Lord Holmes of Richmond
Main Page: Lord Holmes of Richmond (Conservative - Life peer)Department Debates - View all Lord Holmes of Richmond's debates with the Department for Education
(4 weeks ago)
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Baroness Smith of Malvern (Lab)
My noble friend is absolutely right. That is why, as part of the 10-year plan for change and modernisation in the NHS, I am assured that there will be a focus on reducing the length of waiting times and improving the provision of autism services. The SEND Code of Practice is also clear that meeting the needs of a child with special educational needs and autism does not require a diagnostic label or a test. We expect schools and colleges to monitor the progress of all pupils and put support in place where needed. There has been some good work—for example, by the Autism Education Trust—to provide a range of training and support for staff on autism. However, it is clear that there is more we need to do, both to identify and then to support children and young people in this situation.
Lord Holmes of Richmond (Con)
My Lords, what is the Government’s plan to have the right level of SENCO support throughout our education system? Similarly, what are the Government going to do in terms of access to clinicians and experts for the preparation of reports? It cannot continue to be a matter of those who can pay, paying, and those who cannot, sadly, having to wait and often ending up in an endless loop, never ending up getting the diagnosis and help they require.
Baroness Smith of Malvern (Lab)
The noble Lord is right that in an education, health and care plan, the health element is also very important. As my noble friend identified, where there are delays in getting a diagnosis, that can also mean that children and young people are not getting the support that they need in schools or being identified for additional support within those schools, which is wrong. That is precisely why the Government are determined to make the long-term fundamental reform that will support inclusive mainstream schools for the early identification and support of children, and also ensure that where special schools are needed, there is a place in them for the most complex needs.