Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 4th July 2016 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Last month, Baker Small gloated on social media about a win in the Special Educational Needs and Disability Tribunal. Since then further information has come to light, revealing that Baker Small is advising councils on making it harder for children to be given assessments for an education, health and care plan to help cut costs. That goes completely against the principle of the Children and Families Act 2014, which is to create a less adversarial system. Can the Minister assure me, the House, and parents of children with SEND that he is doing all that he can to end the practice, and may I ask what he is going to do about Baker Small?

[Edward Timpson]

Let me put on record that practices of that kind are totally unacceptable. The new tribunal arrangements that we introduced were intended to make the system less adversarial and more inclusive for parents and young people, so that we could achieve a better resolution of any problems that emerged. We will continue to watch carefully how matters develop, but the hon. Lady can be reassured that we do not accept that that practice is appropriate.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 25th April 2016 Commons Chamber

[Edward Timpson]

We know that many children have profound needs. In making sure we have educational excellence everywhere, we must ensure that they have the opportunity to learn, grow and develop into successful adults. To do so, we need to ensure that they are well supported. That is why, through the new education, health and care plans, it is clear there has to be co-operation right across education, social care and health to provide the money and support those children need. I am, of course, happy to talk further with my hon. Friend to establish how the system is working in his constituency and how we can make it work better in the future.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Ever since the Government announced the ham-fisted academisation of all schools, there has been growing opposition, as we have heard, from parents, teachers, SEN charities, Tory council leaders, such as the leader of the West Sussex Council, and even Mr Goddard from “Educating Essex”. The plans will adversely affect the education of children with special educational needs and disabilities. Will the Minister further explain what the Government are doing to alleviate those concerns? Will he go as far as to say that parents of a child with an education, health and care plan will be able to name their school, and ensure that children with SEND do not go on to be excluded or fall through the gaps in the increasingly fragmented school system the Government are creating?

[Edward Timpson]

The hon. Lady knows I have a real fondness for her. We enjoyed our time together on the Children and Families Bill in those halcyon days of 2013, but I have to say—I suspect she has been put up to it—that this does not sound like her question. I am confident, as she will be, that the law we both helped to take through this House reflects properly what I said in an earlier answer: that academies have to abide by the same rules as other schools when it comes to children with special educational needs. The law is clear. This is why we are bringing in, for the first time, an inspection regime for special education needs, so we can see a really clear picture of how they are performing.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 7th March 2016 Commons Chamber

[Edward Timpson]

My hon. and learned Friend is right to highlight the importance of establishing as early as possible the underlying causes of a child’s ability or inability to learn in school, which can be a result of emotional and mental health issues. That is why some schools are being extremely innovative about how they access pupil premium money to offer individual support to those children so that they are able to be in the best space possible to learn to the best of their ability.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

We know that summer schools address educational inequalities among some of our most disadvantaged pupils, as well as helping to tackle holiday hunger, yet recent surveys show that 64% of schools are worried they will not be able to offer this vital intervention because of a Government cut sneaked out just before Christmas—that was perhaps not the kind of Christmas present that vulnerable pupils were hoping to receive from the Minister. With the attainment gap now wider than it was when the Prime Minister came to office, summer schools have proven very effective in helping to give disadvantaged children a good start at secondary school. Why are Ministers ignoring this evidence and scrapping funding for summer schools?

[Edward Timpson]

The hon. Lady raises an area of education of which I have seen some excellent examples. However, she must remember the backdrop against which we are taking the education system forward. We have protected funding, with more money going into primary and secondary education than ever before, as well as a protected pupil premium of £2.5 billion over the next year. We have a strong curriculum for primary school children so that they learn the basics and have the building blocks to ensure that they have a brighter future. It is for schools to decide how they can achieve that, but they have the money to make it happen.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 30th November 2015 Commons Chamber

[Edward Timpson]

I have just come from a conference organised by the Nuffield Foundation, at which we heard that a new report on the educational attainment of children in care—the vast majority of whom have some form of special educational needs—was advocating exactly that. It proposed more training for the whole care workforce and all education staff. Through funding from the Department, the Autism Education Trust has trained more than 80,000 staff in schools, but we need to do more to ensure that there is consistency right across the country, so that all those children get their chance to thrive, irrespective of background.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

To improve the provision of special educational needs and disability support for young people, including those with autism, it is vital that the best quality data are collated and the results shared to establish best practice. As the Minister knows, I was successful in bringing forward a private Member’s Bill in 2008 to ensure that data on special educational needs were collated and published. However, that legislation has since been repealed by the Children and Families Act 2014, and many charities have told me that they now find it increasingly difficult to obtain that information. Will the Minister therefore give me an assurance that the data will continue to be published annually and to be made readily available to all bodies in the sector, including me, so that issues can be highlighted and improvements made?

[Edward Timpson]

I will look carefully at what the hon. Lady says. Another of my diary appointments is a meeting with her tomorrow to discuss this—and, I am sure, a whole range of other issues that cross my brief. I am conscious of the need to ensure, through the publication of the local offer that every local authority now has and through the increasingly rich data that are available on children with special educational needs, that we use those sources to inform our decision making on how we support children. I will use my meeting with the hon. Lady tomorrow to extrapolate the matter further and see what progress we can make.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 10th February 2014 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

I, too, am particularly pleased that the local offer has been somewhat strengthened, as it will be central to the success or otherwise of the new system of support for children and young people with special educational needs. However, I still do not think it is good enough for the unwritten postcode lottery that we have now just to become a written one. Does the Minister not agree that we need a baseline against which parents can judge whether their local offer is good or even sufficient?

[Mr Timpson]

I thank the hon. Lady—for probably the 14th time during the passage of this Bill—for her continued constructive approach to this part of the Bill. I know she has a keen interest from her own family background in ensuring that we produce a system that has children and their families at its heart. We had an interesting and quite long debate in the Commons and another place about the local offer and minimum standards, as well as—from memory—a number of Westminster Hall debates.

It is clear from both the regulation on the local offer that we have set out and the code of practice that having a national framework not only provides some of the stability in provision that the hon. Lady is looking for, but allows the local offer to be truly local, so that people have a genuine reflection of what their local authority expects to be available and deliverable for children and families in that area. Therefore, although I hear her continued call—which I think is for national minimum standards—I think we have got the balance right between having a national framework and giving parents and young people the opportunity to be consulted on the local offer and comment on it as it is developed, and also, given the addition to the Bill and the code since the Commons stages, ensuring that local authorities respond to the queries and concerns raised by families.

[Mrs Hodgson]

If it is brought to the Minister’s attention that unacceptable differences are developing across the country, will he have a mechanism to revisit this?

[Mr Timpson]

As the hon. Lady knows, we have to use the affirmative resolution procedure in this House for the code of practice and that will provide an opportunity to look at some of these issues. The other thing we have done to ensure that implementation is as successful as it can be across the country is to carry out a local authority readiness survey. We are working with local authorities that are perhaps not as well advanced as others in starting to prepare for the changes, which includes looking at the local offer and what steps they have taken so far to involve families in its evolution. That will continue as these reforms become a reality from September.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 24th June 2013 Commons Chamber

[Mr Timpson]

I praise my hon. Friend for the work that he is doing in his constituency. He has led by example in writing to all local secondary school heads to remind them of the support that young carers need, and to raise their awareness of what is available.

As my hon. Friend has acknowledged, there is a wealth of good practice out there. We recently awarded a £1.2 million contract to the Children’s Society and the Carers Trust to work directly with local services, including schools, and help them to improve support for young carers. However, I am happy to write to my hon. Friend explaining what we are doing over and above that, and what more we can do collectively—at both national and local levels—to improve support for young carers in schools.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

The Minister knows that many of us on both sides of this House care very deeply about the hundreds of thousands of young carers in this country and that they should get the support they need to fulfil their potential. He just cited the support role school nurses can play for young carers, but he must know from the parliamentary questions I have asked that the number of school nurses across the country is tiny—indeed, I think one answer stated I had one in the whole of Sunderland. If this is the solution, he might want to look at that. We welcome the assurances the Minister gave at the Report stage of the Children and Families Bill, but as it is due to be debated in the other place next week, will he give us and our noble colleagues a guarantee that he will make this work an immediate priority, so the Bill will make the changes we want to see for these young people, as the care services Minister, the hon. Member for North Norfolk (Norman Lamb), promised last year.

[Mr Timpson]

As ever, may I thank the hon. Lady for the tone she strikes with her question? We are at one in wanting to improve the support young carers receive. As she knows, I have met the Minister for care and support to agree some key principles for work in this area and to look at how we can use both the Care Bill and the Children and Families Bill to bring about a closer connection between adult and young carers, so there is a whole-family approach to the support they receive. We will use the stages through the other place to try to make that approach much clearer.

Speech, Language and Communication Education

Debate between Edward Timpson and Sharon Hodgson

Wednesday 19th June 2013 Westminster Hall

[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.

[Mrs Hodgson]

There was recently a reception, which some hon. Members may have gone to, about the gaming industry. One company there, SpecialEffect, is developing some of this eye-movement technology. It works in the gaming industry, but also on the educational opportunities provided by that technology. A lot of people may think that gaming is not necessary, but this is a very important move, with regard to cohesion, and young people feeling included in society, and able to play games and take part in other online activities in the same way that their peers can. The cost of the technology could be prohibitive, so I am pleased that the Minister is aware of it and has availed himself of it. I hope that we can ensure that where these technologies can help children with their education and the social aspects of their life, they will not be deemed too prohibitively expensive all the time.

[Mr Timpson]

The hon. Lady is a great advocate of the role that information technology can play in the lives of many children and young people with special educational needs. That even led to her persuading me, in Committee, to include elements relating to IT in the code of practice. This is another example of where we have the chance to widen the opportunities for many young people with speech, language and communication needs who, not many years ago, would not have had any of that at their disposal. Yes, there will be costs that must be taken into account, but with some of the new commissioning arrangements that are coming on board, including the joint commissioning in the Bill, and with personal budgets, there is a raft of ways in which, with the right support, many families can start to consider that as a reality, rather than a pipe dream. It is incumbent on all of us to think carefully about how we can help them to achieve exactly that.

I want to touch on an important issue that my hon. Friends the Members for Mid Dorset and North Poole, and for South Swindon, touched on—the Ofqual consultation proposal not to assess formally speaking and listening skills at GCSE. Clearly, pupils need speaking skills for their future progression, and employers value good communication skills and want them to be taught. The subject content of the new English language GCSE will strengthen the requirement to teach pupils how to become more confident in using spoken language in formal settings. The key point is how speaking skills are taught. Often, we dwell on the subject matter, rather than how that will be put across and absorbed by each individual child in such a way that it will endure. We do not want it to be just an exercise in process.

Improvements to the new national curriculum key stage 2 and 3 programmes of study for English will result in students being better prepared for the start of their GCSE courses. We do not want to undermine the robust standard of this subject by including assessments that cannot be externally validated, and that is reflected in Ofqual’s proposals. We have consulted organisations representing students with special educational needs as part of the equality analysis that we published in March. Overall, we believe that the benefit to all students will be positive. Students will follow more robust and challenging GCSE courses that will have real value for their future progression to further education and employment. Those with special educational needs can, through the Equality Act 2010, be supported in their exams through reasonable adjustments, such as extra time or supervised rest breaks. Ofqual, as the independent regulator, will monitor access arrangements and reasonable adjustments as the reformed GCSEs are introduced.

The consultation is still open. I know that the Communication Trust and others have submitted their own reflections on the proposals, and I have no doubt that Ofqual will take those reflections extremely seriously. We shall have to wait for the outcome of the consultation to see what steps are to be taken next, but it is important that Members of the House have the opportunity, both through the consultation and through the debate today, to make their feelings known, so that every angle is properly considered when understanding the ramifications of any changes on which Ofqual is consulting.

The changes that we are making in relation to special educational needs through the Children and Families Bill and through the 20 pathfinders across 31 local authorities are a key feature of our determination to ensure that all vulnerable children, whatever their background, have the chance to reach their full potential, not just in their education but in their wider life socially, culturally and otherwise. It is encouraging that we have reached the halfway point of the Bill’s passage and there is strong consensus on much of what it is designed to achieve and how we are going about that.

We are not talking about a small cohort of children in our country. We are talking about a significant number of children, and as my hon. Friend the Member for South Swindon rightly pointed out on a number of occasions, we have a duty to ensure that they have every opportunity to reach their goals, academic or otherwise, that we would want for our own children. I know that as the Bill moves on, many Members here and in the other place will want to continue this dialogue, which has been extremely constructive to date, to ensure that we meet our responsibilities in Parliament to provide the best possible framework for the local agencies that are working so hard on the ground, in the public, private and voluntary sectors, to help to bring about these important changes. I am confident that we have set our stall out in a way that will drive reform and bring about the culture change that we all want and that, as a consequence, many children and families will feel that rather than the system working against them, it is much more on their side.

We are already starting to see, in some of the evaluation of the work that the pathfinders are doing, reports from parents who are starting to feel more included. They are being properly consulted. They are seeing changes in attitude, particularly in the health service, towards their involvement in not just the assessment process, but the delivery of services. The building blocks are starting to be put in place. Some of the relationships are starting to be recalibrated and are starting to mesh; my hon. Friend the Member for South Swindon said that was happening already in his constituency.

We still have a huge amount of work to do. We are under no illusions about the fact that it will be a monumental task for all of us to ensure that this is a lasting and fulfilling change for many families, but the signs are encouraging, and I look forward to working with hon. Members on both sides of the House to continue to do all that we can to ensure that these important reforms really do hit the mark.

Children and Families Bill

Debate between Edward Timpson and Sharon Hodgson

Tuesday 11th June 2013 Commons Chamber

[Mr Timpson]

I am straying slightly outside my portfolio, but where it impinges on special educational needs clearly we want to ensure that those children receive the support they require. There were attempts in the last Parliament to bring about some form of registration, which was eventually put out to grass. I think we have the balance right at this stage, but of course it is something that my ministerial colleagues who are responsible for these matters will no doubt keep under review.

The new duty in the Bill relating to health commissioning also brings in joint commissioning arrangements, which must include those for securing education, health and care needs assessments and the education, health and care provision specified in the education, health and care plans. The new health duty requires health commissioners to ensure that the health elements of those plans are provided for each individual, thus providing direct clarity for parents that the support their child needs will be provided

We have taken an open approach to the Bill, listened carefully to the views of a wide range of people and made changes to improve it. I know that is the approach that my ministerial colleagues in the other place, including Lord Nash, intend to continue when the Bill makes its way to them. However, before it does we have some important business to conclude in this House today.

I will begin our consideration of the Bill’s SEN provisions by speaking to new clause 9 in a little more detail and to Government amendments 17 to 25. These amendments clarify responsibilities and make consequential amendments to legislation as a result of provisions in the Bill. With regard to new clause 9, it is important that the responsibilities of local authorities are clear when a child or young person with an education, health and care plan moves from one area to another. The new clause provides for regulations to specify those responsibilities. Regulations will make it clear that the new local authority is treated as though it had made the plan. This ensures that plans do not lapse when children and young people move from one area to another and that support for their special educational needs is maintained. I therefore urge the House to support new clause 9.

Amendment 17 to clause 41 has been tabled at the request of the Welsh Government. It would enable independent schools that are specially organised for making provision for children and young people with special educational needs, and specialist post-16 institutions in Wales, to apply to the Secretary of State for Education to be on a list of independent institutions that those with education, health and care plans can ask to be named on their plan. If independent schools in Wales wish to put themselves forward for approval, the amendment will be of benefit to children and young people who live close to the Welsh border whose needs would be best met in a Welsh independent school or those who would be appropriately placed in independent boarding provision in Wales. I urge the House to support the amendment.

On amendments 18 to 20 on personal budgets, I signalled our intention to table these consequential amendments when we debated clause 48 on personal budgets in Committee. The changes they make are necessary because of the changes we made to clause 42 in Committee by placing the duty in clause 42(3) on health commissioners to secure the health provision identified in an education, health and care plan. The amendments allow health commissioners to discharge their duty to make health care provision specified in EHC plans when this provision is secured using a direct payment. This replicates the equivalent provision on local authorities set out in clause 48(5). The amendments clarify that when parents or young people exercise their direct payment, this allows the commissioning body to discharge its statutory duty. The proposed use of the words “having been” in clauses 48(5) and 48(7) makes it clear that the duties on commissioning bodies and local authorities to secure provision are discharged only through the use of a direct payment when the child or young person has actually received the provision, in a manner in keeping with the regulations. I urge the House to support these amendments.

Government amendment 21 relates to clause 49, which inserts new section 17ZA into the Children Act 1989, giving local authorities a power to continue to provide services they have been providing under section 17 to a young person before their 18th birthday to that young person when they are 18 and over. This is a technical amendment that makes it clear that the power in section 17ZA applies only to local authorities in England.

Government amendments 22 to 25 relate to schedule 3 and make further amendments to existing legislation as a consequence of the Bill’s provisions—for example, replacing references to statements and learning difficulty assessments throughout. These are necessary changes to ensure the proper implementation of the reforms in part 3, and I therefore urge hon. Members to approve them.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

It is a pleasure to debate this Bill again, this time on the Floor of the House. In Committee we had some excellent debates on this part of the Bill, in particular. A large number of amendments were tabled by hon. Members on both sides of the Committee, but we were at all times united in our ambition for the children and young people to whom the Bill applies.

It is crucial that children and young people with special educational needs and disabilities be given the support they need to access education and reach their potential, academically and in terms of their physical, social and emotional development. It is not just a moral imperative that leads us to seek those better outcomes for all children; there is also a financial imperative for the whole country. A young person who makes a successful transition to adulthood and has achieved as much as they can educationally is likely to be less in need of welfare, health and social care support and more likely to be able to work and contribute their skills to the economy and their taxes to the Treasury. We support a great many of the reforms that the Government are making to achieve these better outcomes, but we have sought at all stages to ensure that we are going as far as we can, that current rights and entitlements are protected and built on, and that children and young people, and their families, are at the very heart of the changes made and are able adequately to hold agencies to account where they do not get the support they should.

We support the introduction of personal budgets to allow families a greater degree of choice in securing the choice that their child needs. As I said in Committee, I would have greatly welcomed such an opportunity when I was trying to get my severely dyslexic son the support he needed to get through his GCSEs. However, there are serious and abiding concerns about whether they can work in the sense of improving outcomes while providing value for money for the taxpayer, and there are still questions about how the market for support that this reform will create will really look. The Government are running pathfinders in an effort to answer these questions, but they have not been answered yet. Parliament is therefore being asked to legislate for something that we do not know will work and could well be a costly failure.

--- Later in debate ---

[Mrs Hodgson]

I agree with my hon. Friend and will probably repeat some of the points that she has just made. I commend her for her tireless and excellent campaigning on behalf of young carers since she promoted her private Member’s Bill. I know that she will continue that work when this Bill goes to the other place.

As I pointed out to the Minister for children and families in Committee, the Minister of State, Department of Health, the hon. Member for North Norfolk (Norman Lamb), who has responsibility for care, promised my hon. Friend and those of us who were present for the Second Reading of her private Member’s Bill last September that young carers would be provided for in the Children and Families Bill, yet we are still waiting to see what those provisions will be. The Minister gave some warm assurances on that issue during his closing remarks, so we look forward to seeing it addressed in the Bill.

[Mr Timpson]

Just to clarify, if the hon. Lady looks back at Hansard she will see that just before the end of Report I gave some strong indications of the direction of travel I am persuaded to take with regard to young carers.

[Mrs Hodgson]

That is very good; I will do that.

At the very least, we need to ensure that agencies that come into contact with families know how to spot a child who might be providing care and how to refer that child and their family to the support that exists for the majority of young carers. That needs to happen in order to address the much poorer outcomes that such children have because of their responsibilities.

As the Children’s Society discovered recently in its “Hidden from View” report, about one in 20 young carers misses school because of caring responsibilities. Young carers attain the equivalent of nine grades lower than their peers at GCSE level and are consequently more likely than other young people to be classed as not in education, employment or training after school. There are also health implications. Young carers are one and a half times more likely to have a special educational need, a long-standing illness or a disability than their peers. Those who are dedicated to looking after someone else often do not take good enough care of themselves. That is particularly true of young carers.

There are 166,363 young carers in England according to the latest census data, which were released on 16 May this year. That is 166,363 young people who stand a much poorer chance of reaching their educational potential and a much greater chance of suffering poor health or being a NEET. It does not need to be that way. I know that the Minister has outlined measures, but he could make the changes to the Bill that we have suggested in the other place or bring forward his own changes to ensure that those young carers are given the support that they need.

The Minister will not be surprised that I am also keen for progress to be made on ensuring that children’s centres are better able to identify and help every family in their area who needs it by adopting the measures tabled by the hon. Member for South Northamptonshire (Andrea Leadsom). She has not made a speech today and I hope that she has a chance to do so in a moment. Those measures would require NHS trusts to share the live births register with Sure Start outreach workers and would roll out trials of births being registered in children’s centres. That would mean that all parents would have to visit their local children’s centre, where they would be shown all the opportunities and services that are available to them and their child. That would contribute greatly to ensuring that we reach out to and help the most vulnerable families and, once again, improve the outcomes of the children within them.

I know that many hon. Members are keen to speak, so I will bring my remarks to a conclusion. We will not oppose the Bill on Third Reading and we are as keen as Ministers for it to make speedy progress to the other place. However, I hope that the House and the Government are left in no doubt that there are a number of issues that my noble colleagues and, I am sure, peers on all sides in the other place will revisit. We are expecting big things from Ministers before then and I sincerely hope that they do not disappoint.

Most notably, we want measures to ensure that support is not denied to young offenders with special educational needs and measures to increase the chance of young carers being identified and given the support that they need in order to improve their outcomes. We hope that the Government reconsider their position on PSHE and, in particular, sex and relationships education, and that they bring forward measures to make it compulsory before the Bill reaches the other place.

I would like to take this opportunity to pay tribute to my hon. Friend the Member for Airdrie and Shotts (Pamela Nash) for her superb leadership through the all-party parliamentary group on HIV and AIDS in pursuing education on HIV and AIDS. One in four young people leaves school without being taught about HIV. The work that she has done in that area is commendable.

If all the issues raised by Her Majesty’s Opposition and hon. Members from all parts of the House in the preceding debate are addressed, the Minister will be able to answer the question posed by my hon. Friend the Member for Wigan on Second Reading and be confident that the Bill will improve the outcomes for millions of children, young people and families for a long time to come. In the hope that those improvements will be made, the Bill proceeds with our blessing.

Education

Debate between Edward Timpson and Sharon Hodgson

Monday 20th May 2013 Ministerial Corrections

[Mrs Hodgson]

To ask the Secretary of State for Education how much each local authority has spent on short breaks for disabled children in each financial year since 2010-11.

[Official Report, 17 April 2013, Vol. 561, c. 475-77W.]

Letter of correction from Edward Timpson:

An error has been identified in the written answer given to the hon. Member for Washington and Sunderland West (Mrs Hodgson) on 17 April 2013.

The full answer given was as follows:

[Mr Timpson]

Data on how much each local authority spends on short breaks for disabled children is collected through the section 251 return. Data from the section 251 returns for 2010-2011 and 2011-12 are set out in the following table. Data for 2012-13 will be available at the beginning of 2014.

Oral Answers to Questions

Debate between Edward Timpson and Sharon Hodgson

Monday 22nd April 2013 Commons Chamber

[Mr Timpson]

I will happily look at the point my hon. Friend raises. As we have done with the new “Working Together” statutory guidance document, we want to make sure that all children, whether they are in need or whether they require protection, are given the earliest possible help, so that the problems in their lives do not fester longer than they need to, but I am happy to look at what she says.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

I hope that Ministers, especially the Minister responsible for child care, will set an example of the behaviour they clearly want to see from the nation’s toddlers, and that they will sit silently and listen and then answer politely. Professor Cathy Nutbrown is the latest expert commissioned by the Government to slam the Minister for her plans to loosen adult to child ratios, saying that they will

“shake the foundations of quality provision for young children.”

I know that the child care Minister has a touch of the Iron Lady about her—she might take that as a compliment—but will she ever be for turning on that? Will she or the Government ever listen to the experts they have commissioned and the tens of thousands of professionals and parents who disagree with her?

[Mr Timpson]

What I do know is that my hon. Friend is used to a maelstrom of linguistic turbulence coming from the Opposition, but I doubt whether that will turn her from her strong and well-evidenced reform programme, which ensures that ratios, which are not mandatory but which are, along with staff salaries, the lowest in Europe, are going to work towards our having higher quality child care which is more flexible and which parents can afford. The hon. Lady should welcome that and I hope she will listen attentively when the Minister with responsibility for child care makes that case in the future.