Children and Families Bill

Lord Nash Excerpts

Wednesday 30th October 2013 Grand Committee

[The Parliamentary Under-Secretary of State for Schools (Lord Nash) (Con)]

My Lords, before I respond to the amendments in this group, I should like to say a few words about the intention of the local offer. The Lamb inquiry into special educational needs and parental confidence highlighted how,

“good, honest and open communication … underpinned by written, publicly available information”,

was key to the development of positive working relationships. It emphasised the need for parents to be able to access the information they need, when they need it and in ways that are convenient to them. The Bill responds to that need. The local offer, introduced by Clause 30, has two fundamental purposes: first, to provide clear, comprehensive and accessible information on provision available to support children and young people with SEN and their parents; and, secondly, to help make provision more responsive to local needs. Paragraph 5.1 of the draft SEN code of practice makes this crystal clear.

To be effective, the local offer must be a collaborative venture. We are requiring local authorities and schools, colleges and others providing services to work together in developing it through the duty in Clause 28. Crucially, we are requiring local authorities to involve local parents of children with SEN, and children and young people with SEN, in developing and reviewing the local offer. The local offer should enable local people to see what services are available, how they can be accessed, who provides them and where to go if things do not work out. It will also improve local accountability by making services more transparent and more responsive. I have to say that my discussions with pathfinders have been encouraging in this regard.

The noble Lord, Lord Low, raised the question of disabled children in the local offer. We had a full and helpful debate on disabled children without special educational needs and I gave an undertaking to consider the issue with help from noble Lords. I would be delighted to discuss this further with the noble Lord before Report.

Many noble Lords have spoken to the amendment and Amendment 102, both of which are in the names of the noble Lord, Lord Low, the noble Baronesses, Lady Hughes and Lady Jones, and my noble friend Lady Sharp. I would like to address both amendments together. I can assure noble Lords that the local offer will not be a speculative document or wish list—or, as the noble Lord, Lord Low, said, an opportunity to be “slippery”. It will not be about what the local authority would like to be available. It will be what the local authority expects will actually be available.

The local authority does not have control of all the services set out in the local offer and can therefore set out only what it expects to be available from these services. This will be based on consultation and collaboration with providers, including schools, post-16 institutions and health providers. If the local offer includes only the support that is currently available, families will not be informed about what provision the local authority expects to become available in the near future, possibly from new innovative practices. We want parents and young people to have confidence in the information in the local offer. We intend the local offer to be robust and effective, and I am extremely grateful to my noble friend Lord Storey for his positive remarks in this regard.

My noble friend Lady Brinton made a passionate case for a strong national framework for the local offer in order to provide constancy. The local offer regulations set out in chapter 5 of the draft code of practice provide that framework in some detail, and we will return to this point.

The noble Baroness, Lady Jones, talked about minimum standards and setting out duties for the provision of services in the local offer. We will return to these issues later and I will not speak about them now.

The noble Lord, Lord Low, made the point about provision outside a local authority’s area. I agree with him that the local offer should include details on such provision. Clause 30(1)(b) delivers this by requiring a local offer to include provision outside the local authority’s area for children for whom it is responsible.

I am not clear why the noble Baroness, Lady Jones, thinks that the detail being in the code and regulations makes it harder for parents to challenge it. The code is recognised as the Bible for the system—as my noble friend Lord Storey said—and having the information and guidance clearly explained in there will be more accessible to parents than the legal language of the Bill.

I thank the noble Baroness, Lady Wilkins, for tabling Amendment 104. The Government currently publish information on local authority expenditure on special educational needs services under Section 251 of the Apprenticeships, Skills, Children and Learning Act 2009 but, as the local offer will include services from a wide range of public, voluntary and private agencies across education, health and social care, it would mean a substantial additional bureaucratic burden for local authorities to collect this funding information. I hope noble Lords will agree that the focus of the local offer should be on the services provided and whether they are responsive to local need. We want that to be the focus of local authorities’ efforts, rather than gathering funding information from a range of other agencies.

Amendment 107—tabled by the noble Baronesses, Lady Howarth and Lady Massey, and my noble friend Lady Sharp—highlights the importance of ensuring that parents and young people who want support in managing a personal budget know where to find it. I can provide reassurance on the important issue of personal budgets—a key feature of our reforms. Clause 49(7) on personal budgets and Clause 36(9) on assessment would require local authorities to provide information, advice and support in relation to the management of direct payments and the education, health and care assessment plans. Clause 30(1) makes clear that local authorities must include in their local offer sources of information, advice and support for children and young people with SEN and their parents. The code of practice clarifies that this should include information on,

“the option of having a personal budget, who is eligible, how to ask for one and what information, advice and support is available for securing and managing a personal budget”.

The noble Baroness, Lady Howarth, asked about support for families in managing personal budgets. Personal budgets can include provision for support in managing them. This can, where needed, include personal assistance and key worker support. Some families in our pathfinder areas report their satisfaction with this aspect of personal budgets. I have a quote here: through a personal budget someone’s 11 year-old son,

“has been able to swim and have a PA to attend social activities … with his classmates, doing things that ordinary”,

11 year-olds “take for granted”. I had a conversation with a pathfinder on this issue, the help they were getting from a PA and how that had changed substantially the mother’s life.

The noble Lord, Lord Northbourne, made the point about including education for life. Of course, we expect the local offer to include information about educational provision in the broadest sense. The code specifies that this must include information about support in preparing for adulthood and other transitions, as well as the support provided by schools and the universal and specialist services.

I am grateful to the noble Lord, Lord Touhig, for tabling Amendment 110. The local offer covers a wide range of public, private and voluntary organisations. These will vary from area to area. Subjecting these agencies to a legal duty may inhibit their involvement when we want the local offer to be as comprehensive as possible and include the full range of services that can support children and young people with SEN and their parents. The local offer will improve accountability of local services in three key ways: first, children and young people with SEN and their parents will be directly involved in developing and reviewing it; secondly, it will make clear how and where they complain or appeal where they are unhappy with their support; and thirdly, regulations will require local authorities to publish comments from children and young people with SEN and their parents on the local offer, including comments on the quality of the provision available and its response to them. These requirements will give a strong impetus to local authorities and those providing support to respond to local needs. In view of this, I do not believe further duties are necessary.

I hope I have reassured noble Lords that these amendments are not necessary and that noble Lords feel able to withdraw them.

[Lord Low of Dalston]

My Lords, I am grateful to all those who have spoken and to the Minister for his comprehensive reply. This is the first of a number of groups of amendments that deal with the local offer. It is clear that the concept of the local offer has given rise to a good deal of concern on the part of parents and professionals. Noble Lords have already had a lot of points to make about it, and clearly there will be a lot more. I do not propose to say much more about it now, because there is a good deal of this debate still to go, and I imagine that we may well want to come back to something more focused on Report.

I just note one observation that the Minister made. I was glad to hear him say that he would be happy to meet us on the question of whether local offers could extend to disabled children as well as those with special educational needs. That is a welcome sign of movement on the part of the Government and holds out the hope that we may be able to get closer together on that issue. I very much welcome that and appreciate the Minister’s having said it. He will not find us at all unready to take up that offer.

In order that we get on to the debates which are to ensue on later groups, I beg leave to withdraw the amendment.

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I hope that the Minister will signal that we might be entering a period of better relationships—more constructive and engaged relationships—so far as children with special needs in the home education community are concerned, and that the provisions of this Bill will allow that progress to continue. I beg to move.

[Lord Nash]

My Lords, I will speak to this group of amendments on home education tabled by my noble friend Lord Lucas. I would like to reassure him that, despite any possible minor imperfections in the drafting, we do know exactly what he is about and we are fully aware of the role that my noble friend plays in the All-Party Group on Home Education. I thank him for raising this important issue.

Noble Lords will be aware that parents have the right to educate their children at home and there is nothing in this Bill that infringes that right in any way. Nor does the Bill increase the responsibility of local authorities for home-educated children or increase their powers to interfere in the way that parents home educate.

Parents of children with special educational needs who home educate do so for different reasons and therefore will look for different levels and types of support from the state, if any. Some home educate because it would always be their choice to do so. Others, however, have begun home education out of desperation, as they have not been able to get the support that they feel that their child needs, or have been let down by the very services which should be supporting them. While I continue to support parents’ right to choose home education, I sincerely hope that our reforms will mean that parents no longer feel that they have to turn to home education as a last resort.

In broad terms, the Bill seeks to keep the same legal position for children with SEN who are home educated as now, but it does so within the important wider context of the Bill including a much greater focus on the views, wishes and feelings of parents as set out in Clause 19 and throughout Part 3 and the code of practice. Where a child or young person has an EHC assessment and the outcome of that assessment is that a plan is needed, the local authority is under a duty to prepare such a plan. If the local authority considers that home education is the right provision for the child or young person, that will be specified in the plan. It will then be under a duty to secure the special educational provision specified in the plan, with the home educator providing the core education provision. Likewise health commissioners will be under a duty to provide the health provision specified.

Amendments 152ZA and 157ZA seek to strengthen parents’ right to request that a plan specifies home education. They would mean that local authorities would have to treat such a request in the same way as a request for a particular school or institution. I think that there is a delicate balance to be struck here. Parents can already make representations for home education and will continue to be able to do so under Clause 38(2(b)(i). Moreover, the principles set out in Clause 19 mean that local authorities must give more weight to parents’ wishes, and as a result we may see local authorities naming home education more often. However, the choice to home educate is a choice to opt out of the state-supported system and is therefore not the same as the choice of a particular school or institution. Therefore these amendments would shift the balance too far.

Where a local authority makes a plan that does not specify home education, this does not prevent parents from home educating. In such circumstances the local authority can only absolve itself of its duty to secure SEN provision in the plan and ensure that the child’s SEN needs are met if it is satisfied that the parents’ provision is suitable for the child’s SEN. I know from the debate on Report in the other place that there are differences of view on this legal point, and these amendments aim to shift the balance of responsibilities between local authorities and parents. However, our view is that not only do local authorities have this duty but it is right that they do.

I should emphasise here that local authorities do not have draconian powers available to them to make this check. For instance, they have no right to enter the parental home to check the provision that is being made. They can enter the home only at the parents’ invitation. The check on the suitability of the parents’ provision could be made through the parents providing a description of that provision or by the parents passing on examples of the child’s work. Neither should they define “suitable” as necessarily being the same as the provisions specified in the plan.

Once a local authority has assured itself that the provision being made is suitable, it is no longer under a duty to make any provision. However, it retains the power to make provision in the home where this will help parents make suitable provision for their children and where parents are willing to receive this help. We encourage local authorities to make such provision and we have made this clear in the code. The same applies to the provisions to support home-educated children who have special educational needs but do not have a plan.

As to Amendment 101A, I can assure my noble friend that the local authority will include provision that would be available to home-educated children.

I hope that what I have said will reassure my noble friend that we continue to support parents’ right to home educate. There is nothing in the Bill that will threaten that right and the greater focus on parental wishes in the new system will mean a better deal for home educators. The code of practice includes a specific section on home education. Following a recent meeting with my noble friend, officials have undertaken to work with representatives of home educators to develop it further during the consultation period. On that basis I ask my noble friend to withdraw his amendments.

[The Earl of Listowel]

My Lords, I listened to the Minister’s response with particular interest as my sister home educated her children for some time.

Perhaps I may raise a tenuously related but important question. It arises from previous debates and is relevant to this clause: how will the local offer help parents to help children in their learning? It is good to see in the code the great pains that the Government are taking to ensure that parents and young people are consulted about what is on offer to them, but we know from all the evidence that family learning is tremendously important to children’s outcomes. In my experience of fostering, helping foster parents to gain the confidence to sit with their children on a regular basis over a period of time, and teaching them the techniques of paired reading with their children, is immensely beneficial for the literacy of those children. Anecdotally at least, it strengthens the relationships of the foster carers and the children.

I have been a follower and supporter of the charity Volunteer Reading Help—now Beanstalk—which works in more than 1,000 primary schools using a paired-reading technique. It works with vulnerable children, particularly; volunteers make a commitment of at least one year and turn up regularly to support the children, with the result that the children make great strides in their literacy.

My question to the Minister is whether it is quite clear how local authorities will offer help to parents to help their children in their learning. Might it be helpful to have guidance somewhere that this is a good approach to take? I am talking particularly about paired reading but it could help with numeracy. I confess to ignorance about the specifics of special educational needs but I appeal to those with expertise in the area to consider the models of good practice there already are of paired reading and parents being assisted to help their children with their numeracy.

In her recent report, Family Learning Works, my noble friend Lady Howarth highlighted that family learning can improve children’s educational outcomes by between 10% and 15%. Therefore, I should like to see this approach adopted as widely as possible in supporting families who have children with special educational needs.

[Lord Nash]

I think I can assure the noble Earl, Lord Listowel, that local authorities will be able to include provision such as paired-reading schemes in their local offers. We want to see extensive and helpful local offers that include the full range of provisions to support children and young people with SEN, including support for parents and carers. We are happy to look at the guidance and the code in more detail to ensure that that is absolutely clarified.

[Lord Lucas]

My Lords, I am very grateful to my noble friend for that reply. I will read it with care but I cannot, at first listening, think of anything else that I could possibly ask him for. As he is right to say, Clause 19 is a great advance in terms of responsiveness to parents. He is also right to say how immensely helpful his department has been. The all-party parliamentary group has been extraordinarily successful and most productive. It is the parliamentary group that I have attended that has made the most difference to the way that things work in the world. That has been largely due to the help that my noble friend’s department has given it and the interest it has taken in it. As he correctly said, we had a very productive meeting with officials. In particular, I thank Stephen Kingdom, who has been helpful before, but he is by no means alone in that. It has been a very rewarding experience to work with his department on this over the past few years. As I said, I am grateful for what my noble friend has said and I have pleasure in begging leave to withdraw my amendment.

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[Baroness Sharp of Guildford]

I am sorry about that, too. While I am on my feet, I should say that I have a great deal of sympathy with the other amendments in this group. In particular, I sympathise with the arguments put forward by the noble Lord, Lord Low. In some ways, my preference would be for Amendment 124 because it seems to me that there are occasions when perhaps a special school is appropriate. The wording of Amendment 124 makes it absolutely clear that, when it is in the interests of,

“the specific needs of the child or young person”,

this might be the case. That is why I think that that amendment has some merit. I also very much support the amendments put forward by the noble Baroness, Lady Howe, concerning the Equality Act. I think that it is very important that we make it quite clear that this Bill in no sense overrides the responsibilities of local authorities under the Equality Act.

[Lord Nash]

I thank noble Lords for their amendments on inclusive provision. This is the second debate that we have had on the principle of inclusion. Today’s debate has focused on how decisions are made about where individual children and young people with EHC plans are taught. As I said in responding to our earlier debate, our aim with this Bill is to build on what has gone before and to create a new framework that improves both support for children and young people so that they achieve better outcomes and choice for parents and young people.

I will take Amendments 123A and 124, from the noble Lord, Lord Low, and the noble Baronesses, Lady Hughes and Lady Jones, together, as they both relate to the factors that local authorities should take into account when naming an education setting in a child or young person’s EHC plan, where no request has been made for a particular institution or the parent or young person’s request for one has not been met. The statutory provisions in the Bill are designed to ensure that a mainstream place is considered thoroughly and properly, recognising that, with the right support, children and young people with special educational needs are successfully supported in mainstream settings. They also recognise that there will be occasions where a child’s inclusion in a mainstream setting would significantly impact on the education of others, whose interests should also be safeguarded. This could occur, for example, when the extremely challenging and disruptive behaviour of a child or young person could not be managed. The provision for local authorities to consider the efficient education of others is important in this respect.

I understand concerns about this condition being used indiscriminately. Clause 33(3) and (4) guard against this. A local authority can only rely on it if there are no reasonable steps that could be taken to prevent the placement of the child or young person being incompatible with the efficient education of others. In section 7.11 of the draft SEN code of practice, we set out a number of examples of reasonable steps that can be taken to support inclusion. I believe that provision on meeting the specific needs of the child should not be the preserve of a single clause. It is at the heart of Part 3 and is reflected in Clause 19 on general principles, Clause 36 on assessments and EHC plans, Clause 42 on duties to secure provision in EHC plans and Clause 62 on the duty on schools to use their best endeavours to meet children’s needs.

Regarding the concern of the noble Lord, Lord Low, that the Bill gives FE colleges a get-out clause by allowing them to refuse entry to disabled students that they previously would have accepted in line with their duties under the Equality Act, I can assure noble Lords that the Equality Act 2010 will continue to apply in full to colleges, and that they must continue to make reasonable adjustments to support the participation of disabled young people. Nothing in this Bill overrides these very important duties imposed by the Equality Act.

We believe that the principle behind Clause 33 is the right one. Young people with EHC plans should have the right to be educated in a mainstream setting if that is what they want. This Bill, for the first time, gives young people the right to say where they want to study, by requesting that a particular school or college is named in their EHC plan.

I understand the motivation for Amendments 124A and 126A from the noble Baroness, Lady Howe. During our helpful debate on disabled children and young people last Wednesday, I made it clear that we had drawn attention to the Equality Act duties in the SEN code of practice, in Chapters 1 and 6, and referred to other relevant guidance on those duties. We recognise the importance of making appropriate links between SEN and the Equality Act duties in the code of practice, and in last Wednesday’s debate I undertook to look again at the scope for improving the draft code of practice on this. I hope that that reassures the noble Baroness, Lady Howe.