Our officers and councillors, like everyone else in the country, have been waiting to hear what the budget this week might mean for us. And while we are digesting those messages, again like everyone else, I wanted you to know that we have not been waiting simply for others to decide our futures.

We have been actively engaging with the DfE and with the media to make sure the Government knows what our children and families are facing and what we need to deliver.

I don’t need to tell you that more children are being identified with SEND than ever before, and all these children need support. This trend is not unique to Somerset; nationally, SEND numbers have risen by 40%. Even though the Government is investing more than ever in SEND provision, it is still significantly less than the actual spend by local authorities. Many children’s needs remain unmet in mainstream schools, increasing the demand for specialist schools.

Our budget pressures are severe, with a forecasted deficit of £290 million in SEND funding by 2029/30. The demand for EHCPs has nearly tripled in six years, from 2,200 to 5,800, and the need for special school places is straining the system, making it difficult to meet children’s needs. Rural areas such as ours also face huge costs in home-to-school transport due to the size and remote geography within the county itself.

Either the legislation or the funding must change. The legislation is so poorly drafted that it contains no definition of which children should be assessed or funded, and there just isn’t enough money to deliver what the legislation requires. Previously, we spent £22k per child with an EHCP; now we can only spend £18k. The issue isn’t overspending; we’re not being profligate – there are just many more children needing our support.

We need a return to stability so we can reduce the number of children, families, and schools in crisis, and we are working hard to achieve this with our partners. It’s time to rethink how schools can educate every child, regardless of background, disability, or experience. Our experience through Covid changed the way we think about our schools’ role in education, and this shift is likely to be permanent.

We need a resilient and adaptable education system that meets the needs of all students in a post-Covid world and is inclusive within mainstream education as well as in special schools.