Autism

Martin Whitfield Excerpts

Thursday 29th March 2018 Commons Chamber

[Robert Halfon]

We have heard all sorts of stories about exclusions in schools, and I think there is a wild west of exclusions out there. This is why our Committee is looking into it and undertaking an inquiry, and we have heard what my hon. Friend has said.

[Martin Whitfield (East Lothian) (Lab)]

Does the right hon. Gentleman share my frustration at the fact that, while the strategies for making life as easy and pleasant as possible for such children in schools are available to everyone, the dissemination of that knowledge and its take-up by schools and authorities are so lacking?

[Robert Halfon]

The hon. Gentleman makes an important point. I will mention this later, but when my right hon. Friend the Member for Chesham and Amersham opened the debate, she talked about the increased training that is taking place, and the Government are doing a fair bit to try to change this situation.

As I have said, our Committee has heard that the number of exclusions is rising and that increasing numbers of children are being educated in alternative provision, but in some cases this is not the most appropriate place for children to be educated. We have heard that children with special educational needs and disability may have unrecognised or unmet needs early on in their school career—possibly speech, language and communication needs or, indeed, autism.

These children do not engage with their learning, and their struggle to engage and their unmet needs affect their behaviour and they get caught up in the school’s disciplinary procedures. Earlier intervention and support may well enable the children to continue to learn with their peers, or to be moved to more specialist provision, without the need for exclusion and the distress and disruption that this creates for the child and their family.

As the hon. Member for East Lothian (Martin Whitfield) pointed out, teachers need to be supported and trained to identify where pupils have additional needs and require extra support in the classroom. According to the National Autistic Society, only one in four teachers say that they received any autism training when completing their teaching qualification. Nearly eight in 10 say that they have received some autism training since qualifying, but fewer than half say they feel confident about supporting a child on the autism spectrum in their class. That is why projects such as The Difference, which aims to train school leaders to support pupils with mental health issues and autism, and reduce exclusion from school, are important. Such leadership is essential.

Our Committee heard from Drew Povey, headteacher of Harrop Fold school. He said that they consider education to be about preparing a pupil for life, and that

“as a result of that, we shifted our mindset to move from ‘we cannot exclude young people’, to, ‘we do not exclude’”.

Indeed, that school excludes no one. Drew Povey went on:

“That was extremely powerful for us as a school, and we are proud to say that we have not excluded a student, fixed term or permanently, now for over 10 years.”

What a remarkable school and remarkable headteacher.

We need to get post-16 opportunities right for young people so that they can continue to climb the ladder of opportunity when they leave school. I served alongside the Minister in one of her previous roles, and she is passionate about apprenticeships. Autistic young people should be able to benefit properly from opportunities such as apprenticeships, and I urge the Government to come up with specific proposals. They are doing a lot for people with disabilities, and to attract more women and people from the black and minority ethnic community, but we need a specific programme to help and encourage businesses to employ apprentices who have autism. I think that a levy would be a good financial incentive, and we should set aside money to create a specific apprenticeship social justice fund to support organisations such as the Prince’s Trust that bridge the gap between school and apprenticeships, and help vulnerable people.

These are issues of social justice, and all members of the Education Committee are committed to helping children and young people climb that educational ladder of opportunity. All children should have equal life chances, and be able to learn in schools that meet their needs and support them to thrive. However, being able to climb that ladder of opportunity is not sufficient if young people are not then able to move into the world of work. I welcome the Government’s commitment to approving alternative provision for young people, and I am heartened that a review of exclusion is being led by the brilliant former Minister, Ed Timpson. There must be more focus on ensuring that those children do not drop off the cliff edge of support when they leave school.

--- Later in debate ---

[Thangam Debbonaire]

I am delighted that my hon. Friend is following the example of Bristol West in Bristol East. I have a member of staff who is allocated to lead for me on autism, and we are pushing the council and cultural institutions to work towards the National Autistic Society autism-friendly award. We support children with autism and their parents to get the educational support they need, and we do that because we believe that people on the autistic spectrum should be able to participate fully in our social, cultural, economic and public lives. We believe that all aspects of our lives are better when autistic people are included, and that is true for neurotypical people, as well as for autistic people and their families.

However, too many autistic people are excluded. Too many—far too many, as the right hon. Member for Chesham and Amersham knows—feel excluded, unwelcome, or unable to participate in the world around them as it is. They therefore feel isolated and lonely, and that is bad for us all. It is worst, of course, for children and adults with autism who experience that loneliness. New information from the National Autistic Society estimates that autistic people are four times as likely to be lonely as the general public. Four out of five autistic people who responded to the NAS survey said that they felt lonely and socially isolated some of the time. That is shocking and upsetting.

Such isolation is also bad for the parents of children with autism, who told the National Autistic Society that they fear going out because of public ignorance, or they have experienced being judged because of the behaviour of their child—some hon. Members have already mentioned that, in particular the hon. Member for Berwick-upon-Tweed (Mrs Trevelyan), who spoke so movingly. Such isolation is also bad for the rest of us, because we lose out on the untapped potential that autistic people have to offer as friends, colleagues, participants in civic society, and leaders. Loneliness hurts. Loneliness hurts health, and it keeps too many autistic people from fulfilling their potential.

The Jo Cox Commission on Loneliness has done sterling work on this issue, and recently, the hon. Member for Chatham and Aylesford (Tracey Crouch) was charged with taking on the Government’s loneliness strategy. As they, and the all-party group on loneliness recognise, leaving people to loneliness diminishes all of our humanity. The survey by the National Autistic Society found that 55% of autistic adults want help with social skills, but only 10% actually receive such help; 53% would like employment support, but only 10% receive it; and 70% of autistic adults told the NAS that with more support they would feel less isolated.

Autistic adults experience significant under-employment—only 16% are in full-time work, and a further 16% are in part-time employment. Of the remainder who are not employed, nearly four out of five want to work. Most of us get our daily social interaction from work, and chronic unemployment increases autistic people’s loneliness, as well as keeping them on low incomes and making it harder for them to pursue other interests or travel to meet up with friends, thereby becoming less lonely. A lack of understanding by employers, educational institutions and others is often behind such under-employment and unemployment. I do not wish to repeat what other hon. Members have said, but I refer those listening to the debate to those earlier remarks.

I welcome the appointment of a Minister with responsibility for loneliness, who will be committed to developing a strategy, measurements, and funding for activities to prevent loneliness. Given the high risk of loneliness among autistic people and the parents of autistic children, may I ask the Minister to do everything she can to ensure that the loneliness strategy attends specifically to the needs of autistic people? I further ask her to urge all her colleagues to consult people with autism on that strategy.

Will the Minister tell the House what the Government are doing to help public awareness of autism, and to help and assist employers to review, and if necessary change, their recruitment procedures? We should encourage public and private organisations to make their spaces truly autism friendly and, as I have said before in this place, perhaps we should start by doing everything we can to make our buildings here on the estate, and our working practices—that will be a challenge for me—more autism friendly, perhaps by thinking about the noises and interventions that we sometimes make.

[Martin Whitfield]

Does my hon. Friend agree that autistic-friendly solutions in no way exclude non-autistic people?

[Thangam Debbonaire]

Exactly. My hon. Friend virtually predicted what I was about to say because we would all benefit from a more autism-friendly country. I will do my best to finish well under time, and taking interventions may impact on other people’s time.

We can all help to reduce loneliness for people with autism and the parents of children with autism. Autistic people and their families experience loneliness as a result of things that we can change. Let us all go from this place today determined to lead that change. We are leaders in our communities, so let us lead the change to make the UK truly autism friendly. Let us start today.