Special Educational Needs

Debate between Julian Sturdy and James Frith

Wednesday 20th March 2019 Westminster Hall

[Julian Sturdy]

The hon. Lady makes an important intervention. Teaching assistants and teachers have a huge role to play—I will touch on that later in my speech—because it is about spotting SEN at an early age. If we can tackle it at the beginning, it will be easier to tailor support for those children. The first port of call has to be teachers and teaching assistants at school.

The Government’s announcement last year that they would invest an additional £365 million from 2018 to 2021 is to be welcomed. However, I am not convinced that funding alone can address the disparities that children with SEN face. Far-reaching policy changes are required. The first of those that I want to touch on is exams. By far the largest query that I receive from constituents in relation to SEN is about assessment concessions—extra time in exams. Although I understand that the recent move towards an exam-based system in schools, from the perspective of academic rigour, is probably the right way to go, I am concerned that has had the undesirable side effect of limiting the potential of SEN students.

Constituents tell me time and again that their children’s two biggest problems in exams are the anxiety that they inevitably generate and the unfair concentration on one small aspect of that child’s ability: namely, the ability to memorise facts. The GCSE religious studies exam includes a requirement to learn 64 quotations. I do not think I could do that; perhaps a number of Members could, but it would be beyond my ability. The GCSE physics exam requires the ability to memorise 24 formulae—I might find that slightly easier.

The default response to the disadvantages that SEN students face in exams is to offer extra time, but no amount of extra time will address the fact that exams as a means of assessment are intrinsically unsuitable for some types of students and learners. The solution has to be to revisit the place of coursework, which once made up 40% to 50% of GCSE assessment. Coursework does not discriminate against SEN children with high cognitive ability but for whom memorising facts does not come that easily. Coursework has the additional benefit of alleviating the anxiety of one assessment and spreading the pressure throughout the year, rather than concentrating on the examination period.

[James Frith (Bury North) (Lab)]

The traditional argument has been that we need coursework for people who cannot do exams, and that those who can do exams are fine, but that binary choice is unhelpful. The parent of a child with autism in Bury spoke to me about his daughter’s ability to take the new times tables test that has been introduced. In fact, she is really good at maths; what she struggles with is the speed at which an immovable testing mechanism is applied. Although her ability to calculate is not a problem, she is expected to answer questions that move on at a fast rate. We must not fall into the trap of suggesting that those with special educational needs are somehow non-academic or unable to perform in mainstream education, because all they need is a better, more dynamic service.

[Julian Sturdy]

I entirely agree; the hon. Gentleman makes the point very well. Many of those children have really high ability, but their ability needs to be managed so that they can get through the system. The point I want to make, as he mentioned, is that ultimately we need a balance to be struck. It is not all about the individual exam, and it is not all about a shift to coursework. When major changes such as moving from coursework back to exams are made, there will be consequences. The system has to recognise that a balance has to be struck.

--- Later in debate ---

[Julian Sturdy]

I entirely agree. That is what drove me to introduce this debate. Constituents come to me to say exactly those things. I will touch on this in my conclusion, but we have to remember that there are parents out there—I do not blame parents—who are prepared to go out and fight for their children, get them in where they need to be and get the right support, but there are also disadvantaged children who may not have parents who are prepared to go and fight for them. They are the ones who fall through the gaps.

[James Frith]

This is about parents’ ability to go out and fight, not their preparedness to do so. Again, please let us not fall into thinking that the parents who reach our door are those who are prepared to. They are simply the ones who are able to. Someone who faces changing shift patterns and has to use public transport, for example, may be prevented from reaching our door. The fact that we hear so much about these issues from parents who are able to reach us shows that there are great swathes of parents who do not speak to us directly about them but very much face the same, if not worse, issues.

[Julian Sturdy]

I accept that. That is a very important point. The point I was making is that there are parents from all backgrounds who, if I am brutally honest, will not know that their children might need support. As I said, it is those children with unidentified needs who fall through the gaps and do not get that support. That goes back to what I said about the whole system and the need for early identification. Schools and teachers need to be able to work with parents so they get that support. We should not have the problem, which the hon. Member for Gedling (Vernon Coaker) identified—I entirely agree with him—of parents having to go to their local MP or their local councillor, or to the different voluntary associations that work with parents, to try to break down barriers or get through doors to get that support for their children. That is the wider problem. I think everyone present would agree that parents should not have to do that.