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The Parliamentary Under-Secretary of State for Education (David Johnston)
It is a pleasure to serve under your chairmanship, Mr Vickers, and I am grateful to my hon. Friend the Member for Gosport (Dame Caroline Dinenage) for securing a debate on such an important subject. She has played an instrumental role in mandating learning disability and autism training across the health and care sector, and in rolling out the Oliver McGowan mandatory training. I know that my colleague the Secretary of State for Education, who championed that as a Minister in the Department of Health and Social Care, is an equally strong advocate for the training.
I thank Oliver’s family for their tireless dedication to this issue. They went through what no family should have to go through, and I share their passion for ensuring that dedicated and hardworking professionals have the knowledge, skills and expertise to provide the right support and try to ensure that no family experiences the same. I hope I might get the opportunity to meet Paula in a moment.
My hon. Friend the Member for Gosport predicted some—not all—of my answers to her questions on the picture of learning disability and autism training for education professionals. Teachers in schools focus on SEND at each stage of their training. To be recommended by an accredited provider for qualified teacher status, trainees must demonstrate that they meet the teacher standards at the appropriate level. Both the initial teacher training core content framework and the early career framework outline what trainee and new teachers should learn, including content on adaptive teaching for students with special educational needs.
The universal services programme, which my hon. Friend touched on, provides SEND-specific training for the school and college workforce. So far, 6,600 school and college staff have accessed free online training modules, and 81 schools and 135 colleges have identified and led their own SEND-focused school improvement projects. Since the programme was launched in 2022, over 100,000 education professionals have undertaken autism awareness training through the Autism Education Trust’s “train the trainer” model. My hon. Friend may not know this, but the largest take-up of the programme’s range of online units has been within her own local authority of Hampshire. I assume that is in part due to her advocacy on this issue.
Our SEND and alternative provision practitioner standards, which will focus on supporting frontline practitioners in mainstream settings, will include a practitioner standard on autism. We will publish the first three practitioner standards by the end of 2025. Regarding the Department’s understanding of not only the quantity of training, but the quality, in the summer Ofsted carried out full inspections on all six lead providers of the early career framework that I referred to. All got a positive Ofsted judgment, with four of the six being awarded an “outstanding” judgment. Surveys from the universal services programme have consistently highlighted the positive impact of it, with 2,300 participants surveyed three to six months later finding that 98% had an improved confidence in identifying and meeting needs. Perhaps even more importantly, 93% had reported making changes to their practice as a result of accessing the activities.
I was asked about conversations I have personally had with teachers, parents and some of the excellent charities in this area. I have had a wide range of conversations as a constituency MP, because I visit a school in my own area pretty much every week. The issue of parents in Oxfordshire not getting the support they should for their children with special educational needs has been one of the top two issues I have been written to about in the last 18 months, so I had lots of conversations with parents, teachers and charities before I got to this role. In this role, I have made a number of visits around the country and had lots of meetings with different charities on this issue. The voice of parents has been incredibly important in elevating the status of this issue, more so even than the voice of schools or Government or local authorities. It is parents who very articulately describe what feels like a war of attrition to try to get the support they need for their children. It is a war that any parent would wage but no parent should have to.
On the confidence of professionals to teach neurodivergent children and children with learning disabilities so that their needs are met, our school and college panel survey indicated that just over half of schools agreed that they were able to effectively support pupils with special educational needs. The February 2023 parent, pupil and learner survey found that about 60% of all parents were confident in the school being able to meet their child’s needs.
My hon. Friend touched on the fact that the National Autistic Society and Ambitious about Autism reported that 87% of teachers surveyed felt confident supporting autistic children in the classroom. That is a very high figure, but I accept that, as she said, teachers’ confidence may not always reflect the experiences of children and their families. We are exploring opportunities to build teacher expertise by reviewing the initial teacher training framework and the early career framework, which we will conclude by the end of this year. In early 2024, we intend to publish what more we will do to support trainees and early career teachers to be more confident and have the most up-to-date evidence that should inform their practice.
SENCOs play a vital role in setting the direction of their schools and co-ordinating the support required by children with special educational needs. We want to invest in their training. That is why we have developed the new national professional qualification for SENCOs, which will come into force in autumn next year. We hope that will play a key role in improving outcomes for children with special educational needs in schools. We have also committed to funding 7,000 early years staff to gain an accredited level 3 SENCO qualification because, as we all know, the earlier we can identify need the better. That programme for the early years workforce has been hugely popular with the sector.
Turning to the point made by the hon. Member for Worsley and Eccles South (Barbara Keeley), we are not targeting a 20% reduction in EHCPs or the growth of EHCPs. We have no target of that nature whatever. We want children to get the support they need at an early enough stage and without them needing an EHCP to get that support. I refer the hon. Lady to my letter to the Education Committee for further clarification.
David Johnston
I am not sure I have time because I need to stop at 5.28 pm, but I am happy to write to her.
I congratulate my hon. Friend the Member for Darlington (Peter Gibson) on all his work, which includes setting up a forum for the families of those with autism. That is typical of his work as a local champion. Like my right hon. Friend the Member for Skipton and Ripon (Julian Smith), he brought the voice of families to this debate, which is the most important voice when we are discussing these issues.
More broadly, the Department for Education has worked closely with the Department of Health and Social Care to develop a refreshed cross-Government autism strategy, which was published in 2021 and backed by more than £74 million. This year the Department of Health and Social Care has allocated £4.2 million to improve services for autistic children and young people, including assessment services through the autism in schools programme.
There is a lot happening as part of the £2.6 billion special educational needs and AP reform programme. Of course there is more to do. I thank my hon. Friend the Member for Gosport for bringing us this debate and all of those professionals and parents who are working so hard to support children with these conditions. I look forward to working with Members present on how we can ensure that these children get the support they need at an early enough stage.