Education Bill

Baroness Grey-Thompson Excerpts

Tuesday 14th June 2011 Lords Chamber

[Baroness Grey-Thompson]

My Lords, I am particularly interested in children with special educational needs so will concentrate my comments on those areas where they may be affected by this Bill. In Clause 15, on school workforce training, the current proposal of allowing teaching schools to oversee teacher training could result in a lack of consistency in how SEN is delivered. If teacher training schools will be required to be graded as “outstanding” by Ofsted, we must ensure that this requirement includes the teaching of children with SEN so that best practice continues.

I would also like to see it as a requirement for all trainee teachers to learn how to work inclusively with all children, in mainstream school settings, so as to ensure a sound understanding of disability equality principles. I also believe that this should be across all areas. I am sure that noble Lords will expect me to be an advocate for the teaching of PE. However, many teachers are inadequately trained in how to work with SEN children in that area, either through their initial teacher training or in their continual professional development. This is particularly the case at primary level.

When we talk about exclusions we think in terms of permanent exclusion, but more needs to be done to ensure that SEN children are not excluded from strands of their education due to lack of training or health and safety fears. If more young disabled people are exposed to good physical education in schools in an inclusive environment then they are fitter, healthier, and more able to contribute to society in myriad different ways, including in the workforce—perhaps even going back into teaching themselves.

I believe that it is positive to encourage international comparison for our education system, bearing in mind what the noble Lord, Lord Low, said about statistics. However, we must recognise that the treatment of children with SEN varies considerably around the world and strive to deliver the best for our children. SEN provision should be included in any comparison.

I strongly welcome independent careers guidance and advice in Clauses 26 and 27. Advisers need to be well informed about what mainstream education opportunities are available for young disabled people, as well as understanding the full range of opportunities in the workforce, apprenticeships and higher education. I would welcome more information on how this will be achieved.

The Equality and Human Rights Commission’s Staying On report has highlighted how careers advisers tailor their advice to what people with a particular impairment should do, rather than basing it on an individual's aspirations. It notes that disabled young people are not receiving information about opportunities in work-based learning and apprenticeships, and that the information received on further education options is often negative. The EHRC report attributed this lack of information and inadequate guidance to professionals not believing that young disabled people could cope with certain choices as a result of viewing disability through a medical model. This resulted in a “damage limitation exercise”. It is an important time to challenge the stereotyped and limited learning opportunities that are on offer to disabled young people.

If discrimination starts at an early age, it is with that person for life and they grow up believing that this is the norm. I clearly remember my early careers advice. I was told not to bother with university as I would never get a proper job—that is a probably a matter of further debate among my family right now.

The noble Baroness, Lady Walmsley, has already covered the issue of fines relating to outcomes of independent review panels, and the noble Lords, Lord Low and Lord Lingfield, covered some of the points that I should like to have made on exclusions. What I am concerned about is that the Bill makes it no easier for schools to avoid working with SEN children and our reverting to special schools by a different route. Exclusions should surely be the last resort. While they may be appropriate as an end point for a tiny percentage, more must be done to avoid them.

I am particularly pleased to see that parents have a right to request an SEN expert to attend exclusion panels. To make this work, parents need to understand the system, which is incredibly complicated. It is therefore essential that the experts are independent and have experience of working with children with SEN in mainstream settings. I should like to explore whether all parents could have the right to ask for an SEN expert, regardless of whether their child has been previously identified with SEN, to help guide them through to the best outcome for their child.

On school inspection standards in Clause 40, I welcome the intention for school inspections to focus on what is genuinely important in schools, but I would like them to be inspected on how well they comply with the disability equality duty provision as set out in the Equality Act 2010. This sets not only a tone for staff but a level of expectation and understanding for all children.

I have no great difficulty with children being searched in certain circumstances, but it has to be a safe environment for all. I would have concerns if a child with SEN had their communication devices removed and was searched without appropriate support being in place. I look forward to the next stages of the Bill.