Special Educational Needs and Disabilities: Specialist Workforce

Robin Walker Excerpts

Wednesday 22nd March 2023 Westminster Hall

[Sally-Ann Hart]

I agree with the hon. Gentleman. I was going to say that all primary schools that I visited in Hastings and Rye have highlighted the need for speech and language provision for younger children coming to school following covid. It is essential. They are behind with oracy and communication skills, and that impacts on their ability to access learning. Our local primary schools have provided that provision themselves, and they work to help and support our local children.

A number of charities are already working to provide help and support for certain children with special needs. For example, Auditory Verbal UK is making great progress in helping to implement specialist early interventions to support deaf babies and children in learning to talk and listen. Roughly 80% of children who attend at least two years of the charity’s pre-school programme achieve the same level of spoken language as their hearing peers. Through Government investment, the charity would be able to aid considerably more deaf children to reach the same level. It is a great charity that supports not only deaf children but the whole support system. A number of charities, third-sector groups and volunteers work with children who have important issues that need to be addressed.

[Mr Robin Walker (Worcester) (Con)]

Does my hon. Friend agree that investment to support organisations such as Auditory Verbal UK and the therapies that it can provide is excellent value for money? If children are reached with the right support early on, they can engage in mainstream education and benefit from it much more than if they are left with those needs on entry into primary school.

[Sally-Ann Hart]

I completely agree. We could not function as a country without our voluntary sector—it is one of the wheels that keeps the country going—but we need to invest in it, so that it can save lots of money in the long term. That is absolutely right.

A specialist SEND workforce will make positive changes to our country. We must ensure that we allow a space for those children with special educational needs and disabilities to reach their full potential in society.

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[Mr Robin Walker (Worcester) (Con)]

I am honoured, Mr Sharma. That is most kind and unexpected.

I thank the hon. Member for York Central (Rachael Maskell) for what she just said about teaching assistants. The right hon. Member for Hayes and Harlington (John McDonnell) declared an interest in relation to his wife’s role. My sister is a teaching assistant in a special educational needs setting, and I think the work they do is absolutely heroic. She has faced all sorts of challenges in her work, including assault by pupils. Teaching assistants turn up day in, day out to do that work, not because it is well paid—it is not—but because they are absolutely passionate about supporting the children. As we heard from so many hon. Members, this is all about children’s life chances.

I warmly congratulate the hon. Member for Swansea West (Geraint Davies). We have had many lively exchanges over many issues over the years, but on this issue we are absolutely as one. He presented his case extremely well.

I am Chairman of the Education Committee, and this issue touches on so many of our inquiries, so I am very grateful to you, Mr Sharma, for slightly relaxing the time limit so that I can speak about all of them. As my hon. Friend the Minister knows extremely well, we are in the midst of conducting an inquiry into early years and childcare. Yesterday, we heard from SEND specialists in that space of the enormous benefit of providing the right specialist workforce at the right time—that early intervention in the early years, which Members from both sides of the House have talked about.

It is important that we remember that this can start in the early years. There is huge benefit in getting speech and language therapy in front of the right children in the early years. I was grateful that the hon. Member for Swansea West started his speech by talking about the importance of that. In my constituency, when I started as an MP, there was a real problem with the availability of speech and language therapy. I am told now by the royal college and by experts that we are one of the best areas in the country for that provision, and that is extremely welcome, but there is still more need.

We heard from Speech and Language UK yesterday that, with the right support and training, teaching assistants can deliver interventions that can help to reduce the demand on specialist speech and language therapists and allow them to focus on the children with genuine complex special needs. It is really important that we get our support right in that respect.

In my constituency I have a wonderful primary special school called Fort Royal, which serves the community extremely well. Tragically, and I think wrongly, that school has lost its specialist assessment centre—its nursery. That is not for any planning reason, but simply because the primary school is so overwhelmed by demand and has a constrained site, that they have had to create space for statutory provision of primary places at the expense of early years and nursery provision. That is not a good situation. I am hearing from nurseries and early years settings across my constituency that they are facing pupils whose needs they cannot easily meet as a result of that.

I am glad that Worcestershire Children First has listened to the concerns that I and others have raised about provision, and has agreed to commission a new specialist assessment centre. In the meantime, there is real pressure in that space, and there are children who are missing out on some of the support that they should be getting. I want to make sure that the local improvement and inclusion plans, which the improvement plan rightly talks about, include the right provision for early years and nurseries.

The improvement plan, which the Minister has been instrumental in delivering, has some very welcome initiatives. Those include the local inclusion plan, national standards, new specialist places—I warmly welcome the decision to approve an all-through autism school in south Worcestershire, which will benefit my constituents—and better support in mainstream education. We have heard some interesting exchanges about the importance of mainstream versus specialist education. The reality is that we need both—and we need more of both. We need support for pupils with special educational needs throughout the mainstream system, and we need more specialist places.

I join the right hon. Member for Hayes and Harlington in recognising the Minister’s expertise in this space. She is the first Minister I have heard at the Dispatch Box recognising the rising tide of need that we see in the system. That recognition is important as we address the need for specialists.

The improvement plan also talks about the transition to adulthood. Another inquiry that the Education Committee is in the process of concluding is on careers education, information, advice and guidance. In the course of that inquiry we have heard that SEND pupils, and pupils in alternative provision, are not always getting the high-quality careers advice and guidance they need to improve their life chances and get good outcomes. I have seen some excellent examples of this being done well. I recently visited the special Westminster School in Rowley Regis, and saw the work that they are doing there with the Black Country careers hub to support and mentor SEND pupils into careers with employers such as DPD. There was some interesting partnership work going on.

I have a fantastic primary pupil referral unit in my constituency, Perryfields Primary PRU, which I recommend the Minister visits. It was one of the best visits I did as a Minister—it just happens to be in my constituency. The school does a fantastic job of meeting the needs of primary pupils. Regency High School, also in my constituency, does some really good work with children with complex needs, trying to prepare them and support them into work. The Government rightly want to ensure that people with disabilities have the opportunity to work. In order to do that, we need to get the right support and careers advice and guidance to people early.

As we have already heard, life chances for young people with SEND can be hugely improved with the right support. Getting speech and language therapists and teachers of the deaf in early, as well as auditory verbal therapy, is really important. Getting the right teacher training for dealing with children with autism and other conditions for teachers and teaching assistants is vital.

As the hon. Member for Swansea West and the hon. Member for Tiverton and Honiton (Richard Foord) mentioned, there has been a huge impact from the pandemic on children with special educational needs. It is right that we invest in the sector to ensure that that is made up. When I was at the Department, we spent a lot of time, money and effort focused on catching up. If we can spend money on early intervention and supporting children earlier on, it will do more than catching up belatedly. We should continue to look at how we make the case for that.

We have heard about the delays to diagnosis; I spoke in a recent debate on that. I will meet Worcestershire Children First shortly to talk about some of our problems with the umbrella pathway in Worcester. One issue that we came across was that the health system was subjected to a cyber-attack, which has further delayed some of the desperately needed diagnoses for children. Any support that the Department can provide to protect systems’ cyber-security and ensure that those issues do not arise would be extremely welcome.

I have four quick asks of the Minister before I sit down. The first is the meeting that the SEND in The Specialists campaign requested. It sounds as though that is likely to be granted, but I would certainly welcome it. Secondly, I would like a commitment to keep on investing in continuing professional development for mainstream teachers and to see what more can be done through the initial teacher training and early career framework processes to make sure that we recognise that every teacher is a teacher of SEND children. Thirdly, I would like a commitment to working with the Department of Health and Social Care to improve access to the specialist workforce and to make sure that the NHS workforce plan takes into account the rising demand in this space, which the Minister has recognised. Finally, I would like a commitment to looking carefully at early years and ensuring that local inclusion plans include the right specialist support, which can make such a huge difference to children’s life chances.

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[Claire Coutinho]

I thank the right hon. Gentleman, but I would slightly disagree with him. When I was in the Treasury in 2019, I worked on the increase, which we are starting to see, in the high needs funding block, which has gone up by 50%. There is also the £2.6 billion that we are spending on specialist places and the £20 million, which I have mentioned, that we have set out for educational psychologists. We have backed a lot of reforms with funding over the past few years, but I will gladly work with him on anything in this area.

We have also committed to working with the Department of Health on a joint approach. The hon. Member for Swansea West talked about engaging with the specialist sector in health, and we are definitely planning to do that. We do not want to reinvent the wheel; we want to work with people who have expertise in this area.

Access to speech and language therapy has rightly been mentioned. I know the hon. Member for Swansea West has a deep expertise in that, and I am particularly passionate about it. In the improvement plan, we announced that we will partner with NHS England to include early language and support for every child pathfinders within our £70 million change programme. My hon. Friend the Member for North West Norfolk (James Wild) mentioned meeting to discuss that, and I would be delighted to do so. The plan for those pathfinders is that they will trial new ways of working to better identify and support children with speech and language communication needs. We are also looking at family hubs. We have support for Nuffield early language intervention in primary schools, and we are putting support in place with home learning environments. In 2020, there were 620 acceptances to speech and language therapy programmes in England. That was an increase of 28% from 2019. We are working with the NHS on a long-term plan, which will look at therapists, and we are also working on the steering group that we will set up this year.

On the mainstream workforce, my hon. Friend the Member for Wantage (David Johnston), whom I am meeting later today to discuss this issue, rightly said that inclusive schools make for an inclusive society. We will be looking at the initial teacher training framework and early career framework, but, importantly, we are setting out best practice guides, starting with autism, mental health and wellbeing and early language, to ensure that the wider workforce all have that specialist ability as well. It is really important to understand different conditions and what can be done.

Members have mentioned that we are introducing the new SENDCO NPQ, which will replace the existing qualification That will be Ofsted and Education Endowment Foundation assured. Members, including the hon. Member for York Central (Rachael Maskell), have mentioned teaching assistants. The Chair of the Education Committee, my hon. Friend the Member for Worcester (Mr Walker), mentioned his sister. Teaching assistants are vital. We are starting a research project to develop our evidence base on current school approaches, demand and best practice.

[Mr Robin Walker]

Our specialist schools face a challenge because they must have very large numbers of teaching assistants to provide individual support for pupils, so when funding increases to reflect pay awards in the teaching space, it does not keep pace with the increases for teaching assistants. In her conversations with the Treasury, will the Minister ensure that it understands that specific challenge and ensure that, as we see the welcome rise in the living wage, our specialist education sector is supported with the cost of that? They are very real costs and are needed.

[Claire Coutinho]

I will happily go away and look at that, but I would also make a point on the additional funding we have put into the mainstream sector so that it can cope with all sorts of rises in demands and costs.

As well as setting out best practice guides, we are training 5,000 early years special educational needs co-ordinators to help with early identification. One thing I have found from early-years settings is that there is a real desire to know more about this area. That is very welcome.

A couple of Members mentioned the transition stage into adulthood. I have visited some excellent places recently, including Weston College, which is a centre for excellence, and the Orpheus Centre in my own constituency, which is trying to build that sense of independence in our young people as they reach adulthood. We have also heard mention of teachers of the deaf, and I am really delighted that we have been working with the National Deaf Children’s Society to deliver that apprenticeship, which will be very helpful, particularly because it attracts levy funding.

I would like to turn briefly to mental health, which has been a real challenge. We have been working very closely with the NHS on this. It is investing a lot of money for hundreds of thousands of extra children. We know this is a difficult area, which is why one of our first best-practice guides will be on this topic. We will also roll out mental health support teams in schools.