Chamber and committees

It is not so much that—that is not the question I am asking. I have a quote here from a teacher, who has said:

“Inclusion currently looks like whole classes being left with little to no support while the teacher de-escalates situations and supports individuals to regulate.”

That touches on the behaviour issue, too.

I think that your approach is good. I think that you know that things are difficult and really bad just now. I have been really worried by the written evidence—probably even more than by the oral evidence. The situation is pretty tough, and a lot of people are really feeling it.

Are you concerned that we are in danger of pitting pupils with additional support needs against other pupils because of the huge demands on the time of teachers and assistants, and that that will inevitably lead to others losing out? Are you worried about the atmosphere that is being created in the classroom, with some pupils losing out because there is a drive—quite rightly—towards inclusion? Are you concerned that that is happening?

Of course, resources are part of that, and you have identified a number of different funds, but you are also indicating that there is something beyond money that can change in schools to make things better.

So, we know what that is, do we? If so, why is it not being rolled out? Why is it not being embraced as we would want it to be?

I am talking about specialist environments, specialist schools and specialist places. Is the line in the appropriate place?

My question is on the theme that you have just been discussing. What work have you done on the relationship between unmet ASN and the absence from and behaviour in schools that we have been hearing about? I am particularly anxious about making sure that we get it right for every child in the class, and sometimes I feel that we are not achieving that in the round.

Without giving names, will you give me some specific examples of when things have changed for young people you have seen and therefore things have also changed for the rest of the class?

Good morning. I will first give you a chance to tell us how you think things are just now, but with a particular focus. We have seen a sharp rise in the number of applications over the past period, although it is still not as high as the number of applications in England, and I would like you to explain that. You can perhaps range a bit wider as to what you think is happening in the system. Where are the pressures, and what is your assessment?

That is really interesting. Various factors will influence a child behaving differently at school compared with at home, but I presume that parental behaviour has an impact on a child, because the behaviour of parents is obviously different from the behaviour of teachers. Can you give us an insight into how you ensure that you focus on the shortfalls of school provision? Is there a system in place that helps parents to cope with the consequences of that and of their behaviour?

That is excellent. Thank you.