Schools: Special Educational Needs

Baroness Stedman-Scott Excerpts

Monday 12th February 2024 Lords Chamber

[Baroness Barran (Con)]

I understand well the point the noble Baroness makes, but I refer again to the very recently published changes that we are making to the initial teacher training and early career framework, which is bringing much more on identification of special educational needs and specific learning difficulties such as dyscalculia into the early career framework. We are also making sure that teachers get the support from their mentor to develop those skills throughout their career.

[Baroness Stedman-Scott (Con)]

My Lords, I declare my interest as a member of the Public Services Committee, which has been looking into these matters recently, and I have a great-nephew who has just had his assessment for autism. If I have understood it correctly, there is a massive recruitment issue in respect of assessment staff. What are we doing in national government and local government to improve the situation? I would be very happy for my noble friend the Minister to write to me on that.

[Baroness Barran (Con)]

As my noble friend knows, for some of the issues with waiting lists for assessment—which I recognise are incredibly worrying for parents and their children in particular—those reasons are complicated. As I have already said, we want to be sure that our mainstream education is inclusive and supports children before they get a formal diagnosis. That is some of the focus of our new national professional qualification for SEND leaders. We are increasing the number of educational psychologists by 400 from 2024. As I mentioned, we are developing the partnership for neurodiversity in schools between local authorities, integrated care boards and schools, supported by £13 million of funding, to make sure that schools respond to neurodiverse children as well as possible.

Teacher Training: Dyslexia and Autism

Baroness Stedman-Scott Excerpts

Thursday 22nd June 2023 Lords Chamber

[Baroness Barran (Con)]

Yes, yes and it depends on what is in the report. The noble Lord brings enormous expertise in this area. Under our universal services contract, there is the opportunity for additional training in autism. We are very focused on this area. I will of course look at the report and consider it very carefully.

[Baroness Stedman-Scott (Con)]

My Lords, has my noble friend had an opportunity to see the Synergy report, which shows that exclusions from school of young people with autism, ADHD and dyslexia have been dramatically reduced due to the impact of additional teacher training in the system? Will she arrange a meeting with the department to discuss this to see whether we can further enhance outcomes for young people?

[Baroness Barran (Con)]

I would be delighted to arrange a meeting with my noble friend to discuss the Synergy programme. She is right that children with special educational needs might have specific academic challenges, but, inevitably, behavioural challenges can be linked to those. We are working very closely with schools to make sure that, in respect of behaviour and attendance, those children feel as supported and included as possible.