My Lords, the three amendments in my name—Amendments 45A, 46A and 46B—all have at heart addressing the idea of training for teachers in the skills required to deal with special educational needs. This is primarily inspired by my work with the British Dyslexia Association; I draw the House’s attention to my interests in this area. I am trying here to clarify how the Government propose using the code, and the ongoing need to train teachers in how to deal with the issue.
The first amendment is about the whole school: what basket of skills is required to deal with these people? Identification is an important part of this. Unless you know what you are looking for, hidden disabilities—dyslexia, dyspraxia—are quite easy to miss. I do not really have to draw on much evidence to say that it has happened throughout the history of organised education. We have got it wrong, and inappropriate training often leads to very negative results for those concerned.
I appreciate that the Minister—my noble friend Lord Nash—has given me some assurances, particularly for the amendment that deals with SENCOs, but actually there I suggest that the person in charge of the overall position get a bit more specific knowledge. The Minister has moved quite a long way already on this, and I thank him, but a little more specific knowledge about the actual nuts and bolts of the subject would be helpful.
The really beneficial provision here is on something that I think will come back, if we do not get it through today: initial teacher training. Some 10% of the population of any school, and indeed of the population as a whole, is dyslexic according to the British definition; you can stick in 3% for dyscalculic and dyspraxic, and you can stick in ADHD and one or two other problems. Those are the hidden problems. If you know what you are looking for, you have the opportunity to call in help and support, and not to make the classic mistake of saying, “Work harder”, which leads to a very negative educational experience. Such an experience invariably leads to the child either being disruptive in the classroom, or doing that wonderful disappearing act into the middle of it and making damn sure that they do not pay any attention to the class and that the class pays no attention to them.
If the Minister can assure us how the Government will work towards the goal of making sure that the entire establishment, and the individuals themselves,
are better prepared to provide the help and support that will lead to better outcomes, I will be very much reassured. I beg to move.