Children and Families Bill

Caroline Nokes Excerpts

Monday 25th February 2013 Commons Chamber

[Caroline Nokes (Romsey and Southampton North) (Con)]

I am grateful for the opportunity to contribute to this interesting debate. I wish to focus on one aspect that many hon. Members have already raised—special educational needs—and I particularly welcome the Minister’s commitment to those most vulnerable children in our society. The Bill aspires to improve support and create a smooth pathway for all young people on their transition to adulthood.

My hon. Friend the Member for South Swindon (Mr Buckland) referred to the cliff edge that some young people face as they move between child and adult services. As that person moves into adulthood, support that has been good throughout childhood can become rocky and disjointed and it is not always as easy a transition as we would hope. Teenage years can be difficult for any young person, but for those with special educational needs they are that much harder. This Bill is an opportunity to address the cliff edge that is a cause of concern for both parents and their children. Currently, however, the Bill does not adequately explain how that might be managed.

Ambitious about Autism, the national charity for children and young people with autism, has suggested that the Bill should include a duty to offer an adult social care assessment and complete a transition to adulthood plan for a young person before an education health and care plan can cease to be maintained. It is an expert in the field and runs not only the TreeHouse school in Muswell Hill, where young people with autism between the ages of four and 19 receive specialist education, but also Ambitious Support at Barnet college, which caters for 19 to 25-year-olds. That attracts young people from across north London.

Because of its considerable experience, Ambitious about Autism understands the challenges of supporting young people through that difficult transition. It has a pragmatic and realistic approach to the likelihood of dropping out and seeking to restart education. It is easy to understand that young people with autism will take time out of education—they do so for a range of reasons, including health issues, exclusion from college, or self-exclusion owing to a lack of appropriate support. Equally, young people with autism might commence an apprenticeship or work placement but find it unsuitable and seek to return to college.

Ambitious about Autism is concerned that the Bill means that those young people could lose their package of support and struggle to be assisted back into education. I regard such assistance as an absolute imperative. All hon. Members know that young people often find it difficult to settle on one path. It is essential that those with special educational needs are given the safety net of being able to find their way back into education, and that they have the appropriate support to do so.

The Government suggest that regulations could make provision to support such young people. I urge my hon. Friend the Minister to ensure that they are explicit on the need to protect education, health and care plans for young people. I also urge him to review support for young people with special educational needs between the ages of 19 and 25, should they fall out of education, employment or training for any reason. We should have a view to supporting them back into education when that best meets their needs.

Ambitious about Autism’s Finished at School campaign found that just one in four young people with autism access education beyond school. For some, that will be through choice, but others would stay in education if only they could access courses and colleges that are capable of providing appropriate support. I welcome the steps the Government have taken to improve the 16-to-25 elements of the Bill, but we need a clearer definition of post-16 education and training institutions. Regulations setting out the definition should be published before Committee and ensure that young people have the broadest possible options for further education.