State-funded Schools: Special Educational Needs

Baroness Barran Excerpts

Wednesday 11th December 2024 Lords Chamber

[Baroness Smith of Malvern (Lab)]

The right reverend Prelate is exactly right that, where you see an assessment of special educational needs alongside other areas of disadvantage, there is, if you like, an additional concern and an additional difficulty for those children to succeed. That is why we need to make our schools more inclusive, we need to make sure that we have the specialist workforce in place—some of which I have talked about today—and we need to make sure that investment is available in local authorities for those higher needs, and we need to make sure that we are intervening earlier. For example, as more children are able to get early years education alongside the trained support that we are providing in early years education, I hope that we will be able to identify those children earlier and start them off, at least, on a better chance of succeeding in our schools.

[Baroness Barran (Con)]

My Lords, last week Ministers and the Department for Education rightly noted on social media the very poor results for children with special educational needs in the recent SATs tests at the end of primary school. However, in the same week, there was a spooky silence from the department and its Ministers when the analysis of the 2023 Trends in International Mathematics and Science Study was published. Our year 9 students are now fifth in the world in maths and sixth in science and are beaten only by the East Asian countries. I could find no word of acknowledgement to celebrate the success of English students from a single Minister in the department on social media. Can I invite the Minister to take this opportunity to congratulate our students, thank our teachers and acknowledge that the Conservative educational reforms had a massive impact?

[Baroness Smith of Malvern (Lab)]

I was around in 1999 when the focus of the previous Labour Government was on literacy and numeracy in a way that has undoubtedly led to continued improvements in our children’s literacy and numeracy, and I am more than happy to thank and give credit to the teachers and the students who have performed so well in English and maths international assessments. However, there is a level of complacency—which I am sure I cannot accuse the noble Baroness of—and it is not right to feel that our job is done when we have a special educational needs and disability system that has been widely described, by the NAO and others including members of the noble Baroness’s party, as a lose-lose situation for our children and a failure to enable all children to benefit from the excellent teaching, which I am more than happy to praise.