Listening to noble Lords speaking to this string of amendments I am reminded of the challenges that our school workforce faces. The best teachers know that inclusion benefits the whole school. It is nevertheless challenging to try as far as possible to include every child in schools. I am reminded of the reputation of Finland, which has an inclusive school system, a high-status teaching profession and for many years has successfully recruited and retained high-calibre graduates who work seamlessly with health and other social services in that country.
This is a good opportunity to thank the Minister for his recent letter following our debate on child development training for teachers. He highlighted that, in these standards for teachers, there is a now a clear standard for child development. That is very welcome. I think of an experience a few years ago, working with a child psychotherapist on a paper. He provided support to staff groups in 10 schools in Brent, north London. He found that teachers and school staff who had this support—a group discussion of work in the school—on a regular basis were found, over a period of time, to have a lower rate of sickness absence because they had the opportunity to think about what they were doing, and were supported in that by a professional. He also offered the service to Westminster School, around the corner from here, of which he was a former pupil.
To make this happen, and make our schools as inclusive as possible, we need above all to recruit, retain and support the workforce that can do this. I am encouraged by what the Government have done in making it clear in the standards that child development is now very much expected to be well understood by our teaching workforce.