Special Educational Needs and Disability Funding

Patricia Gibson Excerpts

Wednesday 29th January 2020 Westminster Hall

[Patricia Gibson (North Ayrshire and Arran) (SNP)]

I thank the hon. Member for Twickenham (Munira Wilson) for securing this debate. Clearly there is an appetite to discuss this important issue. I stand to speak for the third party as a former English teacher of 23 years and as a Member of Parliament from Scotland. Before I begin, it is worth pointing out that in Scotland some 27% of our school registered pupils have special or additional support needs. In England, the figure is 15%. The debate is of particular importance to Scotland, as a higher percentage of our children are affected and require extra support.

We can all agree that our children and young people must receive the support they need—we have heard much about that today from all parts of the House—and must be helped in school to reach their full potential. It is important that our systems focus on overcoming barriers to learning so that every child can enjoy a positive and fulfilling school experience. Part of that must be ensuring that children are in an environment that best suits their needs. For some children, that will be mainstream education, but for others it will require a specialist setting. Today we have heard of some of the challenges for pupils in accessing the kind, level and nature of support they need. We must remember that we are dealing with a spectrum and range of different needs when we talk about special or additional needs. That could be a learning difficulty or another kind of disability where special provision is required.

Having special educational needs can impact on a child in a range of ways, including their ability to make friends, their ability to understand things, their concentration, their physical ability, their ability to read and write and even their behaviour. The challenges faced by children with special educational needs are often lifelong. School must be a place where they feel supported and included and find fulfilment, because their lives will not get any easier when they leave school. There is no doubt that a school must have the appropriate and correct level of staffing and support to ensure that those needs are being met appropriately, as the hon. Member for Ipswich (Tom Hunt) pointed out when referring to his personal experience. I think his was probably the most powerful contribution to the debate, because there is nothing more important than hearing from somebody who had been through the system and seen things from that side. Even though many of the Members in the debate are former teachers, we do not necessarily see the issue through the child’s eyes.

Like the rest of the UK, Scotland faces challenges in delivering the kind of education that we all agree children with special or additional support needs deserve. I would like to take a few moments to set out some of the action being taken in Scotland to try to address the issues. Nothing I say should in any way indicate that it is job done—far from it. The challenge will continue to present itself and re-present itself with every new generation going to school.

In 2018, 14,457 staff had a role in supporting pupils with additional needs in Scotland. That was an increase of more than 1,000 on the previous year, representing a 7.7% rise. Teacher numbers also increased for the fourth year in a row. Scotland has more teachers than at any time since 2009, and the pupil-teacher ratio is at its lowest since 2013. In Scotland, there is a review of the implementation of additional support for learning, including where children learn, and its findings must be used to inform the work being taken forward to enhance the implementation of additional support for learning. The review will report in spring 2020, and it will inform and, I hope, dictate what more can be done to support children with additional needs.

While more needs to be done—I do not think anyone would deny that, and we have heard much today about the challenges—there is also, as I am sure Members would agree, some excellent practice going on in our schools. It is important to remember that, and I echo the tributes that have been paid to teachers on the frontline working hard to deliver the best support they can to children with special and additional needs. That is often in extremely challenging and difficult circumstances, as the hon. Member for Westmorland and Lonsdale (Tim Farron) and others have pointed out. In my constituency, I have seen some inspiring and inspired examples of the kind of support that can be given, such as nurture bases, including the one in Auchenharvie Academy in Stevenston in my constituency. The nurture base does what it says on the tin. It supports pupils who have special or additional needs. It helps them access and navigate the curriculum in their own particular way, it increases their confidence in doing so, and it helps them socialise into the school environment itself.

Such success stories as those we have heard about today do not happen overnight. The key is the staff working day in, day out to support pupils in the way they need to be supported. Achievement for pupils with special educational needs in mainstream secondary education and in specialist settings continues to rise in Scotland. The percentage of children with an additional support need having a positive follow-up destination has increased by 5.9% to 87.9%. The percentage of children with additional support needs leaving school with one or more qualifications has increased by 5.4% to 91%. Alongside that, exclusions in Scotland are at their lowest level since 2002-03. We have more young people in school and learning constructively, but more still needs to be done.

We have to ensure that every single young person has the positive educational experience they need and deserve, and the Scottish Government continue to work with local authorities to improve the consistency of support across Scotland through, for example, improved guidance, building further capacity to deliver effective support and improving career pathways and professional development and training for school staff on inclusive practices.

One of the issues identified following research is that almost all parents of children with special or additional support needs and almost all of the pupils felt that their needs were being met at school. Many parents felt it had simply taken too long to get their child into the right environment, and we have heard much about that today from a number of Members. This is clearly an area that needs to improve right across the United Kingdom. With a £15 million investment to further enhance capacity in education authorities and schools to support more effective responses to the individual needs of children and young people, I hope this area will become less of an issue in Scotland and before too long across the United Kingdom.

We can all agree that what we have heard today shows that not every child is being supported in the way they need to be supported to reach their potential. There are challenges across Scotland and the UK, and I have tried to set out some of the measures that the Scottish Government are taking to try to address the challenges. I hope the Minister will set out how she feels the challenges can be addressed, given some of the concerns expressed by Members across the United Kingdom.

--- Later in debate ---

[Patricia Gibson]

The Minister has talked about the importance of valuing staff, and all the positive and excellent professional work they do in supporting children. I think everybody in the Chamber would agree with that, but could I draw her attention to the fact that one aspect of how we value public sector workers is how they are paid? In Scotland, a teacher’s starting salary is £32,034, but in England, a teacher has a starting salary of £24,373. I wonder whether the Minister thinks that valuing staff might be reflected by giving a better pay rise to teachers in England.

[Michelle Donelan]

The hon. Lady will note that that was a key part of the Conservative party manifesto, which allowed us to gain our majority Government.

In conclusion, I am enormously grateful for the contributions that have been made today, and am more than happy to answer separately any questions about particular local issues. Regarding the hon. Member for Croydon North’s comment about the supply, I want to reassure him that we are taking that very seriously as part of the review. I am also grateful for the support that the hon. Member for Twickenham has given to the important topic that is on today’s agenda, raising its profile and showing the level of interest in it across the whole country. The review of SEND is crucial for making sure that we deliver the outcomes that these children deserve, and demonstrates how seriously this issue is being taken across the Government, not just in the Department for Education. I want to reassure all hon. Members that, despite the claims made today, no children shall be abandoned on this Government’s watch.