Special Educational Needs and Disability Code of Practice: 0 to 25 years

Debate between Lord Addington and Lord Low of Dalston

Monday 28th July 2014 Grand Committee

[Lord Addington (LD)]

My Lords, perhaps I may put a few more points. First, the size of the document was commented upon in another place. On going through the sections, they should of course be broken down to smaller units, for ease of use. I ask my noble friend, has he encouraged the various charitable bodies outside to print their own guides to the relevant bits for their user groups? I can see that they would be very good at making it understandable, because it is in their interests and those of their client base to ensure that it is done; and they have a better starting point from knowing exactly what language could be used. That is a general point.

Not for the first time, the noble Lord, Lord Ramsbotham, got to the nub of what I was going to say, first. That is, that we have come from a very confrontational system, as the noble Lord said, in which we knew what we had to do and where the points in the sand were that we had to get to. We knew that we had to achieve these and needed certain points to do so. It was incredibly confrontational and probably wasted huge amounts of effort. It probably was needed when it was first brought in, to get people to take the problem seriously. We should be capable of moving on from the graduated approach commenced in school action and school action plus, as the noble Lord described. However, if we had taken into account that the schools and the providers of support are also going to have to move away from a confrontational situation, what is that monitoring? What is that “must”, and how are they going to do it? Those are very valid questions. If there is not the will to move forward, who ultimately will make sure that they do it? That is something we should know about. It is something that we should not have to do but almost certainly will do, if only in a certain number of cases. It is just the historical weight that we carry in this situation.

I have a couple of slightly more specific points. The biggest and bravest change in this was the fact of the duty to identify within the Act—not merely as a response to those who had been presented. However, I cannot help but ask: if we are putting a great deal of effort into the SEN codes here and the SEN codes are organised, has my noble friend given any more thought to improving at least a recognition course for the more commonly occurring disabilities or educational problems? He mentions in this document those with specific learning difficulties. Apparently dyslexics are out in front, closely followed by dyscalculics and dyspractics. I am not sure about the figures, but we reckon that it is roughly 10% in the British version for dyslexics. Just over 3% have dyscalculia; I have not seen the figure for dyspraxia. Probably up to 15% of our school population is covered in that group. We must make sure that we can identify the signs, or at least the danger of people falling into those groups, the specific learning patterns those people have, the support structures they will need and, indeed, getting them through not only for educational purposes and teaching them how to cope. It would be very helpful to know how to establish all that for individuals; how to bring in their parents and tell them how to cope.

I remember the discussions we had about the SEN codes. Let us face it, none of us is coming in on this cold. I think that the term used was “whole-school strategy”: making sure that work structures are in place throughout the school. In early recognition, having lots of eyes with a degree of knowledge will be better than having an expert who gives commands, because at least that way we will know to refer on to the expert. This is something that is not too much to expect, and it certainly has to be a better way forward in the earlier stages of the educational process. What steps are being taken towards this? If we do not put mandatory steps in now, how do we ensure that the SENCOs have enough scouts, troops and boots on the ground to ensure they do their job properly?

This is a change of approach and a bold step, but the transition is going to be difficult. Almost by guarantee there are going to be problems with transition to the new culture. Unless more people are brought in and provided it is not pushed off to one side, which tended to happen in the past in the worst cases, we are going to have extra problems. I look forward to my noble friend’s answers.

[Lord Low of Dalston (CB)]

My Lords, the SEN disability code of practice, which we are considering today, is a substantial piece of work, as has been remarked. The department is to be congratulated on it, particularly on the extent of the consultation which has taken place. It has been improved considerably in many respects since it was first issued in outline. I particularly express appreciation for the time and trouble officials have taken to meet with me and respond to the concerns I have expressed.

Within the restrictions imposed by the debates on the Children and Families Bill, the approach to inclusion has been improved. There are references to the UN Convention on the Rights of Persons with Disabilities; there is a statement on the presumption of mainstream education; and, as has been said, there is a greater reference to the Equality Act, although the inter- relationship between that Act and education legislation could have been better spelt out and highlighted more prominently. So far as encouraging a strategic approach to the development of mainstream provision is concerned, the statement that local authorities should be proactive in seeking to improve the accessibility of mainstream provision is most important, particularly if they do that with respect to the provision in their area taken as a whole.

That said, the Government will know that members of the Special Educational Consortium are far from giving the code their unequivocal support. They are calling for an early review of the guidance once we have seen how it is working in practice. The sector exhibits a range of views about the code. Some organisations believe it should be withdrawn and relaid at a later date. A case in point is the National Deaf Children’s Society, which has already been referred to. This is not a head-banging or unreasonable organisation; it very much has its feet on the ground. That an organisation such as this should ask for the code to be withdrawn should give grounds for concern. The society makes a number of points. I will allude to them briefly, because the noble Baroness, Lady Howe, has already referred to them.

On Report, the Minister announced the Government had asked Ofsted to review the need for an inspection framework to drive improvements in local SEN provision and the local offer. The NDCS believes it should be a higher priority to ensure the support that deaf children receive from services is inspected. As the noble Baroness said, concerns have also been expressed about the wider accountability framework around SEN provision. The Minister indicated that Ofsted would publish its findings in summer 2014 but to date we have heard very little about Ofsted’s progress. Like the noble Baroness, Lady Howe, I would be very glad if the Minister could give us an update on how that work is going. We need a clear understanding of how the local authorities will be held to account for their local SEN provision.

Secondly, the code is equivocal about provision of specialist services for deaf children. Paragraph 9.144 states,

“local authorities should consider commissioning … peripatetic services”

for very young children with “hearing or vision impairment”. But elsewhere it states that where an EHC plan is being considered, deaf children must be assessed by a qualified teacher of the deaf. This cannot happen unless the service employing such teachers has been commissioned, so I would welcome the Minister’s reassurance that the necessary services for giving deaf children the support that they need will be commissioned.

Children and Families Bill

Debate between Lord Addington and Lord Low of Dalston

Wednesday 6th November 2013 Grand Committee

[Lord Addington]

My Lords, to give the noble Earl, Lord Attlee, a rugby analogy—good players catch bad balls and take the tackle. The noble Earl has been tackled, stood on and everything else—it has all happened—but I congratulate him on being man enough to stand up to it in the first place. The subtext that I take from the response is, “Oh, it can happen but it does not”. I am afraid that that is not good enough; it is more of the same with regard to what I have already spoken about. Technical assistance is provided in the Access to Work programme; it is not just a question of DSAs. The thinking appears to be that we help dyslexics by providing them with a government grant from another department to enable them to go to work but we do not let them take a qualification. We provide that metal box with those little gadgets on the side of it to allow someone to function after they have obtained a qualification, but not before. The point about English and maths just does not stand up for anybody who requires minor assistance, and never did. I will, of course, withdraw the amendment but I do not want to come back in two or three years’ time, or wait for another Bill, to correct the position. I do not think that anybody’s interest, including that of the Minister, would be served by going through this again.

[Lord Low of Dalston]

My Lords, just before the noble Lord withdraws the amendment and sits down, I would say to the Minister, on behalf of the Committee, that, as was said in relation to Amendment 192, it is not the form of words that matters, it is the outcome. As regards this amendment, I think what the Committee is saying to the Minister is that it is not the meeting that matters, it is the outcome.

[Lord Addington]

I thank the noble Lord, Lord Low, and say to him that the grouping of these two very important amendments did him no favours. I would have commented further on that matter if I had felt there was time to do so. I think that we have gone as far as we can today but we must have an end game soon. I beg leave to withdraw the amendment.

Education Bill

Debate between Lord Addington and Lord Low of Dalston

Wednesday 14th September 2011 Grand Committee

[Lord Addington]

My Lords, perhaps I might be allowed to draw the Committee’s attention to Amendment 144C, which stands in my name. I hope that what I am about to say is not taken as cutting across the speeches of the noble Lords, Lord Layard and Lord Wakeham. This is inspired by a practice that has become apparent to me. It comes from a group of dyslexics who have discovered that as they cannot pass the English test, they are being removed from the apprenticeships process. I have raised this on the floor of the House, and I have raised it with the relevant Ministers. On every occasion I have received, shall we say, the general approval of your Lordships’ House, and the approval of the Ministers. What is effectively happening is that you are saying to a dyslexic, “You can’t pass a written English test—you can’t get an apprenticeship”.

Nick Gibb recently said in private to me before a meeting that a successful apprenticeship is as economically beneficial to you as a degree. Dyslexics cannot do this, but they can go to university. We have an established path. Indeed, I think I was one of the first people involved in it, actually going as a right. When you start to talk about yourself as part of a historical precedent—well, perhaps I am now a true Member of the House of Lords. It is an established path now. I have interests, both non-paid and pecuniary, in people who now provide these services.

Apprenticeships are probably more appropriate in helping many people who are dyslexic to actually get a job and maintain it, than, shall we say, an arts degree would be. They are more directly applicable. Fewer steps have to be gone through. However, because the English skills test here is one that you cannot pass, dyslexics are told, “No”. The thing is, we thought we had cracked it. The noble Lord, Lord Young, is here; we had discussions about this when the Apprenticeships, Skills, Children and Learning Act was a Bill, and we thought we had an answer.

What has happened is that the Ministers had a private meeting. I agreed with the Minister, John Hayes, that I could use this in a previous speech, and as I referred to it then I think I am safe to do so now. We had a meeting, and the National Apprenticeship Service was told by the Minister, “Sort it out—this is ridiculous”. The representatives were told to come to me, because they did not know what was going on about dyslexia and I would put them in touch with the relevant people. It did not happen, and in subsequent conversations I found myself talking to a person who said, “Our lawyers have told us that we don’t have to do it, so we won’t”. Maybe we—the noble Lord, Lord Young, and I—are at fault because we did not pin this down hard enough. But something has gone fundamentally wrong. It may be corrected over time, but I hereby give the noble Lord, Lord Henley, the chance here to tell us exactly what is going to happen about this in the immediate future, and what is planned.

I apologise for not having spoken at Second Reading and coming here today, but I hope that the Committee will understand why I have done this now, and why I suggest it is important that the Government give a definitive example of what they think should happen, given that I think we have unanimous support for the argument that dyslexics—10 per cent of the population—should not be excluded from getting a qualification that gives them a way of earning a living.

[Lord Low of Dalston]

My Lords, I would like to follow on from the noble Lord, Lord Addington, to make one very brief point. On my way to my brief point I will say that I very much support apprenticeships and the apprenticeships programme, and what this Government are doing to ramp that up, so I very much support the amendment that has been moved by the noble Lord, Lord Layard.

I do not know quite how the Government intend to respond to that, but the brief point I will make is to express the hope that if the Government are on the way to resisting or qualifying the amendment in any way, I hope that they will not do anything that will detract from the priority category status of the apprenticeship offer, which is in legislation, for students with learning difficulties and disabilities in the age group 19 to 24. I think that the Government have recognised that members of this group sometimes take a little longer to reach the point when they can appropriately embark on an apprenticeship. With that in view, they have accepted that it is appropriate to make a priority offer to this group in a somewhat later age category. I hope that they will be able to give assurances that the offer to that age group of students is still in place.