Education Bill

My Lords, I rise briefly to address some of the issues raised by the noble Lord, Lord Ramsbotham, in Amendment 39A. His comments, which I strongly support, take us back to 1979 and the Warnock report. They take us back to why that report and the 1981 Act moved away from the categorisation of special needs and conditions associated with special needs and towards two things. The first was to look at the severest cases and to make sure that they were properly assessed with a statement of special needs, which then had to be statutorily supported in our schools. I very much supported that at the time. The Warnock report also recognised that in 1979—not in 2011—some 20 per cent of our children had some form of special needs which should, if recognised, be supported within the school community. From that time through to when I entered Parliament, I spent most of my professional career working first in the north-east, opening the first school to look at the inclusion of children with physical impairments; and then latterly in Leeds, working to ensure that children with severe learning difficulties—mostly Down’s syndrome, hearing impairment and sight impairment—became part of the mainstream setting. In all those cases, both in the north-east, where we did some pioneering work with NFER and then HMI, and in Leeds, the crucial factor—I am sorry that the noble Lord, Lord Sutherland, is not here at the moment—was training your staff. You can identify until you are blue in the face but, following that identification, you have to ensure that you translate the needs of the child into an appropriate action point, as the noble Lord, Lord Storey, said, with the appropriate resources. This is not a massive resource issue but it is a training issue. It is a question of ensuring that people have the skills to support these children. I am sorry that the noble Baroness whose name I should remember—