Special Educational Needs and Disability Funding

Debate between Gillian Keegan and Geraint Davies

Wednesday 29th January 2020 Westminster Hall

[Gillian Keegan]

Yes; that sounds like a sensible suggestion, although I have not come across that problem myself. Most of the facilities the children are sent to are amazing: we do not have equivalent facilities in West Sussex. Many of them are private, which is why they are so expensive.

Our local special needs schools are clearly stretched to the limit, and that also has implications for staff. Understandably, children with certain behavioural challenges often need extra support. I would be grateful if the Minister outlined in her response any steps being taken to ensure that mental health support is available for staff, who endure much more emotional stress in the workplace than staff in many other school settings.

[Geraint Davies (Swansea West) (Lab/Co-op)]

Understandably, the hon. Member has focused on complex needs. However, does she accept that about 10% of all pupils have speech and language difficulties, and that speech and language—oral communication—is the basis of all learning, whether in mathematics, reading or any academic subject? Yet the money given per child varies from about £30 to £300; there is very much a postcode lottery.

I chair the all-party parliamentary group on speech and language difficulties. Does the hon. Member agree that we should have a more consistent approach, focusing on the basic skills of speech and language—problems with those can manifest themselves in mental health and other issues—as well as on the more complex needs?

[Gillian Keegan]

Yes, I absolutely agree. Such education is a life-changer. I go back to my nephew, who has Down’s syndrome: his speech is amazing now because of that type of support. As the hon. Gentleman said, frustration, behavioural issues and mental health issues can occur if someone cannot communicate to the best of their ability, so such education is absolutely vital. It is one of those things that is a business case all in itself, in enabling a young person to develop and to be the best that they can be, and in preventing other issues from developing. I absolutely agree with the hon. Gentleman that such education is vital.

I am focusing on complex needs, but I am sure that the whole range of different needs will be covered in the debate. As they grow up, children with special needs may need additional support, including with things that most of us do not think about, such as getting on a bus, cooking dinner or being safe on the street. They may need additional support with all those things. It also seems that there is less support available as children enter their late teens or early twenties.

Chichester College has paired up with a fantastic local charity, the Aldingbourne Trust. Together they run a purpose-built shared accommodation centre called York Road, which supports students with special needs. At Chichester College, these students are learning all the skills they need in life, including healthy living, employability, cooking, budgeting and e-safety; those lessons are then reinforced by the live-in staff at their home in York Road.

The programme is remarkably successful. On their arrival at the beginning of the year, none of the students could travel independently; they relied on their parents or the local authority. However, after just two months, all of them now ride the local bus back and forth, and they have gained independence and confidence. That is transforming their lives. Relationship-building is also valuable, as many of these young adults are at very high risk of social isolation. What is brilliant is that they have all developed strong friendships with their flatmates and the staff who support them.

This intensive method of rehearsal, reinforcement and reflection works. Furthermore, it is totally in line with the Department of Education’s preparing for adulthood agenda. I urge the Minister to examine the success of the programme and consider whether such partnerships could be replicated and expanded in all other areas, because parents worry about what will happen to children who have complex special needs as they get older.

The project is fantastic, but the next step into the working world is fraught with difficulty and I hope the Government will pay more attention to that issue. Young adults with special educational needs require additional support to get into the workplace, and I would welcome greater collaboration with learning providers and employers to bridge the transition from school to work, including providing incentives for businesses to offer employment opportunities that are also social opportunities, to support that transition.

Proper support for children and young people with special needs is crucial both for the children and young people themselves and their families, and it can totally transform their life experience; in addition, offering children positive and well-rounded support reduces dependency later on in life. I urge the Government to continue to invest in these young people. That will benefit everybody.

Social Mobility and the Economy

Debate between Gillian Keegan and Geraint Davies

Wednesday 28th March 2018 Westminster Hall

[Gillian Keegan (Chichester) (Con)]

It is a pleasure to serve under your chairmanship, Mr Davies. I thank my right hon. Friend the Member for Putney (Justine Greening) for securing this debate.

Everybody should be given the opportunity to make the most of their life, irrespective of where they were born. It is equality of opportunity that matters. The Social Mobility Commission report published last year identified hotspots and coldspots, which were areas with higher and lower levels of social mobility. I never considered Knowsley, where I grew up, to be a particularly socially mobile region, but it ranks reasonably well at 171st out of the 325 local authorities in England. What may come as a surprise is that my constituency of Chichester is 287th. Chichester is not unique in that respect, as a quarter of coastal authorities were classified as coldspots, and only 6% were identified as hotspots.

The problems are clear and have been for generations. Tackling the issue is complex, but incredibly important, not only for the young people who gain an opportunity to change their circumstances, but for the economy. In 2016, the Sutton Trust estimated that just reaching Europe’s social mobility average would equate to an annual increase to GDP of 2%. It is key that we bring out people’s talents at all ages. Almost every one of my classmates in my failing comprehensive school in Knowsley had talent and the potential to achieve whatever they put their minds to. Some of us beat the odds despite our school, but others did not get that opportunity. They were let down in school and were not offered enough support or alternative routes into work when they left at just 16. From attending a failing comprehensive school every day for five years, I know there was as much talent there as on the playing fields of Eton.

My social mobility journey came in the form of an apprenticeship that I started at 16, so I know from personal experience the benefits they can provide. It gave me seven years of work experience, a degree and no student debt—all I needed to build a career. It was a business that changed my life, not school. More than 3.4 million young people have started apprenticeships since 2010. Although that is a significant achievement, we must work to ensure that they are high-quality training programmes. I am pleased that we are seeing a greater emphasis on quality, with advanced and higher level apprenticeships up by 35% last year as compared with the previous year.

Colleges, universities and business are developing successful, collaborative relationships. Chichester College has seen more than 25,000 apprentices pass through its doors, and its success continues with increased participation year on year. Some 94% of level 2 apprentices continue into employment or further education. The college has put employability at the heart of its curriculum, and it is working with around 5,000 businesses to do that. At the University of Chichester, 34% of its largely regional intake are from the lowest household income groups, and more than half are the first generation in their family to participate in higher education. The university has increased its numbers and is reaching out to the latent local marketplace.

It is important to remember that even if all those opportunities pass someone by, it is never too late for them to learn and improve their opportunities in life. There are such programmes as “Get into”, which is run by the Prince’s Trust; the “Choose Work” programme that Chichester District Council runs, which is designed to help young people get work experience; and the brilliant work of Business in the Community, which works to give young people CV and interview training and work experience. Many businesses are now involved in Business in the Community.

Different areas have always varied in social mobility outcomes. My life has been what some might call a social mobility success story. The solution to better outcomes for young people is multi-faceted, but we should tap into talent wherever it is to satisfy growing demand and bolster our economy.

[Geraint Davies (in the Chair)]

Finished with eight seconds to go. Excellent.