Education of Children with Cerebral Palsy

Edward Timpson Excerpts

Tuesday 9th December 2014 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

As ever, it is a pleasure to serve under your chairmanship, Mr Hollobone. It is also good to know that I will not have the last word, which I am sure is a relief to everyone who has taken part in the debate. I congratulate my hon. Friend the Member for Fareham (Mr Hoban) on securing this debate by proxy, if that is the right way to put it. Most importantly, he has brought to the attention of the House support for children with cerebral palsy, borne from his experience of going to the Rainbow Centre in Fareham, of which he is clearly a vocal and passionate champion. He was instrumental, along with my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard), in establishing the recent parliamentary inquiry into cerebral palsy, to which officials from the Department for Education and the Department of Health gave evidence. We look forward to seeing the final report in the new year.

At this juncture, I will say a little more about the contribution of my hon. Friend the Member for Blackpool North and Cleveleys. First, having led the debate in the House for many years on how we better support children and young people with cerebral palsy with such expertise, candour and aplomb, he has, through being too good at that role, been recognised for his efforts, as well as his wider knowledge and skills. He now sits behind me as a valued Parliamentary Private Secretary in the Department for Education. He is therefore unable to speak in the debate, although I know he is champing at the bit to do so. Secondly, and more importantly, it is only thanks to his tenacity, passion and leadership that we are having the debate at all. I put on record my own appreciation, along with that of my hon. Friend the Member for Fareham and many others in Blackpool and beyond, for his continued efforts in raising awareness of cerebral palsy and challenging us all to think hard about what more we can do to support children and families living with CP.

The Government’s ambitions for disabled children and those with SEN, including those with cerebral palsy, are the same as for all other children: for them to achieve well in their early years, in school and in college; to find employment; to lead happy and fulfilled lives; and to have more choice and control over how they are supported. The reforms introduced by the Children and Families Act 2014, which came into effect in September, should work to the benefit of all children and young people, regardless of their type of need or impairment. We want to ensure that the reforms work well for all children and young people with cerebral palsy. We are keen to build our understanding of the evidence on what works, and we will be more than pleased to work with many of the excellent organisations out there with expertise in the area, including Action CP. Our national voluntary and community sector grants programme is another opportunity for us to support good proposals, including on early intervention and identification. I know that Action CP has submitted such proposals to us in its bid through that programme.

Our special educational needs reforms and early years policies are designed to improve how we identify and support children and young people with special educational needs. Getting the right start in life is so important for all children, but particularly for those who are disabled or have SEN. My hon. Friend the Member for Fareham is absolutely right that early identification and intervention for children with cerebral palsy is crucial if we are to put in place the right support at the earliest possible opportunity to help mitigate its physical, emotional and educational impact and ensure that we allow them to reach their potential.

A number of measures are in place to identify children’s needs as early as possible, including those with cerebral palsy. The key principle is that assessments have to be focused on the needs of the individual child and their particular circumstances. When they are between two and three years old, all children are offered a healthy child programme review, which is carried out by a health professional. That is a snapshot assessment on a given day looking at health and development outcomes. Where the child is in registered early years provision, the education practitioner, who is usually the child’s key worker, must carry out a progress check when a child is aged between two and three, and provide parents and/or carers with a short written summary of the child’s development in prime areas. I am also conscious that the golden years, as my hon. Friend the Member for Fareham puts it, fall before the age of two. We must carefully consider what more we can do to establish as early as possible whether cerebral palsy is playing a part in a young baby or toddler’s life and to put in place support that will have a discernable, positive effect on their future development.

The hon. Member for Birmingham, Selly Oak (Steve McCabe) mentioned some of the specific screening protocols for children who experience complications at birth, and I will pass on his views to my colleagues in the Department of Health. Decisions about conducting specific early screening protocols for conditions such as cerebral palsy are quite rightly made by specialist clinicians. Diagnosing cerebral palsy often takes time and no test confirms it or rules it out. In some cases when a baby requires special care in hospital after being born, it may be possible for a confident diagnosis to be made relatively quickly, which is good in order to ensure a quick response. In many cases, however, a clear diagnosis is possible only after a few months or years of screening. For those with milder symptoms, a diagnosis may not be rendered until the brain is fully developed at three to five years of age.

Under the healthy child programme, babies undergo screening, health checks or immunisations at birth, 72 hours, five to eight days, six to eight weeks, 12 weeks, 16 weeks, six to eight months, 12 months, two and a half years and at school entry. Each of those routine contacts with a health professional enables parents to discuss any concerns. They can then contact their health visitor or GP at any time should they have such a concern about their child’s development. As technology and science advance, we want to continue to push the boundaries of what is possible to ensure that we get that confident diagnosis at the earliest possible time. I am happy to work with my colleagues in the Department of Health to establish whether the national health service is doing all that is possible.

If significant concerns emerge or if a special educational need or disability is identified, practitioners should develop a targeted plan to support the child’s future learning and development, involving other professionals as appropriate. In doing so, to pick up on a point made by my hon. Friend the Member for Fareham and reinforced by the hon. Member for Birmingham, Selly Oak, it is right that as much understanding as possible is in place as to what learning is and how it can manifest itself in each individual child’s circumstances, so that no opportunity is lost to develop every aspect of their potential.

As my hon. Friend the Member for Fareham set out, the first few years of a child’s life are fundamentally important. They shape their future development and influence how well they do at school, their health and well-being and their achievements later in life. We fully recognise that, which is why, since September 2010, every three and four-year-old has been entitled to 570 hours a year of Government-funded early education over no fewer than 38 weeks of the year. Since September 2013, the most disadvantaged two-year-olds across England have been able to access a funded early learning place. By May 2014, more than 116,000 two-year-olds were already benefiting from early learning. That number has continued to grow since September 2014, when the number of children entitled to a place doubled to some 260,000.

Through the early years foundation stage, we seek to ensure quality and consistency in all early years settings, so that every child makes good progress, that no child gets left behind and that learning and development opportunities are planned around each child’s needs and interests. That is also at the heart of the reforms in moving towards to a birth to 25 single plan and assessment system to ensure consistency of approach from all professionals who come into contact with a child throughout their education. The EYFS currently calls for integrated working between health and education practitioners to assess a child’s development and needs at age two where possible, which is particularly important for children with cerebral palsy. We have asked for integrated reviews to be offered as standard practice from September 2015.

As ever, there are some excellent examples of effective integration of education, health and care services. I can point to ones in Cornwall and Wolverhampton that we have discovered through engagement with the relevant authorities, but we need to ensure a consistent approach to integrated working across health and education not only through legislation, but in practice on the ground. To follow that through, Ofsted will look for evidence of integrated working in all settings, from early years through to the compulsory school age, to seek assurances that early years providers and others are assessing children’s progress and needs appropriately and are doing all that they can to support each child’s development towards being ready for school and beyond.

A more holistic picture of a child’s needs is more likely to lead to the child getting the help that they need through early intervention. Supporting more timely and more accurate early intervention might be more effective, could lead to longer-term savings and could improve children’s life chances, especially those from disadvantaged backgrounds. That is why, for children of school age and beyond, we have ensured that the new special educational needs code of practice gives clear advice on identifying needs and providing support, based on effective practice from successful schools, including those in the achievement for all programme.

My hon. Friend the Member for Fareham welcomed the emphasis that the reforms rightly place on educational and life outcomes, both in early years settings, schools and colleges, and, for those with more complex needs, through co-ordinated assessment and a single education, health and care plan. As the hon. Member for Birmingham, Selly Oak reminded us, health bodies and local authorities now jointly plan and commission services for disabled children and young people and those with special educational needs. I have worked closely with my colleagues in the Department of Health throughout the development and implementation of the reforms, and will continue to do so, to ensure that health is an integral part of the drive to improve outcomes for children and young people, but where we could and should go further, we will look to do that. I had an extremely productive meeting with the Under-Secretary of State for Health, my hon. Friend the Member for Central Suffolk and North Ipswich (Dr Poulter), and we have a clear and joint commitment to ensure that the work being done throughout the national health service to implement the reforms is as much a priority in the NHS as it is in education and social care agencies.

Better information for parents and young people has been a theme throughout the development of the reforms. There should also be an opportunity for them to feed back, so that improvements can be made that reflect their observations of where services may be falling short. Through the local offer, parents will know what they can reasonably expect their local early years provision, school, college, local authority and local services to provide without having to battle for the information, which was so disparately spread in the past. From his observations about the Rainbow Centre in his constituency, my hon. Friend the Member for Fareham made the point well that the local offer in his local authority area makes it clear that the centre is available to parents, but that that is not reflected in the surrounding local authorities, which do not necessarily see it as a part of their own offer.

We made it clear throughout the passage of the legislation—I am happy to reiterate it now—that a local offer is not confined to services within a local authority area, in particular when it relates to specialist services. We tend to operate within what many would see as artificial boundaries, but many parents need to look beyond their local authority to find the service that best meets their children’s needs. Local authorities should therefore be thinking long and hard about services not only within their own local authority, but in surrounding areas, so that the local offer genuinely reflects what they would reasonably expect to be made available to parents for all conditions and for all children who have special educational needs and disabilities. Local authorities must consult parents of children with SEN and disabilities, and children and young people themselves, when developing and reviewing their local offer and must publish the action that they will take in response to comments about it. That will help to ensure that local services are responsive to local needs and will make it even more important that the offer reflects what parents say is required.

[Mr Hoban]

I appreciate that I will have a second bite of the cherry in a minute, but I just want to press the Minister on this point about what the local offer includes. He rightly places emphasis on consulting parents, but if the parents do not know that there is a specialist centre in the next county, or the next city in the case of Birmingham, they will not know how to feed that back. What steps will the Department take, either directly or through Ofsted, to monitor the composition of local offers?

[Mr Timpson]

I was going to come on to the issue of accountability, but will bring it forward in my contribution as my hon. Friend has raised it. The hon. Member for Birmingham, Selly Oak also made the point about how to ensure that implementation is taking place on the ground. A real difference for families would be if they had a different experience and a more coherent and cohesive response from each agency, involving them more in the process. That involves ensuring that the local offer sets out clearly for parents what the local authorities expect to make available. The regulations that underpin the Children and Families Act—not only the code of practice, but other delegated legislation—make it clear what local authorities should be doing to achieve just that.

In the early stages of implementation, we brought a network of SEN advisers into the Department to work with us, and they are out in the field the whole time, establishing with all 150-plus local authorities that they have complied with the legal requirements of the Act in the publication of the local offer—every single local authority has a published local offer—and that the offer reflects the spirit of the reforms. The SEN advisers have been working in the system for many years—they were hand-picked for that reason—and their knowledge means that they can establish where there is a shortfall in the local offer and in the information available.

Beyond the first year of implementation, we have been working closely with Ofsted. We have asked it to conduct a survey on local authority readiness for the reforms and whether there is a need for an inspection framework, so that parents may have confidence that education, health and social care services are genuinely working together with parents, families and children at the earliest possible opportunity, involving them not only in the development of their own plan, for their own child, but in the wider strategic plan for provision in the local area.

We will announce soon how the accountability framework will be shaped in future, but the Christmas present that I can offer to parents and families at this time of year is that we are clear with Ofsted about the need for a clear level of accountability that does not involve a direct relationship with the Department, instead relying on a local approach to accountability, which will help to provide consistency throughout the country. I hope that that will be a welcome development for many parents who were anxious to know how we intend to ensure that the reforms that we have set out and our vision will be translated into action on the ground.

The need to raise awareness among professionals is a key aspect of our reforms, as is the sufficiency of education and health care specialists with the skills to support children, including those with cerebral palsy, a point made by both my hon. Friend the Member for Fareham and the hon. Member for Birmingham, Selly Oak. Transition points can often be a stage in a child’s life where support can fall away, causing a period of uncertainty and or decisions to be delayed. That is the whole reason why we have moved towards a clear birth-to-25 system, for a much easier way to transcend movement through the education system that does not include different plans and different people, but gives parents and children consistency of support through what can be a difficult time.

The Government have established a clear, national statutory framework for identifying, assessing and providing for all children with SEN and disabilities. Detailed arrangements are, rightly, made locally, allowing local provision to be more responsive to local need, but the needs of children and young people with SEN vary greatly. Indeed, the needs of those with cerebral palsy can vary greatly, as we have heard, depending on the precise nature of the condition and other factors in their life. Education settings therefore need to ensure that they give their staff the training necessary to support the individual needs of the children and young people for whom they provide.

Early years providers, schools and colleges are responsible for deciding what specialist expertise is required to meet children and young people’s needs and for securing that expertise. That is explicit in the SEN code of practice. We have been at pains to drive the point home that it is the responsibility of all teachers within a school or an educational setting to have an understanding and awareness of special educational needs and disabilities, so that they can play their part and not see it simply as the role of the SEN co-ordinator or other specialists. Specialist organisations can play a key role in increasing awareness of particular disabilities. My Department has supported such organisations in the fields of autism, dyslexia, and speech, language and communication needs, which are the most prevalent types of SEN, to provide information, advice and support to schools, early years settings and local agencies.

The new SEN and disability code of practice makes it clear that local authority and health partners should ensure that a designated medical officer is in place to ensure that assessment planning and health support are carried out. I am interested in securing the further spread of DMOs. There are some excellent examples of where they are making a significant contribution, but there is still scope for them to become more embedded in more parts of the country. I will be looking at that closely in the coming weeks and months. The code recognises that the DMO role would usually be taken by a paediatrician. The person appointed should have appropriate expertise and links with other professionals. That helps to bind health in, not only with the clinical role of the DMOs but with the role that they can play within schools, so that there is a genuine partnership to ensure that assessment, planning, and implementation and review of the plan are done as a collective response to the child’s needs.

The Children and Families Act places the views, wishes, feelings and aspirations of children, parents and young people at the heart of the new system. That is what the Green Paper set out in 2011 and what we have seen through to the conclusion of the legislation. To make it happen we have an active young people’s national advisory group, EPIC, who have been involved in the development of the reforms from the start, and they are still with us. I meet the group regularly and I find their involvement hugely valuable. They share with me their real-life experiences, not only of the consequences when they get suitable, solid and constant support, but of when the system fails to deliver and the fallout that occurs. Such input has helped us to focus on the practical implications of our reforms and led to some important and significant changes. Several of the young people involved in the EPIC group have cerebral palsy and have proved to be some of our most articulate and persuasive ambassadors.

We are also doing a lot to improve advice and support for parents, including funding, through our reform partner, the Council for Disabled Children, and the recruitment and training of independent supporters in every local authority. When we asked parents what, under the old system, would make the biggest difference to them in battling it and in trying to get some of the basic provision necessary to getting on, they suggested independent supporters. Parents said that they would value some independent support from someone who was not from the local authority or the health service, but had expertise in SEN and disabilities, in particular in the areas most relevant to their own child. Independent supporters will provide advice and support for parents of children with SEN and for young people with SEN through the statutory assessment and the education, health and care plan—or EHCP—processes. Such supporters will help to build the resilience of families and to tailor support to their individual needs.

We are also providing funds for SEN and disability parent carer forums in each local authority. Forums play a central role in helping to shape local policies and provision and they have been effective in co-producing local authorities’ local offers. From their knowledge of the services available in the surrounding area, they have helped to draw out some of the gaps in some local authority offers. We wanted to continue supporting them in that, for the good reasons set out by my hon. Friend. I am sure that parents of children with cerebral palsy will want to be active in those forums, if they are not already, and I would certainly encourage their involvement.

The reforms we have set in train are still at the early stages of implementation. We have set out a transition of about three and a half years from the old system to the new. Throughout that period, however, our knowledge should not remain static, and we remain open to the suggestions, views and concerns of parents and those working in the SEN system to make sure that the work we are doing to bring about a change in culture across that system takes hold in the way we envisaged.

In that endeavour, the work my hon. Friend has undertaken in this parliamentary inquiry, together with my hon. Friend the Member for Blackpool North and Cleveleys, who is ably assisting me this morning, is most welcome. I hope—indeed, I am sure—they will continue their work in their constituencies and in Parliament. I look forward to seeing their final recommendations in the inquiry’s report in the new year.

I am more than happy to meet my hon. Friends and representatives from Action Cerebral Palsy to see what more we can do to support children with cerebral palsy and their families. There is growing awareness of the issue, but still far too little. Although we are all exercised by the many points that have been raised in the debate, it is incumbent on us all to make sure that understanding and awareness are much more widespread.

I thank my hon. Friend the Member for Fareham and the hon. Member for Birmingham, Selly Oak for their helpful, insightful contributions. If there is anything I have not covered, I will, in the usual way, endeavour to write to them to provide them with further details. The debate has been helpful in setting out some of the challenges that still lie ahead and the progress that has been made, although we recognise that there is still work to do.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 1st December 2014 Commons Chamber

[Ann Coffey (Stockport) (Lab)]

6. What recent assessment she has made of the vulnerability of children missing from school and home to child sexual exploitation.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Nothing is more important than keeping children safe. To better protect missing children, we have introduced tougher statutory guidance and regulations, improved national data collection and published new practice standards for social workers. Ofsted has found that many, but not enough, local authorities are making progress, so we will continue to establish where that is not happening, and why, and will take whatever steps are necessary to ensure children’s safety.

[Ann Coffey]

A recent Ofsted report entitled “The sexual exploitation of children: it couldn’t happen here, could it?” said that most local authorities inspected are not making the connection between child sexual exploitation and children missing from school. Does the Minister agree that every local authority should keep a centrally held persistent absence list that could be cross-referenced by police and children’s services to identify children at risk and patterns of local child sexual exploitation?

[Mr Timpson]

I begin by thanking the hon. Lady and acknowledging the significant and important contribution she has made over a long period, and more recently through her report “Real Voices” on child exploitation in Greater Manchester. It poses many of the right questions, as she has this afternoon. I agree that it is absolutely right not only that all schools must inform the local authority of pupils who are missing education but that local authorities must identify pupils missing from school and take action as a result. Those duties already exist and Ofsted’s thematic review made it clear that in many cases that was not happening because of very basic practice failures across a range of agencies and organisations. The number of persistently absent children has dropped by 40% since 2010, but we need to highlight even more those children who are particularly vulnerable for the reasons the hon. Lady has outlined. I know I have a meeting with her in a week or two to discuss these matters further and I look forward to having a conversation to see what progress we can make.

[Andrew Bridgen (North West Leicestershire) (Con)]

Does the Minister agree that protecting children from sexual exploitation must include better education of children and parents on the potential dangers of the internet? To that end, will he praise the work of Warning Zone in Leicestershire?

[Mr Timpson]

I agree that in the new digital age, when children come into contact with the internet at an ever younger age, we need to ensure that they have the understanding and skills to make good choices. Part of that is ensuring that parents and teachers can acquire those abilities. That is why we have ensured that internet safety is taught at all key stages at school, and I am sure that the work that has gone on on the ground—not just in his constituency, although I praise that, but throughout the country—is helping to ensure that we get that message across.

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

I, too, thank my hon. Friend the Member for Stockport (Ann Coffey) for her excellent report “Real Voices” and, in particular, for the consideration she has given to the voice of these young people. Her recommendations have a significance way beyond Greater Manchester. Anyone who reads the report cannot fail to be struck by the repeated references to the benefit that many of these vulnerable young people derive from working with peer mentors. Does the Minister share Labour’s interest in this approach, and does he have any plans to develop the model? Has he considered using the innovation fund as a means of stimulating it?

[Mr Timpson]

I welcome the hon. Gentleman’s insight, analysis and recommendations as to what more we can do to ensure that children who need their voice to be heard have the requisite support from people who can provide them with the guidance and trust that are often lacking among other professionals. I am happy to talk to him about his suggestion. We have had some extremely exciting bids in this area through the innovation fund programme, which I will be able to say more about in the coming weeks. As I say, I shall be more than happy to discuss the subject with him in due course.

[Tessa Munt (Wells) (LD)]

Somerset county council has withdrawn regular checks on children educated at home, stating that it will contact families only if it is

“advised that Elective Home Education is not happening or is unsuitable.”

Does the Minister recognise that it is necessary to check systematically so that children at risk are identified, along with parents and carers who need support to deliver education, because otherwise school is often the only place where children at risk can have contact with other adults?

[Mr Timpson]

The hon. Lady refers to the recent Ofsted inspection in Somerset and the need for Somerset’s children’s services to make marked improvements in its response to ensure that children are safe. The example she has given is an element of that on which it needs to improve. I will not comment on the specific work that needs to be done, which has been well documented. She knows, as do her colleagues across Somerset, that I am determined to do whatever it takes to ensure the children in Somerset get the support and care they need so that they have a safe and fulfilling upbringing.

[Simon Wright (Norwich South) (LD)]

7. What steps she has taken to ensure that the best school leaders are recruited to work in the most challenging schools.

--- Later in debate ---

[Bridget Phillipson (Houghton and Sunderland South) (Lab)]

14. What steps she is taking to ensure that local authorities recruit and retain an adequate number of qualified children and family social workers.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Since 2010, we have invested more than £0.5 billion in social worker training and improvement. The number of registered children and family social workers has risen to 24,845. Programmes such as Step Up to Social Work, the Assessed and Supported Year in Employment and, more recently, Frontline are all righty focused on bringing high-quality people into social work to improve the retention and status of social workers and, most importantly, the outcomes for children.

[Bridget Phillipson]

I am grateful to the Minister for highlighting the need to attract more people into social work in the difficult area of child protection, but is it not important for councils to strike the right balance between newly qualified social workers and experienced staff? If we expect newly qualified social workers to carry too high a case load and we do not provide the right support, that will not only damage retention, but have a negative impact on vulnerable children. What will he do to address that further?

[Mr Timpson]

I agree with the hon. Lady. It is important that newly qualified social workers get as much support as possible when we bring them into the profession, so that they see it as a legitimate career to remain in and so that too many of them do not leave it too soon. That is why the chief social worker, Isabelle Trowler, recently proposed an approved child and family practitioner accredited status, and said that we must ensure that we have accredited supervisors and a practice leader in all children’s services to lead practice from the front. On top of that, there has been better collaboration across the local authorities in areas such as the north-east, where the hon. Lady’s constituency is based, to look at social worker need in the region and keep vacancy rates as low as possible.

[Stuart Andrew (Pudsey) (Con)]

Will my hon. Friend expand on the contribution that programmes such as Frontline and Step Up to Social Work are making to bring high quality people into social work? What plans does he have to continue with them?

[Mr Timpson]

Frontline and Step Up unashamedly attract the brightest and best graduates into social work, making them very much the Teach First of social work. They have been extremely successful, with 25 people applying for every place in Frontline. We have just announced the fourth cohort of Step Up to Social Work for January 2016 and we are supporting a third year of Frontline. That will ensure that high-quality graduates go into social work and will be its future leaders. It will also help to improve the status of social work across the country.

--- Later in debate ---

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

The Minister knows that the number of children put forward for adoption has halved in the past year. The Government’s unrealistic time scales have meant that social workers are left with no option but to hold off issuing care proceedings, resulting in a logjam in social services departments and, in some cases, increasing delays for children. Will the Minister accept responsibility for this situation and urgently reconsider this ill-thought-out policy?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

That is simply not true. We have seen a record rise of 60% in the number of adoptions under this Government. On the back of the judgment in RE B-S, there has been a misinterpretation of the law, but the law on adoption has not changed. We are prepared to do everything we can for all those children whose plan is for adoption, who still await care as we sit here and who still endure the delays and unfortunate practices preventing them from getting into loving, permanent, stable family homes. We will do everything we can to get rid of those delays and give them the best possible start in life, which is exactly what they deserve.

[Philip Davies (Shipley) (Con)]

May I press the Secretary of State on the point raised by my hon. Friend the Member for Gainsborough (Sir Edward Leigh)? In its report, Ofsted marked down Middle Rasen school because:

“Pupils’ cultural development is limited by a lack of first-hand experience of the diverse make up of modern British society.”

Do the Government really think that that should be a factor in determining whether a school is outstanding? Most people in this country think it is a load of politically correct nonsense.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 27th October 2014 Commons Chamber

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

The Minister has decided to establish a second independent trust to provide children’s services in Slough, following the experiment in Doncaster, but what evidence is there of the success of that approach? Will he place such evidence in the Library and will he, like me, call for a rigorous independent evaluation of the experiment?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

The hon. Gentleman will know that the formation of the Doncaster trust was carried out over a long period with much reflection on what was the best solution for Doncaster, bearing in mind the specific issues it faced. Part of that has been making sure that the lessons we learn from Birmingham, and from Slough and other local authorities where there has been too much failure in children’s services over too many years, will form the picture of understanding of what works best. There is no “one size fits all” solution. The Hackney education trust was an extremely effective example of how standards can be raised over a 10-year period of stability. Our thinking reflects much of the result that came out of Hackney, but we have worked closely with the relevant local authorities and found the best solution for each individual local authority.

[Mr Speaker]

Mr McCabe.

--- Later in debate ---

[Steve McCabe]

That is perfectly all right, Mr Speaker. Does the Minister want an independent evaluation of the experiment?

[Mr Timpson]

First, it is not an experiment; it is a carefully thought out approach to improving children’s services in Doncaster and Slough. A whole system of checks and balances is of course in place to ensure that those standards are rising—both through Ofsted and the evaluation of the close monitoring by the Department in the early stages. Evaluation is in place, but our principal aim is to ensure that we raise standards for children in those local authorities so that they get the care and protection they need.

[Mr Philip Hollobone (Kettering) (Con)]

T7. Given the low proportion of men working in primary schools and given the Secretary of State’s joint role as Minister for Women and Equalities, what steps will my right hon. Friend take to encourage the recruitment of more male primary school teachers?

--- Later in debate ---

[Simon Wright (Norwich South) (LD)]

The pupil premium is making a massive difference to many young people who risk falling behind. Young carers’ GCSE performance is, on average, the equivalent of nine grades lower than that of their peers, but many do not receive the pupil premium. Will the Minister consider the case put by the Carers Trust and Norfolk Carers Support for extending the premium to all young carers?

[Mr Timpson]

We do need to do more to support young carers. We changed the law recently to enable all of them to benefit from a proper assessment of their needs, so that they can be given the support that they require. As the hon. Gentleman will know, we also extended the pupil premium recently to cover children in care, children who are adopted, and, more recently, children receiving early-years education. However, I shall be happy to look at the hon. Gentleman’s proposal. I know that he works closely with the Norfolk young carers forum, and I also know that my hon. Friend the Minister for Schools will be meeting representatives of the Carers Trust in November to discuss precisely this issue.

[Julie Hilling (Bolton West) (Lab)]

T6. About 150,000 people die each year who might have been saved had someone only known what to do. Will the Secretary of State agree to make the teaching of emergency life support skills compulsory, so that every school leaver is a life-saver?

--- Later in debate ---

[Barbara Keeley (Worsley and Eccles South) (Lab)]

May I add my voice to the call for all young carers to be included in the pupil premium? We have an excellent young carers’ group in Salford, but that cannot make up for the fact that the support is not there. Young carers are more vulnerable, and they do 40% less well academically than other pupils. Will the Minister commit himself to including all young carers?

[Mr Timpson]

I hear the hon. Lady’s call—a call I have now heard from both sides of the House. She may like to take into account the fact that about 60% of young carers will already benefit from the pupil premium through their free school meal allocation, but of course we need to make sure that all young carers get the support they need. As I have already indicated, a meeting is taking place with the relevant Minister to discuss this matter further.

[Mr David Ward (Bradford East) (LD)]

Will the Minister meet me to hear about the fantastic work and the effort being made in our Bradford schools to deal with the very large numbers of children of new-arrival EU migrant families, and also to hear about the incredible strain that that is putting on the provision of places and raising of attainment in our schools?

Voluntary and Community Sector Prospectus

Edward Timpson Excerpts

Thursday 16th October 2014 Written Statements

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I am pleased to announce, together with my colleague the Under-Secretary of State for Education, my hon. Friend the Member for East Surrey (Sam Gyimah), who is the Minister responsible for early education and child care, that today we have published a national prospectus setting out the key activities we wish to fund at a national level through organisations working with children and their families.

We will invest up to £25 million in 2015-16 for grants awarded through the national prospectus programme. This investment matches the funding provided through the prospectus in 2014-15. It shows, in these tough financial times, the value we place on the good work many organisations have done as a result of the prospectus funding programme. This is work which we hope will continue to improve outcomes for some of our most vulnerable children.

As in previous years the funding awarded through the prospectus is part of a bigger funding picture. The prospectus therefore refers to a number of additional services and activities that we will procure outside the £25 million prospectus funding.

For the first time we have separately identified mental health as a theme in the prospectus in recognition of the significant role that improvements in this area have in supporting better outcomes for children and young people. The focus in the prospectus seeks to build on the work already under way through the special educational needs reforms and the Department of Health taskforce.

This year we have also decided to include within the prospectus a theme on online and telephone advice and support for families. Support for families is a cross-Government matter, with the Department for Work and Pensions taking a lead, but we have a strong interest in ensuring that parents can access information and services that will benefit their children, particularly where those children and families are vulnerable.

We hope to receive bids that can make a real difference to children and their families. We want to be able to use this work to inform and guide national policy under the following seven themes.

Theme one—Support the delivery of reform priorities around choice, quality and affordability in early education and child care.

Theme two—Support the delivery of special educational needs and disability (SEND) reforms, specialist advice and support for specific SEND and encouraging innovative approaches to filling gaps in the market and the SEND reforms.

Theme three—Improve the identification of children’s mental health issues, their prevention, and the better commissioning of support and collaboration between agencies and services.

Theme four—Improve the early help provided to children with additional support needs; protect and support children at risk of harm including at risk through bullying.

Theme five—Drive change in the care system to raise expectations and outcomes for children in care and care leavers.

Theme six—Continue to improve the adoption system and ensure reforms are sustained, particularly through improvements to matching, post-adoption support, services for prospective adopters, support and challenge to the work force, and strengthening parental voice.

Theme Seven—Improve advice and support to families to promote resilience, support early intervention and to improve engagement with statutory services.

We are inviting applications from voluntary and community sector organisations, social enterprises and other organisations bidding on a “not for profit” basis. Funding will be available for one year from 1 April 2015. The grants programme application process opens today, and bids must be received by noon on 21 November 2014. The national prospectus and accompanying application form set out the details of the bidding process.

A copy of the national prospectus has been placed in the Libraries of both Houses.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 21st July 2014 Commons Chamber

[Daniel Kawczynski (Shrewsbury and Atcham) (Con)]

7. What steps she is taking to support children with special educational needs.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Our SEN and disability reforms are the largest for 30 years. They place children and families at the heart of a single, more integrated birth-to-25 system which focuses on improving outcomes for children and young people.

Last month we announced further substantial funding for local areas to deliver the reforms from this September: £45.2 million, on top of the £70 million that has already been provided this year. Peterborough’s total share is more than £500,000.

[Mr Jackson]

I pay tribute to John and Louise Ravenscroft of the charity Family Voice for their wonderful work in Peterborough. What assurance can the Minister give that parent carer forums will receive core funding from the Department for 2015-16 and beyond, so that they can continue their work in facilitating parent participation? Will he mandate local authorities to provide top-up funding beyond 2016?

[Mr Timpson]

We recognise the important role played by parent carer forums. We have therefore increased the funding for each forum from £10,000 to £15,000, which amounts to a total of more than £2 million for 2014-15. As my hon. Friend will appreciate, we have not yet made any decisions about funding beyond that time frame, but, in his customary manner, he has made a strong case for support for their continued work by citing the work of his constituents.

[Daniel Kawczynski]

I am very pleased with the additional £10.4 million in funding the Government are providing to Shropshire schools. I pay tribute to my hon. Friend the Member for Worcester (Mr Walker), who has spearheaded the caucus on the funding issue. What further steps will the Government take to help parents with children with special educational needs? I still receive a lot of correspondence on the issue from constituents. I hope that, as the economy improves, more attention and focus can be brought to bear on the issue.

[Mr Timpson]

The reasons why my hon. Friend is receiving correspondence about the current SEN system are also why, under the Children and Families Act 2014, we are bringing in substantial changes to introduce, from September, a single SEN system that puts families at the centre of decision making right at the start when they require extra support. Over and above that, we are also providing an additional £30 million of new funding so that parents can have independent supporters to assist them in navigating themselves through the system, which, in the past, too many of them have found too difficult.

[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

The Minister is aware that there is a crisis up and down the country—whether in Peterborough or Huddersfield—as many schools do not have the capacity for early diagnosis and treatment. When will he ensure that there is such capacity in every school in our country?

[Mr Timpson]

The hon. Gentleman, as the former Chair of the Select Committee on Education—which I had the pleasure to serve on during his tenure—is acutely aware of the importance of early identification in our schools for a whole host of reasons. That is why the new code of practice that underpins the Children and Families Act 2014 makes it clear throughout that early identification must be at the centre of the work that schools do on behalf of their pupils. We are providing additional funding to support those endeavours—I will be happy to write to the hon. Gentleman with more details—but many of the decisions will be made at a local level and will be made far more transparent through the publication of a local offer in every council.

[Henry Smith (Crawley) (Con)]

18. Will my hon. Friend say what more specific support his Department is providing for parents who suspect their children may have dyslexia and be in need of such an assessment?

[Mr Timpson]

The number of children with dyslexia in this country has grown, so it is even more important that we recognise how we can support the many excellent organisations that are out there. That is why we are funding the Dyslexia-Specific Learning Difficulty Trust to the tune of £1.5 million over two years to help provide it with a range of special services so that it can increase the support available to children and young people with dyslexia. We are also funding the British Dyslexia Association’s primary literacy project, which is training over 3,000 teachers who have obtained specialist dyslexia qualifications. Ultimately, however, it is the changes we are introducing in our SEN reforms that will make a difference to families.

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

Let us hope that Peterborough can become a beacon of progress.

Many families will be greatly encouraged by the store the Minister places on the local offer as a means of driving up standards and improving services for children and young people with special needs and disabilities. If I were the Minister, I would organise an annual assessment of the local offer so that, across the country, we can see exactly what is working and what simply is not good enough. What will the Minister’s approach be?

[Mr Timpson]

As the Minister, I think I can do better than the suggestion the hon. Gentleman has made, and that is to have a constant review of the formulation and implementation of local offers. Of course every council will have to publish and review them, and to consult local families and young people so that they have an input into ensuring that the services they require are available when they need them. Ofsted also plays a role in trying to understand the impact of the reforms, and I am looking forward to seeing its response.

[Mr John Leech (Manchester, Withington) (LD)]

Many schools, such as St Paul’s in Withington, have an outstanding reputation for supporting statemented children, and therefore become a school of choice for many parents of SEN children, but do not receive the necessary resources. What can the Minister provide for such schools that end up with a higher than average number of children who have a statement?

[Mr Timpson]

It is important to remember that the amount of money being made available to schools for SEN children is the same this year as it was last year, and so this is about how we allocate those resources. In addition, those on statements will in future be on education, health and care plans, whereby there are additional duties, not just on schools, but on health providers, where schools sometimes complain that there is less co-operation and less endeavour to ensure that the required support is made available. That extra duty on the health providers is a big step forward, and people have been calling for it for a considerable time.

[Jason McCartney (Colne Valley) (Con)]

22. In the light of those new EHC plans, will the Minister continue to ensure that specialist services such as speech and language therapy, and child and adolescent mental health services—CAMHS—are available in our communities?

[Mr Timpson]

I completely agree with my hon. Friend that those are key services for many families where there are children with SEN and disabilities. Through the Improving Access to Psychological Therapies programme, we have made much more money available—£54 million, I believe—to provide better services. I also know that work is going on in the Department of Health to look more widely at the role of CAMHS, as we know that provision has been patchy for too long. Although there are good examples in places such as Liverpool, where it is functioning well, it is falling short in too many parts of the country. As I say, there are greater duties on health services to make sure that what is in an EHC plan is provided, but of course we need to ensure that that remains the case right across the board.

[Jonathan Ashworth (Leicester South) (Lab)]

3. What steps she is taking to make child care more affordable and improve the flexibility of child care provision.

--- Later in debate ---

[Lisa Nandy (Wigan) (Lab)]

T3. I was glad to read in the newspapers that the Minister had finally abandoned plans to allow firms such as G4S to run child protection services, but then I looked more closely and discovered that he now intends to allow those firms to set up not-for-profit subsidiaries that would run those services anyway. That would mean that the same firm could place a child into a care home and run that care home, and not be inspected by Ofsted. How on earth can the Minister think that that would be good for children?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I think the hon. Lady should talk to those on her Front Bench, as well as to her colleagues in the previous Labour Government who started this whole process by legislating on social work practices. We have been clear, following the consultation, that there will be non-profit organisations running children’s services but also that the same levels of accountability and oversight will apply as a consequence. She needs to look carefully at the detail and talk to her Front Benchers about what their position is.

[Simon Wright (Norwich South) (LD)]

Schools across Norfolk will every day serve an extra 21,000 free school meals to infant-aged children from September. Will the Minister join me in thanking head teachers and schools in my constituency that have worked hard to ensure that these meals are delivered, and will he update the House on how many schools are going to fulfil the policy?

Children with Autism (Education)

Edward Timpson Excerpts

Thursday 17th July 2014 Commons Chamber

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

I thank my hon. Friend the Member for Burnley (Gordon Birtwistle), as well as my hon. Friend the Member for Ribble Valley (Mr Evans) and the hon. Member for Stoke-on-Trent South (Robert Flello) for tabling the debate in order to champion the needs of autistic children. I think we would all agree that this is an extremely important issue that affects parents not just in Lancashire, but in Cheshire, which is my area, and right across the country.

I was reminded by the new Solicitor-General, who was present at the beginning of the debate and who has probably done more than any other Member to support the cause of autism on the basis of both his personal experience and the work that he is doing in South Swindon, that this is our third debate on the subject in the last 18 months or so, which is a rather better return than we had over the previous 10 years. I think that that emphasises how important it is for Members such as my hon. Friend the Member for Burnley, when local cases are brought to them, to take the opportunity to raise them on the platform here in Parliament, so that we can debate the issues more widely.

My hon. Friend mentioned a number of cases, including those of Jack, Honey and Chloe. I have read about their experiences, and was able to discuss them with my hon. Friend last week. He also spoke about the consequences for children of missing out on education, whatever the reason may be. There is no doubt that the parents in such cases feel very badly let down. It is not for me to answer for Lancashire county council, however; the hon. Member for Preston (Mark Hendrick) has given it an opportunity to answer for itself.

Parents have said that they have shared their stories so that other families can find an easier pathway towards better support in the future. We too should learn from their experiences. There are numerous examples which show why it is so necessary for us to change the current special educational needs system. Too many parents find themselves, as one mother has put it, in “an unending battle” with a system that is supposed to help them. Too many find that their children's special educational needs are picked up late, too many have to fight to get different services to work together—services that focus too much on the SEN label rather than on meeting children’s needs and supporting their life outcomes—and too many find that young people lose the protections and rights that they have had at school when they move on to further education.

Although it is right to acknowledge that there is excellent practice and provision out there, it is little wonder that young people with SEN often have such poor prospects, lagging behind their peers at school and college, and being more likely to be out of education, training and employment at the age of 18. I am sure we all agree that that is not acceptable. It is a terrible waste of untapped potential, and of lives that are peppered with missed opportunities. The challenge, issued again today by my hon. Friend the Member for Burnley, is for us—the Government and local authorities, as well as other agencies that are involved with families—to do much better by these children and young people. The Government have recognised that need, and we have been prepared to take on the challenge of truly reforming the SEN system to give all children and young people who are touched by it the best possible chance to lead successful, happy and fulfilled lives.

As the hon. Member for Huddersfield (Mr Sheerman) reminded us earlier, the Children and Families Act 2014 is the most important legislation on special educational needs in 30 years. The reforms that it makes will begin to be introduced in September this year. It will create a clearer, more joined-up approach that will focus unashamedly on outcomes, and will improve the support that is provided during the transition to adulthood. Crucially, it will do much more to involve children, young people and their families through a more integrated, streamlined assessment process, and through a new “birth to 25” education, health and care plan that sets out, in one place, all the support that children will receive across the various services.

[Bob Stewart]

I presume that the Minister also wants early diagnosis to be part of that plan. The earlier we can make an assessment of young people with autism, the more they will be able to enjoy their lives subsequently.

[Mr Timpson]

My hon. Friend is absolutely right about that. The code of practice, which the hon. Member for Birmingham, Selly Oak (Steve McCabe) noted we debated in Committee this morning, has running through it that very premise: in order to ensure we get the support in place at the right time, early identification is key. Bringing health, social care and education services much more closely together will mean better sharing of information about the challenges that children present and understanding what underlying causes prevent them from being able to access education and to learn.

[Steve Rotheram]

The 2014 Act does not kick in until later this year. Given that this debate has been widely welcomed outside this place, will the Minister commit to a future debate, so that we not only keep this in the public consciousness, but see the effects of the legislation once it starts to have an impact?

[Mr Timpson]

I am grateful to the hon. Gentleman for remaining stoic in his efforts to bring this issue to the fore, both in Parliament and in his constituency. It is important that we do not decide that the job has been done, and show no more interest in the consequences, just because an Act of Parliament has been passed. Things work the other way round: in some ways the easy bit has been achieved and the hardest bit is the implementation. That is why we are ensuring, in the run-up to September and beyond, that we have a clear understanding of how it feels for parents and families as the changes start to kick in. I would welcome any opportunity, be it Adjournment debates or other means by which hon. Members can bring these issues to the House, to continue taking a constructive approach to the legislation and the subsequent attempts to put it into place on the ground. We must be mindful that we are asking for a culture change to happen and take hold in many parts of our communities and our countries. The more Members of Parliament and other leaders in our communities show a direct, vocal and public interest in the life chances of children and young people with SEN, the greater prospect we have of getting the culture change we all want to see.

[Bob Stewart]

May I, too, support exactly what Walton’s voice in Westminster, the honourable scouser, has said: we ought to have more debates on this subject and watch the legislation going through?

[Mr Timpson]

As I said a few moments ago, this is the third or fourth debate we have had on autism, and we have had many more debates on SEN over the past two years. That can only be a good thing, and it has ratcheted up the interest and understanding of not only hon. Members, but many outside this place, who are now more aware of the importance of bringing forward these changes. They include: a new “birth to age 25” education, health and care plan; the local offer, which the hon. Member for Birmingham, Selly Oak mentioned, outlining what support is available to children with SEN and their families in their area; and the joint commissioning of services by councils and local health bodies.

It is also important to say that the Act protects and extends rights that exist in the current legislation and maintains duties. Schools will continue to have a duty to do their best to make provision to meet children’s SEN, and the Act extends that duty to colleges, too. Councils will, where necessary, continue to have a duty to assess children’s SEN and arrange suitable provision. Again, that duty is being extended to young people up to the age of 25, which is a significant step forward.

The hon. Member for Birmingham, Selly Oak asked about the number and role of SENCOs in schools. Every maintained nursery, primary and secondary school is required to have at least one SENCO, who has received the necessary training, including on the main types of need, of which autism is one. The hon. Member for Bolton West (Julie Hilling) asked about educational psychologists, and I hope she was trying to elicit an answer that gives us a full picture of the current position. What I can tell her is that there has been significant investment in the training of educational psychologists. On average, more than £5 million a year has been invested since 2010. This is the first central support to supplement local authority voluntary subscription schemes, and this year we are increasing supported places from 120 a year to 132. I met the union that represents educational psychologists just this week to talk about how we can move forward in years to come.

The 2014 Act will benefit all children and young people with special educational needs and their families. Importantly for this debate, that includes those with conditions such as autism, which often require specialist support across a number of agencies. I wish now to talk about some of the ways in which the new law will provide for that. Councils will have to integrate education provision with health and social care provision where that will promote the well-being of children and improve the quality of special educational provision.

Health provision, such as speech and language therapy—such therapy is often a necessary requirement for those with autism, and was needed in some of the cases in Burnley—can be extremely important in addressing the communication difficulties that are one of the core features of autism. The joint commissioning duty between councils and health bodies will help ensure that services are available to meet the needs of children and young people in the area. Too often it is reported that parents receive a diagnosis of autism for their children and then are given no information about how they can access support. The purpose of the local offer is to provide information about the support available for disabled children and those with SEN across education, health and social care.

The local offer will be not just a directory of services, but will be drawn up following consultation with children, young people and parents. If autistic children and young people and their parents feel that there is not sufficient provision for them in the area, they will be able to use the local offer to challenge the local authority to improve that provision.

We all know how important early intervention can be for children with autism. By making the new system “nought to 25”, we have strengthened the rights of parents of children aged nought to two to have provision made to meet their child’s needs. Many children with autism also stand to gain from a stronger push for early identification of SEN through initiatives such as the two to two-and-a-half-year health visitor review. We are committed to creating an integrated review from 2015, combining the health visitor review and the two-year-old early years foundation progress review.

Currently about 70% of children whose primary special educational need is autism have an SEN statement as against those who are supported by schools at School Action Plus. That is a higher percentage than most other types of SEN. We expect those children who currently have statements to be transferred on to the new education, health and care plans so they will benefit from the more co-ordinated approach that the plans bring and the new duty on health bodies to arrange the health provision set out in a plan.

With growing awareness of autism, many parents of autistic children quite rightly want specialist provision. Through the Children and Families Act 2014, we are strengthening the right of parents of children with EHC plans to have provision made at independent specialist schools. At present, where the parents of children with SEN statements request a council-maintained mainstream or special school, the local authority is under a conditional duty to name that school and, if it does, the school is under a duty to admit the child. But that does not apply when parents request other types of schools.

From this September—to emphasise the point that my hon. Friend the Member for Gainsborough (Sir Edward Leigh) made—when the parents of children with EHC plans request an academy, a non-maintained special school or an approved independent special school, the council will be under the same conditional duty to name that school as if the parent had asked for a local authority maintained school.

My hon. Friend the Member for Burnley and the hon. Member for Birmingham, Selly Oak rightly raised the issue of autistic children being informally and therefore illegally excluded from school. The Government’s view is clear: no child should be unlawfully excluded. Ofsted and the Department will take seriously evidence that a school has acted unlawfully in excluding a pupil. The new statutory guidance on exclusion, which took effect in September 2012, makes it clear that informal exclusion, such as sending children home to cool off, is unlawful. As the hon. Member for Birmingham, Selly Oak reminded us, we are funding the National Autistic Society to pay for exclusion advisers to provide advice to parents and professionals, but we want improvements and will continue to ensure that they happen.

Like other parents, parents of children with autism are keen to have greater control over the provision that is made for their children. Through the Children and Families Act 2014, the parents of children with EHC plans will have the opportunity to have a personal budget through which they can decide on how some of the provision set out in the plan is delivered. For example, parents could use their personal budget to decide which therapist delivers speech and language therapy to their child, rather than having to accept the therapist arranged for them. The increased roles for children, young people and parents and the 2014 Act’s promotion of greater co-operation in decision making will take much of the adversarial nature out of the current system.

However, it would be unrealistic to suggest that the new system will mean that no parents or young people will be unhappy about the provision that will be made in future. Currently, the largest number of appeals registered at the special educational needs and disability tribunal are in relation to children with autism, as compared with other types of need, which gives an indication of the difficulties that parents of children with autism have with the current system. I am sure that some parents of autistic children with EHC plans and young autistic people with plans will continue to disagree with the provision that is set out within. We have preserved the right of parents to appeal to the tribunal to have their appeals decided by an independent body, and we have extended that right to young people, too. Going to tribunal can be stressful for some parents and, if they choose to be legally represented, expensive, which is why, under the new regime, where parents and young people are thinking of appealing to the tribunal, we have given them the option of going to mediation with the council to try and get the disagreements sorted out more quickly in a non-judicial setting. If they fail to get disagreements about the special educational needs provision sorted, they can appeal to the tribunal.

Lastly, young people with autism can find change difficult, particularly the transition to adulthood. The 2014 Act brings together the legislation for school children aged nought to 19 with the legislation on young people with learning difficulties or disabilities in post-16 further education provision up to the age of 25, which means that young people with autism who need more time to complete their education and make that transition will have the opportunity to carry on in education until they are ready to leave.

One often-quoted statistic is that only 15% of adults with autism are in full-time employment, which is depressing, particularly given that, matched to the right job, many people with autism, with their eye for detail and the regularity and consistency of their work, are an absolute godsend for employers. The new SEN system will put greater emphasis on the long-term outcomes for young people, including getting a job. Much greater emphasis will be placed on preparing young people for employment and using routes such as apprenticeships, traineeships and supported internships to help them gain employment.

As the hon. Member for Birmingham, Selly Oak also said, in addition to our debate here, we have also been debating the new nought to 25 SEN and disability code of practice, which will give statutory guidance on the new SEN and disability system. The draft code has been developed after extensive consultation with many people, including the voluntary sector. For example, I met representatives from the National Autistic Society and we listened to its concerns that the description of the four broad areas of SEN in the code did not fully reflect the range and complexity of the difficulties that autistic children and young people can face. The NAS was also concerned that the first consultation draft of the code did not mention duties under the Autism Act 2009 and associated statutory guidance, so we agreed wording with the NAS that makes clear that children and young people with autism can have difficulties across all four areas of special educational needs: communication, cognition, emotional and mental health, and sensory difficulties. The code now makes it clear that, under statutory guidance accompanying the autism strategy, SENCOs should inform young people of their right to a community care assessment and their parents of a right to a carer’s assessment.

As hon. Members will be aware, just passing the legislation to provide for the new system is only half the battle. Successful implementation will depend on people around the country embracing the spirit of the new system. The best areas are already working in a way that we want to spread across the country.

I have listed a number of councils and have been encouraged by the progress that is being made in the run-up to the commencement date on 1 September. The Department has been conducting readiness surveys with all local authorities and the most recent survey shows that 95% of councils have told us that they are on track for September and can manage the changes. I have made it my business to follow up on the progress of authorities that are further behind the curve personally and I hope that that is a sign of how important the Government consider these reforms to be and our determination to improve things on the ground for families.

We know that implementing the changes we want to see will come at a cost. I recently announced an extra £45.2 million of funding in 2014-15 and indicative funding of £31.7 million in 2015-16 to help councils with implementation. That is on top of the £70 million SEN reform grant that councils can use to work with health and others to deliver the changes. We are also giving £30 million of new money between April of this year and March 2016 to recruit and train independent supporters across the whole country to help families navigate the new system.

This debate has been another excellent opportunity to raise in this House not only the importance of the special educational needs reforms that the Government have introduced but how they will affect many people up and down the country who have a child or young person with autism. I thank all hon. Members who have contributed to the debate. Autism is a complex condition, and it requires people to work together to ensure that the needs of individuals and autistic children and young people as a whole are met. I hope that what I have said today reassures hon. Members that the Children and Families Act and the reforms that we are introducing will make co-operative working between children and young people, parents, professionals and agencies a reality.

As ever, my hon. Friend the Member for Burnley has done the House a service by raising this important issue and I hope that it has given him some sense that work is under way to address many of the points he has raised. Of course, I would be the first to say that there is still a lot of work to do.

Education

Edward Timpson Excerpts

Thursday 10th July 2014 Ministerial Corrections

The following is an extract from the speech made by the Under-Secretary of State for Education, the hon. Member for Crewe and Nantwich (Mr Timpson), at the Seventh Delegated Legislation Committee meeting on the Draft Adoption and Children Act Register (Search and Inspection) (Pilot) Regulations 2014.

[Mr Timpson]

The hon. Member for Sheffield, Heeley asked about register performance. I may not have the data at the granular level that she requires today, but I can tell her that the register contributed 353 matches in England alone in 2013-14. That was a record performance. I do not have the percentage return but the targets for this year will require the register to increase that performance by at least 25%.

[Official Report, Seventh Delegated Legislation Committee, 9 July 2014, c. 11.]

Letter of correction from Edward Timpson:

An error has been identified in a statement I made during the Seventh Delegated Legislation Committee meeting on 9 July 2014.

The correct statement is as follows:

[Mr Timpson]

The hon. Member for Sheffield, Heeley asked about register performance. I may not have the data at the granular level that she requires today, but I can tell her that the register contributed 389 matches in England alone in 2013-14. That was a record performance. I do not have the percentage return but the targets for this year will require the register to increase that performance by at least 23%.

History Curriculum: North American War 1812-14

Edward Timpson Excerpts

Wednesday 25th June 2014 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is a pleasure to serve under your chairmanship, Mr Howarth.

“Just imagine foreign troops invading London, defeating the British Army in Hyde Park then marching on Buckingham Palace.

The Queen and Prince Philip order their most precious belongings piled into a lorry and are whisked off to safety before the enemy break in and burn the place down.

Unthinkable? Well, that’s just what the British did to the White House in Washington nearly 200 years ago.

What’s more, in the expectation that their army would beat the British, the American President and his wife had ordered a slap-up meal prepared for 40 guests. They’d been counting on celebrating a victory. Instead they found themselves fleeing for their lives.

When the British invaders in their blood-stained uniforms burst into the White House, they found the table elegantly laid for dinner, meat roasting on spits and the President’s best wine on the sideboard.

Delightedly, they tucked in. One young officer said of the President’s Madeira wine: ‘Never was nectar more grateful to the palates of the gods…’ Afterwards he nipped up to the President’s bedroom and swapped his sweaty tunic for a smartly-ironed presidential shirt.”

Those fine words are not mine, but my hon. Friend the Member for Colchester (Sir Bob Russell) may recognise them, as they are also by that great man Peter Snow—not from his book, “When Britain Burned the White House: the 1814 Invasion of Washington”, but from an article that he wrote, I suspect to support the book’s publication. What those words do is what my hon. Friend has done this morning: they bring to life that period of Anglo-American relations—if we can say they were relations at that time.

I congratulate my hon. Friend on securing this debate and on raising awareness of the North American war of 1812-14, which included that extraordinary event, and of its impact on national and international history, as well as its deep relevance to Essex, which has its own rich heritage. I am sorry that there were not more hon. Members present to absorb the detail of the history lesson available for free to all parliamentarians this morning.

The date 1812 will make many of us think of Tchaikovsky’s overture, or perhaps of other British events at that time. But my hon. Friend made a clear case for ensuring that all those periods of British history that reflect directly on our current place in the modern world are more readily known to many more members of our society.

The Government believe that, as part of a broad and balanced education, all young people should acquire a firm grasp of the history of the country in which they live, and how different events and periods relate to each other. The history curriculum that we published in September 2013 sets out within a clear chronological framework the core knowledge that will enable pupils to know and understand the history of Britain from its first settlers to the development of the institutions that help to define our national life today, as well as understand how that history relates to key events in world history. In doing that, however, we have given teachers more freedom over the detailed content that should be taught.

Of course, there will always be a wide range of views about what pupils should be taught in history lessons. So that everyone could have their say on that, we held a public consultation on the content of the history programmes of study, along with the other reforms that we proposed for the national curriculum. The consultation ran between February and April 2013 and attracted over 17,000 submissions.

The majority of the new national curriculum will come into force from September 2014, so schools will have had a year to prepare to teach it. To help the transition to the new curriculum, and to give schools more flexibility over how they prepare for it, we have disapplied the majority of the outgoing national curriculum for the academic year 2013-14. Disapplication means that schools still have to teach the subjects of the national curriculum, but they do not have to follow the programmes of study or attainment targets.

The new history curriculum has been well received, and is supported by some of our country’s most eminent historians, including Jeremy Black, David Abulafia, Robert Tombs and Simon Sebag Montefiore—Peter Snow is not on my list, so I cannot give his view, but he will clearly be taking a keen interest in the matter. Indeed, Professor Jeremy Black of the university of Exeter has said:

“You can’t debate our sense of national identity and our national interest unless you understand our national history. This curriculum puts British history first as well, which I think is right. It kicks out the woolly empathy in favour of giving children more of a sense of where we are at that moment between the past and the future.”

Professor Robert Tombs of St John’s college, Cambridge, has said that

“the new History curriculum provides a new coherence for the study of history. It properly focuses on British history, while including a breadth of topics from other parts of the world. It is sufficiently flexible to include local studies, and it gives the opportunity to draw together material over a long period to illustrate change over time.”

[Sir Bob Russell]

Pupils are being taught about the two great European battles of 1805 and 1815, but those occurred while another war involving Britain was happening on the other side of the Atlantic. Surely that other war is part of the total story of the first 15 years of the 19th century.

[Mr Timpson]

One reason why we reviewed and changed many aspects of the national curriculum is that too often, particularly at primary school level, children were being taught about events without the context in which they took place. That emphasis has changed in the new curriculum and the great array of teaching talent we now have to teach history enables children to have deeper knowledge of the circumstances in which these events took place.

I commend my hon. Friend on his deep and passionate knowledge, albeit that he admitted today that it has been more recently acquired than he would have hoped. I am sure, Mr Howarth, that you grasped from my opening description of events that the 1812 war was a two-and-a-half-year military conflict between the United States of America and the United Kingdom of Great Britain and Northern Ireland, its North American colonies and its Indian allies. It was a wide global war, the outcome of which resolved many of the issues that remained from the American war of independence. The war was clearly of lasting significance and many historians argue that it was a defining moment in the establishment of distinct national identities for the United States and Canada, which my hon. Friend made great play of in his speech.

The war has particular resonance and interest in Colchester and Essex for the reasons my hon. Friend gave, not least because of the involvement of troops from the East Essex Regiment in the attack on Washington, and the occupation and burning down of the White House in 1814. August this year sees the 200th anniversary of that event, and I am sure there will be celebrations in Colchester.

[Sir Bob Russell]

I do not think there will be any celebrations, but I am hoping that there will be a commemoration.

[Mr Timpson]

We can argue about how we go about recognising such events. Sometimes they are termed a celebration of our deep history and heritage, but at the back of our mind we should always remember those who fell in battle and their sacrifice for our country.

My hon. Friend asked that the war be added to the history national curriculum, and that is at the centre of this debate. Our new curriculum sets out in a clear chronological framework the core knowledge that will enable pupils to understand the history of Britain from its first settlers to the development of the institutions that help to define our national life today. However, it does not set out every event, person or institution that pupils should be taught about, and there is flexibility for a range of different approaches. Indeed, there is much scope for schools to study the events of the 1812-14 war. Under the statutory requirement for schools to teach about ideas, political power, industry and empire under “Britain 1745-1901” at key stage 3, pupils may be taught about the American war of independence and the subsequent war of 1812-14. I trust that any teacher who can find the time will read Hansard, take that on board and consider it for September.

My hon. Friend asked whether the two world wars were included in the curriculum. They are included in the new history programmes of study and part of the statutory unit on challenges for “Britain, Europe and the wider world 1901 to the present day”. He will know that the Government are providing the opportunity for two students from each state-funded school to visit the first world war battlefields during the commemorative period.

One of the aims of the new curriculum is to allow pupils to gain historical perspective by placing their growing knowledge into different contexts and to understand the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short and long-term time scales. That is why the new curriculum also requires the study of history in a local context and suggests that that may be a study in depth linked to an area of national or international history that students may have covered.

For example, in my constituency, many schools teach their pupils about the battle of Nantwich on 25 January 1644, fought between the parliamentarians and the royalists. It was a turning point in the first English civil war. Every year on Holly Holy day, the Sealed Knot troops come to Nantwich in droves to re-enact the battle when the royalists under Lord Byron besieged the town but were overrun and destroyed by the parliamentarians led by Sir Thomas Fairfax—a victory that halted the royalists’ advance and was a major blow to King Charles I. That should, of course, be taught in the context of the wider ramifications of the English civil war, but it is a good example of how a local event may be enriching in education, particularly history, in our schools.

Similarly, the North American war and the significant role played by members of the East Essex Regiment is an excellent example of how Essex schools can explore the impact of people from their own local area on national and international history. Having had a history lesson from my hon. Friend, I have no doubt that he will be in great demand in his constituency to give up some of his time to go into schools, albeit as an unqualified teacher, to share the pearls of wisdom he has taken on board since June last year.

The issue is important because it touches on the very heart of what the Government are seeking to do: to give every child the best possible start in life. Education is essential to achieving that aim. I know that view is shared not just in the coalition, but across the House.

I am grateful to my hon. Friend for raising this important matter. Schools can and should look at it as part of a broader, balanced curriculum. Having had to research it for this debate, I have become more knowledgeable about and interested in the 1812-14 war. I hope that that will spur other hon. Members to go back to their constituencies and find out about local historical events, and use them as a catalyst. History is becoming more and more popular at GCSE, thanks in part to our EBacc performance measure, with an increase of more than 16% in the last year. I hope that more budding historians will want to take up the subject in future.

Government Child Protection Policy

Edward Timpson Excerpts

Tuesday 24th June 2014 Westminster Hall

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

It is a pleasure to serve under your chairmanship, Mr Gray. I thank the hon. Member for Sheffield, Heeley (Meg Munn) not only for calling this important debate but for her assiduous work in preparing for it and for the work that she has carried out in her own constituency and Parliament on child protection. Her speech was measured; it was also moving in parts, with recollections of some of the horrific abuse that children have suffered at the hands of adults and, in some cases, other minors. She has put forward a strong and coherent argument for keeping our gaze firmly fixed on the children who are the victims in all this.

Following on from our meeting last week, I hope I can reassure the hon. Lady that I share absolutely her passion for protecting children from the appalling form of abuse she raised, as well as other kinds of abuse and neglect. That is why we are taking action not just within my own Department but right across Government to learn the lessons from past mistakes, to see how we can improve the services that are there to protect children, and to make sure that professionals have the capability and the space to spot the signs of abuse and that they know how to act on those signs.

I will try to address the points the hon. Lady raised, in particular the key recommendations of the report by the all-party group. If I do not cover a point in sufficient detail to satisfy her, I will of course write to her. Many of the report’s recommendations are directed at other Government Departments and I will endeavour to ensure that they play their full part in providing a full and proper reply.

[Mr Sheerman]

Before the Minister moves on to the specific points raised in the report, I should say that in this very room only a month or so ago there was a harrowing session on children’s access to pornography, involving some very good campaigners. Does he think that that problem might be partly responsible for some of the early sexualisation of children and the behaviour that my hon. Friend the Member for Sheffield, Heeley (Meg Munn) described?

[Mr Timpson]

I sit as one of the co-chairs of the board of the UK Council for Child Internet Safety, an organisation that has done some excellent work in grappling with precisely the issues the hon. Gentleman raises, as well as pushing internet service providers, and others who are there to protect children online, to do more to make sure that they are protected.

As a result, there is clearly more enriched research into the causal link between exposure to pornography and possible impacts on behaviour, attitudes and boundaries among children. We are learning more about how one affects the other and it would be remiss of us not to look more carefully at what more we can do to try to prevent some of the appalling consequences of exposure to online pornography and other forms of abuse that children, unfortunately, find more readily accessible now than was the case in the past.

[Mr Sheerman]

Will the Minister give way?

[Mr Timpson]

Very briefly—I want to address the hon. Lady’s points.

[Mr Sheerman]

Just to push the Minister on that, my constituents are appalled not only about online pornography but about what is available on their television screens through Freeview. What will he do about that?

[Mr Timpson]

That is another area of advanced technology where we cannot simply maintain the status quo in our response, especially as smart TVs are becoming more prevalent on the market. A strand within the UKCCIS board is working specifically on how we can better ensure that anything broadcast through that medium is controlled more readily than it has been in the past. Of course, we need to do much more work to keep up with fast-moving changes in technology. I will happily write to the hon. Gentleman with more details if that would be helpful.

The all-party group’s report recommends a whole host of important considerations for various parts of Government to take forward. The hon. Member for Sheffield, Heeley touched on a number and I will address a few in the time I have available. One was about information sharing—an issue that goes to the heart of the problems that underlie the failure that too often occurs in child protection. Anyone who sits down and reads a serious case review will see a common theme, as information sharing is often at the heart of why things have gone horribly wrong in the particular case.

The report recommends that guidelines on information sharing should be reviewed to ensure that professionals are clear about when data should be shared in the interests of children. I entirely agree that early sharing of information is key to providing effective early help to vulnerable children and adults. Of course, changing structures alone will not make children, or indeed adults, safe, and it is not enough simply to improve IT systems. It will be skilled professionals, who can identify problems early, working together under locally agreed and enforced arrangements, who will bring about effective information sharing.

In a number of initiatives, local partners are working in innovative ways to share information and knowledge about a child and their family, resulting in the better delivery of co-ordinated services. One such model, which I know the hon. Lady will know of, is the multi-agency safeguarding hub, or MASH, which can draw on information across all agencies, enabling them to provide a better informed referral process. Local authorities such Staffordshire, which was recently rated good by Ofsted, have made effective use of the MASH model to strengthen local partnership working and to provide better safeguarding services for children.

An independent report into the effectiveness of MASH was commissioned by the London safeguarding children board, and found that turnaround times for child protection cases involving children with high or complex needs had almost halved in some areas since the London MASH programme began in 2011. However, that is just one model, which allows services to work together in a co-ordinated way.

The hon. Lady referred to the statutory guidance published last year—the “Working Together to Safeguard Children 2013” guidance. That was revised to try to make the legislation and its requirements as clear as possible so that all organisations know what the law says they and others must do. The guidance provides the essentials to enable and encourage good cross-agency working so that all organisations understand what they should do to provide a co-ordinated approach to child protection.

The all-party group notes that different Departments lead on different aspects of the work to protect children from abuse. I understand the point; if responsibilities are not clear, whether in local or national Government, I will be happy to explain from the national perspective how my role fits with those of my colleagues. When I met the hon. Lady last week, I gave her what I hope was a clear read-out of where that responsibility lies. My Department has overall responsibility for reforms to the child protection system, professionalising children’s social care services and making life better for children in care and leaving care.

Bringing about the sort of changes we want in tackling sexual abuse of children requires a much broader programme of work involving several Departments, and that is reflected in the recommendations in the all-party group’s report. That is why the Government set up the cross-Government national group on sexual violence against children and vulnerable people, its purpose being to take forward much of the urgent work needed to address the missed opportunities to protect children and vulnerable adults. That national group is a board of leading experts from relevant agencies: the inspectorates, the police, voluntary and community organisations and senior colleagues from across government. Through the group, the Government are committing resources and important energy to meet significant safeguarding challenges, including child abuse, trafficking, missing people and child sexual exploitation, as well as managing sex offenders and tackling online pornography and paedophile literature.

[Meg Munn]

I am grateful to the Minister for explaining some of the detail to me last week. One of the driving forces behind the report is the need to understand that a child who has perhaps been abused at home is much more vulnerable to abuse by peers and the likelihood of being exploited. I seek reassurance that the work of the Minister’s Department, which is welcome, in the more mainstream areas of social work is not divorced from what is happening in the cross-Government group.

[Mr Timpson]

The hon. Lady is absolutely right. In my previous job as a family barrister, all too often I came across the whole issue of intrafamilial sexual abuse that she spoke about. There is an opportunity through the group’s action plan to raise the matter more readily within it and to consider harmful sexual behaviour among young people where it is more likely to occur, and what our response is on the ground. I am happy to give her an undertaking to raise the matter in that group so that it is much more at the forefront of the thinking not just of the action plan, but the following action. Although the issue does not receive the same level of interest as some more high-profile cases, it is more embedded in society and we must find better ways to talk about it and ways to tackle it.

The hon. Lady alluded to the all-party group’s recommendation for my Department to ensure that higher priority is given to specialised training for social workers and teachers in spotting the signs of sexual abuse, including through the work of local safeguarding children boards. This is an area on which several LSCBs have made good progress. For example, last year I visited Oxfordshire county council, which has delivered specialist training for staff across agencies on child sexual exploitation, on the back of some horrific cases in the city of Oxford, as well as producing a professional handbook and a screening tool to help staff to spot the early signs of grooming and to take action.

More broadly, the Department for Education is taking forward a broad range of work to improve the skills and knowledge of front-line professionals. Isabelle Trowler, the first chief social worker for children and families, is leading work to define what a child and family social worker needs to know to practise effectively. That includes being able to identify and respond to sexual abuse and specific forms of child sexual abuse. If the hon. Lady would like to talk to the chief social worker about that area of her work, I will do what I can to make that arrangement. A final draft of the knowledge and skills document will be completed in the summer, following which we will consult widely to ensure that it accords with other people’s views.

Higher education institutions that deliver social work degree courses are required to ensure that newly qualified social workers are able to analyse and evaluate information, assess risks and intervene appropriately, so that they can give effective support to children and young people who have experienced sexual abuse. Following Sir Martin Narey’s review, we are overhauling the training and education of social workers to give trainees the expertise they need and employers more confidence in newly qualified recruits.

We have also launched the new fast track front-line training programme to attract the brightest and best to social work. We have spent more than £400 million on the social work bursary and our Step Up to Social Work programme—I have just announced the fourth cohort—is to ensure that we have enough highly skilled staff to meet demand.

[Mr Sheerman]

I remember when all three of us—the Minister, my hon. Friend the Member for Sheffield, Heeley and I—were on the same Committee, and one thing that we were really worried about when we looked at the training of social workers was their experience on the job. So many of them did not have relevant experience in a demanding local authority team. Is the Minister doing anything about that work experience?

[Mr Timpson]

Part of the issue is recruitment and part is retention and keeping experienced social workers on the front line not just managing cases, but being involved in the daily work required to ensure that families keep children safe and make progress. The assessed and supported year in employment programme—the ASYE—enables newly qualified social workers to feel supported enough to gain that experience and not drift out of social work because of the pressure they are under.

We also now have principal family social workers moving into all local authorities so that there is a lead social worker, who may previously have moved up into management all too readily. One advantage of some of the flexibilities of delegated functions is, as in Staffordshire with the Evolve YP social work practice scheme, a much flatter management arrangement so that senior social workers are active in the expertise and professionalism that brought them into social work in the first place.

The all-party group also recommended that the Government should lead on providing better and more consistent support for victims of child sexual abuse. It must be right that every victim of sexual violence has access to adequate service provision that meets their individual needs and supports them in coping and recovering, particularly in relation to children. To help children who have been trafficked, the Home Office has announced proposals to trial specialist independent advocates, and I am sure that the hon. Lady is aware of that. A new code of practice for victims of crime came into force in December 2013 and will give victims of crime clear entitlement from criminal justice agencies and will better tailor services to individual need. It contains a section dedicated to the needs of children and young people.

The Government’s review of ways to reduce the distress to victims in sexual violence trials was published on 31 March and recognises the benefits of specialisation of those involved in sexual violence cases. It proposes that the bodies responsible for professional conduct and practitioners should be encouraged to develop an accreditation system for defence advocates that is open and transparent. I will write to the hon. Lady with more details of that.

The hon. Lady touched on sexual abuse in institutions and rightly highlighted the importance of preventing sexual abuse in those environments, ensuring that those who have concerns about children can raise them. As she will know, my Department, like all Departments, takes historical abuse very seriously indeed. That is why Lucy Scott-Moncrieff is providing quality assurance independently on all the investigations that derive from schools and children’s homes. She will report to the Secretary of State later this year about the lessons she learns from those investigations. That will be very helpful in informing the Government’s next steps in tackling sexual abuse in institutions.

The all-party group made recommendations on the whistleblowing process, on which local authorities should have a strong policy. Time prevents me from going into more detail about that.

I thank the hon. Lady for her continued interest in this vital area of our work in this place. I am happy to continue to work with her to try to improve things in future.

Oral Answers to Questions

Edward Timpson Excerpts

Monday 16th June 2014 Commons Chamber

[Mrs Emma Lewell-Buck (South Shields) (Lab)]

3. What assessment he has made of the recommendations of Sir Martin Narey’s report “Making the Education of Social Workers Consistently Effective”, published in January 2014, on the training of children’s social workers.

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

We welcome Sir Martin Narey’s report, and agree with both his analysis and approach to securing improvement. We are already putting in place some of his recommendations: the chief social worker, Isabelle Trowler, is leading work to define the knowledge and skills that children and family social workers need to practise effectively; and I announced last week that we are supporting a fourth cohort of the successful Step Up to Social Work programme.

[Mrs Lewell-Buck]

I thank the Minister for his response. Sir Martin Narey’s report rightly recognises the importance of quality social work placements. Is the Minister therefore concerned by reports that trainee social workers are instead being used to plug gaps left by the Government’s cuts to children’s services and provide cover for fully qualified colleagues? Does he agree that that is neither good for social workers’ development, nor for at-risk children?

[Mr Timpson]

I am always concerned when newly qualified social workers find themselves in a difficult professional position, whereby they feel stretched by the case they are having to deal with. That is why we have provided a large amount of money to ensure that their first year is supported by the Assessed and Supported Year in Employment programme, and why we are making sure that the £239 million we have already invested in social work training will be supplemented by the work of Sir Martin Narey and the chief social worker.

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

We have had the reviews of Professor David Croisdale-Appleby and Sir Martin Narey, and we await the outsourcing report of Professor Le Grand. Do the Government think they know now what needs to be done to improve social work? If they do, when will they share their insight? Will they consult the profession on any intended changes, or simply seek to impose them?

[Mr Timpson]

All the work the hon. Gentleman describes has one pure motive: to raise the quality and status of social work right across the country. Part of that is making sure we take the profession with us. When I spoke to the British Association of Social Workers at its conference last week, I made it as clear as I could that whatever we do we will consult, review and ensure that any changes we make lead to the improvements that are our mission from the very start.

--- Later in debate ---

[Duncan Hames (Chippenham) (LD)]

T3. Last week, the Secretary of State described the safety of children as central to his Department’s mission. In March, prompted by information arising from the police investigation into Jimmy Savile, he ordered investigations into 21 schools and care homes. How will he co-ordinate that work with similar investigations in the NHS and report the findings to the House?

[The Parliamentary Under-Secretary of State for Education (Mr Edward Timpson)]

Clearly we remain committed to doing everything we can to learn from whatever happened in those cases. In his written ministerial statement in March, the Secretary of State set out the process for doing that. My Department will be working closely with the Department of Health, in conjunction with the work being done by Kate Lampard and the work that Lucy Scott-Moncrieff will undertake to provide independent oversight of the process. Discussions between the Departments have taken place, and we hope to be able to say more about the outcome of both the investigations in the autumn.

[Mr Jim Cunningham (Coventry South) (Lab)]

T2. Will the Minister tell us how many schools are being built as a result of his programme, and how many have had their conditions improved?