Speech, Language and Communication Support for Children

Debate between Baroness Anderson of Stoke-on-Trent and Nadhim Zahawi

Wednesday 4th July 2018 Westminster Hall

[Nadhim Zahawi]

I am short of time and I have a lot to say about this subject, so the hon. Lady will forgive me if I do not.

Supporting schools to respond to the needs of all their pupils is crucial to achieving our ultimate goal of culture change. We know that spoken language underpins the development of reading and writing, and that the quality and variety of language that pupils hear and speak is vital for developing their vocabulary, grammar, reading and writing. The national curriculum for English, which colleagues mentioned in their comments, reflects the importance of spoken language in pupils’ development across the whole curriculum. At primary level, children should be taught to ask relevant questions, to articulate and justify answers, arguments and opinions, to participate in collaborative conversation, to use spoken language to develop understanding and to speak audibly and fluently, with an increasing command of English. Teachers should ensure the continual development of pupils’ confidence and competence in spoken language and listening skills.

Having developed those resources and many others relating to other specific impairments, we are now taking a more strategic approach to better supporting the educational workforce and equipping them to deliver high-quality teaching across all types of SEN. We have recently contracted with the Whole School SEND Consortium to enable schools to identify and meet their SEND training needs, and I am delighted that the Communication Trust is part of that consortium.

Through that work, the Whole School SEND Consortium will create regional hubs across the country to bring together local SEND practitioners. The hubs will work to encourage schools to prioritise SEND within their continuous professional development and school improvement plans. The resources provide leaders, teachers and practitioners with access to information about evidence-based practice that can be effective for SEN support, including for those with SLCN.

In terms of joint work and joint commissioning at local authority level, the duty to commission services jointly is vital to the success of the SEND reforms. We recognise that unless education, health and social care partners work together, we will not see that holistic approach to a child’s progression or the positive outcomes that the system aims to achieve. Joint working is one of the best ways of managing pressures on local authority and NHS budgets. Looking for more efficient ways to work together, to share information and to avoid duplication will work in favour of professionals and families.

Some areas are demonstrating excellent joint working. Wiltshire is an example, with positive feedback on the effectiveness of its local joint commissioning arrangements. It was reported that senior officers across education, health and care worked together effectively, adopting a well-integrated and multi-agency approach to plan and deliver services to children and young people with SEND. We want to learn from those examples. The hon. Member for Stoke-on-Trent Central mentioned the evidence gathered through Stoke Speaks Out. It troubles me that that particular group of people have to keep reinventing and going back for different pots of money, rather than our looking at that evidence and beginning to scale it for the rest of the country.

[Ruth Smeeth]

One of the challenges with Stoke Speaks Out is that when it started in 2006 it had 30 staff, but in 2015 it went down to half a member of staff. Now it has gone back up to nearly 10, but its funding is being cut again. That inconsistency is not delivering for the children of Stoke-on-Trent.

[Nadhim Zahawi]

I hear the hon. Lady’s point; I know she is a great champion of the project, and I pledge to her that I will look at this evidence and see what more we can do to ensure that there are consistent outcomes.

The hon. Member for Stoke-on-Trent Central talked about early years education. It is fundamental that we identify SLCN as early as possible, as we know that can have a profound impact later in life. Children who struggle with language at age five are six times less likely to reach the expected level in English at age 11 than children who have good language skills at age five, and 11 times less likely to achieve the expected level in maths. By age three, disadvantaged children are, on average, already almost a full year and a half behind their more affluent peers in their early language development. That is also why, from a social mobility perspective, the case for addressing SLCN in the early years is so important.

In our social mobility action plan, “Unlocking Talent, Fulfilling Potential”, we announced our ambition to close the word gap in the early years between disadvantaged children and their peers.

School Holidays (Meals and Activities) Bill

Debate between Baroness Anderson of Stoke-on-Trent and Nadhim Zahawi

2nd reading: House of Commons
Friday 19th January 2018 Commons Chamber

[Nadhim Zahawi]

I want to make a little more headway.

It is important for any provision to take account of local need, so we will seek to ensure that our approach can respond to a variety of circumstances and contexts. For example, we will aim to cover rural as well as urban areas, to work with different types of schools and across educational phases, and to ensure that provision can be accessed by children with special educational needs and disabilities. We will build links with and between local partners by, for instance, assisting voluntary and community sector organisations to work collaboratively with schools to achieve those aims.

[Ruth Smeeth (Stoke-on-Trent North) (Lab)]

Will the Government also use research from pilots that the voluntary sector led last year, when 10,500 meals were served in my constituency?

[Nadhim Zahawi]

I would very much like to see that research. We will both collate research already done and commission new research. We want to get this right.

The research programme will begin immediately and will include some initial work in the 2018 summer holidays followed by further piloting in the 2019 Easter and summer holidays. The Government work will investigate how to provide a balanced, enriched programme for the most disadvantaged school-age pupils.

The debate stood adjourned (Standing Order No. 11(2)).

Ordered, That the debate be resumed on Friday 27 April.