Children and Families Bill

Baroness Sharp of Guildford Excerpts

Wednesday 6th November 2013 Grand Committee

[Lord Touhig]

My Lords, no one in this Grand Committee could doubt that the noble Lord, Lord Addington, has won the argument. He has been passionate and powerful; it is simple, common sense and perfectly logical. I say to the Minister: be bold. He should set aside the brief that his officials have given him and say that he simply agrees with the noble Lord, Lord Addington. I promise that the sky will not fall in, and the Government will not continue to be in the position of defending the indefensible.

I will now say a few words in support of Amendment 192. Clause 62 refers to using the best endeavours to secure special educational provision, and Amendment 192 would reinsert the graduated response. The key is ensuring that children get the support that they need to access the curriculum, whether this is through a single category or a more graduated response. The system that we are losing is popular and is understood and trusted by parents and educators. It ensures that children and young people get the support that they need. As I understand it, the draft code of practice replaces school action and school action plus with a single SEN, the SEN support. As I understand the Government’s argument, they see the creation of a single SEN category as a way of improving the identification of SEN youngsters. If we accept that, will the Minister explain how this will improve the educational outcomes for children and young people with SEN?

The Government’s preferred route will be hugely disruptive, with teachers and SENCOs being diverted from their core role of providing high-quality education. I echo the words of the noble Lord, Lord Low of Dalston, and want to see clear evidence that this will improve outcomes for children. If there is no evidence, why do this?

[Baroness Sharp of Guildford (LD)]

My Lords, I also support the noble Lord, Lord Low, in Amendment 192. While the new draft code of practice certainly indicates that the responsibility is for schools to individualise the provision that they make for those with special educational needs, the old categories of school action and school action plus were nevertheless useful in identifying and putting down some precise markers in this graduated response.

It is perhaps useful to quote the old SEN code of practice on what school action plus was:

“At School Action Plus external support services, both those provided by the LEA and by outside agencies, will usually see the child, in school if that is appropriate and practicable, so that they can advise teachers on new IEPs with fresh targets and accompanying strategies, provide more specialist assessments that can inform planning and the measurement of a pupil’s progress, give advice on the use of new or specialist strategies or materials, and in some cases provide support for particular activities”.

There is particular concern about the readiness of SENCOs within schools to take on the role of the outside specialist. Schools can still pull in and employ outside specialists, but the number of specialists available through local authorities has been much decreased because of pressure on local authorities, and so it is not always possible for them to access this outside speciality these days.

If we look at the pathfinder results, there were frequent references to the need for further workforce development and support for the cultural change that the noble Baroness, Lady Morris, referred to. That highlights the fact that there needs to be support for teachers. Appropriate support is vital. Training for teachers is vital, too, but training also takes resources, not least because when teachers go on training courses they need somebody to replace them in the school. I ask the Minister to look favourably on this amendment, which makes a lot of sense.

[Lord Storey]

I want to make a few points on both these amendments. I do not particularly like award ceremonies, but if there was one, the award for the most persistent Lord—the “dog fighting for a bone” award—would have to go to the noble Lord, Lord Addington. No sooner had I become a Lord than he was on at me about how important this matter is. From time to time, we should applaud each other’s efforts. I very much applaud his efforts on this.

The point made by the noble Baroness, Lady Perry, about the support that universities and schools give was important. I know that we do not particularly like giving anecdotal tales, but I will give one. A close friend of mine has a daughter who has mild cerebral palsy. She is dyslexic and dyspraxic. The support that she had at school was amazing. She went on to the University of Leeds, where she was given a scribe to help her work and so forth. When she had difficulty in her first year, the university let her repeat the year. She repeated a term and has now passed and—guess what—she is doing a master’s degree. If we can give that support in higher education and schools, we should give it for apprentices as well.

[Baroness Sharp of Guildford]

I would just like to point out that the support given in further education colleges, which provide much of the off-the-job training for apprentices, is also considerable. They also provide scribes and so forth. The problem is the accreditation procedures that are required for apprenticeships. It is a very narrow issue and it is quite absurd that we have not been able to solve it.

[Lord Storey]

I thank my noble friend for that.

I now turn to the graduated approach. We have come a long way in special educational needs, have we not? Schools must have SENCOs and a written policy. That is all to be applauded. The code of conduct clearly says that there has to be a qualified teacher working at the school, and that a newly appointed SENCO must be a qualified teacher and have the appropriate qualifications. Of course, we have SENCOs in schools who do not have those qualifications and we may need at some stage to visit that issue. The SENCO is important. You can have all the policies in the world but the SENCO makes them happen.

When we were talking about this—and I have experience of school action, school action plus and IEPs—I was quite alarmed. I said, “Man the barricades”. But the code of practice is a realistic response. It is clear in all sorts of ways. It states, on initial identification:

“As part of a graduated approach to tackling need … reviews of progress should be held once a term”.

Maybe that “should” should be “must”. It continues by stating that,

“there should be a plan that focuses on what outcomes are expected and the support that the school, college and any relevant agencies will provide”.

I applaud the document and I am more relaxed about the issue.

I say to the noble Lord, Lord Low, that I thought that IEPs were a real step forward, but my experience of them is that in many cases, sadly, they have become paper-writing exercises and increase the bureaucracy. What is needed is a much more focused and realistic approach, which is why I like the fact that the code states that the teacher has to meet the parents once a term and discuss the progress that has been made, presumably outside the normal parents’ evening.

I am slightly relaxed about the concern about school action and school action plus. What is in a name? It is not about a name. It is about an approach, an ethos, a culture and a doing mentality. I am sure that the progress we are making on that will help towards it.

--- Later in debate ---

[Earl Attlee]

My Lords, I have already said that I am not entirely satisfied and have some sympathy with the points made by my noble friend Lord Addington. However, I have not finished my speech and have not reached the point about apprentices.

I return to what we have achieved already. Personally, I was not aware that such welcome advances have been made. I hope I have convinced my noble friend Lord Addington that there is not a legislative gap in relation to such technology, and that there is good progress and continued willingness to work together to eliminate the practical and technical issues that remain.

Amendments 190 and 194 taken together would require apprenticeship providers to use their best endeavours to secure support for SEN. I recognise the concern of my noble friends Lord Addington, Lady Sharp and Lady Walmsley that young people with SEN may need additional support during their apprenticeship. I should like to make it clear that young people with EHC plans are able to attain their plans during their apprenticeship with all the support that they set out. Where a local authority has agreed with a young person who has an EHC plan that an apprenticeship is the best option, arrangements to support them should be built in at the point at which the place is commissioned. For example, if the local authority commissions a place from a private apprenticeship provider, the terms of that contract should include any SEN provision required. If that is not possible, the local authority should not place them there.

[Baroness Sharp of Guildford]

I apologise for interrupting the Minister and thank him for giving way. This particular problem does not apply to the training processes as such; it applies only to the passing of a particular group of tests known as the functional literacy and mathematical skills tests. It is a narrow problem, and one that my noble friend Lord Addington has identified and kept banging away on for a very long time. It should not be impossible for help to be provided during those tests. At the moment, those who have dyslexia are not allowed to have someone act as a reader to them for the tests. That is narrowly the problem.

[Earl Attlee]

My Lords, I am grateful for the noble Baroness’s comments. I was asked about support for apprenticeships. We amended the Bill following pre-legislative scrutiny to ensure that young people on an apprenticeship could receive support through an EHC plan. This puts people in apprenticeships on the same footing as those in further education.

--- Later in debate ---

[Baroness Hughes of Stretford]

My Lords, I support Amendments 207, 208 and 209, to which I have added my name. I think we are all very clear that the code of practice is a very important document, as the noble Lord, Lord Low, has just said. It will determine the detail of implementation of the Government’s legislation in a very marked respect. Therefore, the mechanism by which the code is approved, and then subsequently revised, is also very important.

We have been round the houses somewhat with the mechanism of approval. There was a great deal of pressure from the Delegated Powers and Regulatory Reform Committee in response to the Government’s initial proposals that the code of practice, even in its first iteration, should be subject to the negative resolution procedure. As the noble Lord, Lord Low, has just said, the Government have conceded that the first iteration should be subject to the affirmative procedure. That is very welcome. However, as he also said, the most recent report from the DPRR Committee said that although that is welcome,

“there is nothing in the Government’s response to suggest that revisions to the code will necessarily be of any less significance or importance so as to warrant a lower level of scrutiny. Accordingly, we remain of the view that the case has not been made for applying the draft negative procedure, and for this reason we consider the draft affirmative procedure should also apply where the code is being revised”.

That is what Amendment 209 would achieve.

I will just briefly mention Amendments 207 and 208, because they also deal with some aspects of the Bill that are not being redrafted by government Amendments 210 and 211. Clause 68(2), in particular, says that, in putting forward the code or any revisions:

“The Secretary of State must consult such persons as the Secretary of State thinks fit”.

We think that it should not be the decision of the Secretary of State as to who he or she consults about the code but that there should be a public consultation lasting 90 days, which is what Amendment 207 in particular would also achieve.

[Baroness Sharp of Guildford]

My Lords, my name is attached to Amendments 206, 207 and 208 and I will just say a few words about both sets of amendments. In relation to Amendment 206, the current draft code of practice is actually written in fairly good, plain English, as far as I am concerned, and is relatively understandable. I commend those who put it together because it is a very good document and meets many of the comments that I know were made at an earlier stage. It is still subject to consultation and obviously there is still room for improvement.

In relation to Amendments 207 and 208, I will just endorse the words of the noble Baroness, Lady Hughes. Rather than there just being consultation with those whom the Secretary of State thinks appropriate, the code should be publicly available for consultation. That is something on which we would all put a lot of emphasis.

[Lord Nash]

My Lords, I shall speak to this group of amendments on the SEN code of practice for 0 to 25 year-olds. I thank the noble Lord, Lord Low, the noble Baronesses, Lady Hughes and Lady Jones, and my noble friend Lady Sharp for tabling these amendments and raising this important matter. I am also grateful to all noble Lords who have spoken. I have listened carefully, and it is important that we ensure that there is a good understanding of and confidence in the code of practice. It is vital to the success of the new system. I hope I can reassure noble Lords in my response.

Turning first to Amendment 206 tabled by the noble Lord, Lord Low, we are in complete agreement with the intention behind it. I think all noble Lords would agree that if the new code of practice is going to be a useful document and one which parents, young people and professionals can work with it needs to communicate its meaning clearly and be readily available. While any document which has to describe the law accurately may contain some text which has to be read twice, the department has striven to make the draft code as easy to read as possible.

We trust that we have abided by the principles of plain English as much as possible, and I am grateful to my noble friend Lady Sharp for her comments, which I will pass on to all officials who have been involved in its drafting. However the draft code is currently out to consultation, and we are keen to receive suggestions for making any parts of the text easier to understand and will look carefully at any text which readers say they find difficult. Noble Lords may be aware that the current code of practice is accompanied by a Plain English Campaign Crystal Mark publication Special Educational Needs (SEN)- A Guide for Parents and Carers. We intend to publish a similar document for parents and young people along with the new SEN code of practice.

Turning to the second element of this amendment regarding the availability of the code on the internet, publication on the internet is now the department’s main method of publication, and I can reassure noble Lords that the new code will be available on the internet. We will also make sure that the code, like the consultation draft, is published in a web-accessible format, so that, for example, readers with visual impairments will have access to it.

I now turn to Amendments 207, 208 and 209 which relate to Clause 68, which is headed,

“Making and Approval of Code”.

The SEN code of practice is fundamental to the SEN framework and the noble Lord, Lord Low, is right to raise the issue of its approval, an issue which I know is of great importance to SEN organisations and many noble Lords. As noble Lords will be aware, ahead of the introduction of this Bill into the other place, the Education Select Committee carried out pre-legislative scrutiny on Part 3. One of the recommendations of the committee was that the code should be approved by Parliament through the negative procedure. We were in agreement, fully recognising the importance of parliamentary scrutiny of the code of practice, and we accepted the Select Committee’s recommendation. Indeed, we are now going further in response to a recommendation from the Delegated Powers and Regulatory Reform Committee. We have tabled Amendments 210 and 211 to ensure that on the first occasion the new code is approved, it will be through the affirmative procedure, and for subsequent revisions, it will be through the negative procedure, recognising the significance of the new code in reflecting the new legal framework we have been debating.