Special Needs Schools

Baroness Morris of Yardley Excerpts

Thursday 24th October 2024 Lords Chamber

[Baroness Morris of Yardley (Lab)]

My Lords, I congratulate the noble Baroness, Lady Monckton, on bringing this topic to our attention and on her speech. I was lucky enough to hear her maiden speech some weeks ago, when she addressed this issue. There is no better advocate for not just speaking about this issue but actually doing something about it, which is quite an important extra. I am grateful that we have had the opportunity to discuss this today. I say to my noble friend the Minister that I hope the Government may provide time, during the department’s consideration of the future of SEN policy, for us to have further debates and make further contributions.

The noble Baroness talked a lot about specialist colleges. They are important, because she is absolutely right that the alternative to that is staying at home. It is not a poor or inadequate school that gets you out of the house. We have let down younger adults with disabilities for many years. It is as though we assume that life stops when they reach the end of compulsory schooling, so I appreciate that point.

However, I want to start on two more positive points. There has been a transformation in special schools over the past 20 to 30 years. It is worth making note of that because it shows that progress can be made. In my lifetime, the law described this group of people as ineducable; that is what it said in the Education Act. Now, when we go to special schools or specialist colleges, we see young boys and girls and young men and women doing what anybody in any school does: working hard, hoping for better things, playing with their friends, sharing things with their teachers and family, and wanting to get on and be part of society. We have made improvements. What has changed most of all is our understanding of what can be achieved. It is society; it is education; it is politicians; it is all of us who have put the lid on the achievements of this group in the past. At least now when we see some excellent special schools and specialist colleges, we see that there can be change, but there is a lot more to be done as well.

There is a second area where I want to point out good things that I have always taken from this sector. When you go into a special school, you try to work out what is different from a mainstream school. To me, it is something like this: the teachers are very well trained in their specialism; they know what they are talking about and are practised in delivering that. When you look around the staff, you see that it is not just teachers but physiotherapists, play leaders and assistants; it is people with a range of professional skills trying to meet the needs of the child. They invariably have close links with parents. Special schools are interesting in that social class does not matter; social class does not choose the children who attend, so you often get socially mixed schools. Each child has a programme tailored to meet their needs, and there are partnerships beyond the school. Teachers who know their subject and can deliver it, working with a range of other professionals so that a range of needs can be met; precious and close links with parents; and working with a community that wants to provide support—that it is a definition of what we should have in every school, special or mainstream.

When I was a Minister in the education department, a lot of the work we did on classroom assistance, extra administrative help for schools and using the school as a location for people with other skills was modelled on the best of special schools, so they have a lot to teach all the other schools in mainstream education.

However, there is no doubt that these are troubled times for the whole SEN sector, and there will be opportunities to discuss that. There are a number of policy challenges in respect of special schools which I ask the Minister to reflect on. First, I welcomed the Prime Minister’s announcement at the Labour Party conference about level 2 apprenticeships—that will help this group—but for all the good that goes on in special schools, the assessment and qualifications framework in which they are asked to work does not meet their needs. I chair the Public Services Committee, which has recently produced a report on the transition from education to work for young people with disabilities. The story is one of doing well in schools and being blocked from thereon in. Part of that is expectations, but a lot of it is the qualifications for which they are encouraged to study not being fit for purpose in moving them on to the next stage of their lives.

I have two more points to make. I have met a lot of people with special needs children who think we ought not to have special schools at all and that the inclusion debate ought to be such that every child’s needs can be met in mainstream community schools. It is not a view I take, but we should acknowledge that that debate across the sector about where all children with special needs are taught is a live one, and we have to work it out. To my mind, the easy decisions are that those with needs that cannot be met in mainstream schools should be in special schools and that if they can be included in mainstream schools and their parents want it, every effort ought to be made to remove any barriers that may exist, and that may be something as little as physical obstacles.

It is the ones in between who are at the borders, where there is no agreement on whether special schools or mainstream schools would be appropriate. That is where the debate is difficult—it is about the numbers of people with EHC plans who are trying to get to special schools, when the authorities think that their needs might be met in mainstream education; that is where the difficulties lie, and where we let down a lot of children. What I am absolutely sure about is that no one should have to want a special school because of a poor mainstream school that they are trying to turn their back on. It should be because the child needs the special school, not because we have no mainstream schools that are catering as well as they can for special needs children.

We have not got this right, and it is not easy. If you look across the 24,000 schools making up our school system, we have a very small number of special schools. Most of them are mainstream schools. We have never been sure what the role of the special schools should be in the whole education system—but all the talent, all the highly qualified teachers and all the experience are in the special schools. What we have always tried to do is to find a way of using their expertise across all schools to benefit all children with special needs. Of all the solutions that we have come up with over the years, whether it be collocating special schools on the same campus as mainstream schools, having units in mainstream schools without specialism or having teachers who move from one school to another, I have seen excellent examples. But nowhere do I see a cohesive and coherent plan about how the offer from special schools sits easily in the whole education system so that we can meet the needs of those who have needs that can be met in special schools and those who do not, as well as the many in between who just want the best of both.