Tom Hunt
Main Page: Tom Hunt (Conservative - Ipswich)Department Debates - View all Tom Hunt's debates with the Scotland Office
(1 month, 2 weeks ago)
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Mr Walker
Yes, is the short answer. My hon. Friend sums up some of the challenges neatly.
I come to some of the recommendations of the Select Committee before touching in a little more detail on the local picture in my part of the world. During my time as Chair and under my predecessor, now the Minister for Skills, the Education Committee has held a number of sessions on SEND and the implementation of the 2014 reforms. In 2019, before my time, the Committee concluded that the reforms of 2014 “were the right ones” in principle, but that implementation had “been badly hampered”, notably by administration and funding, which at that time it called “wholly inadequate”.
The Committee also called for a more rigorous framework for local authorities; a direct line of appeal for parents and schools to the Department for Education; powers for the local government and social care ombudsman to investigate school complaints; and development of more employment and training opportunities post 16 for people with SEND. The Government pointed to their Green Paper and towards the Command Paper that was finally published two years later in response, but only the first and last of those recommendations have been fully addressed.
More recently, under the chairmanship of my right hon. Friend who is now the Minister for Skills, and his predecessor, the Committee held sessions and published correspondence in which SEND funding, and delays in processing it, have repeatedly been raised. I am grateful for correspondence in which Ministers have unequivocally confirmed that there is no push from the Government to ration or limit EHCP numbers, but I note that in his letter of October last year, the Minister on the Front Bench stated that
“in-year funding delays occur due to insufficient planning from local authorities”.
Will he update the House on what steps he is taking to address that and to ensure that every local authority has the resource and support it needs to plan properly in this space?
The vast majority of local authorities have high-needs deficits, which have been growing rather than shrinking in recent years. I have no doubt that my hon. Friend will talk about the valuable work that the Department supports through the safety valve and “Delivering Better Value” programmes, but the fact that those programmes are constantly growing, as is the cumulative deficit of local authorities, surely makes the case for more funding. At some stage, we have to acknowledge that producing ever more help to manage the level of deficits is not a sustainable solution, and that investment is required to clear or remove them. The high needs deficits are now compounded by the fact that the same local authorities have rapidly growing deficits in children’s social care and transport, limiting their potential to cross-subsidise.
The Government promised to introduce in their SEND and AP improvement plan a new national framework of banding and price tariffs for high needs funding, and more details were to follow later in 2023. I am not aware that that has been published, but my local specialist schools tell me that, although the total level of high needs funding has seen much-needed increases, and underlying per pupil funding has risen in real terms, the banding for specific conditions has not had an inflationary increase for over a decade. Given the rising costs of employing teaching assistants to support complex needs, surely that needs to be reviewed.
At every level of education, my Committee has made recommendations about SEND and encouraged the Department to do more to support SEND children and our families. In our childcare report, we recommended that the Government amend the early years foundation stage framework to ensure that more staff involved in a child’s care receive mandatory training in identifying and manging types of SEND. The Government rejected that proposal but stated that newly revised criteria for level 3 early years educator qualifications, alongside level 2 criteria, now include standalone criteria on SEND identification and practice. They also made welcome announcements about support for early years special educational needs co-ordinators, and partially accepted our recommendation to expand family hubs—although, to be clear, I believe that they can and should go further.
Absence rates are significantly higher for pupils with SEND. In our report on persistent absence, the Committee recommended that the Government prioritise resources for early identification of need, inclusion and assessment in mainstream schools to ensure that they can adequately support pupils with SEND. We recommended making attendance in specialist schools a key metric of success, recognising both the support that having children in such settings provides families and the developmental benefits to the child. The Committee also recommended that the Government ensure that pupils with SEND are placed in alternative provision only for a limited time and as a way of addressing issues affecting their attendance in mainstream schools. The DFE should discourage its use as a way of managing behaviour.
The Department for Education said in its response that it is working with 32 local authorities and testing approaches in schools to improving early identification of SEND-related conditions. Additionally, it is piloting early language support for every child, jointly funded by NHS England, to have speech and language professionals based in early years primary schools to spot early delays in development and take swift appropriate action. Pilots are great, but we need that support everywhere in the country.
For our recent report on Ofsted’s work with schools, we heard that lack of expertise among inspectors was seen by specialist schools as a particular problem. The report recommended that Ofsted ensure that the lead inspector always has expertise relevant to the type of school, and that a majority of members of larger teams have the relevant expertise. We recommended that factors, such as the number of students from disadvantaged groups and those with SEND, should be clearly described and visible in the final Ofsted report. We hope that that will be reiterated both to the new chief inspector, through his “Big Listen” consultation, which was launched last week, and to the Government.
Evidence to our careers inquiry suggested that pupils with SEND were not receiving adequate careers advice and guidance, and highlighted that they face additional barriers and need extra support to access the same level of careers education and opportunities as their peers. The Committee recommended that the Department set out the steps that it intends to take to ensure that all SENCOs are fully trained and working with career leaders or with a school or college.
The Committee has welcomed the increased focus on supported internships and apprenticeships targeted at SEND pupils, but as we highlighted in our post-16 qualifications report, too many SEND pupils are being held back by the focus on GCSE grade 4 for English and maths as a gateway to progression. We have also agreed in principle to look into the Government’s changes to disabled students’ allowance to ensure that the consolidation of that system does not lead to a reduction in opportunities for SEND students to progress into and sustain higher education. That matters because we know that pupils with special educational needs are a rising proportion of the school population. Their life chances matter just as much a everyone else’s, and their parents’ ability to work, support them and live a full life depends on their receiving the right support through childhood, in school and into early adulthood.
Tom Hunt (Ipswich) (Con)
This is not just the morally right and good thing to do for the individuals in question and their families, but it is massively good for wider society because it unlocks the potential of neurodivergent individuals, who are among the most creative and gifted people in the country. Does my hon. Friend agree?
Mr Walker
My hon. Friend puts it perfectly, and I wholeheartedly agree with him.
The logic behind the Government’s welcome increase in investment in childcare, which I have strongly supported, applies just as much, if not more, when it comes to supporting children with SEND. If we get this right, there are benefits for the life chances of the individual and of the family who support them.
Tom Hunt (Ipswich) (Con)
It is a great pleasure to speak in the debate. First, I pay tribute to the hon. Member for Wellingborough (Gen Kitchen). It is always good to make a maiden speech about special educational needs; I did so as well, and SEND is a critically important issue. I also pay tribute to my hon. Friend the Member for Worcester (Mr Walker), who gave an incredibly long speech, but it was not unenjoyable. I am dyspraxic and dyslexic, and my attention is not great, so I often get bored easily, but the content was really good. He covered virtually everything there is to say in an incredibly comprehensive way. In fact, the Chairman of the Education Committee covered points that I was looking to make that I thought would be innovative, because he is so on the ball. I was on the Committee for a couple of years, and it is a shame that I never served under him. I left before he became Chairman, and I supported him in becoming Chairman. I learned a lot today about the work he has been doing. It makes me happy to see him giving so much priority to special educational needs, which he has such knowledge of and is so well versed in. That is good news and great to hear.
I have supported my right hon. Friend the Member for West Suffolk (Matt Hancock) in his work on early diagnosis. I have told this story so many times, and I am sorry if I am a bit like a broken record, but when I was 12, I had the reading and writing age of an eight-year-old. I could not do my shoelaces until I was 14. Frankly, it was only when I was diagnosed with dyslexia and dyspraxia that things started to change in a positive way for me, so diagnosis makes a huge difference. Some people say that sometimes it can go a bit far, or that sometimes there is a bit of an obsession with people feeling like they need to be labelled. That might be an issue, perhaps in a minority of cases, but in the vast majority of cases, people need and deserve to know what they have got if they are neurodivergent, because then other people can better understand them, and they can better understand themselves. Things that may have been real challenges can, over time, in the course of their life, become assets.
Certainly if somebody turned up today and said, “Tom, I can wave this magic wand and you will no longer have dyspraxia and dyslexia,” I would say, “Don’t wave it, because I want to have dyslexia and dyspraxia.” It presents me with a number of challenges. Some people try to say that I use it as an excuse when I should be a bit more on top of things. Two weeks ago, I left my phone in the back of a cab and lost it. Last night, I left my rucksack in the back of somebody’s car. I have only just got it back; that is why there has been lots of activity here, and messages being passed. I will not blame my forgetfulness on my dyspraxia, but it might have something to do with it.
My right hon. Friend the Member for Haltemprice and Howden (Sir David Davis)—I think that is right; I have not had a phone to check his constituency online. I had to get advice from colleagues about the name of his constituency. [Interruption.] He is here! You have just missed my excuse for not knowing it. [Interruption.] I will speak through the Chair from now on, sorry. I was pleased to sign his letter, because I know there are significant funding issues. I sat and watched the Budget, and I welcome the additional funding, but do I honestly feel that it was the game-changing moment we need on SEND funding? The answer is no.
Pretty much everyone sees special educational needs as being a very important issue, but it is not that. It is a critical issue. It is one of the most important issues, and it links in with so many other things. We need to see the big picture of how getting SEND right relates to tackling crime, how it links to entrepreneurialism, and how it helps us to deal with providing mental health services. These connections and links must be seen if we are to truly understand how important SEND is. It cannot be seen in isolation.
My right hon. Friend the Member for West Suffolk knows that in Suffolk, we sadly have had a failing SEND system. I have got to a stage, particularly over the past year, where 50% to 60% of my surgery appointments are with parents fighting to get the support that their children need. More than 50% of my surgery appointments are about SEND, and probably about 20% are about mental health. For some of those individuals, or individuals whose loved ones are struggling, often crippled by mental health problems, that is not disconnected from the fact that they have not got the support they need, because they are neurodivergent.
Earlier this week, I met the Norfolk and Suffolk NHS Foundation Trust, whose mental health services have been in special measures for a long time. We heard some tragic stories from campaigners whose loved ones are no longer with us because they were failed. I remember hearing from one lady in particular. She was not a constituent, but she explained to me how her son, who is no longer with us, had dyspraxia, dyslexia and autism, and the profound impact of not getting the support. When you are not understood, or you feel like you are not understood—sometimes not even understanding yourself fully, or the world around you—that can breed deep upset and anguish. The two things are linked.
Since 2019, we have had two new special schools in Ipswich: the Sir Bobby Robson School and the Woodbridge Road Academy. Each provides up to around 50 places. I remember speaking to the head teacher of the Sir Bobby Robson School, and already it has taken a few more pupils than it planned. There just are not enough places, even with those two new special schools. It is great for those who get in—it has been transformative and turned some of their lives around—but for every young person who gets a place, there are a number who cannot.
Part of SEND needs to be about the mainstream. EHCPs are not appropriate for everyone, so we have to get that support in the mainstream, too. We need more SEND specialists, but we also need to have general teachers having a much higher knowledge of all different types of neurodiversity. That is one thing I want to probe with the Minister at some point, because the SEND review made a commitment to a higher amount of initial teacher training. When I visit schools in my constituency, I make a point of trying to find newly qualified teachers, and I always ask them, “How much of your teacher training was about SEND?”, and the consensus is that hardly any of it is. I need to see evidence that since that commitment from the Government, things are changing in practice. For existing teachers—those who have perhaps been teachers for many decades—we must put in place resources to ensure they get the knowledge they need, because there is not a teacher I have met who is not passionate about wanting to do more to support SEND; they just need the knowledge and support to get to that place.
When I was on the Education Committee, one link we discussed was 40% or 50% of those in prison being neurodivergent to some extent. They feel like the system has failed them. They feel alienated from the system, and then they turn against it, and to a certain extent that is understandable. One good thing that was done was by my right hon. Friend the Member for East Hampshire (Damian Hinds) when he was a Justice Minister—he is now an Education Minister—and he committed to putting a neurodiversity manager in each prison. Before then, there were only enough neurodiversity managers to cover four prisons. That was a good change.
Ultimately, we have got to get to that game-changing moment on funding. There are many things that Suffolk County Council could and should have done better on SEND, but I have sympathy that in Suffolk we are particularly badly funded. We have met the Minister about that, and we understand that that gap is apparently narrowing, but how is it defensible for me to have to explain to parents in my constituency why their children who are neurodivergent are worth less than children who are neurodivergent not just in London—we have become used to that kind of disparity—but in Norfolk and Essex? It is extraordinary, and I cannot defend that. I do not want people in those areas who are neurodivergent to get any less investment—I want them to get all the investment in the world—but I want young people in Ipswich and Suffolk who are neurodivergent to get that support as well.
Why does this matter? I raised this in an intervention earlier. Because this is a debate about the Budget, I will not just make the argument about why investing in SEND is morally the right thing to do. Even taking the bean-counter’s approach—the Treasury view—that game-changing moment in funding for SEND is good for the taxpayer, because it unleashes the talent and ability of so many people who think differently. I am in the process of setting up the all-party parliamentary group for neurodiversity in defence and national security because the soldier-first principle is difficult for many neurodiverse people who think differently, but we really need them when it comes to cyber.
This might surprise people, but I briefly flirted with joining the Royal Navy as an officer. I went to the open day where six of us got together and it was like, “Here’s a barrel. You’ve got to tie loads of knots and get it over these imaginary shark-infested waters to the island.” At that time—I think I was probably 25—I felt like I was 11 or 12 again. I felt thick again. I felt that people were looking at me like I was stupid.
We have got to do this. I served on the Education Committee with the Minister, who I know is in this place because of his passion for education, and I know that he gets SEND. I want to help him to make the case for why investing in SEND is of monumental importance and game-changing.
David Johnston
I would be very happy to meet my hon. Friends on that point.
There is then the question of what the Labour party would do differently. I did not hear anything that the Labour party would do differently. The only thing we know that it would do differently is to charge families with a child at a special school having their special needs met an additional 20% on the cost of that place. It can often be a huge struggle for families to meet the cost of a place in the first place, yet Labour will add 20% to that on the spurious grounds that otherwise—and I quote—“any school could claim it’s a special school.” That seems to me a particularly poor way of making education policy, not that there is much of it from the Labour party. I wonder how many Labour MPs, when they sit with constituents in their surgeries, tell those parents that they will hike their fees by 20%. I suspect not many, but every parent in the country deserves to know that.