Special Educational Needs and Disabilities: Specialist Workforce

Claire Coutinho Excerpts

Wednesday 22nd March 2023 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Claire Coutinho)]

It is a pleasure to serve under your chairmanship, Mr Sharma. First, I congratulate the hon. Member for Swansea West (Geraint Davies) on securing a debate on this incredibly important subject. It is wonderful to see so many people in agreement about what is needed, and to have seen the expertise on show today. I hope people can see from our SEND and alternative provision improvement plan the seriousness of the Government in trying to respond to the needs of children with special educational needs and disabilities across the country.

The hon. Member rightly talked about the importance of early language, which we know feeds into children’s overall learning and literacy. He talked about the importance of education and health working together, and I am pleased to say that we jointly published that report, and that the Department of Health is very much working hand in glove with us on the plans. He also spoke about the importance of all-teacher training, which is crucial, early identification and getting a diagnosis, and recruitment and retention. I confirm that I would be delighted to meet with him, and we will talk about dates. I shall touch on some of those subjects in my speech.

I have had the privilege to meet some of the galaxy of professionals, as the hon. Gentleman said, who support children and young people with SEND. Whether they are in early years, schools, colleges, health and care settings, or specialist and alternative provision, those are some of the best visits that I do; it is a joy to meet a group of people who are so dedicated, skilled and passionate about meeting the needs of their children and young people. Hon. Members mentioned investment in the specialist workforce a number of times, and I am keen to engage with all the charities and organisations that have expertise in this issue as we take our plans forward to the next stage.

The SEND and alternative provision improvement plan is meant to support the entitlement set out in 2014 through a much clearer local and national focus on the strategy for how we can plan to meet those needs, whether that is through best practice guides for teachers or local inclusion plans, which mean that each area will have to assess and work out how to meet those needs. The funding has increased by more than 50% over the last few years. The idea is that all those parts of the system will be looked at and will hopefully work better together to meet rising need, improve access and build confidence in the system. A number of Members talked about the fact that there is not enough alternative provision, that there is not enough early years support or that there is something specific in their area such that needs are not being met. I hope that the whole system change that we have set out will go a long way to addressing those issues.

Through our consultation process, we heard too many stories from families who are frustrated by the system and battling to access specialist support. We also heard that reform is not possible without a strong, capable workforce with a specialist skillset. I want to assure everyone that we have taken those comments on board and are working hard to make the reforms a reality.

I want first to talk about the specialists who work so hard to provide extra support. They will be key to ensuring that we can do what we need to do for these young people. The right hon. Member for Hayes and Harlington (John McDonnell) rightly mentioned the importance of educational psychologists and children getting through the EHCP process. He mentioned that educational psychologists can provide professional advice to children and young people and drive better life outcomes. I completely agree with his emphasis on them. He is also right that I used to be a Treasury PPS; I had fewer opportunities to agree with him then, so it is nice to be able to do so today. We have announced an additional £21 million to train more educational psychologists. We increased the number of people coming through the system in 2020 and, because of the training time, some of those people are coming through now. He is right that this issue will be crucial in ensuring that we can meet needs.

It is also important—I will touch on this later—to improve broader teacher confidence. In the case of something such as speech and language support, if we had better confidence and evidence-based interventions in mainstream settings, we would have a reduced need for educational psychologists and EHCPs.

[John McDonnell]

All of us will assist the Minister through representations to the Treasury about the required early investment that eventually saves money further downstream. I am happy to engage in any lobbying of Treasury Ministers to get that message across, as some of them have not yet fully grasped it.

[Claire Coutinho]

I thank the right hon. Gentleman, but I would slightly disagree with him. When I was in the Treasury in 2019, I worked on the increase, which we are starting to see, in the high needs funding block, which has gone up by 50%. There is also the £2.6 billion that we are spending on specialist places and the £20 million, which I have mentioned, that we have set out for educational psychologists. We have backed a lot of reforms with funding over the past few years, but I will gladly work with him on anything in this area.

We have also committed to working with the Department of Health on a joint approach. The hon. Member for Swansea West talked about engaging with the specialist sector in health, and we are definitely planning to do that. We do not want to reinvent the wheel; we want to work with people who have expertise in this area.

Access to speech and language therapy has rightly been mentioned. I know the hon. Member for Swansea West has a deep expertise in that, and I am particularly passionate about it. In the improvement plan, we announced that we will partner with NHS England to include early language and support for every child pathfinders within our £70 million change programme. My hon. Friend the Member for North West Norfolk (James Wild) mentioned meeting to discuss that, and I would be delighted to do so. The plan for those pathfinders is that they will trial new ways of working to better identify and support children with speech and language communication needs. We are also looking at family hubs. We have support for Nuffield early language intervention in primary schools, and we are putting support in place with home learning environments. In 2020, there were 620 acceptances to speech and language therapy programmes in England. That was an increase of 28% from 2019. We are working with the NHS on a long-term plan, which will look at therapists, and we are also working on the steering group that we will set up this year.

On the mainstream workforce, my hon. Friend the Member for Wantage (David Johnston), whom I am meeting later today to discuss this issue, rightly said that inclusive schools make for an inclusive society. We will be looking at the initial teacher training framework and early career framework, but, importantly, we are setting out best practice guides, starting with autism, mental health and wellbeing and early language, to ensure that the wider workforce all have that specialist ability as well. It is really important to understand different conditions and what can be done.

Members have mentioned that we are introducing the new SENDCO NPQ, which will replace the existing qualification That will be Ofsted and Education Endowment Foundation assured. Members, including the hon. Member for York Central (Rachael Maskell), have mentioned teaching assistants. The Chair of the Education Committee, my hon. Friend the Member for Worcester (Mr Walker), mentioned his sister. Teaching assistants are vital. We are starting a research project to develop our evidence base on current school approaches, demand and best practice.

[Mr Robin Walker]

Our specialist schools face a challenge because they must have very large numbers of teaching assistants to provide individual support for pupils, so when funding increases to reflect pay awards in the teaching space, it does not keep pace with the increases for teaching assistants. In her conversations with the Treasury, will the Minister ensure that it understands that specific challenge and ensure that, as we see the welcome rise in the living wage, our specialist education sector is supported with the cost of that? They are very real costs and are needed.

[Claire Coutinho]

I will happily go away and look at that, but I would also make a point on the additional funding we have put into the mainstream sector so that it can cope with all sorts of rises in demands and costs.

As well as setting out best practice guides, we are training 5,000 early years special educational needs co-ordinators to help with early identification. One thing I have found from early-years settings is that there is a real desire to know more about this area. That is very welcome.

A couple of Members mentioned the transition stage into adulthood. I have visited some excellent places recently, including Weston College, which is a centre for excellence, and the Orpheus Centre in my own constituency, which is trying to build that sense of independence in our young people as they reach adulthood. We have also heard mention of teachers of the deaf, and I am really delighted that we have been working with the National Deaf Children’s Society to deliver that apprenticeship, which will be very helpful, particularly because it attracts levy funding.

I would like to turn briefly to mental health, which has been a real challenge. We have been working very closely with the NHS on this. It is investing a lot of money for hundreds of thousands of extra children. We know this is a difficult area, which is why one of our first best-practice guides will be on this topic. We will also roll out mental health support teams in schools.

[Geraint Davies]

In mental health diagnosis, it is often thought that someone has a mental health problem when, in fact, they have a speech and language problem. Will the Minister think about ensuring that, when these assessments are made, particularly when people are actually incarcerated, speech and language therapists are on hand to ensure that there is no misdiagnosis?

[Claire Coutinho]

I will happily look at that, and raise it in my conversations with Health. That is quite right. There are lots of other issues as well, particularly autism in girls. A mental health challenge is often diagnosed when, actually, if the underlying autism were addressed, outcomes for young people would be improved.

I will close on this, so that the hon. Member for Swansea West has enough time. I am sure he will want to say quite a lot. Improving access to the right professionals, whether they are teachers, teaching assistants or the specialists we have talked a lot about today is a key part of our plans for reform. I thank everyone who has brought this matter forward for their detailed stories.

[Jim Shannon]

I was hoping the Minister might deal with this—I requested that she share conclusions in relation to the mainland with the relevant Department and with the Minister back home.

[Claire Coutinho]

I would be delighted to talk to the relevant Department and the hon. Gentleman’s Minister about how we can share best practice. I know people rightly care about this area. Everyone here is grateful for the work of all the professionals across the education, health and care systems who work tirelessly to support our children and young people.