History Curriculum: Migration

Gary Streeter Excerpts

Tuesday 18th June 2019 Westminster Hall

[Jim Shannon]

I thank the hon. Lady for giving way again; her speech, including its introduction, is excellent. Does she agree that it is essential that our children understand the importance of how migrants have flocked to the United Kingdom of Great Britain and Northern Ireland for years and have integrated well into our systems? It is important to understand that not all immigrants wish to have “their” country and “our” country; indeed, our country is made up of those who live here, integrate and raise their children to be British, and who have made this nation as great as it is today. In my constituency, there are Bangladeshis, Pakistanis, Indians, Chinese, people from eastern Europe, and people from Nigeria and Kenya. All those people together have made this nation great.

[Sir Gary Streeter (in the Chair)]

Order. Interventions must be brief.

[Helen Hayes]

I thank the hon. Member for his intervention, and his point is very well made. If we teach our history with a migration narrative, everybody in our society can understand exactly the diversity of which he spoke so well.

Our Migration Story challenges us to rethink British history by capturing the histories of ordinary and otherwise marginalised Britons; by charting histories of welcome and inclusion, as well as those of rejection, exclusion, inequality and violence; by placing histories and conditions of global connectedness at its core; and by making mainstream British identity inseparable from 2,000 years of migration and settlement. The site connects its content with the national curriculum, and it has received several awards. It adopts a rigorous and academically recognised approach; in fact, it reflects the way that history is already often taught at universities.

Even in some of the most diverse communities, such as those in my constituency, our understanding of the history of migration is often limited. Lambeth Archives has just opened a fantastic exhibition at Lambeth town hall called “Before and After Windrush: 350 years of Black People in Lambeth”. It has been curated in response to the assumption that many people made during last year’s celebration of the 70th anniversary of the arrival of the Windrush that there had been no black people living in Lambeth prior to 1948, and it charts the area’s history from the first record of a black person living in Lambeth in 1661 to the present day. That longevity is so significant for our current community. We have always been diverse; people from across the world have always contributed to community life in Lambeth. People from everywhere belong here. As the Windrush anniversary logo, which was designed by young people from Brixton, reflected, the Windrush generation are part of our DNA, but long before 1948 our DNA was international.

My plea to the Minister today is not to dismiss this research, as he did back in January, but to engage with it. In our society, which is both diverse and riven with divisions, we need the teaching of history to be inclusive, we need everyone to be able to find their place in it and we need our definition of “British”, based on our understanding of history, to be inclusive. That means not only making migration content available, but signposting it effectively and considering making more of it compulsory. It also means making additional training and continuing professional development available to teachers to equip them with the confidence to teach new material. To return to where I started, it means working to realise a vision in which everyone in our diverse country, whatever their heritage, can say with pride and confidence: “Our history is British history.”

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[John Howell]

The hon. Gentleman makes a good point. I have not seen in any of the material any detailed work on that, but I suspect that it is included as part of the thinking that goes on to produce the result. The subject that he identifies is valuable in teaching, in understanding not just how things have happened historically but how they are still happening to Christian groups around the world. I thank the hon. Gentleman for raising that point.

The last Royal Geographical Society project is a complex one, but it starts from the position that although migration to Britain in the past has been overwhelmingly the story of a small number of nations, recent immigrants have come from a larger number and the numbers of immigrants who were born in the Caribbean and, indeed, in Ireland—traditionally key migrant groups—have fallen and the numbers of others have risen in their place.

In summary, why do I think that this is more part of geography? We have seen the historical context in all the modules put forward by the Royal Geographical Society, but migration is about place. It is about spatial relationships and it is also about social science, and I think that the issues about place and spatial relationships are more appropriate to a geographical course, given that those modules are already being offered.

[Sir Gary Streeter (in the Chair)]

With apologies to the hon. Member for West Ham (Lyn Brown), I call the hon. Member for Islwyn (Chris Evans).

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[Lyn Brown]

I have not, but I certainly will. As soon as I get back to my office, I will have a quick butcher’s.

Constituencies such as mine have been blessed with diversity. We include Bangladeshis, Pakistanis, Indians, Africans, Caribbeans, Irish and many others in our number. When we hosted the Olympic games—it was not a London Olympics, but a West Ham Olympics—we believed that we had a resident representative from every participating country living right there in West Ham. Many in my community have immigrant backgrounds, as do some of my closest and dearest family. It simply would not be the place that I love so dearly without them; and we would be much poorer, not only economically but creatively, in terms of the ideas and perspectives that we can draw on. We would be able to communicate so much worse if we did not have those communities living with us, talking with each other and learning from perspectives. Imbibing the cultures and the stories helps us to communicate so much better as a society. That is why it is really important to me that children are taught to see migration for what it is—not just economically beneficial and not just a charitable act, but unreservedly good for our communities and absolutely essential for our future.

[Sir Gary Streeter (in the Chair)]

We now come to the Front-Bench wind-up speeches, after which Helen Hayes will have the final two minutes.

Ivybridge Community College: Examination Pressure

Gary Streeter Excerpts

Tuesday 7th May 2019 Westminster Hall

[Sir Gary Streeter (South West Devon) (Con)]

I beg to move,

That this House has considered views on examination pressure from pupils of Ivybridge Community College.

It is a pleasure to welcome you to the Chair, Sir Graham. I am particularly pleased to welcome the Minister to his place, and delighted that a Minister of his seniority is here to respond to this short debate.

Just before Christmas, I met a group of bright students at Ivybridge Community College in my constituency to discuss a range of issues relating to their education, including their reaction to the Government’s mental health Green Paper. For as long as I have been a Member of Parliament, Ivybridge College has been an “outstanding” school under three different heads. It is a real centre of excellence. The group of predominantly year 11 pupils I met did great credit to their school, their parents and, most importantly, themselves.

For more than an hour, we had a fascinating, in-depth discussion about their school experience and, in particular, the issues that impact on their mental health on a day-to-day basis. We discussed everything from exam pressures to the impact of social media, how students are taught to deal with mental health, emotions and general wellbeing, and issues of competitiveness during what, as we all know, can be some difficult teenage years.

On dealing with mental health issues, we must recognise that teenagers and young people in general are some of the most vulnerable in our society. They face issues that young people of my generation never faced, with modern communications and social media. We must therefore do all that we can to help improve their mental wellbeing by ensuring that help is there for them when it is needed the most. I promised to raise their concerns and the issues we discussed with Ministers to ensure that the people making the laws under which my constituents are being taught are fully aware of what life is like for the modern teenager living in Devon. I hope the Minister will bear with me as I take him through the concerns raised by this highly impressive group of young people.

First, year 11 student Lucy Ryder asked:

“What is a ‘mentally healthy’ student?”

We discussed that smart question. We think we know what mental health problems look like, but what does it mean to be mentally healthy? The group believe that could describe someone at peace with themselves for most of the time, accepting that there will be periods of stress and angst, particularly during important exam periods—Sir Graham, you may think, as I do, that that could also describe the life of a politician. A mentally healthy student should know how to lead a healthy lifestyle and feel comfortable approaching teachers and members of staff for help and advice when it is needed, without hesitation.

The students felt strongly that the Government focused too much on treatment and not enough on prevention, as was evidenced in the recent Green Paper on mental health, although its ambition to reduce the time it takes young people to get treatment was warmly welcomed, as ensuring that we help students to deal with mental health conditions at the earliest possible stage is both best for them and saves money down the line, when certain conditions would require much more counselling. A House of Commons Library briefing paper published in April 2018 shows that the average waiting time for someone to receive psychological therapy in my constituency was between 16 and 49 days. Most people are therefore seen within six weeks, but an appointment to child and adolescent mental health services can take significantly longer.

Nell, one of the pupils in the group, said that six weeks is a long time in the life of a teenager, especially one going through difficult circumstances, with it certainly being long enough to result in mental health conditions creating a dark place for young people. That is an important point. Mental health conditions should be treated with the same urgency as physical injuries and disabilities. I explained that the Government are seeking to prioritise mental health treatment, but I am sure the Minister recognises that we have a long way to go. What steps might his Department take to improve focus on prevention rather than cure in the mental health of school pupils?

The students were concerned about the current delivery of personal, social and health education classes. When delivered properly, PSHE lessons should help to make up a balanced school curriculum, providing an important opportunity to discuss issues such as mental health, living healthily and wellbeing in general. However, the students raised an important point: not all teachers are comfortable in delivering mental health lessons. They remarked that it is difficult for a teacher who is not trained properly, or who may not have any first-hand experience of mental health issues, to deliver a quality and informative lesson on dealing with those issues.

One member of the group, Ela, provided a good analogy: we would not expect a Spanish teacher to deliver a history lesson, or vice versa. They are not trained in that field, and are not likely to have a good grasp of the subject. Part of the Government investment aimed at schools should allow them to provide specialist mental health teachers, who can empathise and show proper understanding of what students experiencing mental health conditions are going through and how they can best deal with it.

The group welcomed the ambition of putting mental health leads in every school and college, but felt strongly that we must go further. We must ensure that existing teaching staff are properly trained to identify students who are experiencing mental health conditions, and especially those who may be nervous or uncomfortable approaching their teachers or wider school staff directly to talk about it. Of course, that is all part of prevention rather than cure and responding to the changing issues of our modern age. The group would be grateful if the Minister commented on what more Government can do to ensure that teachers are fully trained in this area.

We moved on to social media. Now, old people like me are often quick to blame the mental health issues that our youngsters experience on social media platforms such as Facebook, Twitter, Instagram and Snapchat—all of which I am very familiar with—but the students told me that social media is not the overriding factor playing on their minds that we think it is. In fact, they made a number of points that took me by surprise. They all believed that, far from being an instrument of bullying or pressure, social media was, more often than not, the antidote to it.

Nell raised the point that bullying at school, both in the playground during breaks and in the classroom, can be far harder to deal with than that on social media. I had taken a view that was the polar opposite. The students explained that it is far harder to deal with bullies face to face during the school day, whether it be passing in the corridor, in the playground or indeed in the classroom.

If a student feels intimidated by someone in their class, that will have a negative impact on how they take part in certain lessons that they share with those classmates. It may, for example, make them less likely to take part in activities during class, perhaps by shying away from group tasks or by not volunteering answers to questions. That could prevent a student from achieving their true potential in that class, affecting their grades and results later. In their opinion, physical bullying remained a greater threat than bullying on social media, bad though that might be.

Evie raised an interesting point: social media, by contrast, is far easier to control. If a young person feels threatened or anxious by the actions or comments of another user or peer, they can simply block that person at the touch of a button. The bully or troll is then prevented from seeing that person’s profile, pictures and comments. It is even possible to prevent certain words or phrases being used in comments on social media posts.

For many students and young people, social media acts as a platform through which to share their collective experience of mental health conditions and support each other, and it serves as a reminder that they are not alone in dealing with their challenges. Before I sat down with this impressive group, I had not fully recognised how social media can help students cope with bullying and threats.

I was interested to see in The Times today, which I was reading on the train on the way to London, new research that tends to bear out the point of view expressed by the pupil group, namely that the link between social media and lack of student wellbeing was not supported by robust evidence and may well be the opposite of the truth. Can the Minister comment on the Government’s view on the impact of social media? I am sure he will agree that any comments should be based on science and not the prejudices of members of an older generation, such as me. Does the Minister agree that at the same time as closing down the worst excesses of social media, we must proactively promote the positive resources that internet platforms provide in helping youngsters to deal with mental health issues?

We spent some time discussing exam pressures. The Green Paper states that

“Children and young people with mental health problems are more likely to experience increased disruption to their education,”

and suggests that could be due to time off school. Results from a 2018 study by the Mental Health Foundation suggest that young people today have higher stress related to pressure to succeed than previous generations. Some 60% of 18 to 24-year-olds and 41% of 25 to 34-year- olds agreed that they experienced significant examination pressure, compared to 17% of 45 to 54-year-olds and just 6% of those aged over 55. I may have simply forgotten what it is like to sit exams, but those survey results chime with my own experience in the 1960s and 1970s. I do not recall exam stress being much of an issue, either for myself or my fellow pupils, but clearly that has changed significantly. The students at Ivybridge Community College were fairly unanimous about the impact that target grades and upcoming exams have on their mental health. I believe they are now under pressure in a way that my generation never was. Does the Minister have any research to support that point and does he think that examination pressure today is too great?

Lucy made an interesting point when she said that students do not want to feel like they are constantly in competition with their friends and classmates. She said that they want to work in class to support each other to get the best grades they can, particularly when, as in the case of GCSEs and A-levels, those results will be judged for a significant period of time and be used to gauge the likelihood of whether they will get into their preferred university courses. The students would prefer the approach to exams to be more collegiate, rather than overtly competitive. They felt that we should not understate the importance of exams in school but that we need to emphasise to students that doing badly in an exam does not mean their life chances are over.

Annabel argued that students are tasked with taking significant decisions about their journey through education from the age of 13, when they start choosing subjects to study at GCSE. These are important decisions, as they will inform which subjects they study at A-level and university. That brings a great deal of pressure at an early age. The point was made that students should not always feel that they are in competition with their fellow classmates to get the best grades or to out-do each other; students would prefer a culture of working together. Can the Minister suggest ways to improve the way students collaborate with each other to help to improve their performances in exams? Does it have to be so competitive?

Lucy suggested that at school students are taught that the workplace is full of competition and that they will be competing for jobs and promotions. That is true, but the difference is that adults have a choice about whether to be in competition with their colleagues in the workplace. Students do not feel that they have that choice; perhaps they should. We need to demonstrate more intentionally to students that the workplace is also about team work and collaborating with colleagues. That should be no different in school; we should encourage students to work with and to support their classmates.

On A-level and GCSE results days each year, influential people from the business world remind students that they got 2 Cs and a D at A-level, but that has not stopped them achieving their full potential over the course of their adult lives. That is an example of how social media can help students to see that people who do not test well can still go far. That is an important point on which I invite the Minister to comment.

Amelia argued that the Government need to reconsider curriculum and scheduling in the run-up to already stressful exam periods and to look at the impact that target grades have on young people over the course of the academic year. Can the Minister comment on whether schools have sufficient flexibility?

I ask the Minister to join me in thanking the students at Ivybridge Community College—Lucy, Amelia, Evie, Ela, Lilana, Izzy, Annabelle, Nell, Ella, Katy, Katie and Cameron—for being so clear and robust about these important issues. They all contributed to an excellent discussion, although I have not been able to include all their points. Can I invite the Minister to fully take on board the comments made by those excellent pupils? They are pupils at one of the largest and most successful state comprehensive schools in the UK, which has been outstanding for as long as I can remember. They are intelligent and articulate young people, who demonstrated an extraordinary understanding of the issues affecting them. They were able to talk confidently and openly about how they feel their schooling could be improved, in the presence of their teaching staff. We should take notice of those fine young people and work as hard as possible to deliver for them.

I realise that the Government are already active on some of these issues. By aiming to put dedicated mental health leads into every school and college, the Government have recognised the need to take a co-ordinated, multi-agency approach to understanding children and young people’s mental health conditions and are putting together the most effective package of treatment and support for young people. I welcome the fundamental principles proposed at the heart of last year’s Green Paper: ensuring designated mental health leads in all schools and colleges, by providing an extra £15 million to £20 million per year from 2019, and encouraging schools and colleges to collaborate locally to help improve services for students and reduce NHS waiting times for young people’s access to specialist services.

Whether we like it or not—or fully understand it—the mental wellbeing of our young people today is rapidly becoming one of the key issues that we must deal with. Although perhaps it has lessened in the last decade, there is still a significant stigma attached to mental health conditions that we do not necessarily see associated with other health conditions. I hope the Minister will agree that it is helpful to hear from young people themselves about the challenges they face, their response to them and what they request from Government.

Even though the students had been fairly robust with me, I left our meeting with an overwhelming sense of confidence in the future of this country. The pupils of the coming generation are exceptionally talented and committed to doing their best for themselves and our nation. We must now do all we can to help them achieve their potential; we do that best of all when we listen to them.

Special Educational Needs and Disabilities Funding

Gary Streeter Excerpts

Tuesday 12th February 2019 Westminster Hall

[Sir Gary Streeter (in the Chair)]

Before I call Sir Vince Cable to move the motion for this important debate on special educational needs and disabilities funding, I can report that 12 colleagues have put in to speak from the Back Benches. Therefore, after Sir Vince’s speech, there will be a voluntary time limit of three and a half minutes. Please try to contain yourselves a little in interventions; otherwise, we will go well over time.

[Sir Vince Cable (Twickenham) (LD)]

I beg to move,

That this House has considered special educational needs and disabilities funding.

It is a privilege to speak on this subject, which is of immense concern to a large number of us and to our constituents, and that is reflected in the demand to speak. It is rare that we get a Brexit-free zone in Parliament at the moment, but this is one, and it is right that we pay attention to it. Far too many Government problems have been squeezed out by the attention given to a single issue, but how we treat children with special educational needs will have enormous implications for decades to come.

Essentially, I will speak about the conflict between two sets of pressures: an irresistible force and an immovable object. The irresistible force is, of course, the demand of parents of children with special needs, who have been led to believe, by the very progressive Children and Families Act 2014, that their children’s needs will be met and their full potential realised through education, health and care plans. The immovable object is money, manifesting itself now in a serious financial crisis for local authorities, which are expected to meet statutory obligations, but find that demand is rising and becoming much larger than the funding available through the special needs block. In some cases, those local authorities are in extreme difficulty.

I will introduce the debate by quoting a parents’ group called Richmond SEND Crisis, which wrote to me yesterday, describing the problem from the parents’ point of view. The group said:

“The crisis in funding has consequences. It means more stress and mental health issues for both parents and children, parents being forced to give up work, increased levels of family break up, increased levels of children being disruptive in school, failing in school or not being in school at all. It means that schools and the wider school community suffer, as children without proper support tend to absorb a disproportionate amount of time from school staff and may be disruptive in class.

All of these consequences inevitably hit the most vulnerable… families the hardest.”

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[Stephen Lloyd (Eastbourne) (Ind)]

I thank my right hon. Friend for securing this important debate. He will be aware that one of the successes during the coalition was our insistence that disabled children need to be educated up to the age of 18. That has been a real game-changer; however, the Government did not make it clear that transport for those children should be paid for; they left it discretionary—some county councils pay for the transport, and others do not, which essentially means that those children have to stay at home. Does he agree that that is an anomaly that the Government need to rectify? Otherwise, thousands of disabled people aged 16 to 18, who should be going to school or in training, because that is what we want them to do, will not have that chance.

[Sir Gary Streeter (in the Chair)]

Order. I remind Members that interventions should be brief.

[Sir Vince Cable]

My hon. Friend is right; that is one of many anomalies. Many such issues were not properly accounted for and are not being fully funded. I will come to others in a moment.

The consequence of the growing demand is that many local authorities, which are genuinely trying to do their best in most cases, are accumulating large financial deficits. The Local Government Association, which has done lots of research on it, believes that there will be a gap of about £1.6 billion at the end of the next financial year. That is unaccounted for at present.

Some London authorities—I speak as a London MP, but I know that other parts of the country have similar problems—have a shortfall from the high needs block of about 7%. For about six boroughs in London, it is more than 10%. For my borough, Richmond, it is 20%, and I think three others are in an even worse position, including the borough of my right hon. Friend the Member for Kingston and Surbiton (Sir Edward Davey). For his borough, I think it is 40%.

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[Several hon. Members rose—]

[Sir Gary Streeter (in the Chair)]

Order. I see a few more people here indicating that they wish to speak, so I remind Members of the three-and-a-half minute speaking limit. I call Priti Patel.

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[Gillian Keegan (Chichester) (Con)]

I too want to thank the right hon. Member for Twickenham (Sir Vince Cable) for securing this important debate. Every one of us in the Chamber is here because we want to fight for children with special educational needs we have met during visits to schools, and for their parents, as the hon. Member for Plymouth, Sutton and Devonport (Luke Pollard) pointed out. Throughout the country every day parents fight for the best for their child, and we want to help them in that fight.

The situation of special educational needs funding in my constituency is particularly acute. West Sussex has a higher percentage of SEN pupils than the national average. For instance, 25% of the children at Chichester Nursery School have special educational needs or disabilities—a huge figure, considering that just 6% of young children in the general population are identified as having them. Meeting those additional needs has been tough on the council’s budget. For 2018-19, West Sussex has an estimated £4.9 million deficit in its high needs block. The one-time transfer of 0.5% from its dedicated schools grant has helped plug the gap. I think we all welcome the additional funding, as has been mentioned, but one-off payments cannot be the remedy for the funding pressures that schools face.

West Sussex wants to switch to a long-term invest and save model for its high needs block. Provision in the county—particularly for autism-related support—is chronically lacking. Because of this, the council spent more than £1 million last year sending children outside the county to specialist schools with the right resources. That is an expensive short-term response when the right long-term solution is needed closer to home. It is natural that parents want the best possible education for their children. We have all met constituents who battle to get that and to get the council to fund their child’s out-of-county school place. The aim of investing to save is to improve the standards of in-county provision and to avoid costly tribunals and out-of-county referrals. The average cost out of county for West Sussex is just under £44,000 per pupil. The in-county cost is £3,000 to £9,000 per pupil, so the business case is simple. The new centres of excellence will of course incur an initial up-front cost, but that will be offset by the decline in spending on out-of-county provision, which is not even the best provision, as it is so far from home.

West Sussex MPs have already had meetings with the Chancellor and the Education Secretary to discuss a fairer funding settlement for the authority, as well as the benefits of securing additional funding for long-term gains. We look forward to the upcoming spending review, and hope that they will listen to the invest to save plan. It is essential that the funds are available for schools and authorities to support the children who need the most support within the school system. Like many Members, I want sustainable funding, and I hope that the spending review can deliver that.

[Sir Gary Streeter (in the Chair)]

Last, but never least, I call Jim Shannon.

[Jim Shannon (Strangford) (DUP)]

Thank you, Sir Gary. It is a pleasure to speak in this Chamber on every occasion, as it has been to hear the wonderful contributions made so far by right hon. and hon. Members. I congratulate the right hon. Member for Twickenham (Sir Vince Cable) on obtaining the debate and giving us the chance to participate.

I am taking part because I take an interest in school budgets and in children. Having been consistently cut, school budgets are unable to deliver in the way they have previously. Classroom assistants are losing hours, and the wait to get a statement for a child is getting longer. Instead of treating the meeting of special needs as an obligation, we should look at it as an opportunity to give such children the best possible education to enable them to overcome difficulties and meet their potential. If that is not something that requires additional ring-fenced funding, I do not what does. I look to the Minister to see what she can do about releasing that funding.

There are 49,000 babies, children and young people with life-limiting or life-threatening conditions in the UK, and the number is rising. Most of those children have complex health needs. They need constant care and support 24 hours a day. Most will also have a special educational need and/or a disability. The success of the system depends on whether there is equitable and sustainable funding for children’s education, health and social care provision. With great respect, that does not seem to be the case.

In the short time I have available, I want to mention a briefing from Together for Short Lives, which says that respite breaks are a part of the system that is not working. Seriously ill children and their families rely particularly on frequent short breaks for respite, which is provided by skilled people, who can meet the children’s often complex health needs. It may be for only a few hours, but it can be overnight or for a few days at a time. It is important because the 24/7 pressure on parents of having a child with a life-limiting condition is immense. Social care is vital to help them relieve the stress, catch up on sleep, spend time as a family and do the things that other families do. Frequent short breaks for respite for seriously ill children combine health and social care. They help to maintain children’s and families’ physical and mental health. Respite care is immensely important. The short breaks provided by children’s hospices can help to reduce stress and mitigate the risk of parental relationships breaking down.

There are some incredible statistics from research involving 17 children’s hospices in England and Scotland: 64% of divorced or separated parents cited having a child with complex needs as a reason for the breakdown of their relationship. Furthermore, 75% had had no access to short breaks, and 74% rated short breaks as having a direct, positive effect. Short breaks are necessary to help families regain some balance in their lives. Couples whose relationships were identified in the research as “non-distressed” were found to have received 43% more hours of short breaks on average from a children’s hospice than those who were in distressed relationships. Quite simply, respite care makes a difference. The facts are clear. If we deal with children’s needs in this way, there will be a lifelong benefit not simply to the child but to the entire family.

Just as they did for adult social care, will the Government review how social care for disabled children in England is funded? Will they address the £434 million shortfall in funding for social care services for disabled children that has been identified by the Disabled Children’s Partnership, by setting up an early intervention and family resilience fund? Intervention at that stage will provide benefits at later stages, and if we invest now to improve the quality of life of those who are most vulnerable and struggling the most, it will be worth every penny.

[Sir Gary Streeter (in the Chair)]

I thank colleagues for complying with the voluntary time limit. It is now time for the Front-Bench speakers, but let us remember to leave Sir Vince Cable one minute at the end to respond to the debate.

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[Sir Vince Cable]

I thank the 13 Members who have contributed to the debate, which was very rich in content. They all pointed in pretty much the same direction, regardless of region of the UK or political party. We heard plenty of examples of the extreme tensions that parents face because of the pressures of special needs, and how so many of them have been disappointed.

I was struck by the example that the hon. Member for High Peak (Ruth George) cited of children being kept waiting and falling two years behind in their learning before they are even assessed. There are many similar cruelties and disadvantages of that kind. We also heard many examples of the pressures on schools. The Minister acknowledged the point raised by several hon. Members about the £6,000 hurdle—the perverse incentive—and although I did not hear in her speech whether she was going to change that, she at least acknowledged the problem and recognised that much of it is hidden by home schooling, which is growing rapidly.

Several Members from different parties mentioned how their councils—of different kinds—are being put into serious financial difficulties as a result of the problem. Worst of all, councils, schools and parents are reduced to fighting and blaming each other for what is actually a collective problem. The aim of the 2014 Act was to deal with all this in a consensual way, and to focus on the needs of pupils, but the issue has become a cockpit of conflict—manifested in the tribunals system—which is growing rapidly and becoming increasingly costly, both emotionally and financially.

To conclude, I wish to acknowledge some of the constructive thoughts in the debate. The hon. Member for Bexhill and Battle (Huw Merriman) talked about creating an intermediate triage system for picking needs up early before the formal assessment process is completed. The hon. Member for High Peak and others suggested that we could focus on getting more information to parents about their entitlements, to avoid their missing out or finding out too late in the day, and on changing Ofsted’s terms of reference, so that it incentivises rather than penalises inclusion, as is very often implicitly the case in its rating system. We also heard suggestions from my hon. Friend the Member for Kingston and Surbiton (Sir Edward Davey) and others about how the funding formula should be changed and how we could make more use of flexibility between health and education.

All that ultimately comes back to—I know that the Minster is painfully conscious of this—more money and the spending review. I know just how fraught that process is because I have been the head of a spending Department, but I can do no more than wish the Minister well and say on behalf of us all that we basically want a significant enhancement of special needs provision—alongside schools, not at their expense.

Finally, I will quote what I thought was one of the more memorable phrases. The hon. Member for Gedling (Vernon Coaker) said that parents just want to stop fighting and get on with being parents. I thought that was a very good way of summarising what we are all trying to say.

[Sir Gary Streeter (in the Chair)]

May I break a few rules by saying from the Chair that I strongly support the broad thrust of the debate? I very much hope that our Government will sort this out in the next 12 months. [Hon. Members: “Hear, hear.”] That is the end of me chairing.

Question put and agreed to.

Resolved,

That this House has considered special educational needs and disabilities funding.