Autism and Learning Disability Training

Carla Lockhart Excerpts

Tuesday 21st November 2023 Westminster Hall

[Dame Caroline Dinenage]

The hon. Gentleman makes an excellent point. There will not be a single Member of Parliament who has not had some issues with local CAMHS, sadly. Of course, early intervention and recognition is key to this and can stave off many problems that come further down the line. I would not be doing teachers or pupils justice if I did not refer to wider issues surrounding SEND provision and support for autistic children more broadly. We know that there are simply not enough specialist SEND school places or trained professionals to cope with the increased need.

Schools are required under the Equality Act 2010 to make adjustments, but there is only so much they can do with current provision. As we have heard, it takes an inordinate amount of time to secure an EHCP and then for the associated funding to filter through to the educational establishment concerned. Meanwhile, schools are left to pick up the tab and in many cases to pick up the pieces involved in offering incredibly intensive support to children with very complex needs.

[Carla Lockhart (Upper Bann) (DUP)]

I commend the hon. Lady on securing this debate, which is very fitting and certainly much needed in relation to our schools. Does she agree that this issue is not only important in primary and post-primary education but in nursery and playgroup settings, where it is absolutely vital, because ultimately children affected by these issues need support measures in place as soon as they reach primary school? Nursery and pre-school provision is where the core of this work needs to sit.

[Dame Caroline Dinenage]

The hon. Lady must be Mystic Meg. I say that because that issue is exactly what I will come on to next.

Early years settings are a crucial place to start this work; the hon. Lady has hit the nail on the head. Early diagnosis and putting in place the building blocks of support from the outset can have a lifelong impact on a child’s attitude to education settings, and on their interaction and support from those settings; in fact, it can have a lifelong impact on their wellbeing.

If all education and care staff, particularly in early years settings, successfully underwent the right training, children who require extra support and assistance would be identified sooner, which would prevent some of the issues that we have heard about from developing. We heard from a teacher called Helen, who said that during her time in teacher training, which took four years, half a day was spent covering special educational needs. Such training leaves teachers ill-equipped to support a growing percentage of pupils in their classes.

I am sure that the Minister will tell me about the training that is provided. I expect that he will also tell me that the Government have published their strategy on special educational needs and disabilities and alternative provision improvement—not that I am trying to interpret his speech for him—and about all the increased investment in SEND, which is over £10.5 billion by 2024-25, and the universal services programme, which will receive £12 million in funding, and that £1.4 million is available for the strategic priorities grant to support students at risk of discontinuing higher education studies. Those numbers have very little meaning to those caught in the cyclone of the system if they do not filter through to create meaningful improvements on the ground. I will therefore set out what I would like to know from the brilliant Minister.

What assessment has the Minister’s Department made of the full picture of both learning disability training and autism training for education professionals? What level of understanding does he have about training—not only the quantity of training, but the quality of training? What conversations has he had with some of the excellent charities in this space and with the teachers, parents and children who actually live these things and therefore are experts by experience? To what level can he confidently tell me that all education professionals have the confidence to teach neurodivergent children and children with learning disabilities, so that their needs are met and their potential is realised? To what extent is the experience of students and their carers taken into consideration?

Mr Vickers, you have already heard about what I am about to say next. During my time as Minister of State for care, in the Department of Health and Social Care, I started work on introducing the Oliver McGowan mandatory training for all health and social care staff. That became law in the Health and Care Act 2022, and it is now the Government’s preferred and recommended training for health and social care staff.

The training is named after Oliver McGowan. Oliver was a remarkable young man whose tragic and completely avoidable death, at the age of just 17, shone a light on the need for health and social care staff to have better skills, better knowledge and better understanding of the needs of autistic people. It came about because of a meeting I had with Paula McGowan, Oliver’s incredible mum, who courageously shared her family’s unimaginable experiences with me and who has been a relentless advocate for the change that needed to happen. It is an honour to have Paula here today after she travelled all the way from Australia just to attend this debate.

Since November 2022, when the initial roll-out of the Oliver McGowan training began, over 1 million people have completed the first part. The training has received significant international interest in Canada, Australia and the Republic of Ireland, and as a result it has been made available on an e-learning platform. The initial feedback is incredibly exciting and shows a significant increase in participants’ knowledge, confidence and skill, with 88% of participants saying that they felt confident they could communicate with people with a learning disability and with autistic people, and with 84% of participants saying they felt more confident in their work.

The most significant thing about the training is that it is co-delivered with trainers who are autistic or learning disabled, and they are paid for their time. They are experts by experience and are able to give health and care professionals first-hand insight into how to listen, how to act and how to get this right.