Autism

Debate between Mark Williams and Robert Buckland

Tuesday 20th November 2012 Commons Chamber

[Mr Buckland]

I can assure you, Mr Speaker, that I am watching the clock anxiously, and I will now make progress. I am grateful to hon. Members for their interventions.

The hon. Member for Edinburgh North and Leith (Mark Lazarowicz) is right about the problem he illustrated: diagnosis is one thing but provision for older people with autism is another. Many older people to whom I speak tell me that, having had the diagnosis, they turn around and say, “Well, what now?” Very little happens after a diagnosis. Other speakers will deal with the point about assessment for benefits, but the message has to go out loud and clear that more training must be given to those responsible for conducting benefit assessments, so that what I call invisible conditions, such as autism, are fully understood by those conducting the assessments. I am sure that he, like me, will have had cases where that invisible condition was not recognised.

I am grateful that the Under-Secretary of State for Education, my hon. Friend the Member for Crewe and Nantwich (Mr Timpson), who has responsibility for the draft Children and Families Bill, is in his place. I want to highlight a report prepared last year by the all-party group on autism, which I have the honour of chairing. I know that he has been listening carefully to the points and recommendations made in the report, and I welcome his approach in listening to the points made and already making changes to some of the provisions in the Bill—for example, the inclusion of apprenticeships as part of the future education, health and social care plans. I approach my remarks today in that spirit of engagement and listening.

I mentioned the all-party group’s report. Our inquiry included an online survey in which nearly 1,000 respondents took part. It is, I believe, an authoritative and useful source of information when it comes to the development of policy. Among other things, we recommended that local authorities establish local training needs for special needs and identify where specialist autism knowledge is available to local schools. The funding for specialist training programmes for teachers has to be an important part of that, and we look to the Government for their continued support.

We were concerned about the exclusion of children and young people with autism. They often result, sadly, in lives that turn into criminal justice issues, huge wasted opportunities and expensive mistakes that cost our country dear. We are concerned that schools with a high number of exclusions, permanent or fixed-term, should not be graded as outstanding or good in terms of behaviour, because we regard exclusions as a badge of failure. I say that with respect to all the professionals involved. I understand that it is often difficult to manage young people with autism and other conditions, but exclusions are not the way to deal with the problem. All they do is push the problem on to another agency. It is the equivalent of kicking the can down the road. That is a phrase we often here in this place, but it is what is happening to young people with these conditions far too often.

The all-party group also emphasised that the new system should ensure that all children with autism, whether they have a statement or not, have access to the necessary support, and that there be a lead teacher for autism in every school. We must not forget that children currently in receipt of help under the school action or school action plus schemes might not have needs that are acute enough to merit a statement or an education, health and social care plan, but their needs will remain none the less. I would be interested to hear the Minister’s observations about children in that category.

[Mr Mark Williams (Ceredigion) (LD)]

Will the hon. Gentleman give way?

[Mr Buckland]

I am afraid I need to press on.

There is also a need for joint commissioning of services, which is something that other contributors have touched on. In Swindon, which I represent, joint commissioning is already happening—we are seeing joined-up thinking, working and action—but in many places there remains a dislocation between health and education. Putting it bluntly, without the proper involvement of local health agencies, these reforms just will not work. The role of health and wellbeing boards, which were set up under recent health legislation, will be pivotal in ensuring proper joint working. I therefore urge my hon. Friend to do all he can as an Education Minister to ensure that other arms of government are doing all they can to ensure that education, health and social care plans knit together and provide a continuum of care.

I wanted to talk about accountability; very briefly, I will say this. Unless parents and carers feel that there are proper lines of accountability in decisions about their children, the system will not get the confidence it needs. Therefore, a proper and effective complaints system, encompassing all state-funded schools, must be put in place. I accept that school governors and Ofsted will have a role to play in the process, but personal action plans—agreements that will provide objective measurements of progress for parents to measure their schools against—are essential. This is not about bureaucracy for the sake of it; it is simply about ensuring that we can harness the earnest energy of parents to ensure the system works as best it can.

I welcome the proposals for local offers on SEN. I accept that local agencies will need to develop their own services, but I caution the Government in this respect. A national framework within which local offers can be developed will be necessary. The analogy I draw is between the system we have in health—where guidelines from the National Institute for Health and Clinical Excellence provide a framework within which local commissioners can develop services—and a system that I believe could work well in education. Such a system would ensure that parents and carers knew there was a basic standard to which the local offer would be made.

We have already touched on the problems and challenges facing young adults with autism going into the world of work. We have heard some depressing statistics in Wales. In England, one in four children with autism obtains some form of education or training after leaving school. That means that three out of every four do not have those opportunities. Some 25% of graduates with autism are unemployed, which is the highest proportion among any disability group. Fewer than one in seven adults with autism are in full-time employment, which is why I am encouraged that the Government are to extend the regime of education, health and social care plans right up to the age of 25. That is vital and acknowledges the fact that many young people with autism develop very much at their own pace—in a way that does not conform to the primary, secondary and tertiary stages of education—and it does so in a way that will allow them to develop and mature into adulthood. However, we do not want to move the cliff edge from 19 to 25. We have to ensure that the transition into adulthood after 25—after the end of the plans—is smooth and planned, and inspires confidence not only among those young adults, but among their families and carers.

The age in which people with these conditions are categorised as needing to be dealt with in a little box in the corner has ended, but we are now in a transitional phase. We have not yet created the systems that will allow the integration of such people into the mainstream of our national, social, economic and political life. I very much hope that today’s debate will, in some small way, be yet another milestone along that important road, so that in the years ahead, we as parliamentarians can say that we did all that we could to ensure that a minority with so much to offer was allowed to play its part at the heart of our life.