Children in Public Care: Unregistered Accommodation

Debate between Lord Addington and Lord Agnew of Oulton

Monday 4th November 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, the noble Baroness is entirely right that looked-after children are some of the most vulnerable in our society. I mentioned in my Answer to the Question from the noble Lord, Lord Laming, some of the things we are doing, but there are also a number of other initiatives under way: we are providing £5 million from the £200 million children’s social care innovation programme to develop new approaches for care placements and making seed funding available for seven partnerships to test new approaches for sufficiency planning and commissioning in foster care.

[Lord Addington (LD)]

My Lords, it is quite clear that, despite the Minister saying that he did not like young people being unsupported when going into care, it is happening. It is quite clear that the Government will need a cross-departmental approach to deal with this. Can the Minister give us some idea of how this approach has been structured across the Home Office and the Department for Education and when we can expect this practice to be removed?

[Lord Agnew of Oulton]

My Lords, the noble Lord is quite correct that this will need a great deal of inter- departmental co-operation and discussion. It involves departments such as the Ministry of Justice and the Ministry of Housing, Communities and Local Government as well as the Department for Education. We are all working closely on a number of initiatives to try to improve the situation, as I outlined in my previous answer to the noble Baroness.

Education: Special Educational Needs Budget

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 17th October 2019 Lords Chamber

[Lord Agnew of Oulton]

My noble friend is correct that local authorities should not impede parents who want particular solutions. That is why, when the EHC legislation came through in 2014, we put parents much more at the heart of the entire process. We accept that the process has not been without teething troubles and are carrying out a review of it, which we had committed to previously.

[Lord Addington (LD)]

My Lords, would the Minister not agree that any system that spends tens of millions of pounds on local authorities fighting unsuccessful appeals against EHCPs has fundamentally failed? If you are in a situation where parents have to fight the system to get what is given to them by law, something is fundamentally wrong.

[Lord Agnew of Oulton]

I respectfully disagree with the noble Lord, because while local authorities lose a proportion of these appeals, they do not lose the entirety of each appeal. For example, a parent might win through appeal the right to send their child to a certain school but elements of the support that they asked for would not be granted.

Education Funding

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 3rd September 2019 Lords Chamber

[Lord Addington (LD)]

My Lords, I thank the Minister for repeating the Statement. It is interesting and we have to say thank you for the increase in funding—but we needed it. As I understand it, we will get the full impact in about three years’ time. We will not get all of it quickly enough.

The main delivery system for education is the staff. Teaching staff will receive a pay rise, but there seems to be a question about whether academies will be able to filch off and take away the best staff with better offers to make sure that they are not available to schools that need them. Can the noble Lord give us some idea of what the thinking is there?

In the same tone, why are those in further education teaching not being treated in the same way and given the same degree of support? Delivery, and the person who delivers, is the key point here. If you get that wrong, everything struggles. Making sure that we have systems in place to ensure that people are properly paid across the sector is vital. We need more thinking about this. The cash is welcome, but unless these things are properly delivered, problems will be compounded.

There is also the issue of equalisation of funding. We have already mentioned that schools who have been receiving this seem to be those with fewer, shall we say, home problems, or potential home problems, in terms of free school meals. We all know that backing a parent sufficiently makes a huge difference to schools. An idea about the thinking there would be very beneficial. Why is it that those who have that background support are able to get support outside and within the system more easily? Why is that seen to be the way forward?

I now go to my specialist subject and remind the House of my interests in special educational needs and technical support. I thank the Minister for the money for special educational needs; it is roughly a third of what we need to go back to 2015 levels. When are we going to make sure that local government and the education authorities have enough money to meet their needs? I have raised with the Minister on numerous occasions the fact that tens of millions of pounds is wasted by local authorities in losing appeals not to fulfil education and healthcare plans. When will this no longer be the case? This is a ridiculous situation. We have, I hope, the start of a cohesive plan here. It can be restructured if you like, to put in more specialist teachers who can deal with these problems in the classroom and the school. That is an infinitely better situation than leaving it to bureaucracy—but when are we going to start dealing with it?

In the same tone, why are we so obsessed with making sure that people must continually take English and maths tests they failed when they were in further education? The amount of undiscovered special educational needs is recognised by everybody, possibly because the staff are not well enough trained to recognise it and give the correct amount of support. Some people just will not pass. Why are we wasting time there and not finding other ways of getting around this? The technology for English translation is there and it is also there to help with things such as maths. Surely this is a better and more coherent way forward. I look forward to hearing the Minister’s reply.

[Lord Agnew of Oulton]

I thank the noble Lords for their questions; I will try to address all of them.

The noble Lord, Lord Watson, is worried about the fact that the funding seems to be benefiting Conservative seats. The only reason it will benefit those is that historically they have been underfunded compared to other seats: small rural schools have not received the same level of funding as urban schools. With the national funding formula, we have introduced a hard bottom, so that even the best funded schools will increase their funding, but we will increase those who are below the NFF at a rate that is considerably quicker. I assure the noble Lord that there is no gerrymandering; it is just a quirk of history that has ensured that these schools have not done nearly so well.

The noble Lord also asked about teaching assistants. I am concerned about teaching assistants because I believe that we are missing an opportunity to provide fantastic career progression for many of them. Amazingly, some 30% of teaching assistants have degrees, and therefore could go on to teaching relatively easily if they wanted to but are often held back by their wish to look after their children. Many TAs are the parents—mostly mothers—of young children, and therefore teaching hours are not always conducive. That is why the Statement says that we are going to try to make more progress with having more flexible working in the teaching profession. We strongly believe that if we could have more flexible working in teaching, job sharing and so on, many more TAs would go on into teaching, which would be a great boon to them. It would increase their pay—

--- Later in debate ---

[Lord Agnew of Oulton]

On the noble Lord’s concern about teaching assistants, even through a period of what he would consider to be austerity, the number of teaching assistants has risen by some 49,000 since 2010. In 1997, there were 70,000 teaching assistants, and today there are around 250,000, so I do not believe that the system is in any way denuded of them. The next phase is to encourage those who want to enhance their careers and move to a higher paid profession.

In relation to the noble Lord’s question on Ofsted inspections of outstanding schools and resources, we are already in detailed discussions with it about funding the cost of these additional inspections. I reassure the noble Lord that we are not going to ask it to do it without some support.

On FE funding, this is a tremendous settlement, certainly the biggest since 2010, and, officials have indicated to me, it might be the biggest since 2004. It increases the base rate by 4.7%.

The noble Lord, Lord Addington, made a point which I did not fully understand, when he said that academies would filch the best teachers through this process. Academies are schools; they now account for over half of all pupils in the state system. Therefore, they will benefit from these announcements, but so will local authority schools.

Again, in terms of FE staff—

[Lord Addington]

I thank the Minister for giving way. My point is that academies are not under the same restrictions on maximum levels of pay.

[Lord Agnew of Oulton]

The noble Lord is correct that they are not under the same restrictions, but there are very few examples of academies paying more. I have come across one or two innovative ideas. For example, one trust in Kent pays its newly qualified teachers £2,000 more a year, but that ends up saving it money because it has less attrition and keeps its teachers for longer. As the Statement said, we will be increasing starting salaries for all teachers to £30,000, which is a dramatic increase, some £6,000 above where it is at the moment.

The noble Lord also asked about free school meals. He felt that those schools with higher numbers of children receiving free school meals were benefiting less. It is worth reminding the noble Lord that we introduced the pupil premium back in 2011, and each year that has been a sum of some £2 billion going to support the schools with children from disadvantaged backgrounds. More importantly, it is encouraging schools to recruit these sorts of children, because they get a strong financial benefit. It works out at nearly £1,000 a pupil for a secondary school.

Lastly, the noble Lord raised his particular passion around SEN. I accept that the noble Lord has raised the level of funding many times. We dramatically increased it in 2013. It was £5 billion a year, and with this new funding it will go up to £7 billion a year. We have also announced that we will carry out an inquiry into how the whole SEN healthcare plan system is working. I take on board the noble Lord’s concerns about the cost of appeals which local authorities are losing, but any system must have a hard edge. As we have discussed, the percentage of cases going to appeal is minuscule in relation to the overall number of cases being given these education healthcare plans.

I did not expect the noble Lords opposite me would be ululating with pleasure at this settlement, but it is a dramatic improvement. I have spent two years defending the system, but this is a Statement that I absolutely wanted to deliver tonight, and I am delighted that I was able to do so.

School Exclusion: Timpson Review

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 7th May 2019 Lords Chamber

[Lord Agnew of Oulton]

I accept that there is a ladder of escalation, which starts with sanctions that gradually move up in their impact. I disagree slightly with the noble Baroness on the strength of the recommendations in the Timpson report. For me, the stand-out recommendation is number 14:

“DfE should make schools responsible for the children they exclude and accountable for their educational outcomes”.


This has the potential to be a very powerful change, but Timpson has cautioned us to be careful in how we implement it, because of the adverse behaviours that it might create.

[Lord Addington (LD)]

My Lords, the report and the Government’s responses to the key recommendations keep talking about special educational needs and integration of the approach. Of course, I applaud this; I remind the House of my declared interests. However, unless you have some form of recognition and identification earlier on in the system, you will always be playing catch-up. We know that many of the groups we are talking about will have unidentified, or undealt with, special educational needs.

The report and the Government’s response talk about enhancing the role of SENCOs. SENCOs are one person in the system and they will not be experts in every condition they have to deal with. Will the Government make sure there is better access at a school or at academy-chain level to expertise in those commonly occurring conditions? We know that three children in every class will be dyslexic, one will be dyspraxic and several will have ADHD. Unless you have that expertise on hand, it will always be a problem and we will always be playing catch-up. If you go to the local authority, there will be terrible problems with co-ordination. How will the Government start to address this?

[Lord Agnew of Oulton]

Again, I would like to provide a certain amount of moderation. This is not to be complacent but, for example, about 10 years ago, children with a statement were three times more likely to be excluded compared to being 1.6 times more likely to be excluded in 2016-17. The picture is not quite as bleak as the noble Lord—

[Lord Addington]

My Lords, I said that the main problem is for those with unidentified special educational needs, or those whose needs are identified later on. Often it is those people who have marginal problems, which are magnified by their social condition.

[Lord Agnew of Oulton]

The noble Lord will be aware of the training programme we have rolled out over the last three years. We are very focused on this and the number of people trained to identify dyslexia, dyspraxia and so on in the school system has increased dramatically over the last three years.

Special Educational Needs

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 26th March 2019 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper. I remind the House of my declared interests.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, local authorities are required to carry out any tribunal orders within specified time periods. Data is not collected to demonstrate compliance. However, all local authorities are subject to local area inspections. Children and young people continue to receive support during tribunal appeals. A local authority cannot cease an EHC plan for any young person under 18 unless it determines that it is no longer necessary for special educational provision to be made in accordance with an EHC plan.

[Lord Addington]

I thank the Minister for that reply. However, often it takes people years to get to the process of making an appeal. According to the British Dyslexia Association, if you do not have a lawyer it can then take up to three years to get through, but much less time if you have a lawyer supporting you. How have we got to the situation where the basic government support is available for those who have lawyers and are capable of handling the system? What chance does a dyslexic child with a dyslexic parent stand?

[Lord Agnew of Oulton]

My Lords, it is important to stress that about only 1.5% of all EHC plans are appealed to tribunal. Of those who decide to appeal, 60% fall away and do not go to tribunal, because their issues are resolved. The other important point is that if a local authority loses a tribunal case, it is not because it has lost the whole case; it is just that the tribunal has taken against one element of the case. That is not commonly understood.

Universal Credit: Free School Meals

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 21st February 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, it might be worth pointing out this week’s ONS statistics, which show a rather more positive figure on employment: 32.6 million people in this country are now employed. That is 167,000 more than between July and September 2018, and 440,000 more than a year ago. We take child poverty very seriously. We also encourage schools, through the use of the pupil premium, to encourage additional recruitment to the programme.

[Lord Addington (LD)]

My Lords, does the Minister agree with the general agreement that a good diet improves performance at school? Taking that on board, would not an Education Minister encourage his colleagues to make sure that more children got free school meals, not fewer?

Education, Health and Care Plans

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 14th February 2019 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper and draw the House’s attention to my declared interests in the register.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, costs for parents and local authorities will vary, depending on the circumstances of individual cases. Local authorities and families can access free advice and information about SEN tribunal hearings. The vast majority of cases for education, health and care needs assessments are concluded without the need to resort to tribunal hearings.

[Lord Addington]

I thank the Minister for that reply. The British Dyslexia Association has provided me with figures which show that local authorities are having to fork out nearly £10,000 for each of these appeals and that parents are having to fork out over £6,000. “Tiger parents” are winning nine out of 10 of these appeals. Would the Minister care to speculate on the situation of somebody who is on the minimum wage, who cannot afford to spend £6,000 and who does not know how to deal with local bureaucracy, perhaps through having the same educational problems as their child? How well will they cope with this system?

[Lord Agnew of Oulton]

My Lords, the tribunal process is designed to be as accessible as possible. Parents should be able to appeal and present their case without the need for expensive legal representation; local authorities should also not need to engage lawyers. Free advice and support regarding appealing is available from the tribunal and SEND Information, Advice and Support Services, which exist in every local area. To put this in perspective, only 1.5% of cases are appealed through tribunals, so the percentage is not as serious as is often said. However, we accept that this is an issue, and we are looking at how we can improve it.

Children: Special Educational Needs

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 22nd January 2019 Lords Chamber

[Lord Agnew of Oulton]

My Lords, first I compliment the noble Lord on all he has achieved in his career, starting with a disability. It should be an inspiration to all the children in the system at the moment. I can confirm that the Government are completely committed to helping these vulnerable children. Spending plans beyond 2019-20 will be set at the next spending review, but we are committed to securing the right deal for education, including for those children and young people with special educational needs. More specifically, we are providing education, health and social care teams with legal training. SEND inspections are identifying good practice and where improvement is needed. Parent/carer forums are promoting the engagement of families and putting them at the heart of this issue.

[Lord Addington (LD)]

My Lords, does the Minister not agree that the vast majority of those with special educational needs should not be considered for education, health and care plans because they have moderate or lesser degrees of difficulty? These can be dealt with only by making sure that school staff, teachers and teaching assistants, are properly trained. That will save money all round and make the young people’s lives better. What are the Government doing about continual professional development for those people already in the system so that we can meet their needs without their having to go to court?

[Lord Agnew of Oulton]

My Lords, I completely agree that the first priority is to try to keep children with special educational needs in mainstream education unless they have very severe challenges. To give an example of what we are doing to improve that, we are funding the Autism Education Trust to deliver awareness training for education staff, and we have trained 195,000 people in this programme.

Education: Art and Design

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 17th January 2019 Lords Chamber

[Lord Agnew of Oulton]

I am happy to write to the noble Baroness on that specific subject, but I reassure her that, in primary schools, broadly the same amount of time is spent teaching arts as is spent teaching history and geography. Indeed, the number of pupils taking GCSE art and design was broadly the same last year as in 2009-10: 26% then compared to 27% last year.

[Lord Addington (LD)]

My Lords, will the Minister consider that we are having to import people skilled in design and technology? Art and design is the gateway qualification, particularly at GCSE. Would it not be in the nation’s direct interest to make sure that we up the number of people taking examinations at this first step?

[Lord Agnew of Oulton]

My Lords, we have seen a decline in the number taking design and technology specifically, but there has been a major restructuring in the way that exam is taught. We have replaced it with a new food preparation and nutrition GCSE, examined for the first time in 2018. D&T food technology accounted for nearly 30,000 entries in 2017, and a greater number of pupils took food preparation and nutrition and design and technology combined than took design and technology in 2017. So the numbers are not as bad as they look. We offer a bursary for teachers of design and technology of £12,000 for those with a 2.2 or higher, which has been increased from £9,000.

Free Schools: Educational Standards

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 10th January 2019 Grand Committee

[Lord Agnew of Oulton]

The noble Lord, Lord Addington, mentioned off-rolling and picked out a single school, the Hewett school—which strikes a slightly raw nerve, as I was the chairman of the trust that took it over. That school was a wonderful example of what we were dealing with in the reforms that we brought to education. The school was built for nearly 2,000 pupils and run into the ground by a local authority. At one point it was the largest secondary school in England, but the local authority hung on to it, delivering appalling education until, finally, when my trust took it over, there were fewer than 500 pupils. It was in chaos. Sorting out such situations, where a trust inherits protracted and entrenched failure, is no small undertaking. That ex-local authority school is a classic example of why the nirvana of so-called local democracy is meaningless in many cases.

We want to go further, to make sure that no one is left behind, by extending the programme to areas of the country that have not previously benefited from it. To this end, we launched Wave 13 last year, targeting the areas of the country with the lowest standards and the lowest capacity to improve. These are the places where opening a free school can have the greatest impact on improving outcomes.

[Lord Addington]

Looking at free schools and academy trusts, off-rolling is coming in. Will we look at why that is happening? I was at the Hewett school many years ago; most of the teachers will now be dead. I do not dispute that it has changed. It was a case of it having happened there and it catching my eye because I had a personal connection. What happens when you off-roll a group of people who are seen not to be achieving and who will damage you in the league table? What structures do we have in place to make sure that that is not happening—and we are not simply dumping them?

[Lord Agnew of Oulton]

Off-rolling is dealt with in the report by Edward Timpson which will be released quite soon—I think in the next few weeks. I will make sure that the noble Lord gets a copy of it. It certainly addresses all the issues that the noble Lord raises. One point that it makes is that academies are no more aggressive in off-rolling than anybody else in the system. I acknowledge that it is a problem. When I was running my trust, for any permanent exclusion I always said to a head teacher that they had to telephone me personally and told them, “This is a professional failure on your part”. We need to be much more rigorous, but I can assure noble Lords that the practice is widespread also among local authority schools. It is a complicated issue, because there is whole range of categories that a school can use when it shunts a child out of the door. For example, category B is sending a child home to work, although it really wants to get rid of the child. It is a very complicated area, but I will send the noble Lord the report as soon as it is available.

The application window for Wave 13 closed on 5 November. We received 124 applications. A rich collection of potential schools is proposed by a range of groups with a variety of expertise, both new providers and experienced multi-academy trusts. We are assessing those proposals and will announce the results later in the spring.

To answer the concerns raised by my noble friends Lord O’Shaughnessy and Lord Hill, we are planning a further wave, Wave 14, which will continue to put free schools into the areas of most need. Innovation remains key. I can reassure the noble Lord, Lord Storey, that free schools are different because they start with a different ethos. They have the same legal basis as an academy, but having set up four myself—as I mentioned to the noble Lord, Lord Watson—I know that they are quite different.

A further 55 special and 14 AP free schools are in the pipeline. Last summer we launched a special and AP free schools wave. By the deadline in October we had received 65 bids from local authorities, setting out their case for why a special or AP free school would benefit their area. Early this year we will launch a competition to select trusts in the areas with the strongest case for a free school.

My noble friend Lord Polak asked about the religious designation of special schools. He is right that they cannot have a specific designation, but they can acknowledge the religious impetus behind their application by registering themselves as having a faith ethos.

Beyond this, the noble Earl, Lord Listowel, raised some important general points, in particular about recognising the importance of teachers. I echo the point made by the noble Lord, Lord Storey, and others, that that is the key to a good education. We have accepted in full the STRB’s recommendation of a 3.5% uplift in the minimum and maximum of the main pay range—one of the largest increases in 10 years. Last year we published a workload reduction toolkit, and we continue to work extensively with the unions and Ofsted to challenge and remove unhelpful practices that create this unnecessary workload. For me that is the most important issue: most teachers do not feel underpaid but do feel that they are put upon with a lot of unnecessary bureaucracy. That is one of my priorities.

We are also working with Ofsted to produce a new inspection framework. A consultation document will be issued in the next few weeks. The framework challenges the senior leadership teams, during inspections, on the workload that they are imposing on their teachers.

The noble Lord, Lord Storey, raised the issue of structures versus standards.

Special Educational Needs and Funding

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 6th December 2018 Lords Chamber

[Lord Addington (LD)]

My Lords, in asking the Question standing in my name on the Order Paper, I remind the House of my interests with the British Dyslexia Association.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, we are working to improve quality and services for children with special educational needs and disabilities. We are listening to parents and we have introduced new SEND inspections. We are investing to embed SEND in school improvement. We have commissioned an external review of exclusions. High-needs funding has risen by £1 billion since 2013, but we recognise the pressures on budgets and are monitoring the impact of the national funding formula on local authorities.

[Lord Addington]

I thank the Minister for his reply. Does he agree that, when those in the biggest group in this category have not received a plan and, Ofsted says, struggle to receive the appropriate help, there is something fundamentally wrong? Does he also agree with the next page of Ofsted’s report, which says that when you have a special school with structured lessons, you get good results? Is this not an example of how we should invest more in support in the mainstream classroom?

[Lord Agnew of Oulton]

My Lords, we have done an enormous amount for this category of vulnerable children over the last few years. One of the most important introductions was that of education and healthcare plans, supported by inspections of local authorities by Ofsted and by the Care Quality Commission. We now have increasing visibility of where good service provision is occurring and where it is not. We will continue to pursue that.

Schools: Mental Health Support

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 27th November 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, there are always going to be individual incidents such as that, and that is why we have made such a big commitment to increasing mental health funding over the few next years, including for children’s mental health. As I mentioned in answer to an earlier question, improving awareness of mental health issues, such as the trauma just mentioned by the right reverend Prelate, will help us deal with these cases.

[Lord Addington (LD)]

My Lords, does the Minister agree that having a few people trained in every school does not mean you will get throughput unless you have basic awareness among the staff? That can be achieved only by continuous professional development structured in an awareness package, so that you get to the people you are training.

[Lord Agnew of Oulton]

My Lords, we are introducing mental health training as part of teacher training. We are beginning a voluntary scheme in September next year, and that will become a compulsory part of teacher training programmes. Returning to the earlier point about funding, we aim to add another 8,000 mental health professionals to the system over the next few years.

Health: Spectrum Conditions

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 30th October 2018 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper, and remind the House of my declared interest as president of the British Dyslexia Association.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, our data collections do not separate outcomes of dyslexia, ADHD and dyspraxia, so we are unable to make such an assessment. In terms of destinations, after completing key stage 4, for those with SEN, overall in 2016-17, 90% of pupils with a statement or education, health and care plan were in sustained education, employment or training compared to 88% of pupils with SEN without statements, and 95% of those without SEN.

[Lord Addington]

I thank the Minister for that reply. I have made him and his office aware of the document brought forward in February this year by Warwickshire Educational Psychology Service, called Teaching Children & Young People with Literacy Difficulties Practice Guidance, which is very similar to a document that appears on the Staffordshire site. This states that dyslexia effectively is not something to worry about. It effectively undermines the whole basis of the support which the noble Lord has been talking about. Will he give an assurance that the Government will make sure that accurate diagnosis, which can be life-changing, is maintained for this group because it helps through education and throughout life?

[Lord Agnew of Oulton]

My Lords, the document to which the noble Lord refers recognises that early identification and intervention is important to meet the needs of children and young people with literacy delays. On the necessity of a dyslexia diagnosis, I do not have expertise in such matters. However, the noble Lord and the British Dyslexia Association do, and I would encourage Warwickshire local authority to consider carefully its advice on this point, and on the document generally. I share the noble Lord’s frustration that it has not responded to the British Dyslexia Association’s letter written over two and a half months ago.

Relationships and Sex Education

Debate between Lord Addington and Lord Agnew of Oulton

Thursday 19th July 2018 Lords Chamber

[Lord Addington (LD)]

My Lords, I thank the Minister for repeating the Statement and for the meeting that he held beforehand, which I managed to get to even if my noble friend did not.

Whenever we go through this, we may find that the three-terms exemption to parents being able to remove their children is where the potential conflict is going to occur, and where it is going to be difficult to manage the balance between the right of parents’ controls and the rights of the child. I am quite in sympathy with what the Government are doing and probably agree with it; I am someone who more or less likes everything that is there. A little more might have been more to my taste, but we support what the Government are doing. However, the people who are going to have to implement this are the teaching staff. Have the Government given any guidance as to whether a parent has to be informed if a student opts into this process having been previously excluded? If there is an objection, what sort of support are we giving to the teachers and headmasters when they encounter some form of conflict? This may well be a tiny minority of people, but it will be a very vocal one because—let us face facts—it always has been. Have the Government given any thought to how we support teachers through that process, ensure that what they are doing is the law of the land and not something the teacher has decided upon, and make that clear to the parents of students who are in conflict over this? That is a point that will ultimately affect what happens on the ground.

[Lord Agnew of Oulton]

My Lords, I thank the noble Lord, Lord Addington, for his comments and indeed for his contribution yesterday. He asks a very practical question. This is something that needs to be handled sensitively, and we will be looking in the consultation response for any sense that we need to strengthen the guidance to schools. Broadly speaking, head teachers are experienced at engaging with parents, particularly on difficult topics, so we trust them to put the right processes in place for their schools. We will see if there is a sense in the consultation that they do not feel well enough supported, and if that is the case then we will address this point further.

Schools: Exclusion of Disabled Children

Debate between Lord Addington and Lord Agnew of Oulton

Wednesday 11th July 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have done a lot over the last few years to improve the training for teachers in order to increase their awareness of both autism and other issues. The department issued a new framework for initial teacher training content in July 2016, and we are now funding the Whole School SEND Consortium to build a community of practice involving 10,000 schools. A new SEND regional lead, supported by a deputy, will bring together practitioners and networks in their local area to build a community of practice.

[Lord Addington (LD)]

My Lords, there has been a 72% increase in exclusions from primary schools. Does this not suggest that something is fundamentally wrong in the system as it stands? If the Government are not prepared to take the action suggested by the noble Lord, Lord Touhig, will they make sure that teachers are better trained and prepared for handling these children in the classroom? Those are the only two options that we have.

[Lord Agnew of Oulton]

My Lords, the noble Lord is correct that it does not prevent a pupil with SEN being excluded, but any exclusion must be lawful, reasonable and fair. Schools must also balance their responsibilities for children with SEN or disabilities with their responsibility to ensure that all children are able to experience good-quality teaching in a safe environment. The guidance is also clear that, when a pupil is identified with SEN, head teachers need to consider what extra support is needed to identify and address their needs. Lastly, I remind the House that we have commissioned a report from Edward Timpson specifically on exclusions.

Children: Special Educational Needs

Debate between Lord Addington and Lord Agnew of Oulton

Monday 4th June 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I cannot answer specifically for young children in custody, but I will add that to the answer to the other noble Lord.

[Lord Addington (LD)]

My Lords, does the Minister agree that it has been something like more than two decades since we brought in the statement system? The statements or plans often deal with very commonly occurring conditions which we know are going to be there. Why are we dependent on something outside the school to deal with a condition which we will know will occur? Should we not be investing in better teacher training and in support within schools?

[Lord Agnew of Oulton]

To answer the first part of the noble Lord’s question, the changes we brought about were to join the system up so that we were not dealing in silos for children who often have complex needs. One of the most important changes was to ensure that there was cross-agency working, not just with education but with health and social care. The other important change was to be much more focused on outcomes for children in need of this sort of support with flexibility in, for example, being able to provide a personal budget for children and families who need this support.

National Autism and Education Strategy

Debate between Lord Addington and Lord Agnew of Oulton

Wednesday 16th May 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have invested £373 million for local areas to implement SEND since 2014 and have just renewed a grant to the Autism Education Trust to help improve the training of education staff. It has trained some 150,000 staff since 2011-12. Awareness is very much rising in the education sector.

[Lord Addington (LD)]

My Lords, the Minister talked about awareness. Awareness only goes so far. Have the Government identified how many specialist support teachers they need—people trained specifically to meet the needs of this group—and at what density? Without that, you can have all the awareness you need but not know how to implement it properly.

[Lord Agnew of Oulton]

My Lords, the approach has very much been to include autistic children in mainstream education, and 72% of autistic children are. As I mentioned a moment ago, we are rolling out the training to staff to ensure that awareness of the condition is more widespread. That is certainly the intention. We have also invested substantially in the creation of special schools. Some 600 local authority maintained schools have a specialism for autistic children.

Apprenticeships: Disabled Students

Debate between Lord Addington and Lord Agnew of Oulton

Monday 15th January 2018 Lords Chamber

[Lord Addington (LD)]

I beg leave to ask the Question standing in my name on the Order Paper and draw the House’s attention to my declared interests.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, ensuring that apprenticeships are open to people from a wide range of backgrounds is a priority for this Government. We provide specific financial support and flexibility for apprenticeships with education, health and care plans. We also provide support to care leavers, 16 to 18 year-olds and those in disadvantaged areas. In addition, training providers can access additional learning support for a wider group of learners with learning difficulties and disabilities.

[Lord Addington]

My Lords, I thank the Minister for that Answer. Is he aware that the British Dyslexia Association is discovering that only those who have the plans are having training provided for them and that all the training units that are going through are being concentrated on this group? The plan itself is designed for about 3% of the population who are taking this, and 12% have learning disabilities of some description. That means that 9% of those taking this are not getting support. Is this sensible?

[Lord Agnew of Oulton]

My Lords, there is a range of broader supports available to apprentices with learning difficulties who are not necessarily on an education, health and care plan. There are four particular areas that are broader: they are not just for apprentices but are appropriate for apprentices. First, there is a legal duty on employers and providers to take account of any reasonable adjustments, such as extra time needed in exams. There is additional learning support, initially of £150 a month, but this can be increased through the earnings adjustment statement, up to £19,000 a year, assessed by the training provider and approved by the ESFA. There is a programme called Access to Work which involves, in particular, a letter from the Department for Work and Pensions given to the individual with a disability to give to his or her employer, and this can provide financial support of up to £42,000 a year to help with holding down a job.

Teacher Education: Arts, Crafts and Design

Debate between Lord Addington and Lord Agnew of Oulton

Tuesday 28th November 2017 Lords Chamber

[Lord Agnew of Oulton]

My Lords, we have put particular emphasis on technical skills with the announcement of our T-level programme, which will begin in two years’ time. By 2020, we will be spending an additional half billion pounds a year on technical education.

[Lord Addington (LD)]

My Lords, if somebody receives their training in a classroom-based situation, how will they receive the extra tuition required to teach design, art and crafts unless they are in those classrooms? The Minister is not addressing that.

[Lord Agnew of Oulton]

My Lords, in 2014 we asked Sir Andrew Carter to chair an independent review of the quality of ITT courses. Following on from that we have issued three reports in our efforts to improve the framework. We have the framework on the core content of ITT, new behaviour management content and national standards for school-based ITT mentors.

Dyslexia: Disabled Students’ Allowance

Debate between Lord Addington and Lord Agnew of Oulton

Monday 13th November 2017 Lords Chamber

[Lord Addington (LD)]

My Lords, I beg leave to ask the Question standing in my name on the Order Paper, and I draw the House’s attention to my declared interests.

[The Parliamentary Under-Secretary of State, Department for Education (Lord Agnew of Oulton) (Con)]

My Lords, all students are required to prove their eligibility for disabled students’ allowances. This applies to all students, including those with specific learning difficulties such as dyslexia and dyspraxia. DSA funding is not available to any student to pay for evidence to establish eligibility. DSAs continue to provide funding for eligible dyslexic higher education students to access IT equipment as well as software and other support.

--- Later in debate ---

[Lord Addington]

I thank the Minister for that reply. However, if you have already had a diagnosis—for instance, in primary school—have received assistance for dyslexia or a SpLD condition throughout your education, including assistance in the exams that get you to university, what possible justification is there for a further assessment that you have to pay for to get the assessed help at university?

[Lord Agnew of Oulton]

The noble Lord, Lord Addington, has great expertise in this area, both as president of the dyslexia association and in other commercial interests, so I defer to his superior knowledge. I reassure him that many universities now offer hardship funds for these tests. Perhaps I may quote from the University of East Anglia, which states:

“The cost to students for the 2017/18 academic year will be £30.00 for the screening and £70.00 for the Educational Psychologist or Psychiatrist assessment”.

--- Later in debate ---

[Lord Agnew of Oulton]

As I previously mentioned, the view was that adults’ needs change: an initial diagnosis in childhood may not apply in adulthood.

[Lord Addington]

My Lords, just to be clear, I think that the House should know that you can be charged up to £600 for this assessment, when you already have a history of being assessed. This was a very old system; I do not know exactly when it came in. Does the Minister agree that it is well overdue that we look at this again?

[Lord Agnew of Oulton]

My Lords, we do agree.