Special Educational Needs and Disabilities: Specialist Workforce

Rachael Maskell Excerpts

Wednesday 22nd March 2023 Westminster Hall

[Rachael Maskell (York Central) (Lab/Co-op)]

It is a pleasure to serve with you in the Chair, Mr Sharma. I congratulate my hon. Friend the Member for Swansea West (Geraint Davies) on leading today’s debate and concur with all comments made by colleagues across the room.

It is a fight, and it is always a fight, to get the right support in the right place at the right time—that is what parents have consistently told me. That is why we are here today. We have serious concerns about the timing of the Government’s proposals. Already, we are hearing about a specialist workforce group being set up, but it will be two years before we see that workforce plan delivered. On top of that, we have the training time to get those specialists in place to provide the support for young people, and timing is of the essence.

Time is of the essence for parents in my constituency, too. I think about the parents who came to see me because their child goes to specialist provision in the morning, but in the afternoon, is left to play with Lego; or the child who was confronted in their school environment because they did not make eye contact, and was told off and given detention for not doing so; or the parents whose child, who has autism and is non-verbal, despite meeting all the thresholds for an EHCP assessment, has been denied that assessment by their local authority. Children miss out time and again.

Let me speak about one child whose needs were not recognised in primary school. We raised our concerns frequently, but the teachers did not identify his dyslexia and memory and processing issues until the last term of year 6. He did not get the right support and fell further and further behind. His experience of school was horrendous: he had self-esteem issues by year 2 and signs of anxiety in year 3, and he told us that he would rather die than go to school in year 4. In years 5 and 6, the impact of his school experience was huge. Thankfully, he has now had the opportunity that he should have had when he started school, or even pre-school. It is always a fight for parents.

I am also here to fight for the workforce. It needs to be recognised, organised and supported. We are creating family hubs, but we had Sure Start. We brought people together across the professions to work together and wrap the services around the child. We need to reinstitute that. Labour did it, and we will do it again, because we know the importance of that inter-working.

I particularly want to speak up for teaching assistants, who are at the forefront of providing day-by-day support to young people. They know their children and are attuned to their needs. However, in a school in York, their contracts have been reduced to just term-time working, rather than full-time. They are therefore not able to afford to go to work any more. Teaching assistants should be recognised as the professionals that they are for the skills that they bring, and they should be rewarded with the pay they deserve. They work incredibly hard, giving children confidence on a day-to-day basis. Many children with special educational needs identify with their teaching assistant more than anyone else, and yet they are on minimum wage, term-time contracts. It is frankly disgraceful. When the Minister puts a workforce plan together, I ask her to put teaching assistants at the forefront and to recognise the professional skills they bring in supporting children at their time of need.

[Mr Virendra Sharma (in the Chair)]

I call Robin Walker. As he is the Chair of the Education Committee, I will relax the four-minute time limit.