Special Educational Needs

Alex Cunningham Excerpts

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy]

That is a fair point, but I reiterate that this is not about compartmentalising individuals; it is about making sure they are kept in mainstream education and have the ability to thrive and prosper, as everyone should have. The system has to allow that.

[Alex Cunningham (Stockton North) (Lab)]

I agree with the hon. Gentleman about spreading the pressure throughout the course, but he mentioned children being included in school. Does he agree that we really need the Government to look at the exclusion policies adopted of late by academies? Many children are excluded just before the exam and never get the opportunity to sit it.

[Julian Sturdy]

Is the hon. Gentleman’s point about exclusions that are to do with targets?

[Alex Cunningham]

That is very much the case in some instances, but there are also children who misbehave or get into trouble towards the end of their academic course and find themselves excluded from the exam altogether.

[Julian Sturdy]

That is a really important point. Where that happens—I know it does in certain circumstances—it hugely impacts the life prospects of the student involved. Ultimately, this is about ensuring that young people have the best opportunities in life, and that we harness their individual skills—they all have them—and maximise their life prospects. We must ensure that we do not in any way damage them or, ultimately, exclude them from the system or from society as a whole.

This point has already been raised in interventions, but another thing I believe can make a real difference is the professional development of teachers. Research by the Children’s Commissioner in 2013, and the Salt review in 2010, found that training does not always adequately prepare teachers to teach pupils with SEN. That has contributed to pupils with SEN not being identified and supported sufficiently early in their education, which can have huge implications later on. Catching children at an early age can make a real difference. Such awareness is vital if we are to increase early intervention for students with SEN. That is important for literacy skills, which are more challenging for older children and adults to acquire. If children with SEN are not identified early enough, the problem gets worse.

Mainstream schools have taken to relying exclusively on SEN co-ordinators, or SENCOs. Valuable though they are, SENCOs are often overstretched, as demands on their time and resources increase. The British Dyslexia Association recommends that the Government should consider an integrated approach instead. Training existing teachers would result in more responsive early interventions and allow SEN support to be conducted without compromising course delivery. That has the potential to reduce costs and, really importantly, to ensure that those children do not feel marginalised from mainstream education. I have already touched on some of the hidden consequences of that; we must not forget that really important point.

Teachers need to be trained to an appropriate level to teach children with the full range of SEN that they may encounter. I am not a professional in this, but I am told that three levels of SEN professional development are available to teachers: accredited learning support assistant; approved teacher/tutor status; and associate membership of the BDA. The first qualification entails 24 hours of contact time and 20 hours of monitored support, all integrated within the teacher’s work in school. I suggest that directing money to such professional development may result in significant savings and improve the prospects of children with complex needs. Fundamentally, though, my constituents tell me that the way we approach SEN funding for schools has to be reconsidered.

--- Later in debate ---

[Alex Cunningham (Stockton North) (Lab)]

Last Friday, I had the pleasure of speaking with a group of primary school headteachers in Stockton. We talked about the challenges they face and how school is about not only learning but supporting young people through their challenges and their opportunities.

We also discussed how schools deliver quality SEN support. Those headteachers are finding it tough. They lament that 14.6% of the school population have special educational needs—a number that is often higher in areas like mine. We agreed that such support should be provided within a mainstream setting, so that all children can be educated together. However, instead of addressing problems that make integration difficult in mainstream schools, such as funding issues, the Government have announced plans to open 37 new special free schools. That goes directly against efforts to promote and encourage integration among children, casting some as different and moving them away from their peers, as the hon. Member for York Outer (Julian Sturdy) spoke about.

Teachers want integration, and those headteachers in Stockton want more than that. They want the Government to do more to encourage parents to play a full and proper role in the general and even special needs education of their children. I promised those headteachers on Friday that I would raise this issue in the House in my next speech on education, and I am pleased to fulfil that promise today.

Some of the children who those headteachers receive into their schools do not have the most basic of skills, including being able to get dressed or go to the toilet, or simple language and numeracy skills. These children will probably need special educational needs support throughout their schooling, although the heads were at pains to tell me that some of these children come from more privileged backgrounds.

Teachers feel that the responsibility for picking up this personal and special education is being dumped on them—parents just pass it on and expect schools to pick up the pieces. I know that it would not be easy to implement, but those Stockton headteachers like the idea of a parents charter outlining their role in working with the school in the best interests of their children. I am interested in the Minister’s views on that.

Another area I have been involved in recently is kinship care—family members taking responsibility for children who are not their own, almost all of whom need special educational needs support in school. However, support for kinship carers is not sufficient, with many left isolated and knowing that the children in their care need extra support but not knowing how to get it.

I am pleased to serve on the cross-party kinship care taskforce set up by my hon. Friend the Member for Redcar (Anna Turley). I have heard many horror stories about the problems that children and their kinship carers face. When Ministers get the report—they might not include this particular Minister—I hope they will act on it.

--- Later in debate ---

[Thelma Walker]

On that point, will the Minister give way?

[Alex Cunningham]

rose—

[Anne Milton]

I will not give way for the moment, because I have not yet even thanked my hon. Friend the Member for York Outer (Julian Sturdy) for securing the debate. What is important is that we try to get the system to work. I thank my hon. Friend and congratulate him on securing the debate. He knows that we have made significant reforms to the special educational needs system in recent years. There are real pressures on the budget—I accept that—and there always have been, but much can be done within the current budgets to make the system work better.

[Alex Cunningham]

I agree with the Minister that this has been a good debate. At the time of Tony Blair’s Government, I was a council cabinet member for children and young people, and I saw the massive investment. I acknowledge that the three Governments since the Labour Government left office have built on that, but there remain major issues in relation to special educational needs. I think that the Minister is acknowledging that, and Tory Members are telling her that, so we now need some real action, not just talk.

[Anne Milton]

The hon. Gentleman is absolutely right. We need to work together on this. In a previous debate that I covered for the Under-Secretary of State for Education, my hon. Friend the Member for Stratford-on-Avon (Nadhim Zahawi), I said that the right hon. Member for Kingston and Surbiton (Sir Edward Davey) was very welcome to work across the House to ensure that the system works.

My hon. Friend the Member for York Outer referred to a mental health crisis. This did not get much attention, but the number of pupils with SEN is rising quite rapidly. We did not get many contributions on the number of offenders who have dyslexic difficulties; a lot of people in prison have such problems. Another issue is the bullying of children with SEN. Coursework was also mentioned. My hon. Friend the Member for Newton Abbot (Anne Marie Morris) referred to employers valuing the skills of people with special educational needs, and she was right. I have seen absolutely excellent work by employers in my role as the Minister with responsibility for apprenticeships.

The hon. Member for Bury North (James Frith) made a very good point about flexibility. That is the trouble, is it not? We swing from one side right over to the other. Particularly for children with special educational needs, we need to be flexible in the way we assess them in schools. Additional flexibility, adequate adjustments—