Autism

Caroline Nokes Excerpts

Tuesday 20th November 2012 Commons Chamber

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

I congratulate my hon. Friend the Member for South Swindon (Mr Buckland) on securing the debate. It is a subject that is dear to his heart and of which he has considerable knowledge and experience. I thank him for his very personal insights. I do not share his expertise —I make no bones about it—but I share his commitment when it comes to ensuring that the young people, in particular, in my constituency get the best possible deal from the upcoming children and families Bill.

Earlier this year I had the privilege of visiting the TreeHouse school in Muswell Hill, the home of the national charity Ambitious about Autism, to meet staff, volunteers and pupils and hear at first hand about the excellent work that goes on there. The school was set up in 1997 by a group of parents whose children had been diagnosed with severe autism. As they say, their ambition is to make the ordinary possible for more children and young people.

TreeHouse school provides children with specialist, intensive and integrated support to enable them to learn, thrive and achieve. It focuses on enabling communication and working with children with severe autism to give them a means of communicating with the outside world. It seeks to maximise their learning opportunities and, crucially, prepare them for a world outside school, one with employment opportunities, through the experiences of travel, recreation and enjoyment that every child deserves. I recall, in particular, the shop that had been set up within the school to enable pupils to experience both buying and selling everyday items, and I remember the hairdresser’s and the dentist’s, which encouraged young people to understand that what might currently be unfamiliar to them can be learned and, in time, accepted. I applaud the commitment and dedication of the staff, who strive to ensure the best outcome for every single pupil, however difficult the challenges.

My visit has since provoked a number of questions, because two aspects of the school have stuck in my mind. The first thing that struck me was how hard some parents had to fight—I use the word advisedly, as have many right hon. and hon. Members this afternoon—to get their child a place at TreeHouse school, having struggled with statements and funding, which invariably meant that their child’s arrival at the school was delayed far longer than was good for them.

I asked the staff about children who did not manage to get a place at the school until they were 12, 13 or 14-years-old and asked whether they would have been better off had they arrived sooner. The staff spoke of their ambition to reduce the age at which they took children so that specialist help could be available far earlier, developmental delays did not happen and specialist help was available. That would mean that children would not spend years locked within themselves and unable to communicate with the outside world before ever being given the specialist therapies that enabled them to communicate. My right hon. Friend the Member for Chesham and Amersham (Mrs Gillan) spoke eloquently about the long and unacceptable delays which, in this day and age, we must do more to shorten.

The second question that my visit provoked was “What happens next?” When young, and indeed not so young, people with autism leave TreeHouse school, what security is there for them? What help is there to support them to enable them to lead as independent a life as possible? Post-16 is a difficult time for any child, let alone one on the autistic spectrum. Equally, what help is there for their families and carers who also go through very difficult years? That is why it is absolutely imperative that we get the best possible outcome from the children and families Bill. It is so important that turning 16 should not narrow the opportunities for young people on the autistic spectrum. Their education, health and care plan must be able to include provision by independent specialists, voluntary and private training providers, and, importantly, apprenticeships and higher education institutions. I want sufficient flexibility within these plans to enable young people to re-enter training or education after a gap to facilitate the sort of transition to adult life that gives them maximum support and assistance. An annual review, even if they are not in education, would enable local authorities to monitor progress and ensure that all young people with autism are receiving the support to which they are entitled.

I welcome the extension of statutory duties up to the age of 25, but it is very important to have the structured support needed to make sure that the transition is as smooth as possible. That is why I applaud the work carried out at Squirrels, a residential unit in my constituency for young people aged between 16 and 25 with autistic spectrum disorders. Its focus is on precisely that period—the difficult transition from school to adulthood. It works with its residents to firmly establish the skills of looking after themselves, improving their social inclusion, and continuing their learning development. As at TreeHouse school, there is a particular focus on communication skills through intensive speech and language therapy, and an emphasis on self-management and independence in preparation for a future life in the community. That is a very significant role not only for Squirrels but for every single organisation working with young people on the autistic spectrum. In Chilworth, where Squirrels is located, the residents can often be found on accompanied trips into the village. I well remember last summer attending the fun day to mark the opening of the new play area and village green. Many residents from Squirrels were present, integrating into the local community and having a very good time. They often visit the local shop and the pub. Such time spent in the community is absolutely central to young people’s development.

I am sure, Mr Speaker, that I do not have to tell you that tonight Ambitious about Autism celebrates its 15th anniversary. It describes itself as being 15 years young, and it has certainly been on an incredible journey filled with optimism and, as its name suggests, ambition. Its bold vision and determination continue to pioneer education for children with autism. This debate is therefore a timely opportunity to celebrate its commitment, its achievements to date, and, as with so many young people with autism, its future potential.