Timpson Review of School Exclusion

Debate between Rachael Maskell and Tom Hunt

Thursday 16th September 2021 Westminster Hall

[Tom Hunt (Ipswich) (Con)]

It is a pleasure to serve under your chairmanship, Mr Stringer. I thank my hon. Friend the Member for Warrington South (Andy Carter) for securing this important and timely debate, and I thank my hon. Friend the Member for Eddisbury (Edward Timpson) for the work that he did on the review. I agree with the vast majority of the recommendations, and I think the Government should implement them fully at the next possible opportunity.

I could not agree more with the points made by the hon. Member for York Central (Rachael Maskell) about therapy and the importance of a therapeutic approach. I am very fortunate to be an associate governor at a special school for pupils with social, emotional and mental health needs in my constituency. The school has only been going for just over a year, but it has done an absolutely fantastic job so far in supporting some of the most vulnerable young people in my constituency, who are slowly but surely turning their lives around—not long ago, many people had given up hope. They have got that hope back again because of the fantastic work going on at the school.

With regards to alternative provision and PRUs, I am in complete agreement with the points that have been made today. From the perspective of society, there should be nothing more noble and important than working in these institutions, which are often the last opportunity and the last hope that these young people have. They should not be places where people give up hope, both from a staff perspective and from the perspective of the people there. They should be good buildings—they should be our best buildings—and they should have our best teachers and our best educators. Frankly, the stakes could not be higher for society in terms of us getting it right at that point—often the last opportunity for us to make a positive intervention.

I also align myself strongly with the points made about the transition points between primary and secondary schools. It is often those with special educational needs who struggle with the transitions. Those transitions can be in relation to everything in life—transitions from education into the workplace, from primary school into secondary school, from A-levels into university. They will be made much harder by covid-19 and the destruction that that is introducing to education settings. I am talking about off-rolling, which I plan to come to later in my speech.

As the Minister knows, I am fortunate enough to sit on the Education Committee, and I have done so since I was elected to this place 20-odd months ago. I am a bit of a dead record when it comes to special educational needs. I always find a way of getting it in, at any sitting, whatever the subject, whether that is exam results, Ofsted or mental health. I always try to find a way of introducing the perspective of, and how it impacts, children with learning disabilities.

From the data provided, we know that those with special educational needs are very much at risk of being excluded. Some data I saw said. I think, that more than two out of five of those permanently excluded had special educational needs. The stakes could not be any higher when it comes to getting the provision right for those with special educational needs, so we need to get it right.

We have a number of remarkable people who are unconventional thinkers—creative thinkers—who do not think in the same way or process information in the same way. If we get the support right for those individuals, funding and organising it properly, so that it is not just about them treading water and being average achievers, they could be far from average achievers and be some of the most creative people in society. A lot of this is about not losing their talents to society. Yes, it is about them, their families and what is morally right, but it is also about not losing their talents, which is an incredibly important point to make.

There is a very fine line between a lot of those individuals getting the support that they need and flying, and not getting their needs met and turning against the system. Sadly, so often, they then end up in our criminal justice system, which we are seeing right now, as the Education Committee is conducting an inquiry into prison education. The fact is that more than 30% of those in prison have some kind of learning disability, although I think it is far higher than that. A lot of people, when they get into the criminal justice system, have their learning needs meeting, where they talk about the kind of support that they might get in prison. The Government have introduced some screening, but that is not the kind of intensive diagnosis that I would like. I would like each person who goes into prison to meet an educational psychologist to get diagnosed properly, so we have a clear picture of whether they have disabilities and, if they do, what kind of disabilities they have. Even at that late stage, we can hope to turn their lives around and to give them the educational support that they need.

[Rachael Maskell]

The hon. Gentleman is making an excellent speech. Is it not right to have those diagnostic opportunities in schools? So many children in school, in particular the neurodiverse, wait years and years before they have a diagnosis.

[Tom Hunt]

I thank the hon. Lady for making that point, which I was about to come on to. It is important that we get that intervention right, that we ensure that each person, when they go into prison, meets an educational psychologist for diagnosis, for two principal reasons.

First, yes, it is about the individuals and, even at that late stage, about hopefully being able to make positive interventions in the education provided. Secondly, I think we are a bit blind at the moment: we think that 30% of those in prison might have learning disabilities, but it might be as high as 50%. We just do not know, and we need to understand the scale of the problem. If it is 50%, not 30%, surely that just increases the argument for why the stakes are so high and why we need to fund special educational needs properly right from the start, as the hon. Member for York Central said—getting diagnosis as early as possible, putting the resources in and making these things possible. I could not agree more. I have dyslexia and dyspraxia. When I was 12, I had the reading and writing age of an eight-year-old, and it was only when I was diagnosed at 12 that I got the package of support that I needed to turn it around from an academic point of view. I could not agree with the hon. Lady more on that point.

The stakes could not be higher. I speak as somebody who has been in that situation where I am in a large class, my eyes glazed over, not understanding why I cannot process information in the same way other people do, sometimes feeling as though I am thicker than other people, sometimes feeling that there is something wrong with me. The teachers in the classroom do not always have as full an understanding about different types of learning disability as possible, so of course we go back to teacher training, and why it is so important that every person going through teacher training has that as a fundamental part of their training, so they can understand the different needs: that not all young people think and process in the same way, and that not thinking in a conventional way does not mean that you are thicker than anybody else. Sometimes it can actually mean that you are more creative, and I have said to a bunch of autistic kids in my constituency, “Weaponise your disability. You think differently; you can be creative.”

However, the impact of covid—the disruption we have seen to the education system over the last 20 months —may make this harder, and may increase the likelihood that some young people with learning disabilities get excluded. It comes back to that point about transitions. It has not been easy for any young person over the last 20 months, because of the disruption—not knowing how they are going to be assessed, not knowing whether they are going to be at school or not—but we know that people with learning disabilities particularly need certainty and structure, and they have not had that for the last 20 months. My concern is that that could impact behaviour; my concern is that the disruption over the last 20 months might have particularly impacted those with special educational needs, and we might see more risk that a lot of these individuals could be excluded.

I want to make a final point before I sit down. I do think that exclusion needs to be an option. It needs to be there; we need to balance trying to do the right thing for all children with the disruption that can be caused by disruptive pupils to other pupils in the classroom. It can absolutely have a detrimental impact on the education of an entire school, but of course, we need funding into alternative provision; we need to have no stigma; and we need to have a good number of special schools, which as I have seen—and, as an associate governor, continue to see—can literally transform the lives of many young people.

However, when we come to this point about off-rolling and the sense that this may be happening, perhaps subtly, a lot of it comes back to Ofsted and the way that we assess schools and the framework. Sadly, from the conversations I have had with a number of teachers, they often feel that there is a conflict between doing what they believe to be morally right, in terms of the education that they are part of providing and supporting the most vulnerable children, and actually—not unreasonably—wanting to be professionally successful. If there is the sense that there is a conflict there, we need to work to take it away, and there is a new Ofsted framework in place, but what are school assessments ultimately about? Surely, they are about the positive difference made. That should be the key thing: to what extent has a school made a positive difference to the lives of the children that it works with, acknowledging that not all schools have the same proportion of those with learning disabilities and those without, and not all schools operate in the same area and some pupils can have more challenging backgrounds? We should not be in a situation where a school can sometimes feel that it is punished for being good when it comes to providing for special educational needs. We have got to have an Ofsted framework that encourages and incentivises schools to put the extra effort into supporting those with learning disabilities.

I guess it has been a slightly sprawling speech, but my point is that my concern about exclusions is that there are too many occasions where sadly, those with learning disabilities are at risk of exclusion because their behaviour can be unconventional, and often when they are excluded and go somewhere else, that final chance for them—whether it is alternative provision or something else—is not as good as it should be. There is this bigger point about how high the stakes are. Exclusion should be an option: it should be something that we consider, but we have got to have an Ofsted framework that encourages first-class SEND provision. I know I have only spoken about special educational needs today, but as I warned you, Mr Stringer, I can be a bit of a broken record when it comes to that topic, and I make no apologies for it. Thank you very much.