Deaf Children and Young People

Debate between Fiona Bruce and Neil Carmichael

Thursday 17th October 2013 Commons Chamber

[Fiona Bruce (Congleton) (Con)]

I support what the right hon. Member for Gordon (Sir Malcolm Bruce) has said in this debate and, as a member of the all-party parliamentary group on deafness, I thank him for his dedicated work as its chair.

I am proud to have a deaf-aware nursery in my constituency, which is based at the New Life church in Congleton. It has been running for 25 years and caters for able children, as well as for children with needs, such as those with deafness or autism, and it will soon have a child with Down’s syndrome. For the past five years, it has been managed by Margaret Sanders, a special educational needs co-ordinator with a passion for inclusion who has worked hard to ensure that the nursery goes the extra mile to provide support for deaf children in an extra special way. However, such early-years provision should not only be available when one inspirational individual is backed by committed community support, such as that provided by New Life. The nursery also works closely with specialist organisations such as the teachers of the deaf.

Justine Heathcote, the mother of a profoundly deaf three-year-old girl who attends the nursery, has shared some of her experiences with me. Her daughter was diagnosed as deaf just after birth. It was a traumatic time for the family. Justine says generously that her family have received excellent support and care from the nursery and the local authority. Crucially, that included her daughter being given a teacher of the deaf immediately. I ask the Minister to do all that he can to ensure that that always happens. A family must be given the appropriate support straight away, either at birth or on diagnosis. I have heard that in some cases it takes 10 years from when hearing starts to deteriorate before a clear diagnosis is made.

[Neil Carmichael (Stroud) (Con)]

Does my hon. Friend welcome the measures in the Children and Families Bill, as I do, to create care plans for people that go from nought to 24 years of age?

[Fiona Bruce]

I very much welcome that, because it is crucial that families can plan ahead from the earliest possible moment of childhood.

I was greatly encouraged to hear from Justine that her daughter got such excellent support, but I am aware that that is not universally available across the country. I ask the Minister to make an assessment of the varying standard of support across the country. One small example, which is important for Justine’s family, concerns her daughter’s hearing aids, which require four batteries a day. When they run out, Justine has a one-hour round trip to a hospital to collect them, yet in a neighbouring area, rechargeable batteries for hearing aids are available.

Another difficulty for some families concerns getting a statement of educational needs for their child. One highly experienced teacher of the deaf, Liz Gwynn, has spent many years liaising with local authorities. She told me—quite bluntly—that the reason for the delay or lack of statement is often that,

“local authorities don’t want to commit to the financial implications of a Statement.”

That cannot be right.

The one-to-one support provided by a teacher of the deaf in my council of Cheshire East is greatly appreciated, but it amounts to only one hour a week. Ideally, every deaf child and their family needs much more support and time. A teacher of the deaf plays a critical role in a child’s development because they advise on whether the child is accessing the curriculum properly and adequately, on that child’s language development and how they are hearing through hearing aids or cochlear implants, and on whether they need a radio aid to help them. Such teachers can act as an intermediary between the child or family and the school, in addition to helping set targets for development and providing strategies and ideas for accessing lessons. All hon. Members will agree that that cannot be done in one hour a week.

In Cheshire East there is a ratio of one teacher of the deaf to every 45 children—a phenomenal challenge for those teachers. I struggle to see how a teacher of the deaf can support that number of children and their families, let alone even more, yet I understand that in some parts of the country there is even less support for deaf children.

The availability of care for deaf children and young people should not be a postcode lottery. The National Deaf Children’s Society reports that some families with a deaf child are fighting that issue by moving to a different area, which is surely unacceptable. There are examples of good practice and expertise across the country, and better sharing of support across local authorities and support networks would be beneficial. I would be grateful if the Minister would tell the House whether there are any plans to share best practice across authorities and promote a more collaborative approach.

The exemplary nursery in my constituency, to which I referred, aims to maximise the individual potential of each child, but it is placed in a dilemma. When a child who has received that much-needed support—designed to raise their attainment levels in the early years to those of their non-deaf peers—moves to primary school, they are assessed. If they are assessed to be above a certain level, any one-to-one support that the child previously received, or which they may need in future, is withdrawn, and they begin primary school without it. What should the nursery do? Should it support the child to develop to the maximum level possible and risk that one-to-one support being withdrawn when they go to primary school? Withdrawal of such support would undoubtedly result in the child falling back and not continuing to flourish to the same degree that they need and for which the nursery has given them a head start. If we believe that every child should have the opportunity to develop to their fullest potential, surely that must be the case for the more vulnerable children in our society.

If a parent wants their child to go to a mainstream school in later years, it is crucial for support to be established at the start and to continue throughout the child’s early years. Liz Gwynn explains:

“In a big class with a ratio of 15 pupils to one staff member, or even thirty to one, it is very easy for a deaf child to be overlooked, especially if they aren’t a behavioural issue. They can appear to be understanding, but when questioned often haven’t a clue and get by by copying what others are doing.”

Such a situation can result in low self-esteem and lack of confidence. That is the “stolen future” that the National Deaf Children’s Society is raising awareness of, and I commend its work with local groups and parents around the country. I encourage the Minister to support those groups and ensure that all families have access to them. Will he review the assessment procedure for deaf children and young people, not just when they enter school, but when they move to another educational establishment for the first time, so as to determine appropriate individual provision for that child or young person? Sign language is critical, yet 81% of parents with deaf children never learn how to fully communicate with their child through that.

Justine, to whom I have referred, says she managed to get funding for level 1, but was unable to get funding for level 2, which she took at her own expense of £400. Level 3, at £1,000, is simply too expensive for the family. Will the Minister consider what duties can be placed on local authorities to provide sign language support for families?

As we have heard, deafness itself is not a learning disability, but we can do so much more to ensure that the attainment of deaf children and young people does not continue to fall worryingly behind that of their non-deaf peers.