Oral Answers to Questions

Debate between Claire Coutinho and Matt Hancock

Monday 17th April 2023 Commons Chamber

[Claire Coutinho]

That particular decision will be one for the local council, but one thing I will say is that we are asking areas to set out local inclusion plans, not only so that they can assess all the need in their area, but so that we can assess whether they are meeting it.

[Matt Hancock (West Suffolk) (Ind)]

While we all recognise the importance of increased maths, which has been much discussed today, it is vital for children’s life chances that literacy continues to improve. The only way to achieve that is by having better provision for children with special educational needs, including dyslexia, so will the Minister ensure that that continues to get the drive that it needs? Will she update the House on where she is up to with the improved teacher training that was committed to in the excellent paper earlier this year?

[Claire Coutinho]

My right hon. Friend is absolutely right that literacy is one of the major priorities for the Department. We will be setting out best practice guides on early speech and language. In tandem with the phonics tests, they will be a really good way to screen children for dyslexia and make sure that with our initial teacher training improvements we are capturing and helping children who are struggling with things like dyslexia, as soon as possible.

SEND and Alternative Provision

Debate between Claire Coutinho and Matt Hancock

Monday 6th March 2023 Commons Chamber

[Claire Coutinho]

I thank the hon. Lady for her question. As we set out national standards and best practice guides, we will be trying to work with the best possible evidence from all providers to ensure that we have those included. We have also set out a new apprenticeship, with the Institute for Apprenticeships and Technical Education, for teachers of children with sensory impairment. That may be an area that we can collaborate further on.

[Matt Hancock (West Suffolk) (Ind)]

I congratulate the Minister, her predecessor, my hon. Friend the Member for Colchester (Will Quince), and the Secretary of State for Education on an excellent paper. I would press her further on the initial teacher training review. When will that conclude? That is obviously crucial. Early identification is at the centre of this review. Early identification of neurodiverse conditions—including, for example, dyslexia —is critical, so what tangible action will we see for better screening and better early identification so that every neurodiverse child can reach their potential, and we can support all children to succeed?

[Claire Coutinho]

I thank my right hon. Friend for that question. Obviously, he has been a doughty campaigner on the issue of dyslexia, and he has had many constructive conversations with me about the issue. On initial teacher training, we will be working at pace to get that right. On early identification, one thing that will really help is that we are setting out a best practice guide on early speech and language support. Coupled with the phonics test, I think that will be effective in working out which children are struggling with their reading, so that we can get the best support in place as quickly as possible.

Oral Answers to Questions

Debate between Claire Coutinho and Matt Hancock

Monday 16th January 2023 Commons Chamber

[Matt Hancock (West Suffolk) (Ind)]

T9. Does the Secretary of State think that it is acceptable that four out of five dyslexic children still leave school not identified, and that teachers still do not have to be trained to support dyslexic children specifically? It was a pleasure to meet the Minister last week, but will she ensure that, in future, early intervention is put in place for the identification of dyslexia and other neurodivergent conditions?

[Claire Coutinho]

I thank my right hon. Friend for his collaborative approach in the meeting that we had last week. Absolutely, early identification is key, and we have been looking very carefully at that and at teaching training in the implementation plan that I will be setting out shortly.

Dyslexia Screening and Teacher Training Bill

Debate between Claire Coutinho and Matt Hancock

2nd reading
Friday 2nd December 2022 Commons Chamber

[Matt Hancock]

My hon. Friend brings me immediately on to the next page of my speech, and I know that he is extremely experienced in work on these private Members’ Bills on a Friday—so much so that he can anticipate precisely the next point I was going to make.

The current system is broken, because identification as dyslexic requires expensive tests that only a few children do, and there is a strong correlation between being able to access those tests and the means of one’s parents, the result of which is a much higher rate of identification in the private school system than in the state school system. In the state school system, 2.2% of people are identified as having a special learning need. In the private school system, 18% have an education and healthcare plan. The divergence between those two figures cannot possibly be explained by a difference in the nature of the children; it is all about access.

In this country for more than 100 years, we have had universal access to schooling—quite rightly; it is the basis of a fair society and equality of opportunity—but we do not have equal access to identification for dyslexia and other neurodivergent conditions, and as a result it is not just that we have a problem accessing the extra time that might be appropriate, but we have an essentially unfair system of allocating that extra time, because if someone can afford to get the identification, they get the extra time, and if they cannot afford to, they do not, and that is a social outrage.

It is not only an issue of morality but an issue of social and economic justice. I gently make the point, which relates to the previous Bill, that more than half of prisoners are thought to have dyslexia, and more than half of successful entrepreneurs are thought to have dyslexia. If someone is dyslexic, their life can go two ways. If they get the support they need and become successful, they often are more creative. There is more lateral thinking among dyslexics, not least because we think around problems like how to read something on a page. People who do not get the support, however, can end up too often in a life of crime.

The 2012 “Dyslexia Behind Bars” programme found that when prisoners were taught to read, the reoffending rate dropped by 5.9% within four years. Sadly, as Ofsted and His Majesty’s inspectorate of prisons reported earlier this year, there has been no progress in literacy in prisons over the past decade, and the report was one of the most upsetting I have ever read. A dry Government document should not be as upsetting as that, and it describes precisely the problem caused by failing to put in place the measures in this Bill.

It is not all doom and gloom, though; there is also a massive opportunity. Dyslexic people tend to have skills that jobs increasingly need and future jobs need: creativity, lateral thinking and enhanced communication skills, especially in oral communication. Computers increasingly do the boring straight-line thinking; dyslexics have brains fit for the future. It is no wonder that progressive employers such as GCHQ, Universal Music and Deloitte proactively hire neurodivergent people. But if dyslexic people do not know that they have those talents—if they are not identified and they do not get the support they need—they cannot make the most of those advantages.

I have one further point on why there might be objections to the Bill. I have heard some people say that we do not want more false positives and to over-identify children who are not dyslexic. The Bill is carefully written to take that into account. It is calling for screening for all—it is not calling for all to take a formal test—with the purpose of the screening to get better data. We have an excellent phonics test in primary schools, which is good at identifying how good children are at turning phonic symbols on the page into sounds in their heads, but the measure of a dyslexic brain is the gap between that capability and capability at languages.

Most dyslexics are good at oral languages. They have got the gift of the gab—a bit like me, you might say, Mr Deputy Speaker. If they are good at that and poor at the phonics test, that identifies a different problem from being bad at the phonics test and bad at languages, which requires a different type of support. I am trying to address that gap. By having a test of language ability alongside phonic ability in primary school, we will find those who we know have the intellectual capability and wherewithal but have just got a specific neurological problem that means that they need support to get through this barrier. The Bill would help to address that problem. It would ensure that the Government have what they need to implement a system that takes the literacy that we need to see to the next level. If 10% of children are dyslexic, there is no way that we can reach full literacy without measures to find out who those children are and addressing that.

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

My right hon. Friend is making an excellent speech, and I thank him for shining such a bright spotlight on this area and setting out the opportunities for neurodivergent people. Increasing educational and employment outcomes is a huge priority for me, and I know that he is a passionate campaigner. I want to put on the record my gratitude to him and willingness to work with him further on this issue.

[Matt Hancock]

I am grateful for that willingness—passing the Bill would be a good starting point. The Minister is also right that there is good work ongoing, especially in the SEND review. However, the critical point is early identification and rejection of the false argument put to me, including by some in her Department, that it is a bad idea to identify problems. We need more data in the classroom to know how children work. The best outcome would be that some children would have dyslexia identified, be given support and therefore close the gap between their phonic ability and their language ability just as my gap was closed and I can now read long words off a piece of paper and read perfectly effectively to be able to hold down a half-decent job.

Covid-19 Response

Debate between Claire Coutinho and Matt Hancock

Tuesday 2nd June 2020 Commons Chamber

[Matt Hancock]

The hon. Lady is right to raise the case of Weston hospital. We have been working hard to ensure that the local outbreak is brought under control, and we are making progress. She is also right, of course, to raise the PHE report that we published today.

The critical next step is to ensure that we understand the drivers of the disparities that are seen in the data and, in particular, that we address the question of the impact, taking into account co-morbidities has such as obesity and the impact of occupation, which are not taken into account in the PHE work thus far. That is the work that the Minister for Women and Equalities, my right hon. Friend the Member for South West Norfolk (Elizabeth Truss), will be taking forward.

[Claire Coutinho (East Surrey) (Con)]

I know the worry that has been felt by the BME community during this period. I have personally felt it, as have many of my family members working on the frontline in the NHS, so I sincerely thank the Secretary of State for commissioning the review and continuing its work. Can he confirm that its publication was not delayed due to the sensitivity of its findings?

[Matt Hancock]

I can absolutely confirm that. I know my hon. Friend understands this, not least because I think that both her parents are doctors who are absolutely in the heat of this. In terms of the data publication, when I asked PHE to undertake this piece of work, I asked it to produce it by the end of May, which it did. It delivered it to me on Sunday, and we have published it and brought it to the House at the earliest opportunity.

Covid-19 Update

Debate between Claire Coutinho and Matt Hancock

Tuesday 5th May 2020 Commons Chamber

[Matt Hancock]

Exercise Cygnus was undertaken under my predecessor, and there are specific rules in Government around decisions over papers that were produced before one’s time. I will take away that point.

[Claire Coutinho (East Surrey) (Con) [V]]

There is some evidence that under-10s are at much lower risk of getting and transmitting the virus. If true, this would be a huge comfort, both to teachers and working parents. What evidence has the Secretary of State seen to that effect, and what work is being done to further explore this?