Primary Schools: Nurture and Alternative Provision

Christopher Chope Excerpts

Wednesday 13th February 2019 Westminster Hall

[Sir Christopher Chope (in the Chair)]

Order. The hon. Member for Kingston upon Hull West and Hessle has made many interventions. The Minister is trying to respond to her points, and all she is doing is chuntering.

[Nick Gibb]

I understand the hon. Lady’s passion about these issues, but she should not underestimate the passion that also exists on the Government Benches, or the action that we have taken since being in office to address those difficult issues and provide the funding to deal with them.

We understand that at the moment, local authorities feel under pressure in their high needs budget; the extra payment of £250 million aims to address that pressure, but we accept that it will not deal with the issue fully. We are trying to provide more capital for local authorities, to enable them to restructure their special educational needs provision. For example, as well as the age extension, which has been a pressure on local authorities’ budgets, there is the issue of the costs for some children with very severe educational needs. Independent school provision can be very expensive, and it is sometimes more cost-effective for local authorities to provide special educational needs schools or units of maintained schools in their own borough. We have allocated significant capital to enable that to happen.

As my hon. Friend the Member for Mansfield said, much of the support work for pupils will take place within the school setting. For instance, when a school identifies a pupil who has special educational needs, they should take action to remove the barriers that stand in the way of that child’s education, and put effective special educational provision in place. That SEN support will often take the form of a cycle through which decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress. That is known as a graduated approach.

One of the types of intervention that some schools choose in order to support pupils with social, emotional or behavioural needs, which my hon. Friend the Member for Mansfield has talked about in detail—I said to the hon. Member for Kingston upon Hull West and Hessle that I would come to this issue—is the use of nurture groups. As my hon. Friend has said, nurture groups offer an in-school, short-term, focused intervention strategy that is aimed at addressing barriers to education arising from behavioural, social or emotional difficulties, and doing so in a supportive manner. It is for individual schools to decide which interventions to offer, and the best and most cost-effective potential for providing support for an individual pupil’s needs.

As my hon. Friend the Member for Mansfield mentioned, the Forest Town Primary School in his constituency is rated “good” by Ofsted. It is an example of a school that uses nurture groups to support its pupils. In its March 2017 inspection report, Ofsted praised that school’s positive culture and its determination that all its pupils succeed. Ofsted also highlighted Forest Town’s work to promote high levels of attendance, its timely adoption of interventions for different pupils, and its support for vulnerable pupils with complex needs. I take the opportunity to pay tribute to the teachers at Forest Town and elsewhere for the important work that they do for those children.

All children have the right to a school environment that is safe, and conducive to effective teaching. Sometimes that will mean headteachers taking the difficult decision to exclude a pupil, and I fully support headteachers using exclusion where that is warranted. However, exclusion from school must not mean exclusion from education: when a child is excluded, suitable full-time education must be arranged from the sixth school day of exclusion. The Timpson review is considering how schools use exclusion and how that impacts on all pupils, but in particular why some groups of children, such as those with special needs, are more likely to be excluded from school.

Alternative provision is the system that is in place to educate those pupils who are unable to attend mainstream school. It is vital that those pupils who enter alternative provision following exclusion have access to a high-quality education, to help every child to achieve their potential. Local authorities or schools as commissioners must have regard to our statutory guidance, which states:

“Good alternative provision is that which appropriately meets the needs of pupils”

who require its use,

“and enables them to achieve good educational attainment on par with their mainstream peers.”

That guidance also sets out that the personal and social needs of pupils should be properly identified and met in order to help them overcome any barriers to attainment, and that AP should aim to improve pupil motivation, self-confidence, attendance, and engagement with education.

There are some excellent examples of AP settings that not only have high standards for behaviour, progress and attainment, but have strong therapeutic interventions in place to support pupils of primary school age. Ofsted’s report on the Hawkswood Primary pupil referral unit noted:

“Pupils understand the need to manage their own behaviour, and they are able to reflect on the choices they make. This is because boundaries are consistently applied and expectations are very high.”

One parent was moved to tell inspectors that the school had “made my son respectable.”

Another example is the Family School, an AP free school that opened in September 2014. Its ethos is built around supporting pupils to cultivate a productive lifestyle, personal resilience, and the values required to become responsible members of society. An innovative aspect of that programme is that it requires a parent or significant adult family member to participate in the classroom with their child. The focus is on families helping themselves and each other to create the conditions and changes necessary, so that children can resolve their problems and be better equipped to return to school, which I know is something that my hon. Friend the Member for Mansfield is concerned about.

In both the schools that I have cited, a high proportion of pupils are successfully reintegrated into mainstream schools. We are determined to ensure that every AP setting is as good as the good examples that I have cited, and that their best practice is shared. As I set out in the AP vision document that we published last March, we want to make sure that the right children are placed in the right AP, and that they receive a high-quality education and achieve meaningful outcomes after leaving alternative provision. That is supported by a £4 million innovation fund, which includes projects that have a focus on reintegration.

In closing, I assure my hon. Friend the Member for Mansfield and other hon. Members who have participated in today’s debate that this Government are determined to do all that we can to support young people in achieving their potential, whether by providing continued support for early years services, supporting mental health services, reforming the special educational needs system or providing highly effective alternative provision where necessary.