Education: Special Educational Needs

Lord Stevenson of Balmacara Excerpts

Thursday 21st October 2010 Lords Chamber

[Lord Stevenson of Balmacara]

My Lords, it is a great honour and privilege to address your Lordships’ House for the first time, in this important debate initiated by the noble Baroness, Lady Warnock, whose long and distinguished contribution to public life includes, of course, the seminal Warnock Report on Special Education of 1978. I associate myself with the remarks of the noble Baroness, Lady Ritchie, about what a pleasure it was to hear her give us both an insight into the thinking during the initial discussions on that report—somewhat regretful, I gather—and an update on her thinking on where things have got to since 1978.

My contribution to this debate will be about schools for children who have a SEN statement which identifies behavioural, emotional and social difficulties as their primary need. As is traditional with a maiden speech, however, I start by thanking the many people who have facilitated my arrival in this House. In particular, I acknowledge the staff, not only for putting on a very effective and informative induction programme but, at every level, for being so informative and helpful in the early days and weeks of my time here. I have already benefited from the work of the Library staff, which is simply superb, and I also thank my sponsors, my noble friend Lord Evans and my noble friend Lord Haskel, who has also acted as my mentor.

One thing new Members are not short of is advice, which is offered on a regular basis. It is warm and friendly, not threatening. One of the key decisions for new Members is of course the point at which they give their maiden speech: when to do it, on what topic and how it should be pitched. On this issue, advice to the new Member is divided. Many people recommend getting your maiden speech over with as soon as possible, but just as many say, “Hold on. Wait for the right topic”. I decided to hold on but I confess that, as the days passed, my mentor, my noble friend Lord Haskel, has been getting more and more agitated. Recently, he started making suggestions about what I should speak on. The first—which I did not object to, but turned out not to work—was that I should initiate, which I thought was a big step for somebody so new, a debate on the threats to our honey bees from pesticides and disease. I keep bees, so I have a little to say on that. The Library confirmed for me that this House has not debated the issue since May 2009. That is two whole seasons of honey making. What a joy it would have been to regale noble Lords with my success in honey making, out at my house in Buckinghamshire. I had even begun to develop a rather complicated metaphor involving Parliament as a successful hive. You may imagine how I anticipated describing the queen being superseded by another only a few months ago, and interesting roles as drones and worker bees for the various parts of your Lordships’ House. Another time, perhaps.

My noble friend Lord Haskel’s second suggestion was that I should wait for some of the constitutional reforms due to arrive in this House shortly. This is an interest of mine because when I worked in a think tank we did a number of pieces of work on constitutional reform, which I think have been helpful. When I was working in the policy unit at 10 Downing Street just before the election, it was part of my brief. As Members may have noticed, with so much of that material having been picked up and espoused by the coalition Government, I would probably have something interesting to say as we went forward to discuss it.

However, luckily, I became interested in special education, and I declare an interest as a governor of the Chiltern Way Federation, a special school in Bucks. This debate caught my attention. To my noble friend Lord Haskel's great relief, I resolved to speak today and got him off the hook; so much so that I am afraid that the excitement may have been too much for him and he is unable to be present to hear the results of all his coaching and support.

The Chiltern Way Federation is currently composed of two highly regarded special schools for boys aged 11 to 16, and each school has 65 students on roll. All of these boys have a statement of special educational needs which identifies behavioural, emotional and social difficulties—BESD, in the jargon—as the primary need. Both schools are permanently oversubscribed, forcing Buckinghamshire County Council to seek out-of-county placements for a considerable number of children, at great expense to the ratepayer. As Buckinghamshire currently makes no provision at all for BESD girls, some 20 out-of-county placements have to be found for them, at a cost which I estimate must be about £1 million a year.

Traditionally, a school's distinctive contribution was to be found in excellent learning, provided through excellent teaching. The task of BESD schools, therefore, should be said to be providing all that excellence, with the added dimension of trying to manage and improve very challenging behaviour. However, if we are to be successful in getting the best outcomes for our children, the simplistic notion that BESD schools can deal with bad behaviour within the school day, as a sort of add-on in splendid isolation, needs to change. As the Warnock report was not allowed to point out all those years ago, there is a link between deprivation and educational failure that is pervasive and remains central to the issue today.

It may seem strange to find extreme deprivation in lush and leafy Buckinghamshire but it certainly exists. I have been struck by the fact that a disproportionately high number of our students come from poor homes, where in many cases there is or has been a history of alcohol or drug dependency and/or mental health problems, and where there may also be a history of criminal activity within the family. In this context, the work done on early intervention over the last few years by my friends in another place, Iain Duncan Smith and Graham Allen, has many valuable lessons for what we face in the BESD sector.

In my brief involvement with the Buckinghamshire BESD schools, I have been hugely impressed by the work done by the staff day in and day out. I also acknowledge the excellent support offered by the local authority, both in funding and through its specialist advisory staff. The previous Government’s report, Every Child Matters, has provided a common and widely supported policy framework for their work. I hope it will continue to be the touchstone for the Government going forward. I confess that I knew virtually nothing about the BESD sector, or indeed special education, before I became a governor. My motivation for accepting the position, which will be shared by many noble Lords, was simply to give something back. Seeing these schools develop and flourish in the last few years has been one of the most rewarding experiences of my life.

I close by asking the Minister to take on board three points that will be helpful as he responds to the debate. First, I echo some of the points that have already been made about the need for one proper definition of BESD, since all the services involved—health, social care and education—have slightly different ones at present, which simply causes confusion. Secondly, could the Minister do as much as he can to ensure that BESD schools are treated as a distinct sector by his department, and that the work they are doing to ensure that every child matters is properly supported for what it has achieved and can achieve? Finally, I have explained the steps that we have taken in the Chiltern Way Federation to work with parents and students in school, and that we work with a range of other service providers, including health, social services and the police. It occurs to me that the Minister might enjoy visiting our schools to see this approach in practice and the partnership that works around it. If so, I would be happy to facilitate such a visit.