There’s a gaping hole in our ability to support our most vulnerable children

Chris Mullen

Chris Mullen, Social Care Policy Advisor

By 2020, in just 3 years’ time councils will be facing a £2 billion funding gap for children’s social care services[1].The figure is eye-watering, but recently a collection of academics, researchers, parliamentarians, practitioners, England’s Children’s Commissioner, but sadly not the new Children’s Minister, gathered at the latest All Party Parliamentary Group on Children to discuss the state of children’s social care services in England. Not one person in the packed committee room disputed this figure, including the Director of the National Children’s Bureau who stated there was a clear crisis in children’s social care funding.

The meeting discussed a survey of 1600 social workers -the vast majority reporting that the bar is becoming higher and higher for children and families to get support by children’s services.[2] It’s hardly surprising.

As my last blog reported, it is only recently that the previous Conservative administration acknowledged the funding crisis in adult social care, with councils now being allowed to raise additional money through ring fenced council tax rises. But why has this not happened in children’s social care?

Is this because children don’t have immediate political power, as ageing or grey voters do, being able to trigger the issuing of P45’s of previous MP’s at the stroke of a pencil at the ballet box? Or is that children’s social care support is perceived by many voters as somehow about undeserving children or that children who receive social care support are in families who should be meeting those children’s needs and not the state?

If in these times of austerity the moral argument has been won to support the needs of our vulnerable elderly population, we must do all we can to persuade our politicians to extend this to children who are equally vulnerable!

Deaf and disabled children are also sometimes supported by children’s social care; but with resources and demand pressures, these children are getting reduced levels of support or are only experiencing social care involvement at the point where preventing abuse and neglect occurs- rather than the safety net support of services to help children and families. Sadly this reinforces the view of those children and families as being undeserving.

This is to be expected where the law is too narrow, and local authorities are not legally required to provide early intervention and early help services to children and families. This is despite mounting evidence showing that if targeted well, these services can prevent more costly state intervention later on[3]. With limited resources, many local authorities are striving to innovate to meet rising demand for services, but ultimately have to intervene to protect children who have suffered significant harm or at risk of immediate harm.

Sometimes when a crisis occurs, new or alternative ways of thinking emerge. In 1946 Britain was broke and devastated by WW2, yet during this time of austerity it took the wisdom of a few to create the NHS which despite its problems, is fiercely supported. We need a similar revolution now. Investing in a safety net of support for all children and families as a democratic right will reap benefits for the whole of society –and that includes those who disagree with such a measure who cannot escape living alongside children and families! And also as a final thought, weren’t we all once children?

Previous Blog

https://ndcscampaigns.com/category/social-care/

[1] https://www.local.gov.uk/about/news/councils-face-2-billion-funding-gap-support-vulnerable-children-2020

[2] https://www.cypnow.co.uk/cyp/news/2004211/child-protection-thresholds-rising-due-to-budget-pressures

[3] https://www.ncb.org.uk/resources-publications/resources/no-good-options-report-inquiry-childrens-social-care-england

“Involving deaf young people in the technology they use is the best way to make sure it meets their needs for the future”

Lucy Read

Lucy Read, Head of Children and Young People Participation

Technology has come a long way over the past couple of decades. Those of you who can remember dial-up networks, floppy discs and MSN will be well aware of how much technology has changed over time.

If you have absolutely no idea what I’m wittering on about ­– that is proof of just how quickly technology moves on. What was current one minute and everyone was using can quickly change and adapt with people’s changing needs.

But how often do deaf young people get to share their needs, wants and wishes for the technology they use or might want? Our experience is not very often.

We are hoping to change this by launching an exciting new Design Your Own Tech competition for young people aged 12–18; giving deaf young people across the UK the chance to showcase their tech talents.

We created the competition to raise awareness of the daily challenges the UK’s 50,000 deaf youngsters face, and of how technology can help them to overcome these.

Budding deaf designers aged 12–18 have until 13 October to submit their innovative ideas for the tech of the future.

Two lucky winners will get to present their ideas to product manufacturers and those with the power to make their designs a reality. They will also get a prize for their school, and can choose from an iPad, VR headset or Amazon vouchers.

For more information and to enter the competition, go to www.buzz.org.uk.

tech-banner

Right to Sign campaign update: Minister says no

Ian_Noon

Ian Noon, Head of Policy and Research, National Deaf Children’s Society

Earlier this year, the National Deaf Children’s Society Youth Advisory Board, after months of hard work, launched their new Right to Sign campaign, calling for young people to have more opportunities for young people to learn sign language in schools.

They surveyed over 2,000 young people – deaf and hearing – and found that a whopping 92% thought schools should offer British Sign Language (BSL) as a GCSE. They published a report setting out the results in full and the case for action.

And the response from the Government? No.

Yesterday, when asked if the Department for Education in England would encourage exam boards to offer BSL as a GCSE, the Minister, Nick Gibb, said: “At present, there are no plans to introduce any further GCSEs beyond those to which the Government has already committed.”

To our knowledge, this is the first time the Government has ruled out introducing a BSL GCSE since the campaign was launched. It’s a massive disappointment and a real slap in the face for all of the hard work done so far by the Youth Advisory Board.

It’s hard not to feel angry about the response. It’s simply unfair and unjust that BSL, an official language in the UK used by thousands of people, is being treated in a way which implies it has a lower status and importance than other languages already being taught as GCSEs. It could even be seen as discriminatory to deaf people.

We’re not going to be deterred and will keep pressing the Department for Education in England for action – our briefing sets out some of the arguments we’re using. Two members of the Youth Advisory Board will also be asking MPs to support their campaign when they head to party political conferences later this month.

If you want to show your support for our work, please sign the Youth Advisory Board petition. More information about the different ways you can support the campaign can be found on the Buzz website.

 

What do we know about communication support for deaf people?

Ian_Noon

Ian Noon, Head of Policy and Research, National Deaf Children’s Society

Last week, the Department for Work and Pensions (DWP) published a monster 142-page document summarising the responses it received to a review on communication support for deaf people. The aim of the review was to try and identify what we know about the supply and demand of professionals (such as interpreters, speech-to-text-reporters, etc.) whose role it is to provide support to deaf people with their communication. We submitted evidence back in 2016 setting out what we knew then about communication support for deaf children and young people.

So what have we learnt from the DWP report? Here are my own top five take-home messages from the report.

  1. Nobody is quite sure how many deaf people there are. For example, we have a very rough ball-park figure on the number of deaf children from the Consortium for Research into Deaf Education – but we know that those figures, whilst the best available, are not 100% reliable.
  2. Nobody really knows how many communication support professionals there are out there either. It’s not something that any government department appears to be measuring.
  3. However, there is a lot of evidence that there the number of communication support professionals isn’t enough. Lots of respondents gave examples of unmet demand among deaf people. For example, there is evidence that too many deaf children are being supported by communication support workers who don’t have an advanced qualification in sign language.
  4. It became clear from reading the report that the term ‘communication support workers’ (CSWs) means different things to different people. We at the National Deaf Children’s Society would use the term to refer to a type of specialist teaching assistant, someone who would provide support to deaf children in the classroom, with signed support as necessary. However, we wouldn’t see them as “interpreters” because CSWs need to be able to do much more than just interpret what the teaching is saying by, for example, supporting deaf children with notes, explaining concepts, and so on. It’s clear though that in other areas, deaf people are being supported by a professional described as a ‘communication support worker’ when really they should be supported by an interpreter. The report points to a need for much more clarity on the role of CSWs and what skills they need in different situations.
  5. Lots of people feel that technology – such as remote sign language interpreters or speech-to-text-reporters – can really help deaf people. However, there was a unanimous view that this cannot be seen as a substitute for ‘real life’ communication support. Indeed, many people were concerned that new technology was being used as an excuse to reduce support inappropriately.

So what happens next? We’re not yet sure. The DWP report is literally just a summary of responses and doesn’t set out any recommendations or actions for the Government.

On our side, we’d be keen to see the Government take action to improve data on deaf children and also to ensure there are more, better-qualified, communication support workers for deaf children and young people. We’d also like to see speech-to-text reporters being more widely used, particularly for older deaf young people, including those at university. We’ll be pressing the Government to set out what action it’ll be taking in response to the report so watch this space.

 

5 Ways A Radio Aid Can Help A Deaf Toddler

Alison Taylor, Senior Information Editor, National Deaf Children’s Society

Compelling evidence shows (see the research) that giving deaf children radio aids in the critical early years, before they start school, can be hugely beneficial for developing their language and supporting communication. But in which everyday situations can they help? Here’s our top five.

1. Family time at home
Whether it’s playing a game together, reading a story before bedtime or talking to your child when they’re in the garden or another room, a radio aid can help deaf children hear their parent’s voice clearly and directly, making them feel connected to their parents and helping build strong relationships.

2. Communicating in the car
When you’re driving you can’t turn to your child to sign, or for them to lip-read you, so being able to communicate effectively is vital when parents are travelling with their child. Radio aids can cut through the background noise of the car engine and the road, allowing you to soothe them if they’re having a tantrum, talk about where you’re going in the car and even play games to make the journey more fun!

3. At nursery or pre-school
Early years settings can be fantastic places for children to get a head start in developing their language and communication before they start school, but they can also be noisy places. Nursery staff can use a radio aid to get a deaf child’s attention to make sure they’re taking part in activities fully and mixing with other children, as well as starting to learn.

4. Staying safe when out and about
You’re at the park and your child is about to walk into the path of a swing, or worse – they let go of your hand and are headed straight for a road – how do you stop them when they can’t hear you calling after them? A radio aid means that your child can hear you at a distance and it will cut through the background noise so you can alert them to danger.

Helen and Alex tell us how a radio aid keeps their three-year-old daughter, Gwen, safe when crossing the road and riding her bike.

5. Actually, whenever they can’t see you
As a parent of a deaf child, you’ll often need to stop what you’re doing and face your child to get their attention and to talk to them, whether you’re out shopping, your child is in a pushchair or in a seat on the back of your bike – whenever they can’t see you. Being deaf aware and creating good conditions for listening are still important, but a radio aid can be a great help for busy parents in those everyday noisy situations that you just can’t control.

F25244 / 85660

Think radio aids might be right for your child?

Find out more about radio aids and how to get one by downloading our booklet for families How Radio Aids Can Help.

Try out a radio aid for free through our Technology Test Drive service.

Read our Quality Standards for the Use of Personal Radio Aids which sets out a common approach to providing radio aids for deaf children.

Watch our video of a group of mums who tell us how they use a radio aid when out and about with their child.

 

New research shows big impact for deaf toddlers from radio aids

ian-as-toddler2 (2)

Ian Noon, (aged 3 years) Head of Policy and Research

One of my earliest, most vivid memories is playing in the lounge while listening to my Mum, who was in the kitchen talking about the dinner she was making/burning. She was only able to do this because she was wearing a microphone and the sound of her speech was coming through clearly and direct to my radio aid, cutting out all background noise.

I used to insist that she wear the microphone all the time – in the car, outdoors, everywhere – and would throw petulant tantrums when she turned it off, even just for a second.

I’ve no doubt that because of all this, I was able to develop good language and communication skills and get a good head start once I arrived at primary school.

So when I joined the National Deaf Children’s Society, many years later, I was amazed to find out that my experience was relatively unusual. A survey by the Consortium for Research into Deaf Education (CRIDE) in 2016 found that 46% of local authorities do not make radio aids available to pre-school deaf children.

This is why I’m really excited by the latest research being published by the National Deaf Children’s Society today. It shows that radio aid technology can have a big impact on hearing and communication for deaf children. In particular, it finds that being able to hear their parents’ voice clearly and directly by using radio aids promotes markedly better parent-child communication.

To me, the research confirms something that many people have known for years. It’s pretty well established by now that the early years are critical in developing language and communication skills, and that the interaction between parents and children is an essential part of this. But we also know that everyday situations like being in a buggy or car can be a noisy minefield for deaf children, making it impossible for them to hear their parents in those critical early years.

Radio aids aren’t for everyone and we still need to look at the individual needs of each deaf child. But it is important that parents have the information they need to make informed choices about whether / when they’d like to try a radio aid for their child. But for these kind of informed choices to mean anything, the other 54% of local authorities need to take action to make sure that they can provide radio aids if parents feel it would benefit them.

Last year, we launched our Right from the Start campaign to make sure that every deaf child got the right support from the earliest possible age. The research published today suggests that one way of meeting this goal for many will be to make sure that there is much wider access to radio aids in the early years. I hope that local authorities will take action to ensure that more deaf children get the chance to benefit from this, like I did.

Live in Wales? Here are 4 reasons why you should take our General Election campaign action

Debbie Green, Policy & Campaigns Officer Wales

Debbie Thomas Policy and Campaigns Officer Wales

NDCS has recently launched a campaign action– the action enables supporters to get in touch with their local general election candidates and make them aware of key issues affecting deaf children.

The core services that deaf children and young people encounter (education, health, social services) fall within the power of the Welsh Assembly and its Assembly Members. The MPs elected on 8 June will sit in Westminster and won’t be part of the Welsh Assembly. Why, then, does our general election action include Wales?

  1. Westminster still has power over some areas that have an impact on deaf children and young people. In particular, laws made in UK parliament about welfare benefits and Access to Work directly affect us in Wales.
  2. MPs are appointed to represent you. As well as attending parliament, they should also spend time meeting their constituents and helping to raise issues that local people draw to their attention. MPs, as well as Assembly Members (AMs) and local councillors, can help make sure that issues with local services are addressed.
  3. Deaf children in England need our help too. It is true that laws made in Westminster around areas such as education, health and social care will be for England only. However, our Welsh MPs are able to contribute to these discussions and hopefully help deaf children in doing so.
  4. Dealing with issues in one area of the UK can help to put pressure on the other nations in the UK to look into the issues too.

Taking part in our online action is really easy to do and should only take a minute. Click here to take part.