Deaf Children’s Services

Debate between Emma Lewell-Buck and Sharon Hodgson

Thursday 13th September 2018 Westminster Hall

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

It is a pleasure to serve under your chairmanship, Mr Stringer. I thank the House for making BSL interpreters available to help people to follow today’s debate. I thank my hon. Friend the Member for Poplar and Limehouse (Jim Fitzpatrick) not only for securing this important debate on deaf children’s services, but for his sterling work chairing the all-party parliamentary group on deafness. I also thank all right hon. and hon. Members who have spoken.

Many of us, I hope, will have fond memories of school, but we probably take for granted the fact that being able to hear facilitated our learning and socialisation during that time. We are living in an era when advances in technology and teaching mean that deaf children need not be isolated. Nor should they be missing out on this vital part of learning and interaction, but the tragedy of this debate is that they are.

That failure can be laid at the Government’s door. A toxic combination of Government-imposed local authority cuts, education cuts, the shambolic roll-out of SEND reforms and unfettered off-rolling have led to what the National Deaf Children’s Society rightly refers to as “stolen futures”. Local authority spending on services for children and young people has fallen in real terms by almost £1 billion since 2012, with a £3 billion shortfall predicted by 2025. Just last year, the APPG for children found that 89% of directors of children’s services were struggling to fulfil their statutory duties towards children in need of support.

In that environment, it is no surprise, as my hon. Friend the Member for Poplar and Limehouse noted in his opening remarks, that over one third of local authorities in England plan to cut £4 million from their budgets for education support for deaf children this year. As my hon. Friend the Member for Hartlepool (Mike Hill) rightly said, all that will do is exacerbate current issues.

The recent steps to ring-fence SEND funding represent an inflexible policy, where strict rules mean that only 0.5% of a school’s overall budget can be transferred to the high-needs block. The policy is also not working, as evidenced by the 27 authorities that have appealed, asking that it be relaxed to meet their local need. Interestingly, the majority of successful appeals have all been in Conservative-led authorities—I sincerely hope the Minister is not playing politics with deaf children’s services and education.

The £50 million announced earlier this year to help local authorities create new places or improved facilities for SEND pupils is also nowhere near good enough. Not only is it not new money, but it is a one-off cash injection, not the sustainable funding that people are crying out for.

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

Up in the north-east, my hon. Friend and I are in neighbouring constituencies, so I am sure she will be aware of the situation in Sunderland. We have 236 deaf children in Sunderland, yet the local authority has had its budget to provide the services for those children cut by 10%. Does she agree that, at a time when we see an increase in the number of deaf children and when deaf children are to be supported up to age 25 through the reforms to SEND, which is good, we should be seeing more money put in to support these children, rather than cuts?

[Mrs Lewell-Buck]

The SEND reforms are a topic I will refer to later in my speech, but my hon. Friend leads me aptly to my next point. When funding and support are denied in cases such as the ones we are talking about today, education is also denied.

In his response, the Minister will likely refer to the funding given to the National Sensory Impairment Partnership and other bodies, but that money does not address the falling number of teachers of the deaf. Having British Sign Language-trained teachers is vital to deaf children, a point that was well made by my hon. Friend the Member for Nottingham South (Lilian Greenwood), but some areas have only one specialist teacher per 100 students. I was sorry to hear from the hon. Member for Strangford (Jim Shannon) that that scarcity of teachers is the same in Northern Ireland, although I should say to him that I always follow every single word he says, and I love listening to his speeches.

None of that should come as any shock, since our schools are facing the first real-terms funding cuts in 20 years, with £2.8 billion cut from their budgets since 2015. As always in these austere times, specialist provision is the first to go. Bamburgh School is a specialist school in my constituency, which is now in the unenviable position of having to pay out of an existing budget for its existing teachers to learn BSL level 1 on a 30-week course, which will take the school into a deficit. On top of that, these dedicated teachers are completing the course in what little free time they have. However, their equally dedicated headteacher, Peter Nord, told me that he has a duty to the children he teaches, who, without BSL, would not get the full learning experience they deserve.

Not every deaf child or school will have a head and teachers as dedicated as we have at Bamburgh or the Elmfield School for Deaf Children in the constituency of my hon. Friend the Member for Bristol North West (Darren Jones). I wonder what will happen to those children. I appreciate that a review of the SEND workforce in schools is under way, but a report commissioned by the Department and published over two and a half years ago has already identified a drastic shortage of deaf teachers. Instead of yet another review to give the appearance of doing something, can the Minister please advise us when there might be a response to the review that was done nearly three years ago, and what the timescales are for the current ongoing review?

The decrease in support is taking place against the backdrop of an increasing number of children requiring it. In just the last year, the number of deaf children increased by 11%. Earlier this year, it was shown that the attainment gap between deaf children and hearing children has widened—the figures were ably shared with us by my hon. Friend the Member for Blaydon (Liz Twist).

Sadly, Government neglect of deaf children continues throughout their education, with post-16 funding bearing no resemblance at all to the number of deaf pupils without an EHC plan. Just last year, it was revealed that some county councils in England charge 16 to 19-year-old SEND students £1,500 a year for their transport. Since 2015, students have been required to pay a £200 contribution towards the cost of certain essential equipment that used to be covered by the disabled students’ allowance.

Parents have told me that support often only comes with an EHC plan, yet we have heard that most deaf children do not have such plans. Those who do, as outlined by the hon. Member for Waveney (Peter Aldous), have to fight, and suffer the exhaustion of taking on, the might of their local authorities. A recent damning report by the local government and social care ombudsman found that children and young people were missing out on provision, with health often a missing factor.

As we heard, 80% of deaf children and young people are not on EHC plans and rely on SEND support from their local authorities, which authorities struggle to provide following savage cuts that have resulted in up to 40,000 deaf children in England having no support at all. Deaf children and young people also remain stubbornly over-represented in alternative provision and exclusion figures. Schools, headteachers, support staff and parents work tirelessly every day under ever-challenging circumstances to give our deaf children the very best education, which they deserve. The Minister should be doing the same, and I look forward to his letting us know his plans.

I will end with a quick quote from Thomas Bailey, a 16-year-old pupil from Bamburgh School in South Shields. He sums up far better than I or anybody here could the damaging impact of the Government’s policies:

“Being deaf makes me feel depressed and very frustrated. Having no support in school is very mean. When I don’t have support, I don’t have that person to repeat and break down that information for me and to sign important key words, so I am not able to learn the same as other children in class. I feel left out. Improving equipment would make the sound easier and clearer for me to hear, but having no equipment makes everything very quiet and unclear. This means I’m not getting any important information, leaving me feeling annoyed and again left out. My life and learning becomes a blank.”

The Minister should know that, unless he takes urgent action, the despair and emptiness so well articulated by Thomas will continue to be felt by more and more deaf children across our country.