Schools: Special Educational Needs
Baroness Smith of Malvern Excerpts(6 days, 2 hours ago)
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Lord Addington (LD)
My Lords, I beg leave to ask the Question standing in my name on the Order Paper, and I remind the House of my declared interest with the British Dyslexia Association and Microlink PC.
The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)
My Lords, we are improving inclusivity and expertise in mainstream settings to ensure that all children and young people receive the support they need to thrive. To do this, we are funding the universal SEND services programme, which has supported professionals to access over 20,000 SEND-specific training modules, the PINS programme to support around 1,600 primary schools to better meet the needs of neurodiverse children, and the NELI programme which has helped staff screen an estimated 640,000 children to identify those with language development difficulties.
Lord Addington (LD)
I thank the Minister for that Answer. Will she expand on what has been done to disseminate knowledge throughout the teaching staff once this assessment has been made? Where anyone has problems, it is usually a case of working smarter, not harder, so more help from the mainstream types of support can often be counterproductive.
Baroness Smith of Malvern (Lab)
The noble Lord is right: we believe that every teacher is a teacher of special educational needs and disability. Where we find good practice, we need to make sure that it is disseminated to all teachers because the best teaching produces the best results for all children, including those with special educational needs and disability. From this September, the initial teacher training scope will include improved measures and information about what works well for children with special educational needs and disabilities.
Baroness Bull (CB)
My Lords, dyscalculia is the learning disability that most people have never heard of, yet its prevalence is the same as dyslexia, and indeed its impact on educational, employment and health outcomes are very similar. The prevalence rate means that one child in every classroom has dyscalculia, yet the Minister will know that the DfE has no official definition of dyscalculia, nor is there any guidance at all for parents, carers and educators on the website. When will the Government address the incredibly low awareness of this high-impact condition by including reference to it in initial teacher training so that young people get the diagnosis, early identification and support that they need and deserve?
Baroness Smith of Malvern (Lab)
I know that the noble Baroness has not only raised the issue of dyscalculia with me but, in doing so, drawn attention to it more broadly. The approach that is taken in initial teacher training is not to specifically identify particular conditions because, as I suggested to the noble Lord, the best-quality training for mainstream teachers is in the type and quality of teaching that will enable them to identify needs and to enable children to make the best progress. Where really specific support is needed, that should be commissioned by the special educational needs co-ordinator, within the school or externally. I feel reasonably confident that SENCOs understand the sort of issues that the noble Baroness is raising, but ensuring that information and best practice are available is clearly an important part of the work that we are doing.
Baroness Berridge (Con)
My Lords, when there is not early identification, increasingly parents have been feeling that they have to withdraw their children from mainstream education and home-school them. Could the Minister confirm that we are collecting data on those who are home-educated? Those parents do not think it was an elective home education, and it is important that we know how assessment is failing and why those parents have withdrawn their children and are home-educating them.
Baroness Smith of Malvern (Lab)
The noble Baroness is right that it is an enormous failure of the system if parents feel they have to withdraw their children from school, not voluntarily but because they do not believe that schools are providing for them. That is why it is so important that this Government’s plans to develop a more inclusive and expert mainstream education, alongside specialist schools where there are particularly complex needs and they are needed, is so important. In the Children’s Wellbeing and Schools Bill, which will be coming to this House reasonably soon, we will be taking additional measures around both the consent needed and the understanding of those students who are being home-schooled. On that particular issue, however, I will write to the noble Baroness about the extent of the information that we currently collect.
Baroness McIntosh of Hudnall (Lab)
My Lords, does my noble friend agree that there is an intermediate position between removing children from mainstream schooling and leaving them there, which is that some children with special educational needs should be able to access support alongside their mainstream schooling? Once a condition has been identified, parents who can do so will often look to access that in the private sector because it is difficult to get it due to the availability of the right resources. To what extent is the Minister confident that, where there is an identified need for additional special support outside the classroom, there are sufficient specialists available to deliver that support?
Baroness Smith of Malvern (Lab)
Some of the best practice that we are seeing in mainstream schools occurs where they are able to develop in-school resource centres with particular specialisms. That is why the Government have provided an additional £740 million-worth of capital to improve the capability for specialist centres like that and specialist places within mainstream schools, and in special schools where necessary. So my noble friend makes an important point. Last week, my right honourable friend the Secretary of State launched a call for evidence on best practice in inclusive practice which is nevertheless maintaining the specialist support that children need. I hope we will find more examples through looking at the good work that is already happening, which, through the increased investment and the reform that we are making in the special educational needs and disability system, we can ensure is spread more widely across our schools.
Lord Hannay of Chiswick (CB)
My Lords, is the Minister aware that the adoption and special guardianship support fund may run out of funds entirely by the end of this month? What action are the Government thinking of taking to avoid that extremely damaging situation?
Baroness Smith of Malvern (Lab)
Due to the enormously difficult fiscal position that we inherited from the last Government—
Baroness Smith of Malvern (Lab)
Yes, it was bad. We are having to make some enormously difficult decisions. Having said that, we are in the process of business planning, as well as planning for the next spending review, and we hope to be in a position to announce the future of schemes like that as soon as possible.
Baroness Barran (Con)
My Lords, the Minister will be aware that recent reports have highlighted the very variable quality of education, health and care plans, and have identified a number where interventions were recommended that are proven not to work. In parallel with that, there have been suggestions that there should be the equivalent of NICE for special educational needs. Given how complex this area is and how long it will take to make the big structural reforms that I know the Government want to do, is this not something that the Government could press on with quickly to improve the lives of children within the system?
Baroness Smith of Malvern (Lab)
The noble Baroness makes a fair point about us being as clear as possible about which interventions are most effective for children, as well as the broader reform that is going to be necessary. That is why, to be fair to the noble Baroness, some of the work that was started under the change programme is identifying where there is good practice in relation to EHCPs. That is why, in the engagement that this Government have started, led by Christine Lenehan as the strategic adviser for special educational needs and disability, we are looking at what is working effectively and what we need to change. I take the noble Baroness’s point about how we more quickly identify what high-quality interventions are and how to spread that as quickly as possible across the system.
Baroness Fox of Buckley (Non-Afl)
My Lords, we are in a situation where we need to get early assessment for those who need it, but, as the Minister will know from recent discussions on welfare and on the number of very young people particularly on sickness, how does she think we should deal with the problems of overdiagnosis and of pathologising and medicalising young people who are having difficult times but are actually keen, or their parents are keen, to get a label when it is not appropriate? It seems to me that that is skewing the figures and damaging the system.
Baroness Smith of Malvern (Lab)
The noble Baroness identifies the crucial role of identifying early where there are difficulties or particular needs that children have. That needs to start really early, which is why the Government have improved both the training and the advice available to early years practitioners to be able to identify that. In the range of measures that I outlined in my initial Answer, there is more scope to identify and to start to take action early to prevent the early signs of some of those conditions, which can then become more serious, from escalating in the way in which the noble Baroness said. In relation to welfare reform, ensuring that we are preparing all children, particularly those with special educational needs and disabilities, for their future working lives—as I was able to see in a recent visit to New College Worcester for visually impaired young people, for example—is also incredibly important so that people can start their life able to work and achieve the best outcomes that they can throughout their lives.
Campus Antisemitism in Britain: Community Security Trust Report
Baroness Smith of Malvern Excerpts(2 weeks ago)
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Baroness Deech
To ask His Majesty’s Government what assessment they have made of the report by the Community Security Trust, Campus Antisemitism in Britain 2022–2024, published on 9 December 2024; and what steps they have taken to ensure an appropriate response to its recommendations from university authorities.
The Minister of State, Department for Education (Baroness Smith of Malvern) (Lab)
My Lords, the recommendations of this report focus on improving processes for reporting and investigating campus anti-Semitism. We have discussed it with the Community Security Trust and the Office of the Independent Adjudicator. The Secretary of State will shortly host a round table with vice-chancellors to discuss, among other matters, how the report’s recommendations might be implemented. The forthcoming Office for Students E6 condition will require universities to demonstrate that they are preventing and tackling harassment.
Baroness Deech (CB)
I thank the Minister for that Answer, and wish to press her on further action. The events of 7 October have released a 117% rise in anti-Semitic incidents on campus and released into the mainstream an anti-Semitism that was always under the surface—what a failure of education. The incidents reported, which include acts by lecturers, are shameful: calls to “Kill Jews” and “Bring back Hitler”, comparisons of Gaza and Auschwitz, physical assaults and isolation—the like of which I have never seen before in academic life. Will the Government tell the Office for Students to use its regulatory powers to ensure a good complaints system which is speedy and punishes the malefactors? Will the Minister follow this up? Will she tell vice-chancellors to stand up for persecuted Jewish minorities and to stop appeasing and negotiating with vandals? Vice-chancellors should follow the example of the noble Lord, Lord Hague, the new Chancellor of Oxford, who has spoken out against the situation.
Baroness Smith of Malvern (Lab)
The noble Baroness is absolutely right that there are some shocking examples of anti-Semitic abuse, some of which I was able to hear about yesterday during a session run by StandWithUs, at which students themselves movingly and distressingly talked about their experiences on campuses. The noble Baroness is right that higher education needs to focus on the recommendations of the report and, in thinking in advance of the implementation of the new OfS condition in August, on what action it can take. That is why my right honourable friend the Secretary of State will be bringing together vice-chancellors to make that message very clear.
Lord Katz (Lab)
My Lords, as the CST report lays bare, university campuses are indeed the front line of anti-Semitism, with some at risk of becoming all but no-go zones for Jewish students. Has my noble friend the Minister seen the briefing compiled by the Union of Jewish Students which catalogues a litany of Holocaust distortion and inversion that occurred on Holocaust Memorial Day this year in universities across the country? Does she agree with the UJS that HE institutions—including the Office for Students and student unions—and the police need to take immediate and decisive action to confront this troubling trend, ensuring that Holocaust distortion has no place on campus, and that Jewish students have the necessary support and protection to thrive at whatever university they choose to attend?
Baroness Smith of Malvern (Lab)
I recognise the situation outlined by my noble friend. I have already talked about the action that this Government will be taking with respect to the Holocaust to ensure that young people understand its significance even before they go to university. The Holocaust is, quite rightly, the only historic event that is compulsory in the current national curriculum for history at key stage 3. It is why, as well as the support provided for Holocaust education in schools and colleges at the moment, an additional £2 million was committed in the Autumn Budget 2024 for Holocaust remembrance and education. That funding aims to ensure that all students have the opportunity to hear a recorded survivor testimony, with the department exploring ways to support schools in achieving that goal.
The Lord Bishop of Bristol
My Lords, aware of the renewed efforts by the University of Bristol to combat anti-Semitism, and noting the multifaith conference on anti-Semitism that will take place there this month and the collaborative work of multifaith chaplaincies with university authorities and the Community Security Trust, how are the Government using the learning and good practice from universities around the country?
Baroness Smith of Malvern (Lab)
The right reverend Prelate makes the important point, as did the noble Baroness, Lady Deech, that there are some universities which are taking this challenge extremely seriously and are making progress. It is important that we share that best practice as widely as possible. On the role of chaplaincies, one of the things that this Government have already done is to provide £500,000 to the University Jewish Chaplaincy, to help to support student welfare on university campuses, as part of the £7 million in funding that we have confirmed to address anti-Semitism in schools, colleges and universities.
Lord Leigh of Hurley (Con)
One of the areas led on by the CST was the encampments at the universities, which provide an intimidating and, frankly, terrifying atmosphere for Jewish students. I have walked past them myself and I have seen them. They have been joined by people from outside the university who are masked, shouting slogans supporting terror. What steps will the Minister take to encourage vice-chancellors to move these encampments away from the central parts of the universities—free speech is fine, but not right in the centre of a university—and pursue those who are clearly guilty of anti-Semitism and anti-Semitic rhetoric?
Baroness Smith of Malvern (Lab)
The noble Lord is right that encampments have been enormously intimidating and that they have attracted external activists on to campuses, often in a very intimidating way. Universities have already been working hard to improve on the situation from 2023-24, when there were a number of pro-Palestine encampments—at one point, there were around 40 active encampments. Some universities have taken legal action in order to secure possession orders in legal cases. Those cases were helpful for other universities contemplating or in the middle of possession proceedings against similar student encampments. So far, in this academic year, 2024-25, protesters have not been able to establish any kind of encampment lasting more than a few hours. Universities appear to be learning a lot from last year’s experience, both in being able to de-escalate incidents where possible and, where necessary, taking formal action to prevent disruption to core activities, including teaching.
Baroness Garden of Frognal (LD)
My Lords, can the Minister say whether all universities have designated places of worship for Jewish students and what security arrangements they are expected to put in place to ensure that Jewish students can work in safety?
Baroness Smith of Malvern (Lab)
I am not in a position to say whether all universities do, although, as I have previously identified, we are providing support to the University Jewish Chaplaincy to support student welfare on campuses. However, I think that is a fair question and one that I hope vice-chancellors will reflect on.
Lord Turnberg (Lab)
My Lords, last night, I had the privilege of hosting a group of students who described in devastating detail the sort of abuse that they were receiving on campuses, such that many are now afraid to attend classes or even go to the universities. Worst of all, it seems that their complaints to the authorities are often ignored and not answered at all in many instances. There may be examples of good practice but there are too many examples of bad practice. Will my noble friend the Minister bring it to the attention of vice-chancellors that they must take a grip on this horrible situation that allows their students to be treated in this manner, and in a way that means that some parents are beginning to think they should move abroad, rather than take their children into an English university.
Baroness Smith of Malvern (Lab)
The noble Lord is right about the impactful testimony that we were able to hear yesterday evening. I agree with him about the types of action we should be taking, particularly focusing on how the introduction of the new OfS condition will ensure that universities respond quickly, appropriately and with sufficient independence to the sorts of complaints we heard about yesterday.
Baroness Barran (Con)
My Lords, I was glad to hear the Minister refer to the University Jewish Chaplaincy, which offers invaluable practical and emotional support in universities all around the country. Will she join me in thanking it for its work, recognising that it is in exceptionally difficult circumstances, and for the leadership of the chief executive, Sophie Dunoff, and her team?
Baroness Smith of Malvern (Lab)
I am very pleased to join the noble Baroness in recognising that work. The University Jewish Chaplaincy not only provides safeguarding and support for Jewish students, at a time that we have already agreed has been enormously difficult, but, as the right reverend Prelate outlined, is increasingly working with other chaplaincies to develop the tolerance, and the ability to discuss and debate on our university campuses, that we should absolutely expect—as should Jewish students, given the experiences they have had. As a Government, we will definitely promote that work.
Industrial Training Levy (Construction Industry Training Board) Order 2025
Baroness Smith of Malvern Excerpts(2 weeks ago)
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Baroness Smith of Malvern
That the draft Order laid before the House on 5 February be approved.
Relevant document: 18th Report from the Secondary Legislation Scrutiny Committee. Considered in Grand Committee on 10 March