Deaf Children and Young People

Robert Buckland Excerpts

Thursday 17th October 2013 Commons Chamber

[Mr Robert Buckland (South Swindon) (Con)]

It is a great pleasure to follow the hon. Member for Poplar and Limehouse (Jim Fitzpatrick), who, by talking about his own personal experiences of hearing loss, brings an extra dimension to the debate. We have encountered that time and again when contributions deal with local examples as well as national issues.

I believe it is important to focus on children and young people with the disability of hearing loss. As vice-chair of the all-party group on speech and language difficulties, I know that there are wider issues relating to the development of those services, but it is important to remember that we are talking today about a particular cohort—a cohort about which my right hon. Friend the Member for Gordon (Sir Malcolm Bruce) spoke so powerfully in his opening speech. I pay warm tribute to him for securing this debate. I was happy to support it as part of his bid to the Backbench Business Committee.

As has been rightly said, deafness is not a learning disability, but it can be a real barrier to learning for the thousands of children and young people who live with it every day. Let us not forget the families of those young people who are and should be involved in the planning of services.

What I thought was particularly interesting in the helpful briefing from the National Deaf Children’s Society was the issue of working out the numbers of children and young people with hearing loss. The estimate is over 45,000, but if we look at the official figures, the position becomes very confusing, to say the least. The school census records 16,000 children formally identified as having a hearing loss special educational need. The way that is categorised, however, can vary from school to school, so the figure is not reliable. There clearly needs to be far greater co-ordination of these numbers.

Some of the NDCS suggestions are worthy of consideration by the Minister—for example, whether schools and local authorities should be requested to record in the school census whether the child has a disability as well as a formally identified special educational need; and whether there is a better way of capturing whether a child has a sensory impairment by looking at the child’s unique health identifier or extending that to education and social care as well. That chimes very well with the education, health and care plan approach that is central to the welcome Children and Families Bill, currently proceeding in the other place. The Minister and I have enjoyed many debates in Committee on that and other issues, including on the strength and quality of the local offer that will form the heart of accountability for parents and children and young people with special educational needs. Clearly, more needs to be done properly to identify the need in the first place.

Let us look at a positive example of a local authority that is doing much to address some of the issues identified today. I refer to my own local authority of Swindon, which has two special resource provisions for primary and for secondary education. One commissioned body providing services is based at Red Oaks primary school, while the secondary provision is based at the Ridgeway school. I know that school very well from my days as a governor, and from my many visits to the special resource provision for hearing-impaired pupils. I pay warm tribute to the staff, pupils and parents who are involved in those two facilities, and also to the outreach work done by both facilities in the wider educational community in the borough. The budget in Swindon for special provision and outreach services is just over £900,000, which is spent on interventions that allow young people with hearing loss to integrate properly with others, and to have the opportunities that children who have hearing take for granted.

Over the last year, the local authority has been working with Isambard secondary and Red Oaks primary schools to plan for better British sign language provision at secondary level. With the help of the National Deaf Children’s Society—which provided a consultant for the local authority—and funds from the local schools forum, the steering group is now training two cohorts of school staff on a BSL level 1 course.

British sign language is proving very popular and successful in my area. It is being used not only by children with hearing difficulties, but by their peers who have hearing. What a great way of not just educating young people with hearing about the challenges faced by young people with hearing loss, but increasing the confidence of the latter and helping to ensure that they are, and are seen to be, equally valued by their peers. We hear a great deal about second languages. I am a Welshman, and Welsh is my second language: it was very much part of my upbringing. Why should BSL not be a second language for children with hearing?

The hearing support team in Swindon have an impressive and useful set of web-based support tools, which are being used regularly by schools and families in the area and are helping to improve educational outcomes. In the last year, £15,000 of additional funds have been provided for BSL training courses which are available not only to staff, but to family members and members of the wider community. What an excellent example of extending the reach of BSL.

[Mr McCann]

The concept of BSL as a second language is indeed a noble idea, but does the hon. Gentleman concede that we might as well ask for cars to run on water, given that deaf children—and profoundly deaf children in particular—are not being given the proper education in the classroom that is available to their hearing counterparts?

[Mr Buckland]

I hear what the hon. Gentleman says, but I am trying to make the point that there are good local examples of integration which enables children and young people with hearing loss to gain access to the mainstream rather than being isolated. I think that the widespread use of BSL is a very good way of ensuring that they are valued, that their confidence increases, and that they become very much part of the mainstream. However, it does not stop there.

We have heard a little about radio and video-aided systems. The borough of Swindon is providing £20,000 for an extra 20 such systems, which will improve curriculum access from pre-school to key stage 4. I am particularly impressed by the work of a local partnership, the children and young people’s hearing services group. It contains not only professionals from education, health and social services but members of the voluntary sector, and it is led by parents. When organisations are led by parents and service users, services, rather than being developed in a way that is remote from users, are much more focused on the needs of users and their families. Moreover, keeping provision local is good for local authorities, for which out-of-borough provision can be significantly more costly. That is a good local example of money being spent wisely, in a way that helps to integrate services and maximises the advantages for young people with hearing loss.

There is much that I could say about the progress of the Bill. My hon. Friend the Minister and I continue to engage in a dialogue about the need to ensure that, when necessary, parents and families of young people with hearing loss and other special needs have a clear point of redress rather than ending up in a convoluted, labyrinthine system of appeal. I know that he is listening very carefully to those observations, and I hope that when the Bill comes back to this place both the Bill and the code of practice, which has already been improved from its original draft, will be truly a fresh start and a new dawn for children with hearing loss.