Department for Education: Use of Statistics

Lord Morris of Aberavon Excerpts

Thursday 11th October 2018 Lords Chamber

[Lord Agnew of Oulton]

My Lords, I am afraid I do not accept it. I will use the work of the Institute for Fiscal Studies, which has done a long-range analysis of school funding since 1979. It has said that the real-terms per-pupil funding for five to 16 year-olds in 2020 will be more than 50% higher than it was in 2000 and 70% higher than it was in 1990.

[Lord Morris of Aberavon (Lab)]

My Lords, is there any other government department that charges 6.2% on loans or any other contribution?

[Lord Agnew of Oulton]

I am not aware of the practice in other government departments. As I said in my earlier answer, this is a subject of ongoing debate. We have to consider where the cost of this education lies. Is it with the individual, who will benefit in his or her future, or with the general taxpayer?

Education and Training: People with Hidden Disabilities

Lord Morris of Aberavon Excerpts

Thursday 28th June 2012 Lords Chamber

[Lord Morris of Aberavon]

My Lords, I sincerely congratulate the noble Lord on winning the ballot for this very important debate on the disabled. I want to widen the range of his examples, because there are others who are disabled in different ways and there are general lessons to be learnt from the problems arising from how we deal, or fail to deal, with one form of disability, which then reflects on somebody else. I note the remarks of the noble Baroness who has just sat down on the importance of parenting, which is a lifetime problem. That is significant, too, for the disability that I will deal with.

I take part in this debate without any expertise whatever, not even “a veneer of expertise”, as Mr Clegg has apparently said. I declare an interest as one of my grandchildren suffers from type 1 diabetes. It is a disability that is particularly acute for the young. I am happy to say that he is able to do most things except contact sports such as rugby, which is a pity. He sails, fences and skis, which pose no difficulty. I have been trying for some time to get separate figures for research into type 1 diabetes, as opposed to type 2, the latter of which affects, in the main, older people. Type 1 sufferers—the young in the main—are growing in number at an alarming rate. At last, I think I am making a breakthrough in the answers I am getting, which I appreciate. I believe I heard the Minister, some months ago, responding to a question on the issue of education for the disabled. He was both understanding and appreciative, and I said that if the opportunity arose I might say something in the future. I believe it is only in recent years that some of the difficulties of children with problems, sometimes underlying ones, are being understood better and allowances made for them.

When I was at school, and even while my children were small, the problems of a child with dyslexia were not properly taken account of. Today’s report from Dyslexia Action states:

“Knowledge, understanding and expertise is patchy and Dyslexia Action too often still hears accounts of parents struggling to have their concerns recognised and addressed at school”.

That was the tenor of some of the remarks. The report goes on to say:

“Difficulties in their children’s learning are not picked up early enough”.

I say no more.

I return to type 1 diabetes. I attended a meeting in the House only this week on the research that is taking place on type 1. However, I fear a real breakthrough on causes and treatment is yet to come. The causes are not properly understood and more research on such things as artificial pancreases is required. Despite all the care in the world, and even with the modern pumps that are worn by children, there is no assurance that the sugar/blood condition, if that is the correct term, is correct at all times. The problem can be particularly acute at night and I would not weary the House by reciting the number of telephone calls that sometimes have to be made at night to an absent parent, of the type the noble Baroness referred to, when the child is away on school activities.

As far as education is concerned, it boils down to this: there is no guarantee what condition the child with this problem will be in the next morning. It is an unremitting battle to take every step to avoid a hypoglycaemic event—the right blood-sugar level is crucial. If a child has had a difficult night, even if he avoids a hypo, I suspect he is not in as good a frame of mind as his counterparts to face difficult and testing exams. It is very bad luck indeed if he has had a hypo the night before or even an unacceptable blood-sugar level. Should one make allowances for this kind of disability or for any other disability?

In a different world, I read of questions being asked about some notable individuals who have distinguished themselves in Paralympics in the past and I read press reports as to whether they were really as disabled as it was thought at the time. As a criminal lawyer, who has had the privilege of examining and cross-examining medical experts over the years in a whole range of cases and conditions, I know that some judgments in these fields frequently have a degree of subjectivity. Hence, the inevitable difficulty of getting acceptable yardsticks on which to make allowances.

I do not wish to traverse subjects such as cot deaths but we will all have read about the cases, some of which I have been involved in, that involve a huge amount of controversy. Part of the difficulty of getting yardsticks is that the degree of subjectivity can be very high.

I fear that I have no real answer to the question of how best to deal educationally with a child who has been close to or, worse still, has developed a hypo the night before his exams. Perhaps the way forward—this point has general application—is for examiners to have some sort of guidelines concerning the need, to be accepted by preliminary identification. I have dealt with one disability but the same applies to the kinds of cases on which the noble Lord has concentrated.

The answer—these are only suggestions—may be to provide extra time in an exam for any child with a disability, or perhaps, appreciating the problems that might be entailed, some flexibility over the timing, perhaps postponing an examination for just a few hours. Such conditions would be helpful in ensuring recognition of the problems of any disabled child, whatever his disabilities. A temporary blip in a child’s condition should not be allowed to endanger a proper assessment of his talents or perhaps handicap him unnecessarily in his further educational prospects.