Children and Families Bill

Debate between Lord Storey and Baroness Sharp of Guildford

Wednesday 6th November 2013 Grand Committee

[Lord Storey]

I want to make a few points on both these amendments. I do not particularly like award ceremonies, but if there was one, the award for the most persistent Lord—the “dog fighting for a bone” award—would have to go to the noble Lord, Lord Addington. No sooner had I become a Lord than he was on at me about how important this matter is. From time to time, we should applaud each other’s efforts. I very much applaud his efforts on this.

The point made by the noble Baroness, Lady Perry, about the support that universities and schools give was important. I know that we do not particularly like giving anecdotal tales, but I will give one. A close friend of mine has a daughter who has mild cerebral palsy. She is dyslexic and dyspraxic. The support that she had at school was amazing. She went on to the University of Leeds, where she was given a scribe to help her work and so forth. When she had difficulty in her first year, the university let her repeat the year. She repeated a term and has now passed and—guess what—she is doing a master’s degree. If we can give that support in higher education and schools, we should give it for apprentices as well.

[Baroness Sharp of Guildford]

I would just like to point out that the support given in further education colleges, which provide much of the off-the-job training for apprentices, is also considerable. They also provide scribes and so forth. The problem is the accreditation procedures that are required for apprenticeships. It is a very narrow issue and it is quite absurd that we have not been able to solve it.

[Lord Storey]

I thank my noble friend for that.

I now turn to the graduated approach. We have come a long way in special educational needs, have we not? Schools must have SENCOs and a written policy. That is all to be applauded. The code of conduct clearly says that there has to be a qualified teacher working at the school, and that a newly appointed SENCO must be a qualified teacher and have the appropriate qualifications. Of course, we have SENCOs in schools who do not have those qualifications and we may need at some stage to visit that issue. The SENCO is important. You can have all the policies in the world but the SENCO makes them happen.

When we were talking about this—and I have experience of school action, school action plus and IEPs—I was quite alarmed. I said, “Man the barricades”. But the code of practice is a realistic response. It is clear in all sorts of ways. It states, on initial identification:

“As part of a graduated approach to tackling need … reviews of progress should be held once a term”.

Maybe that “should” should be “must”. It continues by stating that,

“there should be a plan that focuses on what outcomes are expected and the support that the school, college and any relevant agencies will provide”.

I applaud the document and I am more relaxed about the issue.

I say to the noble Lord, Lord Low, that I thought that IEPs were a real step forward, but my experience of them is that in many cases, sadly, they have become paper-writing exercises and increase the bureaucracy. What is needed is a much more focused and realistic approach, which is why I like the fact that the code states that the teacher has to meet the parents once a term and discuss the progress that has been made, presumably outside the normal parents’ evening.

I am slightly relaxed about the concern about school action and school action plus. What is in a name? It is not about a name. It is about an approach, an ethos, a culture and a doing mentality. I am sure that the progress we are making on that will help towards it.