Autistic Children: State Schools
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(1 day, 23 hours ago)
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Baroness Smith of Malvern (Lab)
The noble Baroness is absolutely right that schools have a legal duty, under the Equality Act, not to discriminate against pupils by excluding them because of their disability. It would be unlawful to exclude a pupil simply because they have SEN or a disability that the school feels unable to meet, for example. I will write to the noble Baroness about the nature of the data that we collect, and any future plans, but, even more importantly, the message that we need to intervene earlier, identify earlier and find a range of ways in which to support pupils is constantly being delivered to schools alongside the support to enable that to happen. But I will write about the particular issue on data.
Baroness McIntosh of Hudnall (Lab)
My Lords, does my noble friend accept that autism and ADHD often present differently in boys and girls? Girls are frequently underdiagnosed and under-understood, because their behaviour can sometimes be challenging in a completely different way. They may not be disruptive but their behaviour often results in them simply ducking out of the kind of engagement that we need. Can my noble friend assure the House that that issue will be taken into account when taking forward the training programmes for teachers that she has identified?
Youth Unemployment
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(1 week, 1 day ago)
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Baroness Smith of Malvern (Lab)
The noble Earl is right that, as part of the curriculum and assessment review, Becky Francis is considering the large amount of evidence that has been provided, and she has been clear in the challenge that the Government have set her, and that she has set herself, that maintaining a strong knowledge base within our curriculum is fundamentally important but so is providing the space for teachers and others to enable young people to develop their creativity in the very widest sense. I am sure we will hear more about that when the curriculum and assessment review is published.
Baroness McIntosh of Hudnall (Lab)
My Lords, building on the answer that the Minister gave to my noble friend Lady Bousted, can she confirm that schools value all the various ways in which young people can move from education into further and higher education and into employment, and do not unnecessarily downgrade the virtue of, for example, BTECs and other forms of vocational qualifications, which I think historically has been the case?
Baroness Smith of Malvern (Lab)
I think there have been improvements in careers education in recent years, something that this Government are determined to build on. One of the key points, as my noble friend says, is how we provide young people with information, advice and guidance on the whole range of opportunities available to them, both in academic routes through A-levels and in technical routes through T-levels and apprenticeships, which we are determined to support for younger people. We will have more to say about all that in our post-16 White Paper soon.
Schools: Special Educational Needs
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(7 months ago)
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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.
Primary Schools: Mental Health Problems
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(8 months, 2 weeks ago)
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Baroness Smith of Malvern (Lab)
The right reverend Prelate makes an important point about the challenges for schools in rural areas to access the mental health support that we will make available. He identified the considerable difficulties for young people who really need child and adolescent mental health services in accessing them. That is why this Government will fund an additional 8,500 mental health workers to support both children and adults. As we continue to develop the policy to ensure that there is access to a mental health professional in every school, we will certainly bear in mind the important points that he made about the particular needs of rural schools.
Baroness McIntosh of Hudnall (Lab)
My Lords, does my noble friend agree with me—going back to a point that the noble Lord, Lord Storey, raised about bullying—that children with observable mental health problems, or who are on the autism spectrum, are very often vulnerable to bullying in schools, and sometimes that will exacerbate the challenges that they already have? In what way are the Government supporting schools to ensure that children who have those difficulties are supported, particularly in the playground?
Baroness Smith of Malvern (Lab)
That is an appropriately wide-ranging question from my noble friend. First, on the topic of bullying, it is enormously important that every school has a strong policy and strong action to tackle bullying and to support children. She raised the issue of children with autism and other needs, and we are making progress there with the national framework for autism assessment services. We are also very clear that no child should need to wait for an assessment to receive the necessary support from schools. That will include support with learning and, as she rightly said, support for them to play a full and safe part in the life of the school.
Children and Young People: Literacy
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(9 months ago)
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Baroness Smith of Malvern (Lab)
The noble Baroness is right that we have seen significant progress in the teaching of early reading, and I congratulate all those involved in that. I remember how in 2006 the then Secretary of State, Ruth Kelly, adopted the recommendations of the Rose review on the teaching of early reading, especially phonics. The noble Baroness makes an important point that, although the ability to read is a fundamental basis for all children, it is also important that we find a range of ways, including using other partners in the creative area and elsewhere, to engage a passion for reading. That also has to start before children even get to school, with the support of family hubs and some of the campaigns that are already available there.
Baroness McIntosh of Hudnall (Lab)
My Lords, following on from the answer that my noble friend has just given, does she agree that the most important starting point for children to allow them to go on to enjoy reading in the way that the noble Baroness, Lady Bull, described, is if they are read to when they are very young? Nearly all of us probably had that experience and have probably gone on to deliver it to our children and grandchildren, if we have them. What efforts are the Government making to explain more clearly to people who might otherwise not understand the benefits of reading to children how important it is, and how important it is to start really early, long before children can speak?
Baroness Smith of Malvern (Lab)
My noble friend is absolutely right. I still remember my mother’s excellent Winnie the Pooh voice, my children—I think—benefited from my reading to them, and I very much hope that at some point I will be able to read to some grandchildren. My noble friend is also absolutely right that we need to provide support as early as possible to parents who perhaps do not find it as easy to understand how to do that. That is why, alongside services in family hubs, the development of the campaign Little Moments Together, which is providing that sort of advice—including to those who perhaps have not received it from their own parents—is important in order to support children’s early development and that joy of reading, which is so important.
Early Years Provision: Bell Review
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(1 year ago)
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Baroness Smith of Malvern (Lab)
The right reverend Prelate is absolutely right to identify that disadvantage —in fact, special educational needs impact on children at a very early stage in their development. My right honourable friend the Secretary of State for Education, alongside the Secretary of State for Work and Pensions, is absolutely committed, through the work of the child poverty taskforce, to looking at precisely how we break that link between poverty in childhood and the ability to make the most of your life later on. That will include elements of the benefits system as well.
Baroness McIntosh of Hudnall (Lab)
Taking my noble friend back to the question on recruitment, will she consider that a number of the people who will be needed in the workforce are currently in full-time education? Quite a lot are at school, and many are studying BTECs—for example, in health and social care—which can then lead them into careers in childcare. Can she say whether the Government intend to go on supporting the BTECs that will take these young people towards the childcare sector? What else are the Government doing to encourage young people currently in education to see it as a good career path for them?
Baroness Smith of Malvern (Lab)
We are carrying out a short qualifications reform review precisely to identify the qualifications where there are particular needs for learners or for the economy—in this case, childcare. Unlike the previous Government, we are saying that where we can see for both those reasons that there is a particular need for qualifications, we will continue to fund them in the system. As I identified earlier, we are also supporting the development of a T-level, which will provide a very good and rigorous route for young people into the childcare sector. Also, through the “Do Something Big” campaign we are encouraging more people to consider a career in early years and childcare, which can have such an enormous impact on children’s lives.
Schools: Mental Health and Poor Attendance
Debate between Baroness Smith of Malvern and Baroness McIntosh of Hudnall(1 year, 3 months ago)
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Baroness Smith of Malvern (Lab)
The noble Lord is right that there is a considerable problem with access to child and adolescent mental health services, at a time when one in five eight to 16 year-olds have a probable mental health disorder, it is suggested, and are seven times more likely to be absent for extended periods of time. When the median wait for these services for children is 201 days, there is clearly more that needs to happen. Alongside access to mental health professionals in all schools, my colleagues in the Department of Health and Social Care are also committed to recruiting an additional 8,500 mental health staff, with a priority for enabling them to work with children and young people.
Baroness McIntosh of Hudnall (Lab)
My Lords, will my noble friend the Minister comment on what further work the Government plan to do specifically for young people with spectrum disorders, such as autism and ADHD? They can do well in mainstream schooling, but often do not because their needs are not recognised soon enough, and they can then present with mental health disorders on top of their spectrum disorders. What is being done to help teachers understand how to manage those children and keep them in the classroom, which is often not easy?
Baroness Smith of Malvern (Lab)
My noble friend is of course right. There are a whole range of reasons why children may be absent from school. Special educational needs and particular disabilities, as she identifies, are a key reason. That is why, in a system that is not properly serving children, this Government are committed to improving that and working to ensure, across the whole spectrum of special educational needs and disability, that children get the support they need to remain in mainstream schools. As she also rightly says, teachers are getting the support they need, along with other staff within the school, to both identify and then support those children, so that they can achieve and succeed in a way that will be an important foundation for the rest of their lives.