Oral Answers to Questions

Will Quince Excerpts

Monday 14th March 2022 Commons Chamber

[Paula Barker (Liverpool, Wavertree) (Lab)]

3. What steps he is taking to engage with families with disabled children on the SEND Green Paper.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

The special educational needs and disability review will be published this month as a Green Paper for full public consultation, so that we can continue to listen. Throughout the review we have listened to hundreds of organisations—including the National Network of Parent Carer Forums, Let Us Learn Too and Special Needs Jungle—children and parents.

[Paula Barker]

A recent survey by the Disabled Children’s Partnership and Let Us Learn Too revealed that 60% of families with disabled children have sought mental health support because of the stresses of having to fight for basic services, while previous surveys have shown that nine in 10 disabled children are socially isolated. Given that, will the Minister outline how the Department for Education intends to use the SEND Green Paper to reduce the adversarial nature of the system and plans to improve access to mental health services for disabled children and their families?

[Will Quince]

I thank the hon. Lady for her well-put question. She is right: we want to create a less adversarial system in which parents do not have to fight to get the rights to which their children are rightly entitled. We want the best outcomes for all children with SEND in this country. The hon. Lady will have to wait only a handful more days for us to publish the review.

[Andrew Bridgen (North West Leicestershire) (Con)]

Can the Minister confirm that, from September, up to 3,000 new places are being created for children with special educational needs and disability through 35 new special free schools?

[Will Quince]

My hon. Friend is absolutely right. Through the spending review and the record £2.6 billion of investment in special school places, that will be delivered.

[Siobhain McDonagh (Mitcham and Morden) (Lab)]

4. What steps he is taking to help close the digital divide for children without access to the internet or adequate devices at home.

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[Dan Carden (Liverpool, Walton) (Lab)]

9. What recent assessment he has made of the availability of specialist support for children with special educational needs and disabilities. [R]

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

We have been conducting a thorough review of the special educational needs and disabilities system, including looking at the specialist support for children and young people to help them to fulfil their potential. By the end of this month we will be publishing our findings and consulting on proposals to strengthen that system.

[Dan Carden]

In conjunction with the University of Liverpool law clinic, I am able to put on a weekly advice surgery for parents with children with special educational needs, and that service itself is over-subscribed. There is a real postcode lottery in provision, and we have seen demand for SEND statements and education, health and care plans soar by 480% over the past five years. Can the Minister say, particularly in terms of the shortage in the workforce and in resources, and the postcode lottery, what is the Government’s plan?

[Will Quince]

We know that covid-19 has impacted particularly heavily on therapy services and other support services for children and young people with SEND. I know that a number have adjusted their delivery models. We issued new guidance in September, but I am working closely with my counterpart at the Department of Health and Social Care to try to address this issue. I encourage the hon. Gentleman to look at the SEND review, because in my view the postcode lottery and the inconsistency has to end, and with the SEND review it will.

[Matt Hancock (West Suffolk) (Con)]

I warmly welcome the confirmation from the Minister that the SEND review will be published this month. I am also grateful to him for the engagement we have had on how we can ensure that all children—including all dyslexic children—get the right screening and assessment so that they can get the support to be able to join in the gaining of literacy, which is so critical for success in the rest of their lives. I am grateful for his support so far, but can he reiterate that that will be central to this SEND paper?

[Will Quince]

I thank my right hon. Friend for his question and all the work he does in this area. It is so very important that at the heart of the SEND review, we have early identification and early support, and I look forward to continuing to work with him on this important agenda.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

The Government’s own figures show that almost 50% of children with additional needs are waiting longer than five months for an education, health and care plan. One in five requests is refused and 95% of those decisions are overturned by the tribunal. Families fighting for support were promised that the SEND review would help, but two and a half years on, they are still waiting, while children are being systematically let down by this Government. What assurance can the Minister provide that the SEND review will deliver timely support for families and an end to fighting at tribunals?

[Will Quince]

First, let me say that in the next financial year, high-needs funding for children and young people with complex needs is increasing by £1 billion to more than £9.1 billion. That is an unprecedented increase of 13%, and it comes on top of the £1.5 billion increase over the past two years, but that is just the finances. Over and above the £2.6 billion we are investing in capital, the SEND review will answer many of the questions that the hon. Lady rightly poses, and she just has to wait a handful more days.

[Kate Osborne (Jarrow) (Lab)]

11. What steps he is taking to help ensure that there are adequate numbers of specialist teachers to support children with SEND.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

We are committed to ensuring that all pupils can reach their potential and receive excellent support from their teachers. Our reformed initial teacher training content framework and the new early career framework, both developed with sector experts, will equip teachers with a clear understanding of the needs of children with SEND.

[Kate Osborne]

Research by the Education Policy Institute found that children from the most disadvantaged areas are less likely to be identified as having SEND than children from more affluent areas, with families in poorer areas facing higher thresholds to accessing support. Why is that the case and what is the Minister’s Department doing about it?

[Will Quince]

All teachers are teachers of SEND. We are doing a lot of work, and we will do as part of the SEND review, to ensure that teachers are equipped—but not just equipped, that they have confidence—to teach and identify special educational needs. All I would say, as I have said a few times, is that the hon. Lady should wait a handful more days for the SEND review.

[Andrew Selous (South West Bedfordshire) (Con)]

12. What plans he has for the proposed register for home-schooled children.

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[Scott Benton (Blackpool South) (Con)]

16. What steps he is taking to help improve children’s social care.

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

We launched the independent review of children’s social care in March 2021. It is a once-in-a-generation opportunity to reform children’s social care services and systems. We will see the review’s final recommendations this spring and I look forward to responding in due course.

[Scott Benton]

We know that the first 1,001 days of a child’s life are the most influential on their health, wellbeing and opportunities throughout the rest of their lives. This is even more important in towns such as Blackpool, where health outcomes and educational attainment are already low. Can my hon. Friend confirm that the £300 million funding for the new Start for Life offer will help to address these outcomes for children and families in my constituency?

[Will Quince]

My hon. Friend is absolutely right. Our family hubs programme is being developed in 75 local authorities, over and above the 12 in which the programme is already being rolled out, bringing together services for children of all ages and responding to the needs of the whole family. At its core is the Start for Life offer, which includes support for perinatal mental health and breastfeeding, as well parenting programmes. On top of that, there is the £200 million expansion to the Supporting Families programme. I understand that the Secretary of State is visiting my hon. Friend’s constituency in the coming weeks.

[Claire Coutinho (East Surrey) (Con)]

19. What steps his Department is taking to prioritise improving the quality of higher education.

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[Kim Leadbeater (Batley and Spen) (Lab)]

T7. Will the Minister join me in congratulating all the girls who took part in the FA’s “let girls play” biggest ever football session last week? Will he update the House on the steps that his Department is taking to ensure that girls have equal access to football in schools, and on the work that it is undertaking to ensure that PE is not squeezed out of the curriculum due to the academic over-testing of children?

[The Parliamentary Under-Secretary of State for Education (Will Quince)]

I will certainly join the hon. Lady in those congratulations. Only last week I was with girls playing basketball. It is so important that we encourage girls in particular to take part in competitive sport. We know that there is a massive drop-off from primary to secondary. We are investing significant extra money through the pupil premium as well as £30 million of funding to open up school places after hours. I would be happy to meet her, because I know that she shares my passion in this area. Health and nutrition are really important, and we must get more people playing sport.

[Mr Speaker]

Including rugby league.

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[Siobhan Baillie (Stroud) (Con)]

In Stroud and Gloucestershire, we have high numbers of home-schooled children. A lot of care is taken to look after their welfare and educate them to a high standard, and there is a really good relationship with Gloucestershire County Council. While many understand the drive for effective wellbeing and safeguarding, they are worried about the new compulsory registration scheme. Will the Minister meet me and my Stroud community, so we can learn more about the plans?

[Will Quince]

We very much support the right of parents to educate their children at home and we note that it can be driven by many different reasons. My hon. Friend is absolutely right that we intend to legislate to ensure we have a “children not in school” register. That is something no parent who is doing the right thing should be concerned about, and, of course, I would be very happy to meet my hon. Friend and her constituents.

[Munira Wilson (Twickenham) (LD)]

Figures provided to me recently by the Department for Education showed that on average a staggering 27% of children were not at the expected reading age when leaving primary school. That figure was pre-pandemic, so it will undoubtedly be worse now, especially in disadvantaged areas. What work is the Department doing to review primary school reading standards and will the Minister commit to the full £15 billion catch-up funding recommended by Sir Kevan Collins?

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[Mr Barry Sheerman (Huddersfield) (Lab/Co-op)]

Has the Secretary of State seen the latest report from the autism commission that I co-chair, which focuses on not only autism, but the impact on the individual throughout their life and their family? Does he realise that the failure to get a statement and to get an assessment for years and years is causing so much unhappiness in those families?

[Will Quince]

I certainly recognise some of the challenges that the hon. Gentleman references. The special educational needs review will be published in the coming days. He may have questions following on from that. I would be happy to meet him to discuss that further.