Deaf Children and Young People

Annette Brooke Excerpts

Thursday 17th October 2013 Commons Chamber

[Annette Brooke (Mid Dorset and North Poole) (LD)]

I congratulate my right hon. Friend the Member for Gordon (Sir Malcolm Bruce) on securing the debate and for his contribution, over so many years, to this area of work. I have raised issues about the education of deaf children on many occasions, but this is the first time that I have spoken in a debate concentrated solely on this topic. This is a good opportunity to reinforce the many points raised by the National Deaf Children’s Society.

I continue to be saddened that deaf children experience an attainment gap, which is reflected so strongly in GCSE results. About a month ago, I had the pleasure of meeting at party conference a deaf young person called Adam, who was introduced to me by the NDCS. Adam is an extremely bright, confident and articulate deaf young man, and was quickly in charge of the whole meeting. He explained to me clearly that he would not be where he is today without the help of the specialist support services he had received to date. Even with deaf young people such as Adam, we can see the risks of what happens when support does not match their needs and is cut. Adam told me that the support he received in maths was variable because of staff turnover, and that the extra support had been reduced to just once a week. This meant that he was now struggling to pick up some of the complex new words and vocabulary being used and that he was no longer thriving but coping in maths.

Across the country there is too much wasted potential when it comes to deaf children, because too many are not getting the support they need. I share the concerns that the Department’s funding protection for vulnerable learners is not always being carried through locally. I also support the NDCS’s call for Ofsted to play a greater role in inspecting specialist support services for deaf children.

I hear really positive reports of my local services. Dorset, Bournemouth and Poole operate a long-standing joint arrangement through which specialist support is provided to children with hearing or vision impairment. Dorset is the lead authority, and the outcomes for deaf children locally have generally been good and the feedback from parents and the young people themselves about the work of the service is excellent. I am told that there are no plans to reduce the funding available for specialist provision, which sounds good, but there are concerns about the future. I was contacted by a specialist teacher who told me:

“At the present time we are not a traded service, this means that we can provide support, training, advice and teaching (depending on the child’s level of need) to any school in Dorset where there is a pupil attending the school who has a hearing impairment that requires them to wear a hearing aid, who has a cochlear implant or similar hearing device. The school does not have to pay for this directly, which means we can respond to the level of need appropriately. We of course have a set of protocols to follow to ensure that the time given to each individual is proportionate. However, often the pupils with a high level of need (those with a severe to profound hearing loss) have a great deal of support in school which along with appropriate direction and guidance from our service enables them to make good progress. It is more often (in my experience) those pupils with a mild to moderate hearing loss who are not entitled to additional support in school who find it more difficult to progress and overcome the barriers to their learning. At the present time our service is able to support these pupils also, enabling many of them to ‘narrow the gap’ and achieve age-related expectations. However, one of the fears for our service in Dorset is that due to financial constraints we may have to become a ‘traded service’ this would mean that schools may have to buy us in on an hourly rate.”

[Mark Tami (Alyn and Deeside) (Lab)]

The hon. Lady has hit the nail on the head. In this very important area—it is the same with speech therapy—people are reluctant to address some of these needs and concerns because of the lack of money available.

[Annette Brooke]

I accept the hon. Gentleman’s point, but I am flagging up fears about the future, not about what is happening now. If each school had to buy in the service, it would be more difficult to spread it over a larger number of pupils. I think we would still have excellent support in Dorset for those with a statement of educational need or an education health care plan, but many of those with not such severe conditions are not achieving their potential in speech, language and literacy skills. It is important, therefore, not only to consider what is happening now, but to look at what might happen in the future and to ensure that we maintain support for hearing impaired children.

Like other speakers, I want to emphasise the need for good, specialist communication support workers and teachers. It has been many years, but I remember being struck by the fact that many communication support workers—I still call them teaching assistants—had only level 2 qualifications in sign language. It must be difficult for somebody with just a level 2 qualification—an important qualification in its own right—to communicate the technical language of science and maths. I am really concerned about that.

In conclusion, we all want every child to achieve their full potential, and many improvements have been made for children with hearing impairments over the years, but there is more to be done, and we must protect what we are doing well at the moment.