Children with Autism (Education)

Debate between Mark Hendrick and Steve McCabe

Thursday 17th July 2014 Commons Chamber

[Steve McCabe (Birmingham, Selly Oak) (Lab)]

I think this is my third meeting with the Minister today. I did not appreciate when we first met at a certain by-election some years ago that our paths were destined to cross quite so often, but it is always a pleasure to see him.

Let me begin by congratulating the hon. Member for Burnley (Gordon Birtwistle) on securing this debate, which is timely on a day when we have just agreed a new draft special educational needs and disability code of practice. He is right to be concerned about the schooling provision for children with autism. I am advised that there are at least 70,000 children with autism living in England, and they deserve access to high quality, full-time education. The hon. Gentleman’s description of the problems his constituents face, particularly Chloe, in obtaining proper assessments and appropriate schooling are sadly all too familiar—a point reinforced by my hon. Friend the Member for Huddersfield (Mr Sheerman), who obviously has a great deal of experience in this area. Early diagnosis is crucial and will become one of the first tests of the Children and Families Act 2014. Will it improve early identification and diagnosis of a child’s difficulties and will the child’s needs be properly considered? As I understand it, it is not for a local authority to select the school; rather, it is the job of the local authority to offer and engage with a range of provision, so that a child can attend the school best suited to their needs.

[Mark Hendrick]

As I said in my speech, Lancashire county council has 23 such schools. It was in no way indicating any individual school, but did offer a number of schools in several cases.

[Steve McCabe]

I note that my hon. Friend has made that point.

Research by Ambitious about Autism has found that about 40% of children with autism have been excluded from school on at least one occasion without any valid reason being offered. Many are excluded much more often, of course, and some schools appear to operate a policy of informal exclusion, which makes it difficult for any of us to form an accurate picture of what exactly is happening. We do know that the practice is illegal. I acknowledge the Government’s work in funding exclusion advisers, with their grant to the National Autistic Society. I hope that will help us address the problem of those exclusions.

As the Minister will know, Ambitious about Autism is currently campaigning for every school to have access to an autism specialist teacher. We should try to meet that objective because I am certain that exclusions often result from staff who genuinely do not know what is required of them and feel that they are ill equipped to cope with an autistic child’s particular needs. Obviously, the special educational needs co-ordinator is the key figure in the school, charged with ensuring that appropriate support and assistance is made available to every child with a special need, whether or not they are subject to a statement or an education health and care plan.