Initial Teacher Training — House of Lords, 2021-11-18
Topic: Education
Dominic Hubbard (Liberal Democrats, Centre to centre-left): My Lords, when talking about teacher training, I am always struck by the fact that schools and the teachers in them are often seen as the answer to all of the world’s problems. I cannot think of a single issue in society for which it has not been suggested, "Oh, put it in the curriculum. Teach it at schools". This includes everything from household management, various forms of sexual health, sporting activity and manners—bits of society say, "Dump it on the teachers. They’ll take care of it". We ask a lot of our teaching establishment. However, we ask them for one primary thing: the ability to learn, starting at school but carrying on throughout life, so that people can be trained and educated to give society the raw materials that it needs. This is a big ask The noble Baroness has brought forward a very timely debate for the simple reason that, at the moment, we seem to be in a very odd place. We have the idea that you should be trained within a school or classrooms primarily, but you should have some back-up at universities. But both will deliver this—and some can and some cannot, some work and some do not and we do not like what is going on. In the end, I am basically somewhat confused. I am not quite sure exactly what the Government want out of this—possibly changes and different suppliers My specifics on this—this will surprise absolutely no one in this debate—will be special educational needs. I must declare my interests: I am dyslexic and I am president of the British Dyslexia Association and chairman of an assistive tech company with origins in educational support. When I look through the problems that the teaching profession faces, I see that one of the biggest is that about 20% to 25% of the pupils whom they are teaching do not learn in a conventional manner. Dyslexia is the biggest group and the one that I belong to, but it ain’t the only show in town, and we have a nasty habit of having our troubles come not once but in numbers, or co-occurring—I think that "comorbidity" is the correct term, but it sounds like you are dying twice If someone with attention deficit disorder and dyslexia is placed in a conventional classroom, they are more difficult to teach. The teacher who has to deal with this has a different set of problems from those that they would confront in other pupils, and that is not the only combination that is available: there is the entire neuro- diverse community, autism, dyspraxia and dyscalculia, although we do not officially recognise that one—dyslexia with numbers is the way that it is always described to me by people—all of which will present problems to the teacher If the teacher gets it wrong, the pupil usually reacts in one of two ways. First—this is the easiest one to deal with—they try to disappear into the middle of the classroom. I heard a wonderful description of how a girl with attention deficit disorder usually hides, develops tics—playing with hair et cetera—and disappears in the background. But boys with dyslexia or attention deficit disorder tend to be the ones who disrupt the classroom because, if you are doing so, no one will teach you anything and you are not exposed as failing. Telling that child who has to get through the next two hours that their future, in 10 years’ time, will be blighted if they do not work properly does not work. Would it work for any of us How do we train people to get through? How do we make sure that the teacher’s day and the pupil’s day are bearable? We give them about two days or a day in the course of their training to deal with these massive, diverse problems, where the academics in the field—certainly in the last meeting I went to—use words that I have never heard, having dealt with this subject for over 30 years This is a difficult field. Unless one trains people properly, they cannot reach those groups. They have problems in the classroom that can result in failure. Remember what failure means in the current academic system: if one does not get the right number of people getting the right number of GCSEs, one will lose one’s status, and so on. That pressure is constantly being piled up Also, there is a case for taking the budget out of the mainstream to deal with this issue. It is about £6,000. Why do we not invest at least some of that money in making sure that people have better training? That will mean that school staff are trained within the system to be able to deal with issues next time, too. The training is not for the individual pupil but for the staff, and it should make sure that a normal teacher undergoes good awareness programmes whereby they can at least recognise most of the problems. There should be a day’s or two days’ training on four or five of the most commonly occurring conditions. That would take an enormous load off Then there should be investment in people who can back up and help those staff—two or three experts higher up in the school. That is not a big ask in a school of, say, 1,000 people. If that is done within the profession, the skills will be kept for the duration of the working lives of those staff. The skills will follow them around and can be redeployed and built on My noble friend Lord Storey has pulled me up—it is always annoying when an expert is on hand to correct you—saying that the issue is not that simple because, although courses do not cost that much, one has to take time out to train the staff. However, such training can be done and would still be cheaper and easier than what we are doing now. We have a huge problem of people fighting to get through the education and healthcare plans. They are expensive and usually kick in only once someone has failed. If we intervene correctly, we will be able to do more Lastly, let us have a look at the teaching of English. It has now been announced that systematic synthetic phonics is the right way in which to teach someone. It is reckoned that 25% of the school population does not learn well from that method. We are telling someone that this is the right way in which to teach when we know that it does not reach some groups. Should we provide more of the same if we do not have the expertise? Anywhere else would regard using the same method over and again as the definition of madness, but that is apparently not the case in education.