Special Needs Schools

Baroness Hazarika Excerpts

Thursday 24th October 2024 Lords Chamber

[Baroness Hazarika (Lab)]

My Lords, I thank the noble Baroness, Lady Monckton, for organising this important debate. She is clearly such a passionate and moving advocate for her cause. In fact, a very dear friend—my best friend—who is a parent of two children with special educational needs has just messaged me to say that, watching the noble Baroness’s opening comments, she feels tearful that this is being debated in such a serious, sensitive and meaningful way.

The debate is also very timely. As has just been mentioned, the National Audit Office has just published a report which says that the special educational needs system is simply not delivering for children and their families, and very importantly, nor is it

“preventing local authorities from facing significant financial risks”.

I begin by paying tribute to the many excellent specialist schools and colleges across the country and their staff. They do such vital work for children and young people of all ages and backgrounds, many of whom have complex needs. As we have just heard so eloquently from the noble Baroness, Lady Monckton, they provide a safe, compassionate, respectful, and—we forget this word—fun environment for the individual to develop and learn. They are often a lifeline for parents and families. Many also have a real focus on practical, vocational skills, to help equip a young adult for future life, to get into the workplace and get a job. That is so important.

When we have these discussions about children and young people with special educational needs, we often talk about them as though they are a different species from a different planet. I say this as a journalist, and I think my profession can be very guilty of this. We often use negative, hostile language, calling them a “problem” or a “ticking time bomb”—but they are human beings, just like anyone else, and they are someone’s precious and much-loved child or grandchild.

We should also want every child to have the best chance to make the most of themselves. Not only is it the right thing to do but it is the right thing for wider society. We want people to find suitable and sustainable work and to make a contribution. On a very basic human level, we want people to be able to build a good life.

Many children and young people just cannot access all these specialist facilities. That is why, like many others, I will move the debate on to what is happening in mainstream education. Many children with special educational needs who end up in a specialist institution will have often started out in mainstream education, so that part of the jigsaw cannot be ignored.

There are around 1.9 million children who have special educational needs, although this figure is probably much higher in real life. Whether you like that figure or not, we have to accept that there is real demand for special educational needs and that we all have a stake in improving the situation, because the current system is not working.

It is also unhelpful is to make comments such as those made by one of the contenders vying to be the next leader of the Opposition, who endorsed a pamphlet that argued:

“If you have a neurodiversity diagnosis”


and if

“you are a child, you may well get better treatment or equipment at school”.

I am afraid that idea is woefully out of touch with the lived reality and experience that so many parents face. Most parents in this situation are absolutely exhausted; they have been ground down and are tearing their hair out, trying to navigate and battle their way through this punishing, broken system. As we have heard, trying to get an education, health and care plan can become a full-time job. I know so many friends who are parents—most of whom are mums—who have had to stop working to battle away on behalf of their children. That is a loss of income for that family, a loss of a job for that parent and a loss for the economy. What about the parents who do not have the time, stomach or ability to take on the system? Do their kids simply get left behind? That cannot be right.

Having spoken to some parents and excellent teachers in preparation for this debate, I have a few ideas that they have put forward and that I hope my noble friend the Minister will consider. So many people have said that transport is absolutely critical. It sounds like a small thing, but it makes all the difference; it is something that can really help to get children to school. Yesterday in this Chamber, we discussed absenteeism and we all agreed, across the House, that it is so important to get children into school.

Teaching assistants also came up in my conversations. Again, they can make a massive difference to support teachers and pupils in schools. Perhaps now is the time to start treating teaching assistants with greater status and make the role more like a graduate job—giving them greater respect and maybe paying them a bit more—so that they can specialise in special educational needs, such as speech and language therapy.

We also need more resources in mainstream schools. Some very good work has been done on secondary schools, but we must also focus on primary schools. Early detection and intervention are vital, particularly at key stages 1 and 2, to help with identification, which will help children and their parents.

We also know that better mental health provision is important here and that waiting lists have soared post Covid. Getting mental health services into schools, and making them hubs, is important. This new Government are keen to do that, and I am sure that we will all welcome it.

The fiscal climate is incredibly difficult right now and we are of course waiting for the much-anticipated Budget, but we simply cannot afford not to fix the system. It is not all about throwing more money at the issue; it is about how it is used. As one excellent SEN teacher told me, money alone will not fix this; having the right people in place is what will make a difference. This is an important debate, and I hope that there will be agreement across the House that the hallmark of a good society is the welfare and education of all our children.