to make a referral, and the delays can be longer for these children.

• Sometimes SENCOs refuse to refer children and parents believe this is because the children mask in school.

• Some schools are very popular with families where children have SEN, but these schools don’t have extra resources to support the referral and assessment of children.

• Parents are sometimes referred to the GP to access support or referrals, but GPs are often unsure of their role and will refer families back to school, resulting in further delays.

• Parents say there is little support available before a child is diagnosed, and the delays can lead to children having long term issues with education. They say that if the process was quicker, there would be less crisis and intensive support needed.

• Parents sometimes feel they have no choice but to pay for private assessments. They then find that not much weighting is given to recommendations in these private reports.

• Schools and SEND

• Mainstream schools are good at supporting low level need, but struggle with complex issues.

• Schools often see anxiety as a behaviour issue rather than psychological issue, and can make it worse

• Mainstream schools are too rigid for children with SEN. They focus on attendance and  academic attainment.

• Children with SEN often miss out on trips and extra-curricular activities.

• Families can be fined for non-attendance at school, but the LA’s do not provide sufficient education for children who have no school place.

• Schools should focus more on creativity, so children have a chance to excel.

• Teachers need more training in neurodiversity, and schools need to be more aware of sensory issues.

• Parents feel school is more powerful in the EHCP process than they are, when they are experts in their children.

• Health and social care services:

• There is a shortage of Speech and language therapists, physiotherapists and Occupational therapists, as well as specialist support for Dyslexia.

• Many of these services also have long waits or excessive gatekeeping- it can take a long time for a child to be directly assessed and offered treatment.

• Parents often resort to private therapy as they are unable to access NHS therapy when they need it.

• Parents sometimes have to ask for Social care support because of delays and deficiencies in the health and education services.

• The experience for families

• Parents say they often don’t understand or feel well informed about the SEND/EHCP process

• They would like to see an app or other way of all the information about their child where all the information about their child’s health, education and social care could be stored together

• Delays in assessment and treatment cause burnout for parents and children

• Parents are often unsure about which service to approach, and often get shunted between school, GPs and school nurses.

• The system is difficult to navigate for well informed and educated families. It must be very difficult for families under pressure or without resources.

• Families feel they are labelled as having too high expectations, when every parent should have high expectations for their children.

• Families feel they are blamed for their children’s poor mental health, but are given very little support and guidance in managing mental health issues.

• The process causes family breakdown, mental health issues in parents and difficulties for siblings.

• Working parents

• It is very difficult to work when you have a child with SEND

• Children miss school because of medical appointments or mental health conditions

• Childminders, wraparound care and holiday clubs are not able to take children with SEND

• The LA short breaks/respite offer does not support working parents.

• Many parents have to give up work, but disability is expensive and this can cause hardship.

• The assessment process:

• There are separate pathways and waiting lists for autism and ADHD assessment which can lead to further delays for children

• The Autism/ADHD service often refuse to assess on the basis a child does not tick all the boxes, but children can vary in presentation.

• Assessments are increasingly done remotely, and would be better in person.

• Educational Psychologists offer provision on availability, not need.

• The process is not child centred, it is process led

• There is no accountability or quality assurance on EHCPs

• Panels don’t know the child. They are not transparent

• Parental support services are  overwhelmed and not able to support parents

• Children need more rights.

• Councils are spending excessive amounts of money on legal fees fighting parents in court where parents invariably win.

• 98% of appeals are won by parents

• Delivering EHCPs

• Schools don’t have enough resources to follow the plan

• Some schools go through the motions

• Social care should be more prominent in the EHC  document

• Teachers and TAs are expected to deliver specialist support such as SALT

• Limited tuition available if child not in school

• National oversight is weak

• CAHMS
• A ‘Pill prescribing rather than therapy led service’

• There is not much support for MH issues

• CAMHS does not collaborate with other services

• EOTAS/special schools

• Non mainstream provision is very positive for many children who cannot cope in a mainstream setting

• Home education should be supported when it is benefiting a child

• There need to be more special school places

• Special schools need to be available locally. It is unfair on children when they have to travel long distances to a special school.

• Alternative provision should not be seen as a last resort. By then it is too late. If used as an early intervention, it can enable a child to return to mainstream settings.

• Transitions

• Transition to a new setting should be well planned. This often doesn’t happen.

• Children can be very anxious about transition if it is not handled appropriately.

• Transition post 18 is extremely difficult and unsupported.

  January 2025