Oral Answers to Questions

Debate between Edward Timpson and Robert Buckland

Tuesday 14th September 2021 Commons Chamber

[Robert Buckland]

I am grateful to the hon. Member for raising the Law Commission report. I will write to him to clarify the date by which the commission will publish that clearly important piece of work. There is a shared will throughout the House to take action wherever it is appropriate, and the hon. Member can rest assured that the Government will not slack when it comes to the protection of women and other vulnerable people.

[Edward Timpson (Eddisbury) (Con)]

I know, Mr Speaker, that you will be exercised by the Public Service Pensions and Judicial Offices Bill that is currently going through the other place, and particularly by clause 103, which will raise the retirement age of magistrates from 70 to 75, thus fulfilling the ambition behind the private Member’s Bill that I introduced in the previous Session. While we wait for that legislation to go through, what other measures is my right hon. and learned Friend taking to get through the backlog of cases in courts, particularly through online cases?

[Robert Buckland]

My hon. Friend was himself a practitioner of many years’ standing. I assure him that we are using every tool available—including remote hearings, bringing back judges who have recently retired and, indeed, harnessing the entire legal profession—to deal with the number of cases before the courts. The restriction on sitting days has been lifted and colleagues in Her Majesty’s Courts and Tribunals Service are working tirelessly to deal with the case load.

Oral Answers to Questions

Debate between Edward Timpson and Robert Buckland

Tuesday 22nd September 2020 Commons Chamber

[Robert Buckland]

While it would be wrong of me to make direct comment on what is, sadly, a dispute, I will certainly look into the matter and report back to the hon. Lady on the latest progress or otherwise. I hugely value prison staff and the incredible work they have done, not just throughout the covid pandemic but beforehand.

[Edward Timpson (Eddisbury) (Con)]

Magistrates have been dispensing justice in our communities for centuries, but in the past decade their numbers have more than halved. That is not helped by the fact that they have to retire at the age of 70, and we are losing about 20 a week at a time when we have a record number of cases to get through the courts. Will my right hon. and learned Friend look carefully at the private Member’s Bill I have put forward to raise the retirement age to 75, as well as act quickly off the back of the Government’s consultation on this issue?

[Robert Buckland]

I pay tribute to my hon. Friend for the work he is doing on this important issue and for the introduction of his Bill. I fully recognise his concern, which is why we are working with the judiciary on a programme to increase the overall number of recruited magistrates. We are consulting on proposals to increase the mandatory retirement age of judicial office holders, including magistrates. That consultation closes on 16 October. I will consider the matter very carefully before reaching a final decision.

Oral Answers to Questions

Debate between Edward Timpson and Robert Buckland

Monday 10th February 2014 Commons Chamber

[Mr Timpson]

We have already provided local authorities with a raft of good practice and data to help them not only to improve their understanding of what is required of them, but to do better at the earlier end of the process —in commissioning, planning and assessment. We can learn a huge amount from many of the voluntary organisations that are out there in the field, working closely with families and statutory agencies to ensure that they get the best possible outcomes. We have a number of grants and contracts with those voluntary organisations to support them in doing that. That will be a key part of ensuring that our reforms start to bite in the way that we have already started to see in many of the pathfinder areas.

We have also extended the scope of a number of significant clauses to children and young people who are disabled, but do not have special educational needs, through Lords amendments 14 to 39, 41 to 46, 48 to 51, 62 to 65, 67 and 118. I am pleased that we were able to make that change, which has been widely welcomed. For example, Julie Jennings, a board member of Every Disabled Child Matters, has said:

“The changes announced today mean that all disabled children and young people, will benefit from the Children and Families Bill when it is introduced. This is very welcome news, indeed.”

To reflect that, Lords amendment 176 would amend the long title of the Bill to include children and young people with disabilities. We have also made it clear, in clause 21, that health care and social care provision that educates or trains a child or young person is to be treated as special educational provision. That relates to an understandable concern of many Members of this House, so I hope the change in Lords amendment 13 is welcome.

[Mr Robert Buckland (South Swindon) (Con)]

I thank my hon. Friend for raising that point. We had many arguments about the “wholly or mainly” provision in the original draft of the Bill, and I am grateful to him and the noble Lord Nash for listening to the case that many of us made against it. We now have clarity, which we hope will prevent the sort of damaging litigation that has plagued special educational needs provision over the years.

[Mr Timpson]

My hon. Friend speaks with great wisdom and force, as he has done throughout the passage of the Bill, particularly on this part. To hear him utter those words gives me great confidence that we have done the right thing and ended up with both clarity and a sense of what is now required as we move forward.

The local offer was discussed at some length in this House. We have amended part 3 further to improve accountability and the responsiveness of the local offer. I do not think it would be right to make the changes sought by amendment (a) to Lords amendment 43 in the way proposed. These issues have been debated at length in both Houses, both of which accepted the Government’s arguments, which I will briefly explain again.

The local offer will contain provision made by a wide range of organisations, including small voluntary sector groups or informal arrangements—for example, a circle of friends group for disabled young people set up by local young people. The services may be expected to be available, but this cannot be guaranteed. Requiring local authorities to publish what is available might deter them from including such provision in the first place, and children and young people will miss out. In publishing what it expects to be available, the local authority cannot say, “Well, we think this might be available one day, so we’ll put it in.” For the avoidance of any doubt, we will make it clear in the SEN code of practice that the duty on the local authority to set out what it expects to be available is not about what it would like to be available, but about what it actually expects to be available.

We have also made a set of amendments that will shift the focus from explicit consideration of age when assessing education, health and care plans for 19 to 25-year-olds, and that instead require local authorities to consider whether a young person requires more time to complete their education or training, and whether the specified outcomes have been achieved before the plan can cease.

Lords amendments 72 and 73 build on the health duty introduced in Committee in the Commons by including in the Bill provision made under the Chronically Sick and Disabled Persons Act 1970, under which there is an existing duty to provide social care services to disabled children. Those amendments were welcomed by the Special Educational Consortium and a number of peers on Third Reading in the other place. Lord Rix said:

“The government amendments move us closer to the holy grail of integrated education, health and social care,”

and will

“undoubtedly aid children and young people with a learning disability and their families.”—[Official Report, House of Lords, 5 February 2014; Vol. 752, c. 209.]

--- Later in debate ---

[Mr Timpson]

I am grateful to the hon. Lady for returning us to the important issue of redress. I shall go into a little more detail in due course, but I can say now that I was conscious from the outset that we should do all that we can to integrate education, health and social care throughout the system, including in the areas where there was disagreement. I think that we have gone a long way towards achieving that during the passage of the Bill so far, but if the hon. Lady will bear with me for a few moments, I shall wax lyrical for her and the House’s benefit.

I understand the intention behind amendment (a) to Lords amendment 73. It is, of course, vital for parents and practitioners to understand the duties to deliver the social care services specified in the education, health and care plan. However, let me reiterate the points made by Baroness Northover when she spoke to Lords amendments 72 and 73.

The Government amendments mean that when a local authority decides that it is necessary to make provision for a disabled child under section 2 of the Chronically Sick and Disabled Persons Act 1970 following an EHC assessment, the authority must—I emphasise “must”—identify which provision is made under section 2 of the Act, specify that provision clearly in the EHC plan, and deliver the provision. Furthermore—I hope that this is helpful to the hon. Member for Birmingham, Selly Oak (Steve McCabe)—we will ensure that the SEN code of practice specifies the services under section 2 that must be included in the EHC plan and explains the existing duty to provide those services, in order to provide clarity and reassurance for parents and practitioners.

The code of practice will clearly specify the other social care services that must be included in the EHC plan and relevant local authority duties, including services provided for children and young people under section 17 of the Children Act 1989 that are not covered by the 1970 Act, such as residential short breaks, and adult social care services for young people aged 18 to 25, where a care plan is drawn up under provisions in the Care Bill. Given those reassurances, I do not think it is necessary to legislate for a further requirement to identify existing duties in the EHC plan.

Lords amendments 86 to 97 and 113 constitute a strong package to improve the join-up between education, health and social care when parents and young people wish to complain or seek redress. That includes extending mediation and establishing a review of appeals and redress in the new SEN system. Following a commitment that I gave on Report, we tabled a meaty group of amendments that will strengthen protections and support for young offenders with SEN. They require local authorities and relevant health commissioners to arrange appropriate special education and health provision for young offenders in custody, enable EHC assessments to take place while a child or young person is in custody, and require secure youth institutions to co-operate with local authorities and to have regard to the SEN code of practice.

The package also includes amendment 114, which would remove clause 70. I pay particular tribute to my hon. Friend the Member for South Swindon (Mr Buckland) for his involvement in and guidance on the issue, and on many of the changes I have just outlined. As he knows, I was as uncomfortable as he was about clause 70. Although it was a legal necessity at the beginning of our deliberations, it did not really reflect the ambition that we shared, and I hope that he is as pleased as I am to see the back of it.

[Mr Buckland]

I am grateful to my hon. Friend. I know that he worked with the Ministry of Justice and, in particular, with the Under-Secretary of State for Justice, my hon. Friend the Member for Kenilworth and Southam (Jeremy Wright), who was as committed as we were to ensuring that this was an ambitious Bill that covered all the right areas. I pay tribute to both Ministers for ensuring that children and young people who need rehabilitation as much as punishment can be assisted, and we can reduce reoffending. That is very important too.

[Mr Timpson]

I agree with everything that my hon. Friend has said. Perhaps I should also put on record the important contribution of Lord Ramsbotham, who, having worked at the top of the Prison Service, has continued his work in Parliament and enabled us to make the inroads that we have made in the Bill.

Speech, Language and Communication Education

Debate between Edward Timpson and Robert Buckland

Wednesday 19th June 2013 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Dobbin, for the remaining 35 minutes of this debate. I hope that my time in office will be longer than that, so I can reach the end of the debate still in post.

I congratulate my hon. Friend the Member for South Swindon (Mr Buckland) on securing this important and still timely debate—it follows Report of the Children and Families Bill last week—which has been well attended by Members on both sides the House. I know that he speaks from a voluminous amount of personal experience, as he does valuable work with children and young people with special educational needs and their families in his constituency.

As my hon. Friend rightly reminded us, he is also the vice-chair of the all-party group on speech and language difficulties. He has been championing the cause not just through that group but through the work that he has done on the Bill. As a member of the Committee that considered the SEN provisions in the Bill, he helped to shine a bright light on many of the key issues by tabling amendments and making wise and measured contributions to the discussions. I thank him again for his engagement. I also thank the hon. Member for Washington and Sunderland West (Mrs Hodgson), who has been another constructive participant in those debates.

I will try to cover as many of the points raised as possible. In the usual way, I will be happy to write to hon. Members to provide full answers if any points remain outstanding. I will deal at the outset with the specific points raised. The points made by my right hon. Friend the Member for Arundel and South Downs (Nick Herbert) on behalf of his constituents exemplify why it is necessary for us to push through these important reforms, so that parents in his constituency and across the country do not face the battles that form the downside of their experience in trying to access special educational provision for their children. Those problems prevent them from feeling that the system is working with them rather than against them, which happens on too many occasions.

The hon. Member for Washington and Sunderland West raised the importance of the local offer in trying to drive improvements on the ground. The local offer will set out in one place information about all the services that the local authority expects to be available in the local area and beyond for local children and young people with special educational needs and their parents. We have been clear in the indicative regulations that it must cover support for all children and young people with SEN, not just those with education, health and care plans. That could include provision from small specialist services providing outreach support to schools, such as those offering support to children using alternative and augmentative communication, as well as the provision normally available in mainstream settings and on offer in special schools and specialist colleges, including those in the non-maintained and independent sectors.

The local offer will also let parents know how to access services, what support is available to enable them to do so and what to do if they are unhappy with the support on offer. My approach is to make that engagement as clear and simple as possible for parents to access, so that they do not have to navigate through what I have described in the past as a labyrinthine array of different organisations and processes. We must have a single, easy entry into ensuring that those services are properly provided.

Regulations and a new SEN code of practice will set out a common framework for the local offer, but the key to the success of the local offer in each area will be the transparency of information and the involvement of local parents, children and young people in developing and reviewing it. That will help to ensure that it is responsive to local needs. Arguments have been made for stipulating minimum standards for the local offer. I believe that that would weaken local accountability and lead to a race to the bottom, as my hon. Friend the Member for South Swindon said in Committee.

We made an indicative draft of the code of practice available to the Committee to aid consideration of the SEN provisions in the Bill, and we are revising the guidance in the draft to take account of the points raised in Committee and the wider discussions that we are having and continue to have with others. To that end, I had a productive meeting recently with the Communication Trust, another key interest in the speech, language and communication sector. I also had the privilege, only last week, of visiting Springfield special school in my constituency, which makes excellent provision for children’s speech, language and communication needs, particularly for those who need alternative and augmented communication. If I have time, I will explain a little more about how that experience has enriched my understanding of this important area. My officials will shortly meet the Communication Trust and many of its constituent groups—I believe it is made up of 47 such groups—to discuss the code of practice. That will offer the opportunity to consider the guidance on the local offer and the issues raised this morning.

Important points were raised about the need to ensure that we identify and provide for children’s speech, language and communication needs as quickly and as early as possible. My right hon. Friend the Member for Arundel and South Downs and my hon. Friends the Members for South Swindon, for Mid Dorset and North Poole (Annette Brooke) and for Romsey and Southampton North (Caroline Nokes) all made that point.

Age two is an important time for children and their parents because it is when problems with language development and behaviour become readily identifiable and when intervention may be more effective than for an older child. That can make a real difference to a child’s future. The early years progress check that we introduced at age two and our work with the Department of Health to develop an integrated health and development review at age two to two and a half will make a real difference. Developmental delays, including in speech and language, will form part of that review and the training of clinicians will include assessing speech and language needs.

As my hon. Friend the Member for South Swindon said, by 2015, we will recruit and train an extra 4,200 health visitors to identify disability and special educational needs, to provide advice and support and to suggest activities to enhance language development and communication skills, including referral for speech and language therapy when appropriate. We have also commissioned the Early Language Consortium to deliver a £1.4 million three-year early language training programme to train practitioners to identify language development problems and to work with children and families. We aim to train nearly 13,000 professionals and to reach 95,000 families through that programme.

Ofsted evidence points to over-identification of SEN. The better communication research programme was funded by the Department for Education and arose from a recommendation by the Bercow review. We are continuing to take forward many of the key recommendations, including our work with the Communication Trust, our grants and contracts with the trust, to help to disseminate much of the good practice that came out of that research programme and to ensure that all that is brought together in one place, with the involvement of the royal colleges, and used effectively and pragmatically where we know it can make a difference on the ground.

That research also shows that some groups, such as those with speech, language and communication needs, are under-identified. We plan to replace the present system of School Action and School Action Plus in schools with new guidance to help schools to ensure that they identify children with SEN more accurately and put the right support in place as quickly as possible. The new SEN code of practice will include clear expectations for schools on the processes for identifying and assessing pupils, setting objectives for them, reviewing progress and securing further support. That will not change the legislative duties on schools to use their best endeavours to secure special educational provision, to have an SEN co-ordinator, to notify parents of such provision and to publish information on how they are implementing their policy on SEN and disability. Those are all set out in the Children and Families Bill.

The local offer presents clear opportunities for local authorities and schools to reflect approaches with good evidence of positive impact. I CAN’s programme, “A Chance to Talk”, which is supported by funding from my Department, is one example. It provides a comprehensive approach to children’s speech and language development across clusters of schools and through the involvement of NHS speech and language therapists. It incorporates a joint commissioning approach to ensure that children with the most complex needs receive specialist help at school. That is very much the model that my hon. Friend the Member for South Swindon talked about and it has flourished in his constituency. It provides flexibility in health and education, breaks down many of the barriers that my right hon. Friend the Member for Arundel and South Downs spoke about in relation to his constituency, and starts to bring about the culture change that we need to see on the ground.

Teachers tell us that the quality of their training is increasing, and many hon. Members have spoken about the importance of training the work force. Through the school direct programme, we are giving schools greater control over how they recruit and train teachers to meet the needs of their pupils. For example, ARK school is working with Canterbury Christ Church university to train 54 teachers through school direct. The programme includes intensive training during the first three years of a new teacher’s career, with additional training in inclusion behaviour and the teaching of reading and writing. They have a clear focus on SEN and equipping teaching to meet the range of pupils’ needs.

I am aware that the practical tools for schools developed by the better communication research programme, including those for developing communication supporting classrooms, are being widely disseminated by the Communication Trust as part of its work with the Department and elsewhere. The Department is also supporting the development of teachers’ skills in meeting SEN in other ways. A national scholarship fund for teachers has helped 600 teachers to obtain a qualification related to SEN, and there have been specialist resources for initial teacher training and new advanced level online modules for serving teachers, including on dyslexia, autism and speech and language skills. Funding has been provided for new SENCOs to complete the master’s-level national award for SEN co-ordination, with 10,119 between 2009 and 2012 and a further 800 in 2013-14.

Additional training for established SENCOs has been offered through NASEN, formerly the National Association for Special Educational Needs, to 5,000 teachers to date and there has been funding for several sector-specialist organisations, including the Communication Trust, to support the implementation of SEN reforms and to provide information to schools and teachers. The Institute of Education was awarded a grant in 2013-14 to explore the development of a scalable pilot to increase knowledge and skills in SEN within initial teacher training for trainees who wish to study this area in greater depth as part of their programme.

There has been a strong effort in initial teacher training and the current work force to develop skills and expertise in special educational needs, so that the ambitions set out in the Green Paper are reflected in the draft code of practice, which states that all teachers should be special educational needs teachers. That is becoming a reality following the work that I have mentioned.

A key change to the Bill, which several hon. Members have mentioned today and in Committee, is the introduction of a specific duty requiring those responsible for commissioning health provision to secure the health care provision in education, health and care plans. That significant change has been acknowledged and widely welcomed. The new duty builds on the joint commissioning duty in the Bill which requires local authorities and clinical commissioning groups, as well as NHS England when appropriate for national commissioning, to assess the needs of the local population of children and young people with SEN, and to plan and commission services to meet those needs. Joint commissioning arrangements must include those for securing education, health and care needs assessments, and the education, health and care provision specified in education, health and care plans. The new health duty requires health commissioners to ensure that the health care elements of those plans are provided for each individual. That provides direct clarity to parents that the support their child needs will be provided.

My hon. Friend the Member for South Swindon raised particular concerns in Committee, on Report and again today about clause 21 of the Bill and about when health provision is to be regarded as special educational provision. My right hon. Friend the Member for Arundel and South Downs also made that point. Clause 21(5) states:

“Health care provision or social care provision which is made wholly or mainly for the purposes of the education or training of a child or young person is to be treated as special educational provision”.

That was included to fulfil an undertaking I gave during pre-legislative scrutiny that we would maintain existing protections, including case law, and preserve the current position where there is no duty to secure the health provision in plans.

Under the broader, integrated assessments and plans in the Bill, decisions will be based on special educational, health and care provision. Without clause 21(5), it may be difficult for a tribunal to say that, although speech and language therapy is health care provision made by health care providers, it is in fact special educational provision. The clause also enables appeals to the tribunal in respect of health provision when it is defined as special educational provision, as now. However, as I said on Report—I am happy to reiterate it for the purposes of this debate—we want to get things right, so that the position is clear for parents and for young people and children with a special educational need. I am content to continue listening to the views expressed in this House and in the other place to ensure that that is the case.

[Mr Buckland]

I applaud the Minister for his efforts, but will he look again at the Bromley case that I referred to on Report? Although I accept that it was in the context of the old system of statements of special educational need, there, we had a very clear exposition from Lord Justice Stephen Sedley, as he then was, of what is necessary for the purposes of provision. As for my wording, I agree that just removing “wholly or mainly” may not be the right approach, but we all need to strive together to get the wording absolutely right, so that we avoid the nice legal arguments that the Minister and I might enjoy academically, but which are no good to families.

[Mr Timpson]

As ever, my hon. Friend makes an excellent point, which reminds us lawyers that sometimes we need to look beyond the boundaries of a legal document and reflect more on what it seeks to achieve, as a way of ensuring that it does what we intend it to. I will look carefully at the Bromley case that he mentioned, not only in context, but as a demonstration of where we need to think through the implications of the clause as drafted to ensure that some of those eventualities do not still pertain in the new environment and in the reformed system that we all want to see work. I am happy to do that, and I have clearly indicated my intent to continue thinking carefully about how that aspect of the Bill will fulfil all those objectives.

I completely agree with my hon. Friend and with the hon. Member for Washington and Sunderland West that young offenders, including those with special educational needs, need to receive the right support and access to education, both when in custody and when they return to their communities. Clause 69 is necessary because it prevents our legislation from coming into conflict with existing comprehensive statutory provisions governing how education support is delivered in custody, as set out in the Apprenticeships, Skills, Children and Learning Act 2009, which I am sure the hon. Lady remembers well.

Duties placed on local authorities by that legislation are fulfilled through contracts held by the Education Funding Agency that are funded by the Ministry of Justice. As hon. Members will know, the MOJ is clear that the current system is not working, which is why it recently consulted on transformational reforms to how education and support in youth custody should be delivered in future. I have ensured that the education element for children, including those with SEN, in the care system and elsewhere, is being properly considered as part of the review. That provides an important opportunity to be absolutely clear about what role the time that a young person spends in custody plays, both as a form of punishment and in rehabilitation, so that when they come out of custody, they have every prospect of moving on in a positive direction. We have done that elsewhere in the prison estate. There are some good examples, but we can do much better, which is why I have given a commitment to my hon. Friend the Member for South Swindon that we want to make progress, both in my Department and across Government, as the Bill moves on and as other work is done by the Ministry of Justice on the consultation that is taking place.

[Mr Buckland]

I know that the Minister was a family practitioner, but does he agree, perhaps from his experience dealing with criminal cases, that, very often, crimes of violence are precipitated by communications misunderstandings and young people resorting to using their fists—or worse—instead of being able to communicate with each other to resolve any differences?

[Mr Timpson]

My hon. Friend is absolutely right. He will know—as do I, from my family’s experience of fostering many children—that some manifestations of the inability to communicate result in outbursts of anger. I have spoken before, on one occasion, about when someone who appeared to be, on the surface, a quiet, unassuming young man ended up smashing every single pane in my Dad’s greenhouse, because he did not know how else to communicate his anger, frustration and worry about what had happened to him in the past. I am very alive to that fact, which is why I am determined that we make progress in that important area.

I agree with my hon. Friend the Member for Blackpool North and Cleveleys (Paul Maynard)—I am looking forward to coming to his working group later today on speech, language and communication needs—on the importance of ensuring that children and young people who need specialised communication aids have access to them. I know that he has raised that vociferously on a number of occasions, including in Prime Minister’s questions, in which the Prime Minister was clear that he wanted to help bring about the important changes that my hon. Friend wants.

My hon. Friend made the point about whether the interest in Government in the issue lies in health or education. The best answer I can give is that it is in both, which is why, in both those Departments, there is a strong interest from Ministers, who work not only individually, but collectively. I have met the Minister of State, Department of Health, who has responsibility for care, on a number of occasions to discuss that and other matters that transcend the Children and Families Bill, to ensure that we are moving in the right direction and in a way that will bring about the best results.

For lower-level alternative and augmentative communication needs, it will be up to health commissioners and their local authority partners to work together—we should lead by example by doing that in national Government—to ensure that the right services are in place locally to meet the needs of the population, and to reflect those services in the local offer. Highly specialist services needed by only a very small number of children will be commissioned centrally by NHS England, as my hon. Friend will know.

Prior to 1 April this year, there was no national commissioning of AAC services. There was no standard or nationally consistent definition of the services that were the commissioning and funding responsibility of the NHS. As a result, there was variation in organisations and in the commissioning and funding of specialised AAC services, and inequitable access to such services. A key priority must be to ensure that commissioning arrangements for specialised services are placed on a much more robust and equitable footing across England. That is currently being undertaken by NHS England’s area teams.

Work is under way to establish the required baseline for AAC services. Area teams are working with colleagues in clinical commissioning groups to identify the value of contracts for communication aids. My hon. Friend the Member for South Swindon mentioned the work of the former communication champion, Jean Gross, whose 2010 report suggested that a national budget of £14 million was required for 2012 to 2014 to bring the required baseline into effect. Working with experts on its AAC sub-group, NHS England will be looking at the report’s assumptions and other available data. We need to be clear that the progress on AAC has to be fulfilled to a degree that ensures the greatest level of equitable access that we can achieve. The development of the national commissioning of those services provides an opportunity to have much more consistency. I hope that that will be an important step forward.

One reason why I am pleased to support my hon. Friend the Member for Blackpool North and Cleveleys in trying to improve the situation is that I saw for myself, on my visit to Springfield school in Crewe, some of the incredible aids that are now available. Those are quickly coming on stream all the time. I was given a number of demonstrations involving buttons and click mouses, and I was also told about gaze technology—I confess that I cannot remember the exact phraseology, but that is the term that I have decided to use—in which the length of time a person keeps their eyes fixed on the screen determines their command to the device. That is an astonishing way of providing anyone, whatever their level of communication, with an opportunity to communicate.

As the technology advances, some of the costs of the technology, certainly in the early stages, prove quite significant, so we need to think carefully about how we ensure, as my hon. Friend rightly said, that the equipment can still benefit the individual as they move on from compulsory education and, we hope, make the transition to a fulfilling adult life.

Children and Families Bill

Debate between Edward Timpson and Robert Buckland

Tuesday 11th June 2013 Commons Chamber

[Mr Timpson]

I hope that our differentiation is based simply on the semantics of some of the vocabulary that is being used, but clearly we need to have absolute clarity on the role of each agency in the life of a child, whether they are educated within the school sector or at home. I will write to my hon. Friend to ensure that he has chapter and verse on precisely that point.

I come now to amendments 60 and 6l. I understand from my hon. Friend that home educators are concerned that clause 23 will mean that local authorities will have to assess every home educated child to see if they have SEN, which takes us back to the previous Parliament, where we had many of these discussions. I can assure him that this is not the case. Clause 23 sets out which children and young people local authorities are responsible for under this part of the Bill. These will be children and young people who have already been identified by the authority or who have been brought to the authority’s attention as having, or possibly having, SEN. There is not that overarching forensic exercise of trying to locate each child.

Amendment 63 seeks to tie the definition of the suitability of any alternative arrangements that parents make for children with an EHC plan more closely to the definition of parents’ right to home educate as set out in section 7 of the Education Act 1996. However, this is unnecessary as the provision in the amendment is already contained within the phrase “suitable alternative arrangements”, so does not need to be spelled out in this way. Similarly, while I understand the concern that amendment 64 seeks to address, it is not necessary. Where a child has a plan that says that education provided in the home is the right provision for the child, the local authority could only cease the plan when it felt it was no longer necessary to meet the child’s needs, as set out in the legislation.

Where parents take a child out of school to home educate and are making suitable provision, as is the case now with statements, the local authority will be under a duty to review the plan annually to ensure that the provision that the parents are making continues to be suitable. The local authority could cease to maintain the plan only where it was decided it was no longer needed to meet the child’s needs. Moreover, the new duty on commissioning bodies to arrange the health provision in the plan and the greater expectation that the social care provision will be made will mean that parents can expect that these will continue to be provided. There is further scope within the code of practice to provide clarity on these issues for local authorities, and no doubt my hon. Friend will want, through his connections with the home education lobby, to contribute to that consultation, which will be happening later this year.

On amendments 40 to 43, I find myself completely agreeing once again with my hon. Friend the Member for South Swindon that some young people with special educational needs require more time to complete the education that other young people have already finished by the age of 18. The Bill rightly enables them to do so, but we want to avoid the expectation that every young person with SEN has an entitlement to education up to 25—a point that I think he accepted in Committee—regardless of whether they are ready to, or have already made, a successful transition into adult life. The Education Committee recommended that we clarify whether there is an entitlement to special education provision up to age 25. The requirement to have regard to age makes it clear that there is not. However, I can categorically assure my hon. Friend that no young person who needs an education, health and care plan to complete or consolidate their learning can be denied one just because they are over 18. Local authorities must rightly consider a range of matters in coming to these important decisions.

Clause 45(3) requires local authorities to consider whether the educational outcomes specified in the plan have been achieved when it is deciding whether it should cease to maintain a plan. The indicative code of practice, at section 6.18, says:

“local authorities must not simply cease to maintain plans once a young person reaches 18”.

They should consider whether young people have met their agreed outcomes, whether continued education will help them achieve those outcomes, and whether the young person wants to stay in education. Of course, in what we hope will be rare instances, a young person may appeal against a decision to cease their plan, a step forward from the current system.

My hon. Friend also tabled amendments 45 and 48. Securing a place at university is a positive outcome for any young person, and we are right to have high aspirations for children and young people with SEN and disabilities. However, it does not follow that higher education institutions must be part of this Bill. Local authorities are not responsible for the education of young people in higher education and it would be unreasonable to hold them accountable for securing special education provision while the young person is there. As my hon. Friend has already noted, the higher education sector has its own very successful system of support in the form of disabled students’ allowance. DSAs are not means-tested, are awarded in addition to the standard package of support and do not have to be repaid. We should not seek to duplicate or replace that system when it appears predominantly to be working well. In the academic year 2010-11, DSA provided 47,400 full-time students with support totalling £109.2 million. The Government also provided £13 million to HEIs in 2012-13 through the disability premium to help them recruit and support disabled students, and in 2013-14 that figure will rise to £15 million.

However, I agree that we must improve the transition to university. Draft regulations require that when a young person is within two years of leaving formal education a review of their EHC plan must set out plans for helping them make a successful transition to adulthood. We will make it clear in the code of practice that good transition planning includes sharing the EHC plan with the university, with the young person’s consent; ensuring that the young person is aware of DSA and has made an early application so that support is in place when their university course begins, on which the hon. Member for Washington and Sunderland West shared her experience with the Committee; and ensuring continuity of health and care services where those continue to be required by the young person. In addition, we will work with those conducting DSA assessments to ensure that they understand the EHC plans, as well as how they can assist and inform the assessment and ensure that details of DSA are included in the local offer so that all young people thinking of applying to university are aware of the support available to them.

Under proposals in the Care Bill, which is currently in Committee in the other place, 18-year-olds with eligible needs will receive a statutory care and support plan. The new legislation will ensure that there is no gap in provision as young people make the transition from children’s services to adult services and, when they move from one local authority area to another, that the new authority continues to meet their needs until it has undertaken its own assessment.

With regard to amendment 47, I agree with my hon. Friend the Member for South Swindon that all young offenders, including those with SEN, need to receive the right support and access to education, both in custody and when they return to their communities. Since our debate in Committee, I have considered the issue further and remain of the view that clause 69 is necessary, not because we are not committed to supporting young offenders, but because it prevents our legislation from coming into conflict with existing comprehensive statutory provisions governing how education support is delivered in custody, as set out in the Apprenticeship, Skills, Children and Learning Act 2009.

My hon. Friend the Member for South Swindon will know that the duties placed on local authorities by that legislation are currently fulfilled through the contracts held by the Education Funding Agency and that local authorities are often not involved. The Ministry of Justice, which funds that arrangement, is clear that the current system is not working, which is why it recently consulted on transformational reforms to how education and support in youth custody should be delivered in future. I have ensured that I have been kept in close contact with Justice Ministers so that the education element for children—not only those with SEN, but others in the care system and elsewhere—is being properly considered as part of the review.

[Mr Buckland]

Will my hon. Friend undertake to ensure that when the Bill goes to the other place a careful eye is kept on clause 69 and that the Ministry of Justice moves in a way that is properly co-ordinated so that we do not end up with the nightmare scenario of those young people simply falling through the gap?

[Mr Timpson]

I strongly share my hon. Friend’s view. I want to make progress on that, both in my Department and across Government. The commitment I gave him earlier will continue as the Bill moves on and other work is done by the Ministry of Justice on the consultation it has carried out, because it is important that we make as much progress on that as possible at an important stage of development in many of our institutions and within the secure estate.

Clause 69 also plays an important technical function by disapplying duties with the SEN clauses that it would be impractical to deliver while a young offender is in custody. For those reasons, I do not agree that we can simply remove the clause ahead of the significant reforms to education in custody that the Ministry of Justice is considering and the resulting changes that might need to be made to existing legislation. However, I have sought to reassure my hon. Friend the Member for South Swindon and hope that provides him with some confidence as we move forward.

Turning to amendments 71 and 72, tabled by the hon. Member for Washington and Sunderland West, we are continuing to strengthen our understanding of young people’s post-16 educational outcomes. The Department for Education will be publishing destination data on students with SEN at key stage 4 before the summer break, and later in the year for those at key stage 5. The Department for Business, Innovation and Skills already publishes data on participation and attainment in further education by students with SEN aged 19 and over, and that will continue. I do not think that it is necessary to place additional reporting requirements on the further education sector when those data are already being made public. However, as I have said previously, I am sure that she will continue to press that point as the Bill moves on to the other place.

On amendments 73 to 75, we will ensure that any code of practice laid before Parliament has been subject to proper consultation and that Parliament is given the opportunity to scrutinise new or updated versions. Clause 67(2) already ensures that the Secretary of State carries out sensible and proper consultation on the code of practice. We intend to publish a draft code of practice on the Department’s website for public consultation in the autumn of this year and to give ample time for comment, over and above the draft that we provided for the purposes of Committee. If we did not consult appropriately, there would be every reason for this House or the other place to resolve not to approve the code.

The Education Committee considered the careful balance between proper consultation and parliamentary scrutiny and keeping the SEN code of practice up to date during pre-legislative scrutiny. The Bill delivers on their recommendation that the draft should be subject to consultation and approved by Parliament using the negative resolution procedure. This brings the code into line with other statutory codes, such as the school admissions code, and enables an appropriate level of parliamentary scrutiny.

This debate has continued the good faith that has been a hallmark of the progress of this part of the Bill. Given what I have said, I hope that hon. Members will feel sufficiently assured not to press their amendments.

Question put and agreed to.

New clause 9 accordingly read a Second time, and added to the Bill.

New Clause 10

Childcare costs scheme: preparatory expenditure

‘The Commissioners for Her Majesty’s Revenue and Customs may incur expenditure in preparing for the introduction of a scheme for providing assistance in respect of the costs of childcare.’.—(Elizabeth Truss.)

Brought up, and read the First time.

Children and Families Bill

Debate between Edward Timpson and Robert Buckland

Monday 25th February 2013 Commons Chamber

[Mr Timpson]

I will come on to address those issues, but it is important to say at this juncture that we are not changing the definition of special educational need. It is clear from the Ofsted report of 2010 that there has been over-identification of many children, who have been labelled as needing School Action or School Action Plus, but for whom that has not addressed the core concerns around their presentation and their inability to progress at school satisfactorily. We want a greater emphasis on outcomes, and we want to personalise the support that children get at school—if necessary, through a plan, if they meet the criteria. We are not changing the definitions; we are ensuring that the rights that parents and young people enjoy under the SEN system will be protected under the new system. In fact, they will be enhanced, as they will apply beyond the age of 16, all the way up to 25, when that is considered appropriate.

[Mr Robert Buckland (South Swindon) (Con)]

I commend my hon. Friend for the way he is presenting the Bill. Does he agree that this is not just an education Bill, but a health Bill and a care Bill? Unless we make sure that services are joined up through local joint commissioning, there is a danger that the good work he wants to take place will not happen properly.

[Mr Timpson]

I am grateful to my hon. Friend, who has on many occasions displayed his deep knowledge and understanding of the subject, and as chair of the all-party parliamentary group on autism continues to fight for the cause admirably. Of course he is right: we want better integration of services, and better co-ordination of assessments relating to education, health and social care. That is why, in the Bill, there is for the first time a statutory duty to ensure joint commissioning of services relating to education and social care; there is a duty on the different agencies to co-operate. Through the local offer, they will all have to publish—through a common framework, which we will set out in the code of practice and in regulations—what services they have on offer locally for children with a disability or a special educational need, so that there is much more transparency, and people can hold them to account much more effectively.

Oral Answers to Questions

Debate between Edward Timpson and Robert Buckland

Monday 3rd December 2012 Commons Chamber

[Mr Timpson]

My hon. Friend raises an important point. Our proposed reforms maintain current protections for families, but they will go further in strengthening accountability by placing a duty on local authorities and health services to plan and commission services jointly, as well as to extend the current right of appeal to young people between 16 and 25 in further education and training.

[Mr Robert Buckland (South Swindon) (Con)]

Does my hon. Friend agree that unless joint commissioning works practically on the ground, with health and education working together, education, health and care plans risk not being as effective as we would like in the legislation?

[Mr Timpson]

I agree with my hon. Friend that we must make progress to integrate education, health and social care as closely as possible, from the formulation of a plan through to any dispute there may be between, parents, young people, local authorities and health services. That is why I am still engaged in discussions with the Department of Health, which continue to be extremely constructive.

Autism

Debate between Edward Timpson and Robert Buckland

Tuesday 20th November 2012 Commons Chamber

[Mr Timpson]

The legislation we have is in draft form and is undergoing pre-legislative scrutiny. We are listening carefully to all the concerns raised by parents and others to make sure that, as all speakers have said this afternoon, we get it right. Where it is not clear, we are happy to look and to make sure that it is absolutely clear. Of course, with the code of practice and regulation to come, we have the opportunity to set out in more detail how everything will hang together and play out on the ground for parents. I was pleased to hear the hon. Member for Washington and Sunderland West (Mrs Hodgson) say that the Opposition want to play a role in developing that.

[Mr Buckland]

Will my hon. Friend carefully consider the point I made about the need to make sure that the code of practice is enshrined in secondary legislation, so that there can be both certainty and, if and when it needs to change, flexibility, as it will be a living document?

[Mr Timpson]

I understand my hon. Friend’s point. He knows that the current code of practice, because of the parliamentary resolution required, has not been changed since 2001, and that creates anomalies—for example, it refers to agencies, such as the Learning and Skills Council, that no longer exist. To make it a living document, we need to be able to keep it up to date and in the proper form that reflects current practice. I shall consider his point and I am sure that we can take it up as the Bill goes through Parliament.

I was trying to give some impression of the thrust of individual Members’ contributions. I want to address some of the points raised by my right hon. Friend the Member for Chesham and Amersham, particularly in relation to independent special schools and the ability of young people and parents to have a preference in their plan. That was also raised by the hon. Members for Newcastle upon Tyne North (Catherine McKinnell) and for Washington and Sunderland West (Mrs Hodgson). As I told the Education Committee, we are working closely with independent special schools to try to get over the hurdle of the legal difficulties and the definition. We hope to resolve those difficulties, because there is a growing consensus that we should have as much involvement with all the schools that parents might want to send their children to as the most appropriate places for them to be educated and to have the support they need. We are hopeful about resolving that, so I hope that reassures hon. Members that it is something we are working on. As I have said previously, we want to ensure that we get that right and do not end up with something that proves undeliverable, as that would not be in the best interests of the children we are trying to help.

In relation to the adult autism strategy, I again pay tribute to my right hon. Friend the Member for Chesham and Amersham for the work she has done. The review is coming up next year, between March and October, and I want to re-emphasise the importance of a cross-departmental effort to ensure that the strategy develops in as co-ordinated a way as possible across Government and that it is not simply taken up by one or two Departments. I am happy to talk with her about how we can achieve that and ensure that every Department plays its part.

Several Members, including my right hon. Friend, mentioned the work capability assessments and Atos. That is obviously something that has been running for some time. The third independent review of how the assessments are functioning has now been published by Professor Malcolm Harrington. It states that real progress on improving the assessment is

“beginning to change positively in the best interests of the individual”.

There are ongoing concerns, as hon. Members have mentioned, and I will be happy to write to the relevant Minister in the Department for Work and Pensions so that they can consider the points that have been raised. The health professionals recruited by Atos or Capita must demonstrate the appropriate skill in assessing people with conditions affecting mental health and intellectual and cognitive functions, and that includes taking into account their history and observing their ability to perform relevant tasks. That should also include those with autism. I take on board the point that has been raised and am happy to share that with the relevant Minister in the Department for Work and Pensions.

Oral Answers to Questions

Debate between Edward Timpson and Robert Buckland

Monday 29th October 2012 Commons Chamber

[Mr Robert Buckland (South Swindon) (Con)]

I welcome the provisions on special educational needs in the draft Children and Families Bill, but will my hon. Friend carefully consider the case for a national framework within which those commissioning the new local offers can operate, similar to NICE guidelines in the field of health, for example?

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

I know my hon. Friend is a deeply committed and understanding champion of children with special educational needs and disabilities. He will therefore be aware that we have 20 pathfinders across 31 local authorities that are testing the formulisation and delivery of the local offer. We will examine their findings carefully to help sharpen up the development of the local offer as we go forward.