Autistic Children: State Schools

Question

Asked by

To ask His Majesty’s Government what steps they are taking to reduce the detention, suspension and exclusion of autistic children in state schools.

My Lords, in begging leave to ask the Question standing in my name in the Order Paper, I declare my interest as a vice-president of the National Autistic Society—an honour that I share with my friend, the noble Baroness, Lady Browning.

My Lords, we expect schools to support pupils with special educational needs and disabilities or mental health needs appropriately. In all cases, schools should consider early-intervention strategies before issuing any form of exclusion. We are investing in inclusion, behaviour, mental health support and attendance to build safe, supportive schools where every child can thrive. We trust head teachers to use exclusion based on individual cases, when necessary.

That was a most helpful and welcome Answer. Autistic children are particularly vulnerable to being excluded from school. Sometimes, behaviour associated with their autism is confused with disobedience because of a lack of awareness by staff. Most schools take the view that every child is responsible for their own behaviour. That might seem reasonable, but that approach takes no account of the challenges faced by autistic children. Does my noble friend agree that a strategy aimed at stopping these exclusions is needed and that it must focus on early intervention and staff training?

My noble friend is absolutely right about that and about the different factors that may lead to concerns about a child’s behaviour. It is very important that school leaders consider the use of early-intervention strategies and multi-agency assessment to address underlying causes or factors contributing towards a pupil’s disruptive behaviour before issuing an exclusion. Schools should arrange those assessments when concerns arise, not at the point at which there is a trigger for more radical behaviour. My noble friend is also right that high-quality teaching is the most important in-school factor to improve outcomes for all children. That is why, for example, we are providing continuing professional development to the school and further education workforce through the universal SEND services programme led by the National Association for Special Educational Needs.

I am grateful to my colleague, the noble Lord, Lord Touhig, for asking this Question and I too declare my interest as a vice-president of the National Autistic Society. When autistic children present challenging behaviour in a classroom setting, there is always a reason for it. Very often, it is seen just as general bad behaviour, which very often builds. In going forward with the treatment and education of autistic children, can the Minister confirm that individual plans for individual children—that are key to understanding why that challenging behaviour may have evolved, because they are all individuals with different reasons—will remain and can she reassure me that autistic children will not be subject just to generic treatment or recommendations?

I feel that the whole of your Lordships’ House benefits from the commitment and knowledge of the noble Baroness, Lady Browning, and my noble friend on this topic. She once again makes an important point that to support children with autism, we need to first recognise that there is a range of differences in the way in which it presents. Secondly, we need to identify those needs as early as possible and to ensure that a medical assessment is not required for that to happen. Thirdly, there must be an individualised approach, including a plan where necessary, to support those children. We need to put that alongside the additional training that is now happening for teachers, from their initial teacher training, through their early career framework and to leadership positions. We have not solved this problem yet, but we are making important progress along the lines that the noble Baroness outlined.

My Lords, will the Minister give us a further assurance that the schools know that they need to work in flexibility? Rigid rules or disciplinary behaviour will almost certainly trigger adverse reactions from autistic people, particularly pupils who do not have that degree of life experience or different perceptions of the world outside. Schools must have flexibility and it must be throughout the system.

The noble Lord is absolutely right about that. It follows the point made by the noble Baroness about the need for a personalised approach. In fact, the approach to all children with special educational needs and disabilities must be personalised, but the point about the different ways in which autism might reflect in behaviour or needs in the classroom is very important. That is why we need teachers who have received particular training and development, and the ability within all schools to both identify and respond to the needs of children, including those with autism, in the most effective way. The noble Lord is absolutely right that that will differ from child to child.

My Lords, the Equality and Human Rights Commission has documented unlawful exclusions of children with special educational needs and disabilities, including informal removals and off-the-record practices that may breach the Equality Act 2010. My understanding is that the DfE does not currently collect data on unlawful exclusions, so I ask the Minister what assessment the Government have made of the likely prevalence of the exclusion of autistic pupils that is off the record. Will the Government commit to collecting disaggregated data on unlawful exclusions, so that we know the full impact on pupils who are autistic?

The noble Baroness is absolutely right that schools have a legal duty, under the Equality Act, not to discriminate against pupils by excluding them because of their disability. It would be unlawful to exclude a pupil simply because they have SEN or a disability that the school feels unable to meet, for example. I will write to the noble Baroness about the nature of the data that we collect, and any future plans, but, even more importantly, the message that we need to intervene earlier, identify earlier and find a range of ways in which to support pupils is constantly being delivered to schools alongside the support to enable that to happen. But I will write about the particular issue on data.

My Lords, does my noble friend accept that autism and ADHD often present differently in boys and girls? Girls are frequently underdiagnosed and under-understood, because their behaviour can sometimes be challenging in a completely different way. They may not be disruptive but their behaviour often results in them simply ducking out of the kind of engagement that we need. Can my noble friend assure the House that that issue will be taken into account when taking forward the training programmes for teachers that she has identified?

Yes, my noble friend makes a very important point there that builds on the point about the difference in the ways in which autism may present, but particularly highlights the differences—as she says, and as I understand it—in the way that people may present, depending on their sex. That is an issue which will need to be considered as we think about the appropriate ways to support children.

My Lords, will the Minister clarify her response to her noble friend Lord Touhig, who I think I heard say that the Government need a strategy aimed at stopping exclusions? The Minister knows that schools have a very difficult balancing act between upholding the rights of children to have a calm and undisrupted education and those children who need additional support. I hope she will reassure the House that we are not going to go down the Scottish route of no exclusion and then tremendously disruptive classrooms and violence towards teachers.

I am sure the noble Baroness was listening to my initial response, when I said that the Government support head teachers to make the right decision about exclusions. I also agree with her that all pupils have the right to learn in a safe and calm classroom. Therefore, it is sometimes necessary to remove children from the classroom, or even from the school. I think the point that my noble friend was making was that before that decision is made, it is really important that consideration is given to all the range of support that might be provided to a child and the reasons why a child might be behaving in a certain way. I am sure that she agrees with me that that is what good schools would want to do, and what they need is a Government beside them and supporting them to have the resource and the capability to do that.