Mother Demands Reform as Jersey SEND System Fails Her Child
Jersey’s education system is under fire after Kerry Marques, a mother of a ten‑year‑old boy with high‑functioning autism, announced she had withdrawn her son from school. Marques says her son, who is non‑verbal and non‑communicative, has not been in school since the Christmas break and faces an uncertain future as he prepares to start secondary school in September.
Marques told the BBC that her repeated concerns about her son’s educational needs were met with “deaf ears.” She has been forced to give up her career in family nursing and home care to become his full‑time carer, a decision that has placed a heavy financial strain on the family.
"It’s not about me," Marques stressed, “I’ve done what any other parent would do, but the system is failing my child.” She highlighted that the island’s education department is in the process of rewriting his record of need—a document that determines the level of support a SEND child receives—and urged that this be updated before the new school year begins.
While the chief minister recently announced a £38 million investment in SEND facilities and staff, he also acknowledged the need to “better understand and get to grips with special educational needs.” The Department for Education has pledged “£1.8 billion to widen access to advice, guidance and support” across the UK, but local families continue to report challenges.
Other parents echoed Marques’ frustrations. Two Suffolk County Council parents described long periods of silence when trying to secure an Education, Health and Care Plan (EHCP). One parent, Steve Wright, noted that the council missed tribunal deadlines for his daughter’s EHCP, while another, Nikki Graham, described the experience as a “nightmare” involving endless emails and phone calls with little response.
These stories are part of a broader national picture. Across the UK, staffing shortages in SEND provision have led to reduced services and delayed communications. The BBC highlights that 65 % of local authorities in north‑west England lack a single BSL‑qualified teacher for deaf‑blind children, and families like Caroline’s in Manchester report only one hour a week of BSL support for their deaf‑blind son.
Experts suggest that small, targeted remedies could improve individual outcomes. Former Victoria College head of sixth form Peter Fekete described the current picture as showing “significant strain,” while Deputy Victoria Li, a newly elected candidate, warned that “basic questions” are not being supported for families.
Marques remains hopeful that her son’s record of need will be updated in time, but she cautions that without systemic change, families will continue to face “financial impact,” “lonely” experiences, and “crisis points.” As the new States Assembly prepares to take office, the expectation is that ministers will address these systemic gaps before more families are forced into similar desperate measures.
For now, Marques’ call to action is clear: the education system must prioritize individual support for SEND learners, streamline communication, and ensure that families receive timely, adequate assistance so no child is left behind.
