Children and Families Bill

Baroness Morris of Yardley Excerpts

Tuesday 2nd July 2013 Lords Chamber

[Baroness Morris of Yardley]

My Lords, I will address Part 3 principally in this debate on Second Reading. However, I acknowledge that many of the other parts of the Bill offer a great deal and I look forward to discussing them in Committee, particularly after the comments made by the noble Baroness, Lady Perry. I often find myself following her in these debates, and I think that this is the first time that I have agreed with almost everything she said, so perhaps this is a very different sort of Bill than we normally discuss.

I welcome this Bill and its intentions. I think that there are many good things in it. We make a lot of speeches about two things: raising educational standards and closing the gap. It is closing the gap that we have always found very difficult, and at the bottom of that gap are very many of the groups of children and young people whom we are trying to assist in the Bill. They are children who need to be looked after, children who have a disability, children who have a special educational need and children who have had difficulty in early family life. If we can get that right, we as a nation will do a great deal to achieve our larger educational aims of raising standards across the board. I therefore welcome this Bill.

A look at special educational needs and the statementing process is somewhat overdue, so I very much welcome this provision and, indeed, some of the details. I do not quite buy into this idea that it is a revolution or that it is a chance in a generation. I do not see it that way because, when you look at what is in the new education, health and care plans, they essentially are trying to do the same thing as statementing did but in a different way. That is happening because statementing did not work as well as we would have liked it to work. The players are still the same—the health authority, the schools, the education services, the care authorities and the parents. There is no new player in this mix. The plan comes at it in a different way to try to make it work.

What annoys me most about this is that it is about some very fundamental things in education: identifying a child’s strengths and weaknesses; setting objectives as to how they might improve and how their needs might be met; reviewing progress; and working with the family to do the best we can for the child. That is done every day in every school for children who do not have special educational needs. It is the nature of good teaching and the nature of a good school. What we fail to do, right across the parties and right across society, is to try to make that system work for children who have extra needs. For them, the co-ordination does not work, and they need it far more than many children without SEN. I see this as another step along the road in the journey to try to get better at delivering this. Nevertheless, we are far better than we used to be 20 or 30 years ago, so it is not always a bad story. If we do that, we can then perhaps get on to debating the things that we debate for children who do not have SEN, such as pedagogy, curriculum, and all those things that will raise standards.

If we are to get this right, we have to understand why integrated working has never happened before. Let us be clear: it has been open to the authorities and the powers that be to deliver what is in this Bill before this Bill arrived. If health, social care and education legislators had wanted to deliver a seamless service for children with special educational needs, they would have done it; and it is a shame that they have not done it. We are trying, all together as politicians, to find a legal structure to make it happen. I think what we can best hope for is a change of culture so that people actually say that it is a priority, that they want to make it happen and that they will roll up their sleeves and do it.

I think that, in the past, three things have gone wrong—or, rather, have been less than perfect. If this Bill helps those, it is a success; if not, it is not. One is the relationship between the different services as to whether they work. Too often in the past, education has had to beg the other services to take note. That is because the priorities have not been aligned and the budgets have not been aligned. Quite honestly, health and care professionals go to work without often thinking that SEN children are at the top of their priority list. A group of education officers go to work knowing that they are at the top of their priority list, and they have had a hell of a difficulty trying to get others to pay attention.

The second area that has not been right is responsibility and accountability. If you are not accountable for what you are meant to do, the chances are that you will not do it. The third thing has been resources. Quite honestly, we have raised expectations for children with special needs and their families that we would give them a tailor-made plan and deliver it, and it has not always happened. So, as we go through the Bill, my test for its success will be as follows. Does it make the relationships work more effectively? Does it put responsibility and accountability in the right place? Will the resources be there to make sure that we deliver?

There is a lot to welcome, particularly taking the plan to age 25 and the efforts to make the voice of the child stronger within this whole process. However, I will concentrate on some things that I want to look at as we go through the Bill that I think deserve further consideration. I either do not quite understand them or am against them—I have not quite made up my mind. Some have already been mentioned, such as the groups of children left out of the Bill, children with SEN, children with a disability but without a special educational need, and minimum standards for care plans—I will not say too much about that because it has been mentioned.

I will pick out two points that have not yet been mentioned. One is the qualification for SENCOs. I welcome that very much. I find it strange, given that we have just dropped the mandatory qualification for headship, that we are now putting in law a mandatory qualification for SENCOs. Nevertheless, I welcome it. It looks, to me, as though teachers teaching children with special educational needs will still be able to have no qualified teacher status at all. I do not understand, if we are making it a requirement for SENCOs to have two qualifications, why those who are teaching the very same children they are organising would be allowed to do so without QTS. Perhaps the Minister could comment on this.

My second point is about pre-school learning. This is the second time that this Government have dropped the requirement for a group of education providers to be inspected by Ofsted. I am a great admirer of Ofsted; I think it plays a good part. The first time this was done was with schools which had got outstanding Ofsted inspections. I did not agree with it but I could see the rationale behind it. I cannot see the rationale for some childminders not to be subject to Ofsted when we cannot guarantee their quality. Nevertheless, I welcome the broad thrust of this Bill and very much look forward to the debate that I suspect we will have in Committee.