Children with SEND: Assessments and Support
Debate between Manuela Perteghella and Rachael Maskell(3 weeks, 4 days ago)
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Rachael Maskell
I really do congratulate my hon. Friend: I know how hard he works on behalf of children in his constituency, and they could have no better champion. His observations are absolutely right. Parents in particular face so many barriers and are often pushed away from the learning environment. When I went to Scandinavia to look at the education system around SEND there, they drew parents right into the heart of the school. Parents had co-produced the support that their children could have and ensured that they could get full support around their education.
Rachael Maskell
I will make a little progress, if I may.
In my constituency this month, we are establishing a SEND hub. It is very much like the concept of Sure Start but for children with SEND, so that throughout their journey—up to the age of 25, but with no fixed barrier at that age limit either—parents and young people can get the support that they need from multi-agency provision, whether that is around stay and play, expert health advice, support for parents, peer support or the advice that teachers and others in our communities can get to make sure that the provision for their children is absolutely the best.
When we look at culture, we have to look at the physical environments in which our children can learn to make sure that they are therapeutic, from colours and lights right through to the ways people can navigate school uniforms. Why do we dress our children in the way we do in this modern age? I urge the Government to look at the whole area of exams and assessments, which cause so many children, particularly those with SEND, so much stress and anxiety. I also want to raise the issue of transition. We need to do transition far, far better, because it is often at the point of transition between primary and secondary that children face the greatest anxiety.
Finally, I want to talk about the issue of governance. Risk, responsibility and accountability sit in the wrong place within our system. There needs to be a controlling mind. I urge the Minister to look at local authorities holding that controlling mind, because often the ask on local authorities is not under their control: ultimately, multi-academy trusts are making decisions that are pushing these children out of the education system, and local authorities are having to pick up the pieces. I believe that we can get this right, but we need local authorities to be really in control.
Will the Minister consider giving special educational needs co-ordinators roles similar to directors of public health in the way they relate to their local authorities, so that they have more power and authority to determine what happens within their educational environment?