Children with Autism (Education)

Henry Smith Excerpts

Thursday 17th July 2014 Commons Chamber

[Gordon Birtwistle (Burnley) (LD)]

I beg to move,

That this House has considered the provision of education for children with autism.

It is a privilege to introduce this debate on the provision of proper schooling for children with autism. I first considered securing such a debate when I was approached by a number of families in my constituency. I asked a question of the then Secretary of State for Education, who agreed that I could meet the Minister, which I did. Following that, I was approached by a number of my constituents who asked me to secure today’s debate. I am delighted to have achieved that and I thank the Backbench Business Committee for allowing it. I am pleased that there are a number of Members in the Chamber today who wish to debate this important subject.

This debate is important in identifying for the Minister the horrifying ongoing struggles, about which my constituents have certainly told me, that children with autism face in getting appropriate education. As a result of poor local provision and unofficial exclusions, thousands of children with autism do not access full-time education. If a young person’s needs are not understood or met, that has both short and long-term implications, which, as my constituents’ experience highlights, can be severe.

We are all aware that autism is a lifelong developmental disability that affects how a person communicates and makes sense of the world around them. It is a spectrum condition, meaning that it affects people in different ways, making awareness and diagnosis even more important. Some children have mild autism and some have severe autism and the idea that one education system fits all does not work. That is one of the major issues that I hope to put forward today for consideration, and I hope that the Minister will look into it in the future.

[Henry Smith (Crawley) (Con)]

I congratulate the hon. Gentleman on securing this important debate. Will he join me in congratulating the many important local community groups that support children with autism, such as Autism Support Crawley and Autism Sussex, on the help that they give to parents in dealing with the education system, which, as he rightly points out, differs from local authority to local authority?

[Gordon Birtwistle]

I am grateful to my hon. Friend, who makes a valid point. In my constituency, there are many people, such as church groups and voluntary groups, who do just that. However, we need the local education authorities to recognise the problems. Children with autism, like children without autism, should have an equal right to access good-quality full-time education.

Let me look directly at my own constituency, which is in Lancashire. Lancashire county council, in my view and in that of my constituents, has failed to ensure that appropriate education and support are provided for numerous autistic children. I will give three examples later in my speech. To put it simply, its oversight is causing too many children with autism to miss out on much of their valuable education. Despite local authorities holding the legal responsibility to ensure that all children with special educational needs in their area are identified and supported, it is evident that that is not being fulfilled. In Lancashire no one is accepting responsibility or taking the time to understand the needs of these children. That is happening across the country, so many of the 70,000 school-age children in England are not accessing the education they need to learn, achieve and, more importantly, thrive.

I draw the attention of the House to three of my constituents. One of the cases is especially moving. When I first heard about it, I was distressed, to say the least. It concerns a young lady named Chloe, who is 17 years old. She is now on suicide watch as a result of repeatedly being failed by Lancashire county council since the age of 11. The detrimental impact of Chloe’s lack of education and development as an individual is clear. She was threatened with exclusion from her mainstream school placements up to the age of 13, when she was finally diagnosed with attention deficit hyperactivity disorder and autism.

Children with statements of special educational needs are eight times more likely to be excluded than their peers, and children with no statement are 11 times more likely to be excluded. When Chloe was 14 her family was advised that she would receive a statutory assessment of her educational needs. Lancashire county council failed to undertake this, despite it being recommended by professionals and her parents’ insistence. It took years—not weeks or months, but years—for Lancashire county council educational psychologist Yakub Padia to assess Chloe. After a 20-minute consultation he disagreed with the findings of experienced psychologists who had spent prolonged periods with her, and it was recommended that she be placed in a pupil referral unit, rather than the specialist school recommended by the professionals. Lancashire county council disregarded this and even the advice of the head of the pupil referral unit, who thought it was not suitable for Chloe.

As a teenager Chloe was passed from pillar to post, with a total lack of accurate assessment. Lancashire county council let her down. Chloe felt worthless and rejected. That led her to self-harm and to suffer from depression. She has ended up in a specialist psychiatric unit on suicide watch. Her brothers have had to watch her attempt to hang herself in the family home. Chloe is now emotionally and mentally damaged. Without question, missing out on education leads to poor life outcomes for the child involved and for their families. Chloe’s mum is one of the 50% of parents of disabled children who say they have had to take up part-time work as a result of their child’s exclusion. Chloe is a very sad case.