Autism

Debate between Martin Whitfield and Robert Halfon

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.