Deaf Children’s Services

Darren Jones Excerpts

Thursday 13th September 2018 Westminster Hall

[Darren Jones (Bristol North West) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I am grateful to my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) for securing the debate, not least because it gives me an opportunity to present the cases of the many constituents who have been in touch about this issue. They and I are grateful for that opportunity.

I am privileged to have Elmfield School for Deaf Children in my constituency. It provides specialist services to early years and primary pupils in a specialist setting, but it has plans to integrate those into a mainstream setting. It also provides a secondary service, which is already integrated into Fairfield High School, a mainstream school in my constituency. Elmfield provides a full range of services, with signed bilingual educational approaches and an individual language profile for each pupil. I will say in a second why that is so important. However, like other schools, Elmfield struggles to meet demand. In the south-west, where there are more than 3,000 deaf pupils, there has been a 16% drop in the number of fully qualified teachers of the deaf and a 12% drop in the number of teachers training for that role. That is why, in Bristol and other places with vacancies, there are no guarantees that those specialist positions will be filled.

I picked two sets of constituents—Mr and Mrs Ward, and Mr and Mrs Bolton—at random from a number of families who got in touch with me. I thank them for doing so, and I will spend the rest of my speech telling their stories. Ella is the daughter of Mr and Mrs Bolton. She is in year 1 and is six years old. She has moderate hearing loss, which was diagnosed at birth, and wears hearing aids in both ears. I have met Ella, and her mum rightly describes her as a

“confident, creative, brave girl, who loves learning.”

She is bright and is expected to do well. However, because of the level of her hearing loss and the fact she appears to cope well in school, her disability is often overlooked when she is in a mainstream setting. The perception that it is not a serious condition or that she is coping or performing well means that the provision she requires to fulfil her potential is often missed. Ella has to put extra effort into hearing in the classroom, which gives her concentration fatigue. Because she has to focus so much on her teachers to be able to engage, on most days she is exhausted when she comes home. Her mum says it takes Ella until Sunday evening to fully recover before she starts again on the Monday morning.

Mrs Bolton says that deafness is not naturally understood by teachers, even with the best will in the world. Ella is an example of why specialist provision is required so much. However, as has already been said, this issue is not just about young people; it is about their families, too. Mrs Bolton told me how teachers of the deaf had helped the family come to terms with having a child who was deaf and with how best to support Ella at home and school. She wrote that teachers of the deaf played

“a pivotal role in providing and coordinating support and promoting deaf awareness”

among other staff and providers to Ella, and to the family.

Oli, the Ward family’s son, is much older and further down the track. They wrote that he had “a very mixed journey”, and that it felt like his choices narrowed and became more limited as he got older and progressed through the system. Mrs Ward says that specialist teachers of the deaf made a huge difference to Oli everywhere he went, not just in terms of education provision but in the way he navigated life socially in a mainstream setting. She says that teachers of the deaf were his lifeline on many occasions.

Oli moved around between specialist and mainstream provision while he was in secondary school, which caused him difficulties. Mrs Ward said she was told by a teacher that her son had outstanding GCSE results “for a deaf child.” She rightly makes the point that that should not be a distinction—just because someone is deaf does not mean a C is an outstanding grade for them if they have the potential to achieve an A. Mrs Ward wrote:

“Teachers of the deaf navigate schools and classrooms…in no end of subtle and clever ways”

to get the best out of her child, Oli, and so many other children, whom we want to flourish and do well.

I look forward to the Minister’s answers. There is cross-party support for getting this right. He has heard the stories of my constituents and those of local authorities on the frontline, which are really struggling to do the best, not just for children who are deaf but, as we have heard, for children with special educational needs. Many of my constituents face a struggle to get EHC plans in place, and schools cannot really afford to top up the money they get. This is a real slog. Parents, teachers and local authority staff are passionate about getting the best provision for deaf children and children with special needs to allow them to flourish, and I look forward to hearing how the Minister will help them do that.

[Graham Stringer (in the Chair)]

The restraint on interventions and speeches means that we have gained a couple of minutes, so the Front-Bench spokespeople will have a generous 10 minutes each. I call Angela Crawley.