simon stone told us it's a matter of when and not if he leaves tottenham hotspur ido i do not think that anyone realistically thought that tottenham would challenge for the league title this season and he thought they could do well in the champions league and compete in one of the champions cups i think that is what antonio thought when he brought players and from the summer but they have not managed to get any kind of consistency, too many players and as you say, fan discontent, a lot booze last night and there appears to be irritation behind the scenes as well. he hasjust to be irritation behind the scenes as well. he has just not worked out. england captain owen farrell has been dropped for the first time since being benched at the 2015 world cup. he's been replaced by marcus smith who has won the battle for the no ten jersey in saturday's crunch fixture against france. it is arguably steve borthwick�*s biggest call of his tenure to date. farrell has struggled

for form of late though, he has turned tojonny wilkinson for assistance with his goal—kicking, and with borthwick seeking a more expansive approach, smith is set to be given licence to run the show against france, with ellis genge selected as captain for the first time. farrell will be on the bench. i take every selection decision incredibly seriously. the players deserve that, our supporters deserve that. i want to make the best decisions in terms of the process. russ, i think, decisions in terms of the process. russ, ithink, you've decisions in terms of the process. russ, i think, you've got many good players and apes at this rate from the start that we want players always fighting to be in this 23 and myjob is to select to the right person to start, the right person to come off the bench is. rhys webb will make his first six nations start for wales

since 2017 when they take on italy in rome on saturday. the 34—year—old ospreys scrum—half, who is believed to be considering a move to play injapan, replaces tomos williams in warren gatland's side. the wales head coach has rung the changes rio dyer replaces louis rees zammit on the wing. veterans alun wynjones and leigh halfpenny drop out along with chreest chiunza and in come dafydd jenkins, jac morgan, liam williams and prop wynjones.. both wales and italy are seeking their first wins of this year's competition. definitely probably the most athletic team that we have seen and i think losing him is a big loss for them. they tend to play, they're trying to play a wide game and if some success in the tournament but they have been squeezed on a few occasions and so england do that and knock them back and put under pressure. catalan dragons maintained their perfect start to the superleague season by beating wigan warriors by 18 points to ten. steve mcnamara's side led from the fifth minute in an attritional game at the dw stadium. manu ma'u's second try took the game away from wigan and secured

a fourth dragons win. the french side now top the table while wigan remain third. the unofficial fifth golf major, the players championship is under way in florida. it's the pga tour's flag—ship tournament, with rory mcilroy, scottie schefler and jon rahm all involved and grouped together. it was a bad day for mcilroy though who stumbled to a four—over par 76 to finish 12 shots behind early clubhouse leader chad ramey in round one. however all eyes were on hayden buckley though. he lined up at the iconic 125 yard par—three renowned for drowning dreams at the players championship for more than four decades. but not for buckley. he hit a magnificient hole—in—one celebrating by launching his cap into the air. it marks only the 11th ace at the renowned hole in the 49—year history of the players championship less than a week after claiming the greatest achievement of his career by winning the prestigious strada bianchi one day race, tom pidcock came

crashing back down to earth. the briton, who won mountain bike gold at the tokyo olympics, crashed just over two miles from the end of the fourth stage of the tireno—adriatico race in italy. he managed to get back on his bike, but finished in 78th place, more than seven minutes behind stage winner pree—moz rog—litch. england have lost to bangladesh in their first t20 match since winning the t20 world cup in november. they lost by six wickets in chattogram. bangladesh won the toss and put england in to bat, for the first of three t20 matches. it initially looked like it would be a good move for the tourists with captainjos butler making a strong start. he'd pass the half century mark before eventually falling to hasan mahmud for 67. only two other england players made it to double figures though with bangladesh setting a target of 157 to win. in response najmul hossain shanto hit a half—century to put the hosts

in a strong position and an edged effort from shakib al hasan saw bangladesh secure victory with two overs to spare. the second match begins on sunday. and that's all the sport for now. families across the country being pushed to breaking point. filled by a system that is meant to offer support. these are some of the families of the centre of a crisis and special educational needs of disabilities. you will unbearable. you literally, you are broken. he is starting to suffer now and his mental health is deteriorating. . i feel like i'm begging. he is made out to be a monster and all of these things and that's not the case, it's just a little boy with additional

needs the needs help and support. it's that simple.— it's that simple. your thinking where is the _ it's that simple. your thinking where is the support - it's that simple. your thinking where is the support going . it's that simple. your thinking where is the support going to | it's that simple. your thinking - where is the support going to come from _ where is the support going to come from what— where is the support going to come from. what are you going to get. it's like _ from. what are you going to get. it's like hitting her head against a brick walk — it's like hitting her head against a brick wall. �* . , . ., it's like hitting her head against a brick wall. �* . , . . , brick wall. acrylic and filling my children because _ brick wall. acrylic and filling my children because i _ brick wall. acrylic and filling my children because i don't - brick wall. acrylic and filling my children because i don't even i brick wall. acrylic and filling my i children because i don't even know what _ children because i don't even know what i'm _ children because i don't even know what i'm asking _ children because i don't even know what i'm asking for— children because i don't even know what i'm asking for any— children because i don't even know what i'm asking for any more. - children because i don't even know what i'm asking for any more. i- children because i don't even knowl what i'm asking for any more. ijust want _ what i'm asking for any more. ijust want people — what i'm asking for any more. ijust want peoriie to _ what i'm asking for any more. ijust want people to help— what i'm asking for any more. ijust want people to help me. _ what i'm asking for any more. ijust want people to help me. element. what i'm asking for any more. ijust want people to help me. element i| want people to help me. element i take medication. _ want people to help me. element i take medication. eat, _ want people to help me. element i take medication. eat, sleep, - want people to help me. element i. take medication. eat, sleep, breathe and live, _ take medication. eat, sleep, breathe and live, special— take medication. eat, sleep, breathe and live, special needs. _ take medication. eat, sleep, breathe and live, special needs. this - take medication. eat, sleep, breathe and live, special needs.— and live, special needs. this is about getting _ and live, special needs. this is about getting the _ and live, special needs. this is about getting the right - and live, special needs. this is about getting the right schooll and live, special needs. this is i about getting the right school for children with special educational needs and disabilities in the families that need help. just now. it is the same battle every morning. six—year—old harper is in the main school primary but is

refusing to go. she is in the main school primary but is refusing to 90-— is in the main school primary but is refusing to go. she is predominately a ti to refusing to go. she is predominately a tip to walker's _ refusing to go. she is predominately a tip to walker's socialites _ refusing to go. she is predominately a tip to walker's socialites to - refusing to go. she is predominately a tip to walker's socialites to walk i a tip to walker's socialites to walk on her toes. a tip to walker's socialites to walk on her toes-_ on her toes. harper is autistic and find school _ on her toes. harper is autistic and find school challenging. _ on her toes. harper is autistic and find school challenging. even - on her toes. harper is autistic and | find school challenging. even down to wearing shoes.— find school challenging. even down to wearing shoes. school is actually the only place _ to wearing shoes. school is actually the only place that _ to wearing shoes. school is actually the only place that she _ to wearing shoes. school is actually the only place that she wear- to wearing shoes. school is actually the only place that she wear shoes | the only place that she wear shoes which is why the huge battle. we don't normally wear shoes for any other event, really. and will intentionally and get redress. timer;r intentionally and get redress. they wanted her to _ intentionally and get redress. they wanted her to go _ intentionally and get redress. they wanted her to go to _ intentionally and get redress. they wanted her to go to specialist school and the been mentally exhausting. i5 school and the been mentally exhausting-— school and the been mentally exhaustin. , .,, exhausting. is quick as i can get something _ exhausting. is quick as i can get something on. _ exhausting. is quick as i can get something on, she _ exhausting. is quick as i can get something on, she takes - exhausting. is quick as i can get something on, she takes it - exhausting. is quick as i can get something on, she takes it off. | exhausting. is quick as i can get - something on, she takes it off. and it'sjust something on, she takes it off. and it's just every something on, she takes it off. and it'sjust every minute. something on, she takes it off. and it's just every minute. by sending her to school in the state, she's going to go home in the state and

there's no breastplate. the council is refusin: there's no breastplate. the council is refusing to _ there's no breastplate. the council is refusing to give _ there's no breastplate. the council is refusing to give her _ there's no breastplate. the council is refusing to give her education i is refusing to give her education and care plan. and without support, she is little chance of getting placed in a specialist school. the councils is each case is reviewed to determine whether her needs are currently being met.— determine whether her needs are currently being met. some children ma be in currently being met. some children may be in the _ currently being met. some children may be in the best _ currently being met. some children may be in the best place _ currently being met. some children may be in the best place and - currently being met. some children may be in the best place and for i currently being met. some children| may be in the best place and for the children. _ may be in the best place and for the children. it's— may be in the best place and for the children, it's not. harper needs a play— children, it's not. harper needs a play based — children, it's not. harper needs a play based curriculum and she needs to he _ play based curriculum and she needs to be able _ play based curriculum and she needs to be able to play and she needs to have time off because she is not taking _ have time off because she is not taking anything. she is too busy trying _ taking anything. she is too busy trying to— taking anything. she is too busy trying to hide as she feels and how she normally acts that she is actually not learning at the level that she — actually not learning at the level that she should be able to learn at and it's— that she should be able to learn at and it's difficult to watch. this family has _ and it's difficult to watch. this family has to _ and it's difficult to watch. this family has to spend _ and it's difficult to watch. try 3 family has to spend thousands of pounds getting her presently assessed by an educational psychologist to get her a diagnosis

of autism but they are worried, there are fewer than ten specialist places across the whole of sheffield. places across the whole of sheffield-— places across the whole of sheffield. ~ ~ ., ., sheffield. were kind of in a battle. we aet sheffield. were kind of in a battle. we get nothing — sheffield. were kind of in a battle. we get nothing from _ sheffield. were kind of in a battle. we get nothing from this. - sheffield. were kind of in a battle. we get nothing from this. the - we get nothing from this. the bbc has learned _ we get nothing from this. the bbc has learned that _ we get nothing from this. the bbc has learned that more _ we get nothing from this. the bbc has learned that more than - we get nothing from this. the bbc has learned that more than half. we get nothing from this. the bbc has learned that more than half of| has learned that more than half of special education schools in england are full. we have so many attending special schools than there were five years ago. stevie stoddart hasn't attended her mainstream school for six months. she is autistic, has adhd and is struggling to cope. like an increasing number of parents across the country, stevie will face the local authority in a tribunal. i think mainstream is the easiest option. — think mainstream is the easiest option, when they struggle, then we will tackle _ option, when they struggle, then we will tackle it. there's no need for them _ will tackle it. there's no need for them to— will tackle it. there's no need for them to be — will tackle it. there's no need for them to be wasting this much money on taking _ them to be wasting this much money on taking parents to tribunals instead — on taking parents to tribunals instead of building more schools

than they— instead of building more schools than they are taking tribunals, though— than they are taking tribunals, though be less tribunals. stevie will represent _ though be less tribunals. stevie will represent herself _ though be less tribunals. stevie will represent herself and - though be less tribunals. stevie will represent herself and it - though be less tribunals. stevie will represent herself and it is l though be less tribunals. stevie will represent herself and it is a daunting prospect and at stake. she's got a meeting with running equality and human rights uk and advocates for children who face discrimination. stevie has received paperwork from the council and get to grips with all of the information in the files and it is off to a bad start. it will make the date of birth is wrong. it’s start. it will make the date of birth is wrong.— start. it will make the date of birth is wrong. it's not running properly- _ birth is wrong. it's not running properly- -- — birth is wrong. it's not running properly- -- the _ birth is wrong. it's not running properly. -- the date - properly. —— the date of birth a strong. in properly. -- the date of birth a stronu. ., , ., ., , strong. in their errors adding to be excited when _ strong. in their errors adding to be excited when she _ strong. in their errors adding to be excited when she will— strong. in their errors adding to be excited when she will fill— strong. in their errors adding to be excited when she will fill in - strong. in their errors adding to be excited when she will fill in the - excited when she will fill in the tribunal. it excited when she will fill in the tribunal. . , excited when she will fill in the tribunal. ., , , ., tribunal. it has things in it that should rrot _ tribunal. it has things in it that should not be _ tribunal. it has things in it that should not be and _ tribunal. it has things in it that should not be and it _ tribunal. it has things in it that should not be and it and - tribunal. it has things in it that should not be and it and that l tribunal. it has things in it that | should not be and it and that is deeply concerning and some of the pages do not correlate new been

mixed up. of the bundle is next up, there's nothing worse than going into a tribunal. a few days to go beforehand. they're going back to work through and rearrange this. just to do this, that's taken me 1a just to do this, that's taken me 14 hours _ just to do this, that's taken me 14 hours it's— just to do this, that's taken me 14 hours it's not been easy. we have both _ hours it's not been easy. we have both kids — hours it's not been easy. we have both kids at — hours it's not been easy. we have both kids at home and my husband works— both kids at home and my husband works and — both kids at home and my husband works and it'sjust both kids at home and my husband works and it's just and fitted and i don't _ works and it's just and fitted and i don't own— works and it's just and fitted and i don't own a — works and it's just and fitted and i don't own a computer i miss my mums computer~ _ don't own a computer i miss my mums computer~ it— don't own a computer i miss my mums computer~ it is— don't own a computer i miss my mums computer. it is a lot.— computer. it is a lot. there will be slee - less computer. it is a lot. there will be sleepless nights for _ computer. it is a lot. there will be sleepless nights for stevie - computer. it is a lot. there will be sleepless nights for stevie as - computer. it is a lot. there will be sleepless nights for stevie as she | sleepless nights for stevie as she prepares to take on sheffield city council. ., .., prepares to take on sheffield city council. ., , , council. somewhere that can support her, that's council. somewhere that can support her. that's all— council. somewhere that can support her, that's all i _ council. somewhere that can support her, that's all i want. _ council. somewhere that can support her, that's all i want. we _ council. somewhere that can support her, that's all i want. we have - council. somewhere that can support her, that's all i want. we have good. her, that's all i want. we have good ractice her, that's all i want. we have good practice but — her, that's all i want. we have good practice but we _ her, that's all i want. we have good practice but we also _ her, that's all i want. we have good practice but we also have _ her, that's all i want. we have good practice but we also have her - her, that's all i want. we have good practice but we also have her in - practice but we also have her in this experiences in practice that we have witnessed. there will also be sleepless nights as night falls and more cases. bud sleepless nights as night falls and more cases-— sleepless nights as night falls and more cases. . ., ., , more cases. and two or three nights in a time, more cases. and two or three nights in a time. third _ more cases. and two or three nights in a time, third nights _ more cases. and two or three nights in a time, third nights ijust -

more cases. and two or three nights in a time, third nights ijust don't . in a time, third nights ijust don't io in a time, third nights ijust don't go to— in a time, third nights ijust don't go to bed — in a time, third nights ijust don't go to bed it— in a time, third nights ijust don't go to bed. it said because once you io go to bed. it said because once you go to— go to bed. it said because once you go to his _ go to bed. it said because once you go to his documents, you see that they have been failed notjust now but from _ they have been failed notjust now but from their early childhood all the way— but from their early childhood all the way through. one of them is 19 and the _ the way through. one of them is 19 and the other one is 15 and this other— and the other one is 15 and this other one — and the other one is 15 and this other one hears a 13—year—old. so up to that _ other one hears a 13—year—old. so up to that age _ other one hears a 13—year—old. so up to that age they had battled than battle _ to that age they had battled than battle and still not gotten the resources they need. the sophistry su ort resources they need. the sophistry support and _ resources they need. the sophistry support and advice _ resources they need. the sophistry support and advice and _ resources they need. the sophistry support and advice and last - resources they need. the sophistry support and advice and last year, l support and advice and last year, she helped advocate for more than 400 children. the issue is that the families cannot afford the element to afford legal representation to a law firm are paid advocates because it's so much for them. and it costs a fortune to have so many parents are described in the across the day at the moment. this are described in the across the day at the moment.— at the moment. as a result of the pressure- — leanne got a few months ago and she was desperate for help. he

leanne got a few months ago and she was desperate for help.— was desperate for help. he bites himself terribly, _ was desperate for help. he bites himself terribly, he _ was desperate for help. he bites himself terribly, he actually - was desperate for help. he bitesl himself terribly, he actually beats himself terribly, he actually beats himself up. and to watch that, it surrenders, you can stop and the more you try to stop him, the worse you make him. more you try to stop him, the worse you make him-— you make him. harry has been diagnosed _ you make him. harry has been diagnosed with _ you make him. harry has been diagnosed with autism, - you make him. harry has been diagnosed with autism, he - you make him. harry has been| diagnosed with autism, he also you make him. harry has been - diagnosed with autism, he also has violent meltdowns he walked into a mainstream nursery for 15 hours a week but the nursery was struggling to keep harry and the other children safe. he is now at home and leanne said to give up work. you it's hard because of the lack of communication there's a special educational needs school not far from home.- school not far from home. which takes children _ school not far from home. which takes children from _ school not far from home. which takes children from the - school not far from home. which takes children from the age - school not far from home. which takes children from the age of. school not far from home. which i takes children from the age of two and 219. i takes children from the age of two and 219. ~ . takes children from the age of two and 219. ~' ., , and 219. i think if he had been the secial special school from last year, where we would be now if he had flown support. maybe his communication

would've come on over the years. his frustrations would be less. he's not getting an education, he's not getting an education, he's not getting any help with this communications or any of his needs. leanne is waiting for educational help and care plan and a legal document documenting the support he should get. if a specialist school is named, he must be given a place. this be? over when he will be able to start because of waiting lists. as a four year wait and he's going to be nine before he starts to get any kind of education. kids got to be able to live in this world and the society that he is not normal to the d cannot fit into that starts from the very bottom of this education. this is lester's diary and appointments, who have to speak to, chase up, chase up, every day.

it is just constant, you never get a day off. some pictures he took in there. i think as a parent, you give your all anything i can give him, he needs that they do. but i cannot give him everything he needs. so, it is down to me to fight to get them what he needs because no one else is going to do it for him. the rather frustrating part. trying to be the best mum i can and being to the point where you get suicidal. special schools across the country existing pressure on places and this is the top school in rotherham. ten years ago, they had 82 pupils and now, they have 134 and there is a waiting list. so, what is causing

pressure on places? increasing diagnosis of special educational needs in children with educational health and care plans. some mainstream schools are struggling to cope. funding is an issue, local authorities budgets are tight. and new specialist schools are not being quick enough to cope with the rising demand for places.— demand for places. doing some fantastic walking. _ demand for places. doing some fantastic walking. how - demand for places. doing some fantastic walking. how much . demand for places. doing some l fantastic walking. how much time demand for places. doing some - fantastic walking. how much time do ou send fantastic walking. how much time do you spend looking — fantastic walking. how much time do you spend looking for— fantastic walking. how much time do you spend looking for space? - you spend looking for space? mentally and physically, i got on the school time and time again to try to _ the school time and time again to try to find — the school time and time again to try to find available space this is a case _ try to find available space this is a case in — try to find available space this is a case in point when am about to show— a case in point when am about to show you — a case in point when am about to show you is— a case in point when am about to show you is a former resource cupboard _ show you is a former resource cupboard and now, we have members of the visual— cupboard and now, we have members of the visual impairment therapy team conducting therapy or their children in this— conducting therapy or their children in this space. in a resource cupboard _ in this space. in a resource cupboard. good afternoon. i am

ashamed — cupboard. good afternoon. i am ashamed. is that each of the school, i ashamed. is that each of the school, i genuinely— ashamed. is that each of the school, i genuinely do feel it is shameful that this — i genuinely do feel it is shameful that this is what we are providing for our— that this is what we are providing for our children and also, i know it could _ for our children and also, i know it could be _ for our children and also, i know it could be so— for our children and also, i know it could be so much better for them. they— could be so much better for them. they deserve so much better. but the lack of _ they deserve so much better. but the lack of investment, lack of foresight from external people, this is what _ foresight from external people, this is what we _ foresight from external people, this is what we have to do and it is wronu. , , . is what we have to do and it is wron. , ,., ,. ., , , wrong. this is a school that prides itself on giving — wrong. this is a school that prides itself on giving pupils _ wrong. this is a school that prides itself on giving pupils the - wrong. this is a school that prides itself on giving pupils the best - itself on giving pupils the best chance to succeed. this itself on giving pupils the best chance to succeed.— itself on giving pupils the best chance to succeed. this is dino, a member of— chance to succeed. this is dino, a member of staff, _ chance to succeed. this is dino, a member of staff, pupil _ chance to succeed. this is dino, a member of staff, pupil but - chance to succeed. this is dino, a member of staff, pupil but works| member of staff, pupil but works with us— member of staff, pupil but works with us to — member of staff, pupil but works with us to the initiative and you do three _ with us to the initiative and you do three hours— with us to the initiative and you do three hours a week for us. being able _ three hours a week for us. being able to— three hours a week for us. being able to break out into a space is so important — able to break out into a space is so important for our kids and we just do not _ important for our kids and we just do not have — important for our kids and we just do not have that capacity. we do not have the _ do not have that capacity. we do not have the designated break up space you have _ have the designated break up space you have a — have the designated break up space you have a number of children up in the yard— you have a number of children up in the yard enjoying time outside and sending _ the yard enjoying time outside and sending people in crisis need access to a break—out space and we do not

have _ to a break—out space and we do not have the _ to a break—out space and we do not have the spaces. weight might have more _ have the spaces. weight might have more space and a calm and quiet area for staff— more space and a calm and quiet area for staff to _ more space and a calm and quiet area for staff to connect with pupils makes — for staff to connect with pupils makes all the difference but there are few places _ makes all the difference but there are few places for _ makes all the difference but there are few places for people - makes all the difference but there are few places for people to - makes all the difference but there are few places for people to go i makes all the difference but there i are few places for people to go when they need to a moment. back inside, mckenzie is having a therapy session. ~ . ~ ~ mckenzie is having a therapy session. a ~ ,, ., session. mckenzie, kink at the next one, session. mckenzie, kink at the next one. please? _ session. mckenzie, kink at the next one. please? lt— session. mckenzie, kink at the next one, please? it up— session. mckenzie, kink at the next one, please? it up some _ session. mckenzie, kink at the next one, please? it up some relaxing i one, please? it up some relaxing focus. one, please? it up some relaxing focus- the _ one, please? it up some relaxing focus. the school— one, please? it up some relaxing focus. the school in stauffer so l focus. the school in stauffer so much more pitch is limited and what it's able to achieve despite best efforts of the staff. it it's able to achieve despite best efforts of the staff.— efforts of the staff. it frustrates me so much _ efforts of the staff. it frustrates me so much in _ efforts of the staff. it frustrates me so much in this _ efforts of the staff. it frustrates me so much in this room - efforts of the staff. it frustrates i me so much in this room because i just know that we need to get more students and like mckenzie, we need to be in three orfour orfive students and like mckenzie, we need to be in three or four or five times a week, not this one session every now and again they need to be able to become this and it's frustrating

because i cannot be consistent a lot of the time. if so many children that needed. i5 of the time. if so many children that needed.— that needed. is there and the recognition — that needed. is there and the recognition with _ that needed. is there and the recognition with schools - that needed. is there and the recognition with schools like l that needed. is there and the i recognition with schools like you are going through?— recognition with schools like you are going through? know, we shut up and net are going through? know, we shut up and get through _ are going through? know, we shut up and get through it _ are going through? know, we shut up and get through it that _ are going through? know, we shut up and get through it that we _ are going through? know, we shut up and get through it that we put - are going through? know, we shut up and get through it that we put up - and get through it that we put up with it _ and get through it that we put up with it we — and get through it that we put up with it we do the best that we can for the _ with it we do the best that we can for the good of the kids but there comes— for the good of the kids but there comes a — for the good of the kids but there comes a point where it's a breaking point _ comes a point where it's a breaking point and _ comes a point where it's a breaking point and we are at other capacity. something — point and we are at other capacity. something has to be done.- something has to be done. some --uils and something has to be done. some pupils and had — something has to be done. some pupils and had to _ something has to be done. some pupils and had to leave _ something has to be done. some pupils and had to leave the - something has to be done. ”he pupils and had to leave the school because they cannot cope with the overcrowding. sarah was opening the state would not come. she is in school to collectors sun's belongings because he is no longer able to learn and the noisy cabins and is now at home. this able to learn and the noisy cabins and is now at home.— able to learn and the noisy cabins and is now at home. this is his tray and all of his _ and is now at home. this is his tray and all of his work, _ and is now at home. this is his tray and all of his work, it's _ and is now at home. this is his tray and all of his work, it's really sad i and all of his work, it's really sad to sleep— and all of his work, it's really sad to sleep with _ and all of his work, it's really sad to sleep with this _ and all of his work, it's really sad to sleep with this is _ and all of his work, it's really sad to sleep with this is where - and all of his work, it's really sad to sleep with this is where we - to sleep with this is where we should — to sleep with this is where we should be we _ to sleep with this is where we should be we should - to sleep with this is where we should be we should be - to sleep with this is where we should be we should be with. to sleep with this is where we i should be we should be with his friends — should be we should be with his friends and _ should be we should be with his friends and he _ should be we should be with his friends and he started _ should be we should be with his friends and he started to - should be we should be with his friends and he started to have i should be we should be with his - friends and he started to have panic attacks _ friends and he started to have panic

attacks and — friends and he started to have panic attacks and hyperventilating. - friends and he started to have panic attacks and hyperventilating. he - attacks and hyperventilating. he wants— attacks and hyperventilating. he wants to — attacks and hyperventilating. he wants to be _ attacks and hyperventilating. he wants to be here _ attacks and hyperventilating. he wants to be here but— attacks and hyperventilating. he wants to be here but is- attacks and hyperventilating. he wants to be here but is the - attacks and hyperventilating. he i wants to be here but is the space, it is not— wants to be here but is the space, it is not allowing _ wants to be here but is the space, it is not allowing it. _ wants to be here but is the space, it is not allowing it. it _ wants to be here but is the space, it is not allowing it. it is _ wants to be here but is the space, it is not allowing it. it is hard - wants to be here but is the space, it is not allowing it. it is hard to. it is not allowing it. it is hard to see him — it is not allowing it. it is hard to see him and _ it is not allowing it. it is hard to see him and not— it is not allowing it. it is hard to see him and not engaging - it is not allowing it. it is hard to see him and not engaging in . see him and not engaging in anything other than— see him and not engaging in anything other than the — see him and not engaging in anything other than the same _ see him and not engaging in anything other than the same monotonous - see him and not engaging in anything. other than the same monotonous daily routine _ other than the same monotonous daily routine because — other than the same monotonous daily routine because of— other than the same monotonous daily routine because of his— other than the same monotonous daily routine because of his rigid _ other than the same monotonous daily routine because of his rigid need - routine because of his rigid need for control _ routine because of his rigid need for control. for— routine because of his rigid need for control-— routine because of his rigid need for control. ., ., ., , for control. for emma it was looked around with — for control. for emma it was looked around with daughter _ for control. for emma it was looked around with daughter georgie, - for control. for emma it was looked around with daughter georgie, it. for control. for emma it was looked around with daughter georgie, it is| around with daughter georgie, it is around with daughter georgie, it is a different story. she is currently waiting for a different place of the school after visiting delays in getting her education health and care plan. getting her education health and care lan. ., ,, , , care plan. coming here in september, two ears care plan. coming here in september, two years of— care plan. coming here in september, two years of education _ care plan. coming here in september, two years of education because - care plan. coming here in september, two years of education because of - two years of education because of the process being so long that is double the proposed weeks and it took us ten months to get her this and to see her today with the other children and being somewhere where i know she really wants to be. it chokes you up. for know she really wants to be. it chokes you up-_ chokes you up. for this had another's — chokes you up. for this had another's across _ chokes you up. for this had another's across the - chokes you up. for this had i another's across the country, chokes you up. for this had .

another's across the country, a chokes you up. for this had - another's across the country, a lack of funding in the shortage of space and the high numbers of pupils is becoming increasingly urgent. that will come around _ becoming increasingly urgent. that will come around incredibly quickly. if we will come around incredibly quickly. if we do— will come around incredibly quickly. if we do not— will come around incredibly quickly. if we do not have any concrete plans for where _ if we do not have any concrete plans for where we are going to house all of those _ for where we are going to house all of those children, come next academic— of those children, come next academic year, we're going to be in dire straits — academic year, we're going to be in dire straits-— dire straits. back in sheffield, the da of the dire straits. back in sheffield, the day of the tribunal has arrived. it| day of the tribunal has arrived. it is a tense start. i day of the tribunal has arrived. it is a tense start.— is a tense start. i feel sick. i'm nervous _ is a tense start. i feel sick. i'm nervous and — is a tense start. i feel sick. i'm nervous and i _ is a tense start. i feel sick. i'm nervous and ijust _ is a tense start. i feel sick. i'm nervous and i just want - is a tense start. i feel sick. i'm nervous and i just want to - is a tense start. i feel sick. i'm| nervous and i just want to get it nervous and ijust want to get it over. ijust want nervous and ijust want to get it over. i just want to know what they put us through they want them to put my daughter in the right school for it, didjust my daughter in the right school for it, did just want them to throw her anywhere that they feel she fits in because they don't even know her. they don't know my child. they don't know anything about. they're reading off a piece of paper. and by all accounts, i don't even think it's stevie has never done anything like this before. emmy�*s place at a special educational needs school depends on today going well. i got it then. but it's not on that. i can't find it. that's the first one to register it.

apparently i've got to download an app. so eventually the tribunal�*s under way. it takes place online and behind closed doors. but there's a major setback for stevie. it appears that there was a place available at a special school, but this comes as news to stevie, who says she was never made aware of it. the place has now gone to another child. if i'd known about the place, we wouldn't be here today. and she wouldn't be at home with no education. i've cried again. i don't cry. but i have done. ijust i feel angry, i've walked out of there feeling really, really angryjust because i found out things that should not happen to anybody. sheffield city council says there was nothing they could have shared with the family prior to the tribunal. i don't know how this is going to go. i really, really don't. i can keep my fingers crossed and hope for the best, but i don't know which way it's going to go. of course, we had often covered a normal conversation with a person since it started. it's always been about what i've got going on with this,

and i don't think i know how to have a normal conversation any more. but when you do now you have to have some lessons. what can i say to get back in? now, for stevie, it's a case of waiting and hoping. yes? what are you putting on there now? which one are you putting a leash to? suzy knows all too well what families can go through when they have a child with special educational needs. her son, jayden, is autistic. he's now 18. when we were first diagnosed, they went through all the things that he wouldn't be able to do. so said he won't be able to say, i love you. he says that to me every single night before we go to bed. we say our prayers, and then he says, i love you. that gave me a list of about ten things that you wouldn't be able to do. and he's done every single one of them and so much more. leigh set up sparkle sheffield, a charity which gives many children with special educational needs the chance to socialise, especially if they're not at school.

shall i bring it for you? yes. i'll go and bring it for you in a bit. 0k? yes. with kisses, then. what you wish. see you later. with the help of jayden daughter, angel and volunteers, leash angel and volunteers, leigh has organised some outdoor adventure. but you're also going to be thinking about where to build your shelter. because you have i to survive the night. i love being with the kids. i love this. this is what it's all about, to be honest. but you know what? it's it's watching them use their skills. there's a lot of scouts and guides, groups and different things going on. but our children find it really difficult to get involved in all those groups. so we're going to have our own version of it with our own badges that they can they can do. the charity has grown with more families wanting to join in with events like this, but leash is worried about funding. it's very worrying for our volunteers and for us and for our children. this could end.

and or if all this ends, then what happens? charlotte and harper have come along to join in the fun. it's a chance to meet with other parents who understand the pressures. they really enjoyed it for girls. if the kids have a moment or there's anything going on. we're all in similar boats, so you don't get weird looks and you don't get people kind of frowning and and making judgment. and that's it's a community that we need. charlotte's next step is a tribunal in november, where she'll try and convince the council that harper needs an education and health care plan. and for stevie, it's a day to celebrate after the turmoil of going through a tribunal, she's got the decision she wanted. and her daughter emmie now has a place at a special school in sheffield. the council has apologised for the stress and inconvenience and says it will focus on making improvements. the school contacted me and said like, can we come and meet you? i cried like a baby and then rang my mum and cried like a baby again.

and it wasjust like, we've done it. it means she's actually going to get an education and notjust palmed around for the next three years. don't get me wrong, the school that she's been in, i've done the very best for her and they have been amazing and i can't fault them at all. but she definitely does need more now. i'm excited for her because when we took her to walk round, she was so happy and yeah, she absolutely loved it. in a statement, the government says it's providing £2.6 billion in funding between now and 2025 to help deliver new places and support for children and young people with special educational needs and disabilities. this is in addition to increasing high needs funding to over £10 billion. there are calls for major change. for too many families, the fight for their child's education is long and daunting. but this is what keeps them fighting.

it's moments like this. celebrating success. congratulations, we are proud of mckenzie. the joy of learning and thriving. and the recognition ofjust how special their children are. well done, freddie. this is for you.

snow is been disruptive across parts of the north of the uk and central southern scotland in northern england north wales and northern ireland and amber warnings are in for north wales in northern england even as we head into friday morning and we tend to be lifting across northern ireland by the end of the night. that's no clear his way slowly across england and wales with strong winds will be blowing that snow around and drifting some blizzards for a while early on friday and plenty of that mixture clears are from eastern england and it eases out in the afternoon with widespread sunshine around in a few snow showers in northern scotland but a to come across the board from around one to 5 degrees. and then it turns much colder it is again the friday night in the winston lighting clear skies still some snow across northern scotland and iso become a problem we have lying snow and

temperatures subzero for many areas and mind instead across northern england and snow feels lower than that in scotland.

welcome to newsday. reporting live from singapore, i'm karishma vaswani. the headlines.. several people are killed in germany in a shooting at a jehovah's witnesses' centre in the city of hamburg. russian shelling temporarily cuts power at ukraine's largest nuclear energy facility — the un demands immediate action to avoid disaster. we are rolling the dice here. and there will be a day when our luck will run out. and there will be a day when our luck will run out. the australian prime minister visits india — on a mission to strenghten ties between the two countries. and, we meet michelle yeoh, nominated for a best actress oscar for her performance in everything, everywhere, all at once.