Autism

Sharon Hodgson Excerpts

Tuesday 20th November 2012 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

It is a pleasure to see you in the Chair today, Mr. Speaker, given your keen interest and great work in this particular area of policy.

Let me begin by paying tribute to the hon. Member for South Swindon (Mr Buckland). I congratulate him not just on securing this important debate but, more widely, on the work that he has done, and continues to do, in raising the parliamentary profile of autism spectrum disorders through his excellent chairmanship of the all-party parliamentary group on autism. His personal testimony today, when he spoke as a parent, was particularly powerful. As a parent of a child with social educational needs, I could certainly identify with it, as, I am sure, could other Members in the same position. He is, of course, ably assisted in his stewardship of that very active all-party group by a number of Members, including my hon. Friend the Member for Stalybridge and Hyde (Jonathan Reynolds), who also gave powerful personal testimony of his experiences as a parent.

In my capacity as a shadow Minister, I was delighted to be asked to take part in the all-party group’s review of education for children and young people with autism. Sadly, my time slot for giving evidence was severely curtailed because the Minister’s predecessor, the hon. Member for Brent Central (Sarah Teather), substantially overran in making her contribution—as, I have to say, was her habit. I would like to take this opportunity to welcome the Minister to his post, and I promise that I will not do that to him today.

The all-party group’s review took place at about the same time as the Labour party’s review of SEN policy, which I led. The all-party group was assisted in its work by the National Autistic Society, and we on the Labour panel were ably assisted in our review by a young man called Andrew Rhodes, who was one of the NAS young ambassadors, and who I am sure is watching our debate today.

I have read the all-party group’s report and there is clearly a lot of common ground between our reviews, particularly on the need to support young people on the autism spectrum or who have other special educational needs in their transition to adulthood and helping those who, given the right support and opportunities, are capable of working.

The main statistic on which the National Autistic Society hung its “undiscovered workforce” campaign was that fewer than a quarter of people with autism are in work, with just 15% working full time, but four out of five people with autism who are reliant on benefits want to work, and believe they can do so. I know from my constituency postbag that the Government are very keen on telling people they are fit to work when they clearly are not; my hon. Friend the Member for Hayes and Harlington (John McDonnell) addressed that subject. There are also, however, young people who are desperate to get out there and work, yet who are often not given the right support to overcome the challenges they face. They may also face discrimination from employers, who see their disability rather than their abilities.

There are, of course, exceptions to that rule. I had the privilege of visiting an organisation in Sunderland called Autism Works, which provides job opportunities and career guidance as well as support for young autistic people in the local area. It provides a safe environment, where staff are confident about dealing with the changes in behaviour of some of the young people who work there. Chris Mitchell, who is on the spectrum himself, and the rest of the staff were keen to stress that, given the right attitudes and a degree of flexibility from colleagues and line managers, those young people can be a real asset to lots of organisations.

As the right hon. Member for Chesham and Amersham (Mrs Gillan) said in her customary well-informed speech, people on the spectrum are often particularly skilled in a number of areas, such as computers and science, which are highly valued in the modern work force, as well as repetitive tasks such as those the right hon. Lady highlighted. I am sure that many organisations are beginning to realise that—thanks in no small part to the work the NAS did as part of its “undiscovered workforce” campaign, as well as the excellent campaigns Members of this House have led over many years, including the first one I was involved in, as a signatory to the right hon. Lady’s private Member’s Bill, which has now become the Autism Act 2009. I am sure its provisions are making a real difference to the lives of young people and adults with autism.

I would like the Minister to say how the Government will support young autistic people into work, and how his Department, as well as the Department for Work and Pensions, the Department for Business, Innovation and Skills and the Cabinet Office, can encourage employers, including the public sector, to look beyond the outward manifestations of conditions such as autism, and not deny so many people the opportunity to prove that they can be a valued part of their organisation.

Other issues with the transition to adulthood were discussed in an excellent Adjournment debate a few weeks ago, to which the Minister responded. Concerns focused particularly on opportunities for further education and training, and on young people on the autism spectrum having the same opportunities as other young people, which other hon. Members have mentioned.

In the time available, I want to consider the experiences that arise earlier than that and to talk about the school journey, which is ultimately the main determinant of a young person’s options at 16, 18, or 25. Another recommendation in the all-party group’s report that chimed with what came out of my review of SEN policy more widely concerned the need for teachers to know about high incidence special educational needs and disabilities, including ASDs, and to be equipped with the skills to adapt their teaching to get through to young people and manage certain behaviours. The issue has come up time and again while I have held this brief, and not just while I was conducting the review. It was also raised in a number of speeches from Members on both sides of the House today.

One in five young people is identified as having an SEND, so in every class there is likely to be at least a handful of people who require extra support. That means that every single teacher is a teacher of SEND pupils, as the hon. Member for Ceredigion (Mr Williams) highlighted powerfully from his personal experience. Not every teacher is given the skills to allow them to be a good teacher of SEN pupils, as my hon. Friend the Member for Newcastle upon Tyne North (Catherine McKinnell) said in her thoughtful speech. If we expect our teachers to be good teachers for every child in their class, as we should and we do, we must give them the skills and knowledge they need to live up to that expectation.

We are therefore considering how we can ensure that every new teacher undertakes a minimum module on SEND as a mandatory part of their initial training—not an optional part, as it is at the moment. It will cover identifying and adapting teaching for high incidence conditions and managing sometimes challenging behaviour in the classroom. We are also considering saying to schools that they need to give due prominence to special educational needs such as autism in their continuous professional development strategies. One in-service training day a year could be given over to promoting good practice on inclusive teaching, sharing best practice and experience, and refreshing knowledge on SEND. One in five of the training days for the one in five pupils with SEND seems fair to me.

Our plans are not about creating specialists, although some might decide they want to go on and do that. We certainly need specialists at a local level to drive improvements across a council area. They are about giving every teacher the best possible chance of being able to teach the class in front of them.

I also want to consider how to raise the status of SENCOs, which we heard about today. We need to look to them to lead and improve practice in their schools. We want the best teachers to aspire to take on the role, but anecdotal evidence suggests that that is not always the case. By raising their status, for example by saying that SENCOs should be part of the senior management team within a school, I believe we can positively influence the choice of individual to perform the role, incentivise good teachers to work towards becoming a SENCO and increase the clout they have in schools to drive improvements. I think that the combination of these measures will vastly increase the quality of provision for children and young people in mainstream settings.

Of course, there will be children and young people on the extreme end of the spectrum for whom mainstream classrooms will not at the moment be the best place for them to be educated. In many such cases parents look to the specialist expertise and facilities in our non-maintained and independent special school sector, which my hon. Friend the Member for Stalybridge and Hyde spoke about movingly from his own experience. A major concern is that although the draft clauses in the Bill provide for non-maintained schools to be named on an education, health and care plan, they do not extend the same provisions to independent special schools, in which about 8,000 children and young people are currently placed. I believe that is because of concerns in the Department about how to define an independent special school, but in a written answer to me the Minister responsible for education and child care, the hon. Member for South West Norfolk (Elizabeth Truss), stated that no work had been undertaken to try to devise one. The Under-Secretary, the hon. Member for Crewe and Nantwich (Mr Timpson), had the opportunity to address these concerns at the Select Committee hearing a couple of weeks ago, but did not do so. I therefore give him the opportunity today to set people’s minds at rest. I urge him to devise a designation or approval system for independent special schools, so that they can continue to provide the excellent support that 8,000 families currently rely on.

One aspect that is not always discussed when we debate provision for children and young people with additional needs is the needs, and indeed the competencies, of the wider family. This was powerfully expressed by the hon. Member for Strangford (Jim Shannon) in his contribution. All hon. Members who have come along to this debate will probably know from personal experience, as we heard so movingly on a number of occasions today, or from constituency cases that having a child with a special educational need or disability, particularly where that manifests itself in challenging or aggressive behaviour, as in some cases of Asperger’s or severe autism, such as in the second case that the hon. Member for Plymouth, Sutton and Devonport (Oliver Colvile) shared with the House today, can be extremely stressful for parents, siblings and other family members, and cause a number of problems, such as mental and physical health issues, or the inability to stay in or perhaps to take up work.

Supporting a child’s family to understand how to cope with and cater for the child’s SEN or disability is often the most cost-effective intervention, and should be encouraged, as the hon. Member for Portsmouth North (Penny Mordaunt) said eloquently in her speech. Early intervention in such cases saves money, whereas over-estimating a family’s ability to support a child can be detrimental to all concerned. It can aggravate certain problems, negate efforts and resources spent elsewhere, contribute to family breakdown, and increase the likelihood of the care system being involved.

We brought in short breaks, which can help families immensely, as we heard, and I welcome the Government’s continued support for them. But as important and valued as they are, in the end they are just that—short breaks, in what can be and usually is a 24-hour, seven-days-a-week caring role. When all the professionals who we are promised will come together to draw up the education, health and care plans, it would surely be an effective use of their time together in one room to consider the needs of the whole family, rather than just the child as an individual.

That would mean assessing the family’s resilience and ability to cope, which differs from family to family; providing or recommending support specifically for family members, where appropriate; and if there are siblings who are also in education, ensuring that their school gives them support to overcome the unique challenges that they may face at home, whether that is just the fact that they do not have a quiet place to do their homework, or the fact that they are fulfilling a caring role themselves and do not have the time or energy to do their homework.

I end my remarks by praising the hon. Member for South Swindon again for securing this important debate, which has been an excellent opportunity for hon. Members to emphasise the priority that we all place on improving outcomes for children and adults with autism. There will be many disagreements along the way, I am sure, but Labour will strive to work with the Government and all parties to ensure that the children and families Bill is the best Bill it can be, and that it will deliver real, positive change to provision for autistic young people and their families.

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 29th October 2012 Commons Chamber

[Mr Laws]

For a moment, I thought that my predecessor as Schools Minister was going to skewer me at the Dispatch Box, and I began to freeze over. However, I am most grateful to him for his question—and for providing the answer—and for highlighting the important work that the Government are doing to restore the credibility and seriousness of these subjects. I pay tribute to him for the superb work that he has done in these areas over the past two years.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

May I also welcome the Minister back to the Front Bench? I know that he is passionate about this subject, and I look forward to working with him for the benefit of the House and of the country. Last month’s reading recovery annual report confirmed that 9,000 fewer children received reading recovery intervention last year. That means that 9,000 struggling children, many of whom are from disadvantaged backgrounds, are not getting the intensive support that they need to support their literacy levels. The Department’s own evaluation shows that reading recovery achieves real results for children, and that it could achieve long-term financial benefits for the Government. Does the Minister agree with that evaluation? If not, why is he happy to sit back while children fall behind?

[Mr Laws]

I am grateful to the hon. Lady for her kind comments, and I am keen to work across the House where we can on some of the issues to which the previous Labour Government showed considerable commitment. This Government, however, are trying to put in place a simpler funding system, not only for the baseline funding, but by giving schools through the pupil premium a large amount of additional finance— £2.5 billion by the end of this Parliament—so that schools can prioritise in each setting the mechanism and the intervention that best serves their pupils. Schools will, through the pupil premium, have the moneys for precisely the types of reading recovery that the hon. Lady mentioned.

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 3rd September 2012 Commons Chamber

[Sarah Teather]

I agree that this is a particular issue. My hon. Friend may be aware that today we published the draft provisions for special educational needs, which we hope will go into the Bill next year. We are particularly looking at extending down the support and protection offered for children in the school system so that nought to fives get similar support. She will also be aware that in the specific guidance to local authorities we highlighted the issue of making sure that they should provide more information for parents who have a disabled child.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

As the Minister said, she has today published the draft legislation on the provision for children with special educational needs and disability, so how does she intend to address the shocking fact that 87% of local authorities reported that they do not have enough holiday child care for children with SEND?

[Sarah Teather]

I think there is a particular issue to address on the availability of holiday care for many children, not just for disabled children, and the commission is looking at holiday provision. Similarly, we are trying to encourage local authorities to put in place a local offer as part of the draft provisions we published today. That will include making sure that adequate respite care is available, and holiday provision is a prime example of that.

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 18th June 2012 Commons Chamber

[Michael Gove]

As ever, my hon. Friend makes a good point. It is an anomaly with which we wish to deal, and we are talking to the Association of Colleges about it. Resources are tight, but he is absolutely right to carry on campaigning.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

On the disgraceful scrapping of nutritional standards for free schools and academies, health and education experts are calling for a U-turn; 98 Members, including Government Members, are calling for a U-turn; and even Jamie Oliver is calling for a U-turn. How many more calls for a U-turn and reams of evidence do the Government need to hear before they do the right thing, put evidence ahead of dogma and ensure that all children get the benefit of healthy school food?

[Michael Gove]

The hon. Lady has been a consistent campaigner for the vital importance of health education in her schools, so I applaud her passion, as I do that of Jamie Oliver, but the facts show that there has been no deterioration in the quality of food offered in academies, and academies are not offering worse food at lunch time than other schools. All schools need to improve the quality of their food, and we will make an announcement shortly, not of a U-turn, but to build on the platform that Jamie Oliver has created.

Free School Meals (Colleges)

Sharon Hodgson Excerpts

Wednesday 13th June 2012 Westminster Hall

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Davies. I congratulate my right hon. Friend the Member for Sheffield, Brightside and Hillsborough (Mr Blunkett) on securing this important debate and on his excellent speech. Indeed, we have heard a number of excellent contributions, which I sincerely hope will have persuaded the Minister of the merits of ending this anomaly.

I am aware that this issue has been around for some time. An amendment to the Apprenticeships, Skills, Children and Learning Bill in the previous Parliament, which was moved in the other place by the Liberal Democrat peer Baroness Sharp of Guildford, would have done what my right hon. Friend is calling for today. In the end, though, the noble Baroness was convinced to withdraw her amendment by my noble friend Lord Young of Norwood Green, who informed her that the issue was under review. That was back in November 2009, and the review was ongoing when the election was called. I assume that that work was superseded by the new Government’s plans, which culminated in scrapping not only EMA, but the planned roll-out of free school meals to all children living below the poverty line.

The Association of Colleges has recently launched its “No Free Lunch?” campaign, and it has been backed by the National Union of Students. The Association of School and College Leaders feels the same way, and Unison has been campaigning on this matter for some time now. The Children’s Society has also given its backing to the campaign and has tied it in with its “Fair and Square” campaign, which calls on the Government to ensure that all children in poverty, including those in poor working families, can get a free school meal from when they start school until they leave further education. That is something that we would be much closer to now had the Government not scrapped the planned extension of free school meals to households below the poverty line, which was due to begin in September 2010.

It is clear that the Minister’s colleagues on the Education Committee share the belief that this issue needs to be addressed. In their report, “Participation by 16-19 year olds in education and training”, they criticised the Government for their cuts to EMA and said:

“There is no logic in making free school meals available to 16-18 year olds in schools but not in colleges, and, while we recognise that the financial implications would make an early change of policy difficult, we recommend that parity of eligibility should be the medium to long-term aim.”

The Government have acknowledged that, but have not committed to doing anything about it, or even said that they would find it desirable to do so. Perhaps that could all change this morning when the Minister gets to his feet. I think that all Members present hope that he has some good news for us.

As we have heard, it is not as if the young people in colleges who were receiving free school meals in year 11 are automatically entitled to any money from the new bursary fund; the guidance for further education providers posted on the Department’s website last week makes that perfectly clear. The only groups that will be automatically entitled to financial assistance, which at £1,200 a year is only fractionally more than they would have got from EMA, are young people in care, care leavers, or those on income support and disabled young people getting employment and support allowance and disability living allowance. Young people who were previously receiving free school meals will be left to go cap in hand to their colleges for whatever is left from their bursary allocation.

[Ian Swales]

The hon. Lady is making a powerful case. Does she also agree that a postcode lottery is in operation? Some colleges in rural areas or in very large areas will have high travel costs, compared with inner city colleges, where travel costs are lower. Therefore, the amount of money that colleges have available for free meals will be variable, depending on the nature of their area.

[Mrs Hodgson]

I agree with the hon. Gentleman. Some colleges have to raise funds to help support some of the poorest children, who need money for travel and, if there is anything left, for food.

The Minister may remember that we faced each other in a similar debate in 2010—we do not often do that, so I remember it well. It was on EMA and was called by my hon. Friend the Member for Erith and Thamesmead (Teresa Pearce), in partnership with my hon. Friend the Member for Wigan (Lisa Nandy), whom we welcomed to the shadow education team a couple of weeks ago. In that debate, I spoke about the testimony of a number of young people who had attended a seminar that we had held in Parliament about how much EMA meant to them. Many said that the allowance barely covered their travel and lunch as it was.

A young man called Luke talked about students whom he knew who could not eat before or at college because their money did not go far enough. That is a point that is developed by a young carer quoted in a Barnado’s briefing for this morning’s debate. The young girl is studying four A-levels and dreams of becoming a barrister. She says:

“At college when I don’t eat I get really bored, I can’t focus and I feel faint or really tired.”

As participation rates increase, many more pupils will be in that position. Given what we know about the impact of hunger and poor diets on educational attainment, we can understand what will happen to their studies.

The Government need to do a lot more than just think about this matter. They need to go into colleges and find out for themselves just how many students are going hungry or having to eat cheap rubbish that is not good for them, and then think more about the merits of the argument that is being made today and that has been made by campaigners for the past few years.

If the end of EMA did not add impetus to this debate, the impending rise in the participation age surely does. Labour passed the Education and Skills Act 2008, which increased the minimum age at which young people in England can leave education—from next year, it will be at the end of the academic year in which they turn 17, and it will be up to their 18th birthday from 2015—and that is something that the current Government are committed to driving through.

As a result of those changes, young people will have to stay on full time from 2015 unless they are working for more than 20 hours a week or are on an apprenticeship, but those who choose to do so in a college will be at a distinct disadvantage. As we have heard from a number of hon. Members this morning, the vast majority of students who received free school meals in last year’s year 11 are now studying in non-school settings. According to the Association of Colleges, there are 103,000 such students in colleges, compared with 33,000 in sixth forms. The gulf will only grow wider, particularly given that young people who are eligible for free school meals are more likely to pursue courses in college rather than in sixth forms.

In their response to the Education Committee recommendations, which I cited earlier, the Government stated that they would review this anomaly, in conjunction with 16-to-19 financial support, as the rise in the participation age gets closer. Given that we are about 16 months away from the 2013 academic year and that the Department seems to operate in a chaotic manner under this Government, it is time that they got a move on.

There are issues with some 16-to-19 providers not having the kitchen capacity to prepare meals, which is an argument that the Secretary of State has used for not expanding eligibility. As the Minister will know from a press release that he put out while he was in opposition to try and rubbish the idea of improving nutritional standards in schools, which we were trying to do at the time, some school sites do not have the facilities to prepare meals. In those instances, they get meals brought in from other local schools, or they simply serve cold food. Having no kitchen is not an insurmountable challenge for schools in providing free meals, so I do not see why it would be for colleges. Indeed, the chief executive of the Association of Colleges told the Education Committee that all the members whom he had spoken to about this potential barrier had said

“if that provision was made they would make it available”.

In conclusion, the campaigners for free meal eligibility to be extended to children in non-school FE settings have been making a strong and logical case for a number of years now, but that case has become even stronger since the Government scrapped EMA. There is, of course, a cost associated with doing so. As we have heard, it is just under £40 million a year, according to the Association of Colleges. That is certainly a significant amount, but when we compare it to the amount that the Government cut from financial support for 16 to19-year-olds when they scrapped EMA, it is just 10%. The Government should look at the merits of investing money in free meals, rather than in other areas of expenditure.

I therefore hope that the Minister will now give an assurance to my right hon. Friends the Members for Sheffield, Brightside and Hillsborough and for Birkenhead (Mr Field), as well as to others who have spoken this morning, that he will take on board their arguments and put this anomaly to bed, or explain why he thinks that it is fair that large numbers of young people between the ages of 16 and 18 will be at a significant disadvantage to their peers and possibly going hungry by the end of this Parliament.

--- Later in debate ---

[Mr Gibb]

I will finish this point and, if there is time, I will give way.

As I was saying, the pupil premium is specifically designed to boost the attainment of pupils aged under 16 from low-income families, and free school meals is the only per-pupil indicator of poverty that we can have. That amounts to some £625 million—

[Mrs Hodgson]

That is for schools.

[Mr Gibb]

I understand that it is for schools; I will come on to the other point. That amounts to some £625 million in 2011-12, £1.25 billion in the following year, and it will rise to £2.5 billion by 2014-15. The right hon. Member for Sheffield, Brightside and Hillsborough and the hon. Member for Penistone and Stocksbridge are right that no pupil premium applies to pupils aged between 16 and 19, but for students between 16 and 19 the disadvantage uplift—as it is called—and the additional learning support funding are the equivalent of the pupil premium.

The disadvantage uplift is intended to recognise that young people from disadvantaged backgrounds may need extra support to close the attainment gap. The measure is based on the index of multiple deprivation for those living in the 27% most deprived areas, with students from more deprived areas attracting higher rates. In addition, we increased funding for disadvantaged young people and for additional learning support by £150 million in 2011-12, and that total funding is now £750 million a year. But again I must say that to help to tackle the budget deficit, we have had to make some very difficult decisions.

In the remaining time, I just want to point out to the hon. Member for Penistone and Stocksbridge that annual bursaries of some £1,200, which have replaced education maintenance allowance, are being provided to the most vulnerable young people. Taking the example of John, the student at one of her local FE colleges whom she mentioned, if John is 17 and on income support, he qualifies for a bursary of £1,200 a year, which is actually more than he would have received under EMA. The most vulnerable young people, including people in care—

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 16th April 2012 Commons Chamber

[Sarah Teather]

As I have said, the change in hours should not have an impact on the child care element, because the hours remain the same in terms of the eligibility for the child care element of the tax credit. All local authorities have a duty to ensure that sufficient pre-school and after-school child care is available in their areas. However, we are monitoring this situation very closely and looking at capacity in disadvantaged areas, as we are rolling out a significant increase in the amount of early years education available for two-year-olds.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

According to the National Day Nurseries Association insight report, 65% of nurseries reported decreased occupancy levels towards the end of 2011—when parents were feeling the impact of slashed child care tax credits—leaving more than one in 10 settings with occupancies of less than 50% and therefore at serious risk of closure or of having to increase prices for the remaining parents. As more than 1 million families are counting on losing child tax credit or working tax credit this month, what are the Government doing to ensure that all child care providers are not driven out of business by falling occupancies?

[Sarah Teather]

What has had the most impact, unfortunately, has been some people losing their jobs, which inevitably affects the demand for child care in the areas concerned. However, the most significant impact on the early years sector, and in particular the private providers, will come from the roll-out of the two-year-olds offer, which I mentioned a few moments ago. That amounts to a very substantial increase in the amount of money going through early years settings. A significant number of places will need to be created. There will be some areas that are under-occupied, of course, but there will also be very significant demand for places for two-years-olds in some settings, and many in the sector are seeing this as a huge opportunity.

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 27th February 2012 Commons Chamber

[Sarah Teather]

I absolutely recognise the points that the hon. Lady makes. Child care is a very difficult pressure on many families’ budgets, and that is precisely why we have invested so much extra money in the area. Despite the tight financial climate because of the mess that the previous Government left us, we have nevertheless invested significant extra money in enabling two-year-olds to access free early education—20% of two-year-olds by 2013 and 40% by 2014.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

The Department’s Sure Start and early intervention funding for the local authority area of the hon. Member for Banbury (Tony Baldry) was cut by £30 per child this year. Islington, Knowsley and Tower Hamlets, however, three of the country’s most deprived boroughs, had cuts of £100 or more per child. Does the Minister believe that that is a good example of targeting resources for Sure Start and for early intervention at the most disadvantaged?

[Sarah Teather]

Decisions about the early intervention grant were made on the same formula as that used by the previous Government, so it is not really acceptable for the hon. Lady to claim that there are specific changes in particular constituencies, and suggesting that there is a political motivation is a little beneath her, actually.

Children's Subjective Well-Being

Sharon Hodgson Excerpts

Tuesday 24th January 2012 Commons Chamber

[Chris Ruane]

I absolutely concur with every word of that, and I shall come to those points in more detail in a moment.

I want to spend a few minutes on the Children’s Society’s excellent report on children’s subjective well-being. It gives the definition of subjective well-being, which focuses on how people are feeling, whereas objective well-being focuses on conditions that affect those feelings, such as health or education. The report looked at 10 areas: relationships with family, relationships with friends, time use, health, the future, home, money and possessions, school, appearance, and the amount of choice in life. It has some interesting key findings. One in 11 children has low subjective well-being. Family relations and choice are the two most important factors. Family relations has the best score and is always a positive, but how a schoolchild or young person manages the choices that affect his own or her own life has one of the lowest scores. External factors, life events and relationships with others can have a dramatic and sudden effect on the subjective well-being of children. Household income is important, but it should be enough rather than a lot. If a child has too much, they can mark themselves out and become a figure of fun as the posh kid in the class.

The report highlights six priority areas, one of which is the opportunity to learn and develop not just cognitive but emotional intelligence. I was a little disturbed last week when one of the education Ministers said that he held emotional learning in complete disregard. That does not chime with the opinions of the Prime Minister, and the Minister needs to think carefully about it.

The home environment is as important as the school environment. If a child goes home to a house in multiple occupation and is living six storeys up where it is wet, windy and draughty and he or she cannot concentrate, that is not a good environment in which to create opportunities for learning and developing.

Children and young people should have their opinions respected. They should be listened to not only in school, through schools councils, but by their parents around the breakfast table or the dinner table. They need to have a positive image of themselves. Advertisers tell us that beautiful people are thin, attractive, intelligent and dynamic. That is not always the case, but it is the image that is thrust at us through the media.

We must ensure that all families have enough to live on as they face the sudden shock of redundancy, benefit caps, the freeze in child benefit and the abolition of education maintenance allowance. The full consequences of those measures as regards how they will impact on childhood well-being must be thought through before they are introduced.

Positive relationships with family and friends are a key priority area. Family bonds are 10 times more important than the structure of the family. A lot is made of the nuclear family, which is held up as a paragon. I am from a nuclear family and I have my own nuclear family, but we should not be promoting that model by saying “You are not quite right” to all the other families, because that additional pressure will not help a child’s well-being.

Children must be in a safe and suitable home environment. Privacy is important for a child’s well-being: they need to have their own bedroom. If a child is in a transient family that moves between one town and another, they are twice as likely to have poor well-being. I come from a seaside town, Rhyl, where one primary school has a 49% transiency rate. In other words, for every 100 children who are there in September, 49 are gone by July. That is not good for the 49 and it is not good for the 51 who remain. Those children will often move two or three times in a year, leading to massive pressures on themselves and their families.

Children need an opportunity to take part in positive activities, because otherwise they will turn to negative activities such as drink, drugs, teenage sex and teenage pregnancy. We need to create positive opportunities for volunteering and creative and expressive activities.

The report is a mixed blessing. I hope that the Minister has a copy. The final page has a grid on which the green areas represent initiatives that have been put in place—I congratulate the Government on that—and the purple areas represent ideas that have not been acted on. I hope that in the course of this Parliament they will all become green areas. Just to remind the Minister, I have put down 36 questions tonight—one for each box—so he will be able to answer them tomorrow.

The important thing that the report says is that all these things need to be monitored. I know that the Minister, his party and the Government do not believe in red tape, but if they are not monitored, we will not know whether they are successful.

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Will my hon. Friend give way?

[Mr Deputy Speaker (Mr Nigel Evans)]

Order. I am afraid that the hon. Lady cannot make an intervention from the Front Bench, but if she moves to the Bench behind, she can.

[Chris Ruane]

Come on down!

[Mrs Hodgson]

Thank you, Mr Deputy Speaker. I am interested in what my hon. Friend said about monitoring the outcomes. We are signed up to the UN convention on the rights of the child. Many of its articles, such as the article on the right for the child’s voice to be heard, could play a big part in meeting those outcomes. What does he think about the idea of having a Bill of Rights for children?

[Chris Ruane]

There is much to be said for that. The UN perspective is important, as is the European perspective. We need international comparators so that we can measure ourselves against international standards. We also need to monitor the programmes that we put forward nationally.

The Children’s Society report gives credit to some of the initiatives that the Government have put forward over the past year, such as telephone support for families, free parenting classes for those with under-fives and the junior individual savings account. Of course, to have an ISA people need enough spare cash to put in it and many families do not have that.

There are big changes, which the Minister knows about, that will impact on children and their well-being. I will simply echo a thought that is in both reports. One of the key things that the neglect report asks of the Government is for information to be collected. For dozens of parliamentary questions that I have put down, the answer has been that the information is not collected by the Government—I must say that it was not collected by the Labour Government either.

These are two excellent reports. Progress was made under the Labour Government and it is being made, although more slowly, under this Government. However, there are dark clouds ahead and we all need to monitor this area—both those in government and those outside government—through parliamentary questions and debates to ensure that we get the best deal for our children and young people.

Oral Answers to Questions

Sharon Hodgson Excerpts

Monday 16th January 2012 Commons Chamber

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

Hard-working parents are being hit by a triple whammy with regard to child care costs: they are getting less support to pay for it because of the cuts to tax credits; costs are creeping up; and places are disappearing because of cuts to local government and the removal of ring-fenced funding. What assessment have Ministers made of the impact of their choices on parental employment, especially among women, as well as on child poverty?

[Sarah Teather]

As I just said, substantial new money is going into early years. It is one of the few areas across Government where in fact—[Interruption.] It is two-year olds, but that extra money will of course benefit any of those settings that are working with two-year olds, and most of them will be working with two-year olds as well as older children. It is new money, particularly for disadvantaged areas that might not otherwise have taken two-year olds. I wish that the Labour party, instead of just carping, might sometimes congratulate the Government on putting extra money into disadvantaged areas.

Dyslexia

Sharon Hodgson Excerpts

Wednesday 14th December 2011 Westminster Hall

[Mrs Sharon Hodgson (Washington and Sunderland West) (Lab)]

It is a pleasure to serve under your chairmanship, Mr Weir. I fear that the vote in the House has caused disruption for many people who intended to be in this debate, but what we lack in quantity we will make up for between us in quality.

I thank my hon. Friend the Member for Luton North (Kelvin Hopkins) for securing this timely debate. As he said, I was at the meeting of the all-party group on dyslexia and specific learning difficulties at which he resolved to apply for this debate. His success in doing so gives us a great opportunity to take forward the discussion we were having in that meeting, along with the hon. Member for Bridgwater and West Somerset (Mr Liddell-Grainger), the noble Lords Addington and Clement-Jones and representatives from the main dyslexia organisations. We will continue that debate here today, and I hope we will receive responses from the Minister to some of our concerns.

I want to record my thanks to the Dyslexia-SpLD Trust, Dyslexia Action, the British Dyslexia Association and Patoss for not just the excellent briefings they provided in advance of the debate but for the work they do day in and day out to unlock the world of words for dyslexic people, particularly children and young adults. My hon. Friend the Member for Luton North gave an excellent speech, which drew on the many concerns that those organisations have raised with us about the current direction of travel in the education system—concerns shared by anyone with an interest in helping young people with special educational needs get the most from life.

My hon. Friend the Member for Blackley and Broughton (Graham Stringer) commented on the thinking that dyslexia, rather than being a disability, is to do with a very wide reading ability spectrum, along which most of society would fall. He knows that I disagree with him on that point. There is a huge amount of evidence that proves that dyslexia is a very real and significant disability, especially at the extreme end of the spectrum where it goes way beyond a problem with learning to read and affects memory and organisational ability.

[Kelvin Hopkins]

I am sure that we have all come across friends and relatives who have slight spelling disabilities, particularly with unusual names and foreign words. At that end of the spectrum, we are not talking about an inability to read. I am sure that my hon. Friend agrees that there is a difference between those of us who fairly quickly pick up names and foreign words and those who do not, and that is, I believe, the thin end of the dyslexia wedge.

[Mrs Hodgson]

I agree. My son is severely dyslexic, and it affects not just his spelling and writing capability. Dyslexics are often much slower in learning to speak, and when my son was younger the condition affected his speech. He was three before he first said a word that was understandable to others—I could understand his grunts and moans a bit earlier. He has very bad memory problems and organisational ability; dyslexia really does affect a large part of his life. My daughter has been a bad speller most of her life—she is 16 now and her spelling is getting a bit better—but in no way would I say that she has dyslexia as I know it. They do say, however, that the condition runs in families, so she might fall somewhere on the spectrum if she was ever tested.

[Graham Stringer]

I follow the people who do not take my hon. Friend’s view, such as Diane McGuiness and other academics who gave evidence to the Science and Technology Committee, but I was not trying to make the point that there is no complete scientific agreement that dyslexia exists. I was saying that having carefully considered the definition and how it was applied, the Committee came to the conclusion, which I will repeat, that the

“definition is so broad and blurred at the edges that it is difficult to see how it could be useful in any diagnostic sense.”

The Committee was concerned that because of the use of the term, people who had difficulties learning to read and who were not diagnosed were being discriminated against.

[Mrs Hodgson]

Obviously, I am not an expert in the diagnosis of dyslexia, but there are people who are, and when they do the various tests what comes out is something called a spiky chart. Where there is a huge disparity between performance in non-verbal reasoning and other tests of intelligence on the one hand and reading and writing ability on the other, it becomes very obvious that someone is dyslexic. If someone has not very good reading skills but equally does not have high levels of intelligence, they have a flatter profile. Perhaps at the lower edge of the spectrum, as my hon. Friend the Member for Luton North has said—this is getting into a very technical conversation—diagnosis might be difficult and there might be blurred edges, but as we progress along the spectrum I do not think that the edges are blurred. Again, however, I am not an expert.

[Kelvin Hopkins]

My hon. Friend touched on dyslexia being an inherited characteristic, and I am sure that we all know families in which a parent is dyslexic and one or more of their children is. Two male friends of mine who are graduates have three children each, and dyslexia has affected only one child in each family, with that child having a serious spelling disability. All six children went to university and graduated.

[Mrs Hodgson]

The chair of our all-party group, the hon. Member for Bridgwater and West Somerset, is dyslexic, and I believe that his two sons are also. Yes, it is a trait that runs in families, and that is recognised.

Most Members here today know of my personal interest in this issue, as a mother of a severely dyslexic son. My son was unfortunately not diagnosed or helped anywhere near soon enough. The Minister also knows very well most of the concerns that have been raised today, because we have already had debates on the matter and have been in correspondence recently. I thank her for her comprehensive response to my first letter, and I look forward to her response to my reply, which she might preview today.

I wrote that first letter because I had started to see how various changes in education policy could, when taken together, start to put children with certain special educational needs at a disadvantage, and I used dyslexia to illustrate my point because that was the SEN I had personal experience of and knew best—I could see how the changes would have affected my son if he had been coming up to the start of key stage 4 now. I have no doubt that the potential effect is not desired at all by the Minister or her officials, and that it is one of those unintended consequences that we sometimes do not see unless we are looking at something from the outside, or until the effect has begun to manifest itself in statistics.

There are a number of issues on which I will touch briefly. My hon. Friend has mentioned many of them already. It is best in most narratives to start at the beginning, and in this case the beginning is initial teacher training. Without teachers in our classrooms who can spot the signs of dyslexia and teach in a way that does not alienate dyslexic children, we will continue to fail those children. I know from bitter experience that many teachers have a woefully inadequate knowledge of dyslexia. It was not until my son was nine that he came across a teacher who could spot what I now understand were glaringly obvious signs, and even then, that was probably because her own son had dyslexia as well, as I later found out. Too many children in their early years of school life are going through the motions without being noticed and supported. Like other communication difficulties, that can manifest itself in significant problems further down the line such as rebellious behaviour, depression or, as we find in our prisons and young offender institutions, criminality, which often starts as youth disorder.

The answer, in one word, is training. I understand that a module on dyslexia that has the backing of the sector has been prepared and is ready for incorporation in initial teacher training, but the Minister also indicated in her letter to me that the Department has commissioned new materials on specific learning difficulties, which will be available online in the spring. Will those materials form a mandatory part of the initial teacher training course, and will she consider the sector’s calls to incorporate the existing module from 2005 as a minimum requirement? She might be aware that the British Dyslexia Association has an online petition calling for the 2005 module to be used for teacher training; I think the BDA is seeking 100,000 signatures.

[Kelvin Hopkins]

My hon. Friend mentioned people in prison and people with personal difficulties in life. I am sure that she, like me, has come across youngsters with behavioural problems at school that can be traced back to self-esteem problems due to difficulties with spelling, which in their case is dyslexia. That stress can be relieved early on by saying, “You have a condition that we can help you to cope with. It is not something you should be ashamed of or behave badly over; it is something that we can help with and that many other people experience.” If we can convey that to young people, we can probably avoid a lot of the problems in life that many of them suffer.

[Mrs Hodgson]

My hon. Friend makes a good point. Early identification is vital. The earlier we can identify all special educational needs, not just dyslexia, the better, but we find that speech, language and communication disorders such as dyslexia often have the biggest effect on children’s self-esteem, and can often lead to problems such as youth disorder further down the line. The number of people in prison with speech, language and communication difficulties and dyslexia is anywhere from 60% to 80%. The noble Lord Ramsbotham is knowledgeable about the issue and speaks about it a lot. Much of the problem could be failure to diagnose special educational needs in our schools. We must ensure that children with a label get the right label, whether it involves dyslexia, behavioural problems, autism or whatever, rather than “naughty”, “lazy” or “disruptive”.

[Kelvin Hopkins]

To refer to my childhood, which was a long time ago, teachers regularly used to beat us on the back of the hand with rulers in those days. I was not beaten, because I was not dyslexic and was good at sums, but lots of my classmates were, simply because they had those sorts of problem.

--- Later in debate ---

[Mrs Hodgson]

That is a world we never want to go back to. Thankfully, that does not happen in our classrooms now, but what happens is that codes of conduct are given out. I saw it with my own son. He did not write down enough work from the board, so he came home with various punishments. The code of conduct was writing out the school rules. I got off the train from London one evening and walked into the house at 11 o’clock to find him still at the kitchen table writing out his punishment, the school rules. The punishment was given because the teacher thought he had not done enough work.

My son was 14 and had started at a new secondary school when we moved. I insisted that all the teachers at least knew that he was dyslexic. I was not asking for special treatment, just that they knew he was severely dyslexic and was statemented. I was assured that they would all be told. As I walked in and saw the punishment, I thought, “Either this is a very evil teacher, or he doesn’t realise my son is severely dyslexic.” I wrote a note to the teacher saying, “This is as far as my son got. I am stopping this punishment now. He is not going to do any more of these punishments. They must be proportionate to his ability.” It was like a child who came last in a sprint being forced to run a marathon. That was the equivalent of the punishment that he had been given.

A note came back the next day: “Very sorry, Mrs Hodgson, we had no idea your child was dyslexic.” That was unbelievable on many levels. The school was supposed to have told all his teachers that he had dyslexia, and it was obvious to anybody who knows anything about the condition that my son is dyslexic. That had not been picked up in him—a child in a new school. What if he had not been diagnosed in a previous school? At any stage in a child’s journey through school, teachers should be able to diagnose such disorders.

I know that we have plenty of time, but I will go back to the substance of my speech. The latest issue to present itself is the phonics screening that will now be required during children’s first years at school. I was more than a little annoyed to see in a departmental press release over the weekend that the Minister’s colleague, the Minister of State, Department for Education, the hon. Member for Bognor Regis and Littlehampton (Mr Gibb), referred to the fact that one in 10 11-year-olds could read no better than a seven-year-old as evidence that his favoured phonics scheme is needed, without mentioning that one in 10 11-year-olds have dyslexia.

Strangely, the same press release did not mention that two thirds of teachers who took part in the pilot disagreed that the check accurately assessed the decoding ability of pupils with special educational needs. That is why there are so many concerns about complete reliance on phonics as both a measure of ability and a teaching method. It is also crucial that children who fail the phonics test, as a dyslexic child almost certainly will, are not made to feel as though they have failed—although the test can be good, from the point of view that it identifies them. Appropriate remedial action, including testing for dyslexia, should be taken in a timely manner.

That brings me to the Government’s plans for the future of SEN provision, and the ability of those who will be expected to deliver it to do so. The Minister knows that I welcomed the Green Paper as a means of opening debate on SEN provision, and that I look forward to seeing the results of the consultation, as I know we all do. However, the concern throughout the sector is that young people with non-medical problems such as dyslexia might not warrant support when school action and school action plus are abolished, as very few dyslexic children are currently statemented. I sincerely hope that that will not be the case. I will welcome any assurance that the Minister can give us.

We then come to how support will be provided if a dyslexic pupil is deemed to need it. Local authority budgets are being stretched to breaking point right now. The proliferation of the academies and free schools desired by the Secretary of State will mean that few funds will be held centrally with which to sustain shared support services. I know that I have asked the Minister this before, but I hope that she will guarantee today that support for dyslexic students will not get worse before it gets better due to the austerity programme being imposed on local authorities, and that when the new system is fully up and running, the money will be there to back it.

I move to the end of students’ time in school. The Minister will know that I have concerns about the key stage 4 curriculum and examinations. I will not labour the point about the E-bac, but needless to say, it has been installed as the gold standard set of qualifications, despite the fact that it will exclude almost all young people with dyslexia, as they are usually not taught foreign languages, whether modern or ancient, for obvious reasons. On assessment, Ofqual confirmed in a press release today that it is implementing the changes to GCSEs that the Government told it to make—scrapping modular examinations, which allow students to break up their learning into more manageable chunks and sit exams as they go along, when the subject is fresh in their minds. Instead, from next year students will be required to learn for two years—a bit like when we sat our O-levels—and commit all of that learning to paper in one go. That intensity will pose a challenge for many children with SEN, but especially dyslexics, given the memory problems I mentioned.

The support that young people with dyslexia need to be able even to sit their exams, let alone do well in them, is also under threat. The Minister will, I hope, have seen my latest letter to her in which I drew her attention to an article by Jack Grimston in The Sunday Times on 20 November. He reports the concerns that school teachers have over the changes that the Joint Council for Qualifications has made to eligibility for access arrangements in examinations, which my hon. Friend the Member for Luton North highlighted.

The changes will prevent bright pupils with dyslexia from getting extra time or a reader and a scribe in exams to mitigate their limited reading and writing abilities, which gives them a level playing field with their non-dyslexic peers. That will have a detrimental effect on the qualifications that they will be able to achieve. There are many bright pupils with dyslexia, as we have heard today, some of whom go on to doctorates in physics. They say that Einstein was dyslexic, and I could list many other examples.

In a timed exam, the most intelligent young person is only ever as good as their ability to read the questions set and transfer the answers from their minds to the paper, which is why the most severely dyslexic pupil is given a reader and a scribe. In making the changes, the JCQ is limiting what intelligent dyslexics can achieve, and from my conversations with the sector, it appears to have done so without any consultation. I urge the Minister to look into the matter and intervene where necessary to ensure that such young people are not held back by their disability.

Finally, I understand from today’s Ofqual announcement that once the exams have been sat, dyslexics will be at a disadvantage yet again during marking, because the proportion of marks for spelling, punctuation and grammar in certain subjects is being increased following interventions from the Secretary of State. Even if a dyslexic pupil gets a reader and a scribe, whose spelling is the examiner marking?

[Kelvin Hopkins]

I am sorry to intervene once again on my hon. Friend’s excellent speech. The points she raises suggest that dyslexic pupils should be identified and the fact that a pupil is dyslexic recorded on the examination paper, so that allowances are made. I heard only today of a young woman who is highly intelligent in conversation and can come top of her class in most things, but has difficulty with writing due to her dyslexia. Every time she is tested orally, she does brilliantly, but when she is tested in writing, she has more difficulty.

[Mrs Hodgson]

I hope that the Minister will take up those other concerns with the JCQ and that compensations can be made in marking. We do not ask for favourable treatment for dyslexics, but for their disability to be recognised and accommodations made, so that there is a level playing field.

I have not set out to make political points today because the debate has been well informed and constructive, and I know that supporting young people with dyslexia is important to Members on both sides of both Houses. I sincerely hope that the Minister will commit to returning with her officials to look at the specific concerns raised today, and that she will take any necessary steps to mitigate, or indeed undo, the impact of what are the, I hope, unintended consequences that the various reforms and changes may have on the education and life chances of the estimated 750,000 young people in our schools and colleges who have dyslexia.

[Several hon. Members]

rose—

--- Later in debate ---

[Penny Mordaunt]

The hon. Gentleman is absolutely right. Getting an assessment to start with is a battle for parents, and then they must have confidence in it and in the remedial action that should be taken. Many parents I have been dealing with have not had satisfaction on any of those fronts.

I would be grateful if the Minister could say more about the statutory responsibilities of the Department for Education and the discussions she may have had with the Department of Health. We need to strengthen the tools available to parents and other advocates for these children. My constituents certainly believe that they pay their taxes to ensure that the education system we provide gives every child the education they need to reach their full potential.

One of my final points relates to costs. Where we have not been able to get a school place for some of the children in my constituency, we have actually funded placements for them, and I should like to place on record my thanks to a number of London livery companies and local Rotarians for providing funds to allow that to happen. In just one year, the girl I mentioned at the start, who was four years behind her expected reading age, has caught up. She is a bright girl, and having been given the proper, full-time dyslexia teaching that she needed, she is now doing really well.

An argument that is often thrown back at us is that providing all the top-notch SEN provision that children need costs too much and that the state cannot possibly afford it, but that is a bit of a myth. The placement that we have funded for the child I mentioned cost less than the provision that the local authority would have had to put in place in the school that it chose for her. It is possible to do these things, and they will often save the state money not only initially, but, as has been mentioned, in the long term, given all the problems and issues that people have if they do not get the help that they need.

[Mrs Hodgson]

The hon. Lady is making some important points, and she makes a good point about spending money wisely. Research has been done—I do not have it in front of me, but that is not necessary to make my point—showing that an hour with a specialist dyslexia teacher is worth more than 50 hours with a well-meaning teaching assistant who is not able to give the specific support that a child needs. I might have the ratio wrong, but it is in that realm.

[Penny Mordaunt]

That is absolutely right.

To carry on using the example of the girl I mentioned—I have said this to the Minister before—the problem was not so much that the local authority could not be bothered to find her a suitable place as that the restrictions on how it could use its funding meant that it could not fund some of the obvious solutions. Will the Minister therefore say something about how she might reform the rules governing how local authorities and schools can spend particular pots of money, to ensure that we use that money in the best and most sensible way to meet people’s educational needs, whether they have dyslexia, a pragmatic language disorder or autism? We must ensure that we get every child who needs this provision the help that they need.

--- Later in debate ---

[Sarah Teather]

One thing that we suggested in the Green Paper was speeding up the process, but this is also a question of trying to make clear what the thresholds should be, and I will say a little more about that later.

The other thing that informed the Government’s work on the Green Paper was Ofsted’s report, which showed that too many children are being over-identified as having SEN. In other words, the wrong children are often labelled as having SEN, and we need to ensure that we put in place the right support for children at the right time.

At the heart of the Government’s vision for the reforms is a desire to support better life outcomes for young people, to increase parents’ confidence in the system and to transfer powers to the front line and local communities, as we are trying to do across all areas of policy. To achieve those changes, we are introducing a new approach to identifying SEN to challenge the culture of low expectations. There will be a new, single early-years setting and school-based category of SEN.

I heard the concerns of the hon. Member for Washington and Sunderland West, who was worried that it might lead to some young people not getting the support they need, but I should stress that, of course, school action at the moment brings with it no extra funds. School action plus money is provided to schools on the basis of other proxy indicators, rather than the number of children actually in the relevant category in previous years, so it should make no difference to the resources that are allocated. However, it will make it easier for schools to decide how to deal with the young people that they focus on. Many of them say that the existing categories are somewhat bureaucratic. Ofsted has made the point that some children are labelled as having special education needs when really they are just falling behind. That is a rather different debate from the one about specific learning difficulties.

[Mrs Hodgson]

We are looking for reassurance that when the reason for children falling behind is an underlying special educational need, rather than there being no specific reason, they will still be identified by some marker. They might not need the education, health and care plan, and all that it brings, but the marker would have been school action or school action plus. Will there still be some mechanism to identify those children?

I suppose the reason for giving the relevant marker to children who fall behind might be to try to find out whether there is an underlying reason.

[Sarah Teather]

When Ofsted reported, a rather heated debate took place between teaching unions and Ofsted, and it shed a lot of heat but not light. Many accusations were thrown from both sides about motives. I do not think that teachers label a child as having special educational needs to get round league tables or for similar reasons. It is human nature, when a problem is seen, to label it. Unfortunately, that labelling was often not followed by action. It is all very well to label a child, but it is purposeless to do so if no action follows. The child then carries a label with them, irrespective of whether it is helpful, and does not get the support needed to enable them to progress. We are trying to get away from the focus on labelling, and instead to adopt an approach in which those concerned look at the child in front of them, and ask what they need. Some of that approach, to be fair, is about good teaching practice, which will deal with many needs.

--- Later in debate ---

[Sarah Teather]

I cannot comment on a specific case, but perhaps if the hon. Lady drops me a note about the matter, I will have a look at it. In the Green Paper, we indicated that local authorities need to provide support to families who are home schooling a child. They are often doing so because they have been unable to get the support that they need in mainstream settings or perhaps because their local special school did not provide them with the support that they wanted.

I want to say something about Achievement for All because it goes to the heart of some of the issues that we have been discussing about the need for someone to look at the child in front of them and have high aspirations, rather than necessarily think about the labels. The Achievement for All programme has been running in around 450 schools for the past two years, and the evaluation has demonstrated some dramatic results. Under the programme, children made greater progress in English and mathematics than other children with SEND across the country, and they also often exceeded the progress of children without SEND, so there has been a really dramatic improvement.

The independent evaluation, which was carried out by the university of Manchester, demonstrated that pupil attendance significantly improved. That picks up some of the other points that we were discussing a moment ago about additional needs sometimes being confused with SEN. Often the issue is just about getting young people to attend school. For children taking part in the Achievement for All programme, there was an average increase in attendance of just over 10%. The evaluation also found significant improvements in behaviour, including less bullying, stronger relationships between schools and parents and a greater awareness and focus on SEND.

Some of the points that the hon. Member for Portsmouth North discussed in relation to her Bill—parental engagement and the need to communicate better with parents—go partly at the heart of this. One of the key facets of the Achievement for All programme is parental engagement and enabling teachers to feel confident about having a conversation with parents about the progress of their child. The Government are investing £14 million to roll out the programme across the country, so that more children can benefit. The programme is being delivered by a newly formed charity, Achievement for All 3As, chaired by Brian Lamb and supported by PricewaterhouseCoopers. Schools can now see for themselves the evidence that the programme works, and we want more schools to come forward and sign up.

The evaluation highlighted some important lessons in how to improve the outcomes for pupils with SEND. Perhaps most crucially, there needs to be strong leadership from the head teacher and senior leadership team, rather than simply relying on a SENCO to provide leadership within a school, although that is important. Achievement for All 3As is currently engaged with 41 local authorities and 598 schools. We hope and estimate that, overall, 1,000 schools will have signed up to the programme by April next year.

I want to turn to some of the specific concerns, particularly on the Joint Council for Qualifications guidance, expressed by hon. Members. I understand that there has been significant concern following recent coverage about apparent changes to the availability of reasonable adjustments for dyslexic pupils. It is, of course, absolutely vital for the fairness of an exam system that reasonable adjustments are made where needed. We have therefore been in touch with the JCQ about the changes, and it maintains that there has been no change to the circumstances in which a student is entitled to extra time for an exam. What has changed is the type of evidence that is acceptable to demonstrate that such extra time is needed.

The most recent edition of the relevant guidance confirms that a school or college must consider and maintain on record the evidence that the student has been assessed as having a below-average standardised score in an assessment of processing, reading or writing speed. I emphasise that the previous guidance similarly required evidence of low standardised scores using assessments of processing speed, reading or writing. I am afraid that we are picking up differences in practice, not differences in the guidance. Such difficulties have always been the basis on which extra time can be awarded to dyslexic pupils, and difficulties in phonological awareness—understanding and decoding the sounds of words and verbal processing—were two of the characteristics of dyslexia identified by Sir Jim Rose.

I understand that Dyslexia Action has written directly to the JCQ to set out its concerns. It is right that the JCQ and Ofqual, as the independent body overseeing the examinations system, should respond to those and determine whether any further clarification of the arrangements is required. I understand that they will be meeting with dyslexia charities and experts in the new year to explore those differences further. Ofqual has assured me that pupils already granted extra time will remain entitled to it on the basis of their existing assessment. I hope that hon. Members will be reassured on that point.

[Mrs Hodgson]

On a point of clarity about the difference between the old and the new criteria, is it the case that, under the old criteria, students had to have a low score and that now it has to be below average? I am not sure whether I heard the Minister correctly.

[Sarah Teather]

There is no change in the criteria; there is a change in the evidence that has to be provided. What we are picking up on is how schools interpreted the previous guidance, not necessarily the actual guidance that was being provided. That raises some issues about how schools were interpreting the guidance and the freedom that they thought that it gave them. In fact, the guidance is the same, but slightly more rigorous evidence is being asked for to demonstrate that schools have met the guidance, and they are being asked to hold that on record. The best thing is for Ofqual and the JCQ to meet dyslexia charities in the new year, as they will do, along with other experts in the area. They should make those points to the JCQ and Ofqual at that stage.

The hon. Lady spoke briefly about the changes to spelling, punctuation and grammar in some GCSEs that were announced this afternoon. Hon. Members may be aware that that was likely to happen and that we would be restoring marks for spelling, punctuation and grammar in some key subjects that have extended pieces of writing. During Ofqual’s consultation on the proposals, it heard concerns from dyslexia organisations about the potential impact on pupils with special educational needs, particularly dyslexia. I understand that it will be considering that as it decides how to roll out and implement the proposal.

However, during the consultation, there was also widespread support for ensuring accuracy within the qualifications. People expect those with high grades in GCSEs to be able to write accurately. The need to include an assessment of accuracy in spelling, punctuation and grammar is key to restoring confidence in GCSEs as rigorous and valued qualifications. Ofqual has set the level at 5% of total marks for the GCSE, so that the assessment of subject knowledge is not affected disproportionately. There will be the possibility of partial marks. It is not an all-or-nothing assessment and students will be able to achieve some or all of the marks depending on the extent of accuracy and how well they have conveyed meaning. In practice, there will be no blanket effect on the grades achieved by individuals, and the credibility of the exam and the grades achieved will be increased for all. Such changes, alongside some of the reforms to special educational needs provision, will give a real incentive to teach all pupils those core skills and prevent pupils with special educational needs from being sidelined or aspirations being lowered.

--- Later in debate ---

[Sarah Teather]

If we are to have a society that is less divided, we must ensure that all children, regardless of their background, are given the same benefits of that sound education. Putting those marks, even 5%, back into qualifications will create an incentive to ensure that all children have that grounding. That is really important.

[Mrs Hodgson]

To return to the subject of dyslexia and the dispensation that will be given for children with dyslexia, the additional 5% can make the difference between an A and an A* for a very bright, dyslexic pupil.

[Sarah Teather]

Ofqual will consider and take into account the concerns of dyslexic charities when it decides on implementation. The issue of reasonable adjustments continues to remain.

I should like to conclude now. I thought that we would not have many speakers. In fact, I seem to have prattled on for so long—[Interruption.] Are there 17 minutes left? I thought that we finished at 3.45 pm. I have been racing to the end and thought that I only had two minutes. In fact, we have loads of time. I might still conclude anyway, or I will not have any voice left.

I am very grateful to hon. Members for their contributions. I hope that I have been able to allay some concerns. Dyslexia charities will no doubt make the points that they made to the hon. Members who came to this debate to Ofqual and JCQ in the new year, but I want to leave hon. Members with the assurance that we are absolutely committed to reforming the support for children with special educational needs and disability. We will say much more in the new year, in response to the consultation. I am grateful to all hon. Members for their constructive input on this matter.