Oral Answers to Questions

Edward Timpson Excerpts

Monday 20th July 2015 Commons Chamber

[Mrs Flick Drummond (Portsmouth South) (Con)]

5. If she will establish a framework to allow for alternative means of educational assessment for children with (a) special educational needs and (b) autism.

[The Minister for Children and Families (Edward Timpson)]

Many pupils with special educational needs, including autism, are currently assessed using P scales or national curriculum levels. We are changing statutory assessment to align it with the reformed national curriculum. That includes the removal of levels. We have announced an expert review of assessment for pupils who, for many reasons, are working below the standard of national curriculum tests. The review will advise on the best way to assess the attainment and progress of those pupils in future.

[Mrs Drummond]

Schools such as Milton Park primary, where I am a governor and which has autism provision, have to include those children’s results in national league tables. I am pleased that the Government’s focus is on progress, but the results of children with special educational needs often bring down the attainment grade, and that can lead to a belief that a school is coasting—or, worse, failing. Does the Minister agree that until a separate method of recording for children with special needs is implemented, some good schools that have a large proportion of children with special needs might be put into those categories?

[Edward Timpson]

It is of course important that schools be held to account for all their pupils, and although I concur wholeheartedly with my hon. Friend’s desire to see all pupils, including those with special educational needs, reach their full academic potential, we need to acknowledge that a separate system for pupils with SEN would be at odds with the principles of inclusion and would fail to recognise that those pupils span the full range of abilities. Those matters will be looked at closely in the coming months by the expert review panel—something that I know she will want to follow, so as to ensure that it incorporates her views.

[Mr Speaker]

Natalie McGarry.

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[Angela Crawley]

The Minister will be aware that children with special educational needs have a range of needs. Will he detail his Department’s plans to ensure that sport is available to all pupils and, in particular, describe his plans to ensure that classroom assistants are available to support the needs of all children?

[Edward Timpson]

One of the core principles of our reforms to special educational needs is making sure that every aspect of the system, whether it be education, health or social care, is working relentlessly to a single assessment of and plan for the child, so that we have a whole-school and whole-system approach—and a nought-to-25 system as well. It will mean that we move away from different parts of a child’s educational experience being truncated and re-started as they move to the next part. We are working hard to make sure that support is consistent, and we are building on great programmes such as Achievement for All, in which we have had excellent results.

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I am sure the Minister will be aware of the impressive claims made about the benefits of applied behavioural analysis for the treatment of those with autism. Does he have any plans to support research into the efficacy of that therapy?

[Edward Timpson]

As the hon. Gentleman will know, we have supported research into and evidence on not only the condition of autism, but how it can best be supported in schools and more widely through a child’s education. We have funded the National Autistic Society to that end, and we will continue to look at ways in which we can support it and other organisations that are working hard in this area in the future. We know that specific types of interventions, some of which have come from overseas, need to be properly and rigorously assessed. As I understand it, the one he mentions may fall into that category, but of course I am happy to discuss it with him as we move forward.

[Ms Tasmina Ahmed-Sheikh (Ochil and South Perthshire) (SNP)]

6. Whether it is her Department’s policy to ensure gender balance on its departmental board.

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[David Rutley (Macclesfield) (Con)]

11. What steps her Department is taking to support the mental wellbeing of children at school.

[The Minister for Children and Families (Edward Timpson)]

As my right hon. Friend the Secretary of State said in an interview with The Times earlier this month, we want children to do well academically, and their attainment is supported if they have good mental health, character and resilience—something that good schools know well. To support schools, we have funded PSHE Association guidance and lesson plans on mental health, and we have worked with experts to provide advice on good school-based counselling, together with £1.5 million to pilot training to improve joint working across schools and specialist mental health services.

[David Rutley]

It is worrying to hear more in recent months about young people’s concerns about mental health issues, particularly the growing pressure they feel as a result of social media. I welcome the Government’s “Future in mind” report and its conclusions, but what steps are the Government taking to clarify responsibilities across public services and give schools extra support to ensure that we improve mental health outcomes for young people?

[Edward Timpson]

I want first, as a fellow Cheshire Member of Parliament, to add my voice to those who have already expressed their deep shock at the devastating events in Bosley in my hon. Friend’s constituency of Macclesfield on Friday and over the weekend. I am sure that the whole House will want to join me in letting the families know that we are thinking of them.

Our joint working pilots will test single points of contact in child and adolescent mental health services to help schools understand mental health support. To clarify responsibilities, “Future in mind” recommended local transformation plans for every area. To that end, we have worked with NHS England on the guidance—it will go out shortly—which will require clinical commissioning groups to work with health and wellbeing boards, schools, colleges and local authorities to develop a clear and comprehensive offer of mental health support locally.

[John Woodcock (Barrow and Furness) (Lab/Co-op)]

It is good that the Government are putting forward such measures, but has the Minister seen the report out today suggesting that the No. 1 concern of headteachers is mental health? Has he seen how emergency psychiatric admissions have doubled in only four years? Does he accept that there is a mental health crisis in our schools, and will he resolve to do more if the measures that he has put forward are not effective in the coming months and years?

[Edward Timpson]

The hon. Gentleman is absolutely right to raise the profile of this issue. We have to come to terms with the scale of the problem we are facing. I think that we are starting to wake up to that, but more action is required. For example, for the first time we now have a category of mental health for children with special educational needs and disabilities, and the CAMHS taskforce has done a great job in trying to understand how we can get a better level of identification, prevention and whole-service delivery so that children of all ages who, through no fault of their own, suffer from different levels of mental health problems get support when they need it, because the last thing we want is for that to affect not only their education chances, but their chances of having a successful and fulfilling life.

[Victoria Atkins (Louth and Horncastle) (Con)]

14. What steps her Department is taking to ensure that all children can access a good, local school.

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[The Minister for Children and Families (Edward Timpson)]

I commend the schools in my hon. Friend’s constituency, which provide some outstanding education for children with special educational needs. We brought about comprehensive reforms to the special educational needs system because the statementing process was not centred around the family, took too long and did not necessarily embed the quality of assessment that we need. We have moved to education, health and care plans—a single assessment involving education, health and social care services—so that the child and their family get a truly comprehensive support service to enable the child to achieve their academic potential.