Oral Answers to Questions

Debate between Sharon Hodgson and Robert Buckland

Monday 10th February 2014 Commons Chamber

[Mrs Hodgson]

I am grateful to be in the Chamber tonight to hear the hon. Gentleman’s contribution. Does he agree that it was the hundreds of amendments and the hundreds of hours—it felt like hundreds—of debate in the Commons that laid the groundwork that allowed the Lords to bring forward the amendments that the Minister is able to accept today? If that is how it has to be, then we did our job, but it is a shame that more amendments could not have been made in the Commons.

[Mr Buckland]

I agree that it would have been nice to have made some of the amendments in the Commons, but I understand that in the other place there is more time for deliberation and for votes, so the fact that we reached this stage in that way does not trouble me. We are in the right place and the legislation is now in good order. Let us not forget that the process that got us to this stage predates First Reading, because there was an extensive consultation process. A consultation paper was issued in 2011, followed by many months of proper consultation not only with education providers and the third sector, but with children and young people themselves, whose views have been brought to bear in large measure in the Bill.

Only this morning I visited one of the special schools in Swindon, the Uplands secondary school, where the Uplands Educational Trust was holding its annual general meeting. It is a new organisation that has been set up purely to start offering post-19 provision for young people who have gone through the school system and hit the cliff edge of transition, which is still a problem that bedevils parents, carers and young people in the education system and beyond. It is an admirable and excellent initiative that I fully support. I believe that such organisations will be the mainstay of enhancing and developing post-19 provision right up to the age of 25 and beyond for many young people with disabilities and special educational needs. Without the input of such organisations, I worry that the aspirations in the Bill for extending provision to those crucial years will not be met.

The message that came home loud and clear from parents and carers today was that although they warmly welcome the Bill, the implementation will be key. Once again I heard from many parents who find the transition period the most difficult one of all, despite the good intentions and the good work of local authorities, such as Swindon borough council. The message that they wished me to convey to the House is that in many cases, involving the parents and carers—the greatest experts when it comes to their children and young people—is vital to making transition work.

If we are to get that right, the code of practice that will be brought into force later this year, as set out in the Bill, will be crucial. I am glad that the code will be approved through the affirmative procedure in this House in its first iteration, with subsequent revisions made using the negative procedure, which should allow for frequent updating. The existing code has not been updated since 2001—hardly the embodiment of the living instrument that I and many others expect the code of practice to become. It is my sincere hope and fervent wish that the Government take on board the failure of that code to keep up to date with modern practice and to ensure that it truly is a living and adaptable instrument that reflects not only the aspirations of children and young people with special needs and disabilities, but the reality of experience on the ground. Implementation is everything.

Speech, Language and Communication Education

Debate between Sharon Hodgson and Robert Buckland

Wednesday 19th June 2013 Westminster Hall

[Mrs Hodgson]

The hon. Gentleman makes a valid point. As the name suggests, the education, health and care plans are a combination of education, health and social care. The Minister must be commended for his excellent work in that regard, to get the involvement of the Department of Health and that collaboration and cross-departmental working that in the past has been lacking, leading to confusion about whether AAC sits under Education or Health. I am sure that the Minister will respond to that point when he winds up. Under the new plans, I hope that things will become clearer, if only in the sense that the different parts of government work better together to meet the needs of the child or young person. The right hon. Member for Arundel and South Downs (Nick Herbert) asked for assurances from the Minister that the new system will bring improvements and not make it more difficult for parents to access the support that their child needs. We all agree that that is what we want to see from the new system, which I hope will be the case.

Speech, language and communication needs are highly prevalent: more than 30% of those on school action plus schemes have been identified as having speech, language and communication needs, and around a quarter have statements. Only 44% of pupils with speech, language and communication needs achieve their expected progress in English; as we heard from the hon. Member for South Swindon, even fewer—35%—do so in maths by the end of their school life. Even by age 19, little more than half those young people have achieved level 2 qualifications, which means a C or above at GCSE. Obviously, fewer still go on to get A-levels: just one in five young people with speech, language and communication needs has achieved a level 3 qualification by the age of 19.

Shockingly, those statistics suggest that speech, language and communication needs hold back children and young people more than other special educational needs and disabilities that we might otherwise think have a bigger impact on educational outcomes. The proportion of children achieving level 3 qualifications is lower for those with speech, language and communication needs than for those with hearing or visual impairment, multi-sensory impairment, physical disability, autistic spectrum disorders and specific learning difficulties. Such statistics clearly indicate that we have a real problem with how we provide support for such children and young people. It is therefore little surprise that they are so over- represented in exclusions from school and the youth justice system—about 65% of young offenders have speech, language and communication difficulties, according to the Communication Trust.

[Mr Buckland]

I am extremely grateful to the hon. Lady for those shocking statistics about 65% or more of young people in custody having such need. Is it not essential that we use the Children and Families Bill as an opportunity to reach in to those young people in custody, to rehabilitate them and to reduce the risk of reoffending? That is what it is all about.

[Mrs Hodgson]

The hon. Gentleman has made an excellent point, which we discussed at length in Committee and on Report. Noble lords will return to the issue in the other place, and Lord Ramsbotham will be seeking some commitment from the Government, specifically to amend or even scrap clause 69 of the Bill. The area is vital, and I am sure that we and others will return to it time and again until that figure of 65% comes down to a more representative level.