Children and Families Bill

Countess of Mar Excerpts

Tuesday 17th December 2013 Lords Chamber

[The Countess of Mar]

My Lords, unfortunately my noble friend Lord Ramsbotham cannot be in his place to speak to his Amendment 18, and he has asked me to do so on his behalf.

He tabled this amendment to try to ensure that, alongside the recognition that speech, language and communication needs are special educational needs for an increasing number of children and young people in this country, speech and language therapy retains its status as a special educational provision. This is important for two reasons. First, under the new SEN system, parents of children with EHC plans can appeal to the Special Educational Needs and Disability Tribunal only if this therapy is recognised as special educational provision. Therefore, it is vital that speech and language therapy, officially a healthcare provision, retains its educational status. Secondly, as originally drafted, speech and language therapy could be left out of an EHC plan on the basis that it is not “reasonably” required.

My noble friend is pleased to see that in Amendment 17A the Government appear to have recognised this; he is therefore pleased to accept the government amendment and for Amendment 18 not to be moved.

[Baroness Howarth of Breckland]

My Lords, I have a simple question about this. Having been sick last week, I may have missed the answer in all the mass of information that usefully comes from the department. Again, it is a question about implementation, as my questions usually are. When anything classified as social care and health becomes an education provision, it will be financed. However, how will it be financed in a college for disabled youngsters where there are myriad therapists, who might be physiotherapists or speech therapists, or where the youngsters may have a residential social care provision in the same place but that is linked to the education? That is rather crucial—almost more crucial than the legislation.

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Moved by

[The Countess of Mar]

25: Clause 27, page 22, line 42, after “needs,” insert “including organisations that provide online or blended learning (or both),”

[The Countess of Mar (CB)]

My Lords, this is a long list of amendments with, the noble Baroness will be pleased to hear, a brief message. The Government are trying to ensure that children with special educational needs have the best education and we are all agreed that that is commendable. The Bill focuses on provision for SEN children and young people who are within mainstream education. This excludes some 100,000 youngsters who cannot have access to the traditional schooling system for reasons of chronic illness, disability, exclusion, relocation of looked-after children, or children who live in a secure environment.

The Government often give the impression that they believe that excluded young people are not interested in learning. As a result, the focus is on mainstream education. At Second Reading, my noble friend Lady Howe of Idlicote highlighted the BIS research paper from January 2013 on the motivation and barriers to learning for NEETs—young people not in education, employment or training. I discussed it further in Grand Committee. It is obvious that it is actually these barriers which make young people feel disillusioned. This leads to their exclusion from the education system and puts them at risk of joining the 979,000 young people who are currently on the NEETs register. These young people cost the taxpayer about £56,000 a time. It is vital that they are not left behind.

We know that the right support given at the right time can make an enormous difference and helps young people to achieve their personal ambitions. Students who appear to opt out of education do not do so on impulse. There is usually a chaotic background to their lack of engagement that needs to be dealt with sensitively. We must bear in mind when developing an education solution for these vulnerable young people that one size does not fit all. Clause 19 shows clearly that the Government are determined to involve children and their parents in the decisions around specialised education and that they get the right support at the right time. Surely, by allowing parents and children to have direct input into the organisations that could be part of their education provision, the Government would ensure that they have the best provision with the widest range of suppliers, helping them to achieve their objective.

Education provision for those outside the mainstream is often supplied by individual organisations such as Nisai and the Red Balloon project, which have created innovative ways to help those pupils who are currently out of school. Online and blended learning is one such innovative technique that has been utilised by parents to ensure that their children have access to the education they need. I described in Grand Committee the means by which this is achieved so I will not repeat myself. As I said then, this type of learning is an important tool for many parents but is not recognised as part of the framework of education provision for young people with special needs. This means that it cannot be rolled out to help numerous other children. It is available just to those parents who are in the know and can afford to pay. As it stands, money assigned to a pupil or student while inside the mainstream school system does not follow them once they cease to be on the school roll. This means that it is often difficult for them to access the alternative provision that would help them.

If online and blended learning was officially recognised as part of the education provision that can be provided by local authorities, it would become easily accessible and enable the Bill to fulfil its purpose,

“to improve services for vulnerable children .... to ensure that all children and young people can succeed, no matter what their background”.

In addition, the costs make sense. Online and alternative providers can help to save the Government money. Students will no longer need to be taught in isolation for a few hours a week by home tutors. They will join virtual classrooms of 10, with one teacher, and will have access at any time of the day or night. Local authorities, which are under pressure to reduce their costs, will be able to save on other parts of their budgets. For example, I understand that in 2010 Northamptonshire County Council spent more than £6 million on taxis for disabled special needs children, expelled pupils and young mothers. Saving these costs by centralising the use of online and blended learning would enable local authorities to allocate funds to other vital services.

If online and blended learning were to be formally recognised, there need be no fear that anything need be taken away from mainstream education for the majority of children. These amendments are simply about adding a safety net to catch youngsters who would otherwise be drinking at the last chance saloon. I have already used the example of Nisai to highlight the important role of individual organisations which have created imaginative ways to help those who are excluded and produced excellent results. It makes sense that the good work which alternative education providers have been doing for a small percentage of vulnerable young people can be rolled out to reach the most vulnerable in society.

Finally, I stress to the Minister that it is obvious that the use of online learning has support from all sides of the House. We noticed that in Grand Committee. We really need to enter the digital age in this educational field. Virtual education has been used successfully by universities for many years and I am sure that the noble Baroness would agree that it is time that primary and secondary education caught up. Most children are computer literate at a very early age and those who cannot attend mainstream schools would probably enjoy the ability to access educational material in virtual classrooms. I think particularly of the young people who I know best: those who are housebound or bedridden because they have ME. They can take small bites of material at a time and many have had excellent examination results.

I am very grateful for the meeting that I had with officials yesterday. I hope that, as a result, the noble Baroness will look on my amendments kindly and that, even if she is not prepared to see them within the Bill, she will ensure that online and blended learning are included in the relevant codes of practice. I beg to move.

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[Baroness Northover]

My Lords, I thank the noble Countess, Lady Mar, for highlighting this area. She has fought long and hard for those with ME, to whose situation she has made reference. In Committee, my noble friend Lord Nash clarified the Government’s position; that the majority of children and young people are best served by attending a mainstream institution. We had a key discussion on this earlier. We do, however, recognise that for some children and young people mainstream education is not appropriate, as both the noble Countess, Lady Mar, and the noble Baroness, Lady Morris, said. The education arranged for these individuals could indeed include the use of online provision as part of a blended package of support. Indeed, I understand that earlier this month, the Nisai Learning Hub was registered as an independent school that will provide alternative provision through a mixture of supported online and face-to-face learning.

Decisions on the use of such provision clearly need to take into account children’s and young people’s academic needs. It is also vital that their social and emotional development is supported, and that their health and safety are protected. Because of that, we believe that local authorities, mainstream institutions or special institutions should remain accountable for these decisions. However, to reinforce the point made by my noble friend Lord Nash in Committee, the provisions in this Bill do not prevent the use of alternative provision, including online and blended learning. I can reassure noble Lords that it can be included within an EHC plan, it can be funded by personal budgets and it can be part of the local offer used to support pupils without an EHC plan.

We appreciate that an underlying aim of these amendments is to highlight the benefits of online and blended learning for certain groups. The noble Countess, Lady Mar, and the noble Baroness, Lady Morris, made their case effectively and powerfully. We do not think that legislation is the appropriate vehicle to achieve this aim, but we shall reflect carefully on how the SEN code of practice and statutory guidance on alternative provision can better support informed decisions on this type of provision—decisions that are based on the best interests of the child or young person.

In doing so, we shall take into account the views of those groups facing particular barriers to mainstream education. The noble Countess highlighted some of these. To this end, I understand that my honourable friend the Minister for Children and Families has agreed to meet the noble Countess, Lady Mar, to hear experiences of the support needed for children and young people with ME. I hope that will be helpful to both sides. I should like to acknowledge the work of the noble Countess, Lady Mar, in supporting the cause of people with this condition.

I hope I have reassured the noble Countess and the noble Baroness that there is sufficient flexibility within the current arrangements to allow for the use of high-quality alternative provision, including online and blended learning, where it is in the best interests of a child or young person. Where there are restrictions, we believe that they offer vital safeguards in relation to the education, wider development and safety of pupils. We shall, however, look at how guidance can be improved so that decisions on the use of online provision are focused on the individual’s particular needs—that is at the heart of this. I therefore urge the noble Countess, Lady Mar, to withdraw her amendment.

[The Countess of Mar]

My Lords, I am grateful to the Minister for replying so kindly. I accept her offer to look at the guidance. I thank the noble Baroness, Lady Morris, for her very powerful support. I beg leave to withdraw the amendment.

Amendment 25 withdrawn.