Think Work First: The Transition from Education to Work for Young Disabled People (Public Services Committee Report)

Lord Addington Excerpts

Tuesday 4th November 2025 Grand Committee

[Lord Addington (LD)]

My Lords, report was, for me, slightly depressing but also reassuring. It was slightly depressing because I have either said or agreed with everything said in this report over the past 20 or 30 years. A series of themes here have dominated government ever since it has looked at this area, particularly in the education field. It comes down to the fact that you have X number of people who do not fit the education system that well who are still going through it.

Then we come to a series of roadblocks, such as level 2 English language. The president of the British Dyslexia Association, who is dyslexic, of course would say this, would he not? But you suddenly bump into things that get in the way. The one battle that I won partially was thanks to the noble Lord, Lord Nash— I give him eternal credit for taking on his own department—who turned round and said that a recognised dyslexic should not be made to pass functional skills English at GCSE level with a C, as it was at the time, to get their apprenticeship. It was inspired by meeting people like carpenters and hairdressers, who could not get a job that would allow them to be employed properly because they had a disability that meant they could not do something. That took a long time—and that degree of rigidity in standards is something that we must resist. To go through all the dys’s, a dyspraxic just will not fill out the form in time. For a dyscalculic, it is often even worse. I recently met somebody who had failed maths 14 times in trying to get an apprenticeship. The degree of black humour builds, does it not? We get around it; we do not address it. The Government have to interject here, to remove the traps on the way through.

I hope we are about to hear—the Minister is being threatened by a piece of paper from her officials—that we will try to remove this with a little common sense. It is just one of the things I think we have to do. We have to adapt the education and training programme to get through. I hope this will come forward. I was ignorant before I started this that Scotland has the Compass tool; apparently it works. I hope the Government will tell us how they will integrate this, or something very like it, into our own system, guiding people through.

Then it goes on about the fact that, as anyone who has dealt with the system knows, you are in education, then you are employed, then you are an adult and then you fall off the cliff. The one thing the Children and Families Act got right was that if you are identified as needing an EHCP it goes on until 25. That is the best thing about it. Maybe it should go on for longer, and maybe there should be more structural change. If you think about it for two seconds, it is obvious that you will need support and guidance to get through in a system where you do not fit. It has been designed for the 75% of the population that it does fit so you will have to make some adaptations or some ways through to make it relevant to everybody else. It is no-brainer, really. But you hit bureaucratic walls, structures and stereotypes all the time and you are hitting them damned hard. You have to try and make a place where the Government take action and actively overcome.

It is time for another declaration of interest that is relevant under the rules. I am chairman of Microlink PC which puts together packages for people going into employment. Assistive technology is usually part of this but sometimes it is just organisation. We find when dealing with employers, often big employers, that they just want to get the best out of their people. Big employers sometimes feel confident and structured. They need PR. They decide, “Yes, we’ll do this. We’ll get in early and deal with the problem. We don’t need a definition”—and it makes sense. The problem is that most small employers, as this report makes quite clear, do not know this. They think they can avoid it. Someone has a condition: if they cannot do this, what happens?

There can be small changes and small structures. In my case, I have to talk to a computer as opposed to tapping a keyboard. I have never met anybody who objected to me word processing by talking to a computer—if someone did, I think they probably have bigger psychological problems than the person talking to the computer. How are you going to encourage not only the support systems but the knowledge that these things are easily dealt with if you have the willingness to go forward?

When the Minister comes to reply to this debate, I am sure she will agree in principle with all these points. It is about driving things forward and saying that you have to do things slightly differently. As has been pointed out by virtually everybody here, the employment gap and the economic benefits are self-evident. If you are employed, then you are not claiming benefits and are an economic benefit to everybody else, so pure selfishness comes into it. Dyslexics have a stereotype that we are all entrepreneurs. I think quite a lot of us are but often that is through necessity and not through choice. You have to do something different or you will sit and rot. We have to embrace these things, and if we do not start to address the basic thrust of this report we will simply carry on as we are at the moment.

Also, I would hope that the Minister will say what the Government thought was good about the work done by the previous Government. What has worked and how will they carry it on? We all know what has not worked because we talked about it for a long time. But how are we going to continue the good work and get that drive? How will we say, “This has worked”? Where is the continuity?

If people need support and structure, how will that work? Access to Work is often talked about, but it is slow and linked to certain jobs. How do we take that through if we decide that we need that support and structure? Let us face it, people do not usually radically change the type of jobs they do; they are usually in a pattern, at least for long periods of time. How are we going to make sure the support is always there? It would be a very good thing if the employer did not have to go through the hassle of saying an employee must wait to get their new support system. It is about support, structure and information. I go back to the beginning of this, in schools. If a school’s careers adviser does not know that people from various disability groups can have careers in X number of lines, they cannot help. Where is the expertise coming in?

As the noble Baroness will undoubtedly be finding out when she deals with the special educational needs report, these are not easy things to do. We all look forward to that report; only one delay in that report will be quite good by governmental standards, but I hope it is just the one delay.

Extra knowledge is needed across a variety of structures. There are three disabled people in this room—that I can recognise, although I am probably missing someone—and they all have different problems. How will the Government make sure that people can get that expertise? Are we making sure that the professional involved can go and ask for help? They need to know that if they need to ask for extra help, it is not a negative but a positive. If we are doing this in teaching, we should be doing it for careers advice—it should be the same thing. If you have not met a certain condition before, you need to have knowledge. Having a central pool of support, having access to it, and saying that it is okay to get something through—and doing it reasonably fast—would make life immeasurably easier for everyone involved in the system.

What we really need is a change of tone; we need to say, “We are supportive and we will inform you”. The employer’s fear about employing somebody who works differently in their office must be overcome. That is very important, and the report is wise to draw attention to it. The fact that people are frightened about extra costs and the structures will always be there until we get a hold of it, shake somebody pretty hard and tell them not to worry. After that, we can show them how it is done. The Government need to say that they are taking these steps and that they will work on the other stages.

On getting special educational needs right, unless we are getting to another cliff edge—I think the noble Lord, Lord Laming, was the first one to say this—the Government are still just pushing the cliff edge slightly further down the road. They have got to go out there and say how they will address the whole problem. It is a big challenge, and the Government will not get it right in one Session. But, if they embrace it and get the tone right, future Governments of whatever colour will probably find it easier to go forward. It is a big challenge. I wish the Government well, and I look forward to what the Minister has to say.