Alongside the unfolding shambles that is Brexit much of the work of parliament at Westminster goes on almost as normal. Next week the All Party Parliamentary Group on the Teaching Profession s its spring meeting, and I have provided them with an update on teacher recruitment along the lines of yesterday’s post on this blog.
However, of more significant to the work of parliament was the meeting yesterday of the Education Select Committee. Details at https://www.parliament.uk/business/committees/committees-a-z/commons-select/education-committee/news-parliament-2017/send-evidence-17-193/ The minutes haven’t been published yet, but will be well worth reading when the do appear.
When I first started following the work of Select Committees in the 1980s, and then submitting written evidence, and in 1996 being called for the first time to provide oral evidence, these Committees met in rooms at Westminster. They mostly just questioned experts in the field they were discussing. There was no TV channel or live streaming, and I recall astonishing a clerk by requesting that a graph accompanying my evidence needed to be reproduced in colour in the minutes if it was to be understood by readers. Incidentally, guidelines in many organisations for reproducing graphs and charts in both colour and monochrome are still often very lax, making some documents very difficult to understand.
Issues such as concerns about the presentation of data will have been fully understood by those providing evidence to the Education Select Committee yesterday. In three groups, of either two or three, young people with special needs or disabilities provided evidence of their own experience of the education system to the MPs on the Committee. I think this is the first time that the Committee has actually heard at first hand from students with SEND of their experience of our education system.
Schools should not be just exam factories, but pupils with SEND should not lose out in achieving their full potential just because they face additional challenges. Relegating these pupils to a separate room at lunchtime might be both convenient and help to ensure their safety, but it doesn’t help in making friendship with other pupils. Simple actions such as the wearing of a ‘high vis’ Gillet in the playground can warn other pupils to take care, and reduce the need for isolation and significantly increase opportunities to associate with other classmates.
All new schools should be built with doors and circulation spaces wide enough to take motorised wheelchairs, for even if there are no pupils when the school is being built, who is to say that there won’t be parents, staff, governors or even HMIs making use of such aids to their mobility? For the same reason, lifts must provide access to all upper floors where teaching takes place.
Funding for SEND, and the High Needs Block in general, needs more attention and I hope the Select Committee will consider that issue along with the part the NHS can play in early identification of those that need EHCPs rather than waiting for children to start their education. I hope that yesterday was the start of more conversation between Select Committees and those whose voices are often not heard enough.