Woodlands school and the urgent need for SEND reform
On a recent visit to Woodlands School, I was reminded of the huge challenges faced by families and children with special educational needs and disabilities (SEND). Woodlands, which recently won the prestigious School of the Year Award at the Counselling in the Community Shine Bright Awards, is an exceptional example of the support and opportunities that children with SEND need to thrive. But despite its success, the school is oversubscribed and under-resourced, struggling to meet the growing demand. This experience is part of a wider systemic failure across the country, but in Blackpool the problem seems particularly pronounced.
At Woodlands, I saw firsthand how vital a tailored approach is for children with SEND. Each child is supported in a way that reflects their individual needs, giving them the best chance to reach their full potential. Activities like clay workshops, where pupils come together from different classrooms, provide opportunities to develop social skills, express creativity and feel a sense of belonging. This is exactly the kind of inclusive learning every child with SEND deserves. Yet for too many children in Blackpool and beyond, it remains out of reach.
The reality of SEND provision in England is deeply concerning. The National Audit Office (NAO) recently published a report revealing a system that is underfunded, fragmented and unable to meet the needs of children. The gap between demand and provision is widening, leaving families to struggle with inadequate support.
In Blackpool, the situation is even more worrying. Around 25.3% of the population in Blackpool South are classified as disabled under the Equality Act, compared with 19.4% across the North West. There are just under 4,200 disabled children and young people in the area, and teachers from both mainstream and SEND schools are telling me that the number of children with SEND is increasing. This increase is not just due to greater awareness and better diagnoses, although that is part of it. Cuts to services, a growing mental health crisis, and rising poverty are worsening developmental and learning challenges.
Woodlands headteacher Karen Haworth, with nearly 30 years of experience working in other deprived areas, told me that Blackpool faces unique challenges. I committed to working with her and other local SEND educators to bring together local knowledge and call for investigation into this growing crisis locally.
The situation in Blackpool is compounded by a shortage of support services. Despite disabled children being legally entitled to an Education, Health, and Care Plan (EHCP), there are significant delays in assessments and plan development. Nationally, just half of all EHCPs are completed within the 20-week legal timescale, leaving many children without vital support. In Blackpool, vacancies in social care roles make matters worse. In 2023, 1 in 8 children’s social worker posts were unfilled, meaning vital services are not being provided to children who need them. Additionally, staff told me there is no psychological support for their children, with local CAMHS services lacking SEND specialists. This failure to assess, support and plan for children’s needs is devastating to their educational and social development.
“Cuts to services, a growing mental health crisis, and rising poverty are worsening developmental and learning challenges.”
Blackpool is also part of the government’s ‘Safety Valve’ programme, aimed at managing SEND-related funding deficits. But this programme focuses on controlling the demand for EHCPs, which risks further restricting access to the support children desperately need. An Ofsted and CQC joint inspection in 2022 flagged significant unresolved issues locally, including funding cuts to services for disabled children. Since 2016, Blackpool has seen a real-term cut of £826,000 in funding for these services, undermining the local authority’s ability to meet the growing demand.
The Conservative government’s handling of SEND has been disastrous. The system has lost the trust of families, with the previous Education Secretary calling it "lose, lose, lose”. Current Tory shadow ministers have admitted that they "did not do enough" and should "hang their heads in shame." Families are fed up with empty promises and quick fixes. The need for long-term reform has never been more urgent.
Labour is committed to restoring the confidence of families and overhauling the SEND system. The government recognises this will be challenging, but that the need is urgent. Our mission to break down the barriers to opportunity for every child, at every stage, must start with ensuring children with SEND get the support they need to thrive.
Labour’s plan for SEND reform is ambitious. We’re committed to investing £740 million to create thousands of specialist SEND places, including in mainstream schools. In Blackpool, specialist SEND hubs are already emerging, and staff at Woodlands are working with them to help them meet the needs of their pupils. However, there are concerns about the inconsistency of this patchwork provision, which lacks a long-term plan for children beyond early years. I will be closely scrutinising the government’s plans to ensure they work for Blackpool.
Labour is also establishing a Neurodiversity Task & Finish Group to drive work on inclusion, ensuring that children with conditions like autism and ADHD are properly supported. And the government committed to replacing Safety Valve agreements with comprehensive, whole-system reform.
The £1 billion funding boost announced in the last budget was a step in the right direction, but it’s just a start. Reforming SEND isn’t just about improving the lives of children with SEND – it’s about creating a fairer, more equal society where every child, regardless of their background or needs, has the chance to thrive. Labour is working closely with teachers, experts, parents, and children to ensure that our approach reflects the experiences of those affected.
But government action alone won’t be enough. We need a broader cultural shift in how SEND is understood and supported. Schools like Woodlands play a crucial role in fostering inclusion and helping children with SEND build the skills they need to succeed. Staff there are committed to taking their 110 pupils out into the community, not just to widen their experiences, but to foster acceptance and integration. Local authorities, healthcare providers and other public services must also work together to create a more integrated system that truly supports families and children with SEND.
As I chatted with children at Woodlands, who asked me brilliant and unique questions as their MP, I was reminded of the resilience and potential of children with SEND. We must ensure that every child — whether they get a place at Woodlands or not — has access to the education and support they need to succeed.
