My experience of Labour party conference…

Erin 1

Erin McKay

Hello, I am Erin and I’m from Wiltshire. I have a hearing loss and wear two hearing aids. I am currently doing A Level History, Philosophy and English Literature. I attended the Labour Party Conference and I’d like to tell you a bit about my experience.

On Sunday 24 September I got on the train to Brighton. It took a little under four hours to get there. I was on my way to the Labour Party conference where I had 8 meetings lined up to talk about three campaigns that the NDCS are doing. They are Listen Up to improve children’s audiology services, Right to Sign, putting British Sign Language (BSL) in schools as a GCSE and PIP’d Off, about Personal Independence Payments, and the difficulties that deaf people have in getting them. I talked about the Right to Sign campaign as it was the one I helped create with the last Youth Advisory Board.

On the Monday, Brighton was quite rainy and we arrived at the hotel at around 10am to get ready for our first meeting, it was with Sharon Hodgson, the MP for Sunderland West. She is the Shadow Minister for Public Health. She was really nice and we talked about Listen Up, Right to Sign and PIP.

Erin and Sharon

While we were talking with her, the next MP arrived – Alex Cunningham of Stockton. He was also really nice. He gave us some ideas of what to do with the campaigns and who to talk to about different bits. He agreed to ask his local hospital to sign up to the inspections for Listen Up!

Our next meeting was with Liz Twist who is the new MP for Blaydon. We talked about Listen Up! and Right to Sign. Afterwards we met Stephanie Peacock who is also a new MP, for Barnsley. She agreed to ask her local hospital to be part of the inspection process and we also talked about Right to Sign and having Teachers of the Deaf in Schools. We then had a break for lunch and walked around the exhibitions.

After lunch, we saw Jeremy Corbyn and John McDonnell. I managed to get my picture taken with both of them. Our next meeting was with Dawn Butler, the MP who signed a question in parliament. We talked to her about Right to Sign, and she seemed surprised to see that I couldn’t sign. She had already done most of what we wanted to ask her to do, and she was happy to talk about other things to help our campaigns. Next was Helen Goodman who had done a lot of work already with the National Deaf Children’s Society and she was very happy to help us. We talked about Right to Sign, Listen Up and PIP.

Erin labour

Our last meeting was with Tracy Brabin, who was friends with Jo Cox, who I wrote a bit about loneliness for. We also talked about Listen Up and Right to Sign. I had a really good time and would like to do it again.

The best bit of my day was seeing the taxi drivers showing their support for the Uber ban in London by beeping their horns. It went on for about 20 minutes and was really loud! I also liked meeting all the different MPs. Top tips from me for conference are: to share – talk to the MPs and ask questions if you don’t understand something; they are ordinary people.

Growing up in a mainstream school

Emily primary

Emily Meacher (aged 4 years) Policy and Campaigns Support Assistant

Jake’s recent blog got me thinking about my own personal experience at primary school, and how I wasn’t alone in these experiences. And so below are some random reflections of my time at Codicote primary school.

 

I was the only deaf kid in school- children used to say to me ‘why are you death?’ and I would have to try and explain at 6 years old how I am deaf and not actually dead.

I used the deaf card (I started young!) to get out of recorder sessions- I couldn’t bear the noise (can anyone?) and felt elated when I was let off.

Children were curious about how my radio aid worked, so the teacher had the bright idea of sending me out into the playground where everyone watched me. The teacher would say something into the aid but I didn’t understand a word. I felt a bit miffed about being sent out whilst the whole class gawped through the window.

I used to take part in school plays, and didn’t hear or understand any of the songs- I would just move my mouth and pretend to go along with it.

I used to go to my friends’ sleepovers and whilst a lot of the kids were up late chatting in the dark, I would be asleep. I would wake up and see the kids playing with my hearing aids, trying to put them into their ears out of curiosity.

I had a best friend Claire, who I am still best friends with to this day whose mother, told Claire she was worried about her hanging out with me- as her voice had started to get ‘lazy’- and that she was starting to sound like me! Of course, Claire didn’t listen thankfully.

Although there were times when I struggled, overall I received good educational support in school and if it wasn’t for the support there, I don’t think I’d have passed the entrance exam (this has now changed -they no longer have an entrance exam) to get into Mary Hare, secondary school. It was at Mary Hare that I developed my deaf identity.

Since my time working at the National Deaf Children’s Society, it pains me to think that some deaf children out there do not get the same support I had growing up. Some deaf children are coping, rather than thriving. This needs to change – we are working hard to challenge proposals to close resource bases and reduce support – one example being in Manchester. Hazel, our Regional Director for the North West and Sally, our Policy and Campaigns Officer fought hard alongside passionate parents, and in the end we managed to reduce the amount of budget cut to the service. Not only that, but we also managed to save one of the two resource bases under threat. Great news!

If you want to get involved in campaigns like this, then join with me and the Policy and Campaigns team by signing up to our Campaigns Network here: http://www.ndcs.org.uk/help_us/campaigns/campaign_with_us/campaign_network.html

 

Crossing the Divide

Martin-Mclean-cropped

Martin McLean, Education and Training Policy Advisor (Post-14), National Deaf Children’s Society

Further education (FE) is getting a lot of attention at the moment and rightly so. The UK has major skills shortages in many sectors and Brexit may mean we are less likely to be able to rely on EU immigration to plug the skills gap. The Education Secretary, Justine Greening, as I type this blog, has just made a speech where she talked about creating ‘an army of skilled young people for British business’. To address skills shortages the Government is creating 15 technical routes and new T-level qualifications in England. Wales is also on the verge of significant post-16 education reform.

FE colleges will play a major role in delivering the new qualifications and with FE colleges being the destination for the majority of deaf young people at 16, investment in the new technical routes will be no bad thing if they lead to clearer pathways to employment.

Recently, a small piece of research was carried out for us by a group of civil servants and corporate sector employees on the transition deaf young people make from FE into employment and the support they receive to do this in FE. We asked them to look at this issue because there is so little data out there on the outcomes of deaf young people who attend FE colleges – are they finding jobs after leaving college and how well prepared are they for entering the job market? We suspected that the support available to them to find work might be quite poor. Sadly, the research confirmed that this is probably the case. The main findings of the group’s research were:

  • 59% of parents of deaf young people stated their child’s college did not help them find any work experience or placement opportunities
  • 39% of parents stated their child had not received any careers support or guidance at college
  • Young people who had received college-supported work experience were more likely to have gone onto employment or further study

Some parents reported negative experiences with their child making the transition to work:

“It was disappointing that on his first visit to the Job Centre, in an effort to find employment, they put him on ESA (Employment Support Allowance) without the necessity to attend support sessions. In other words, he was written off as being unemployable”

“We didn’t know what help was available. Recruitment companies didn’t seem to be interested in helping my daughter get a job and I put this down to her being deaf.”

This type of experiences provide a strong case for deaf young people having access to tailored careers advice at school and college. It is not just about access to careers advice that their hearing course-mates receive. Do young people know that they can benefit from Access to Work? Do they understand their rights under the Equality Act? Are they aware of the organisations that might be able to provide further support when they leave education? We believe schools and colleges have a role in making sure deaf young people receive this type of information.

deaf young person looking for work

It is expected that work experience will be a compulsory part of a T-level – this is welcome and we need to make sure deaf young people receive the support they need on these placements.

FE and skills reform has cross-party support and I believe that better investment in FE will benefit many deaf young people. However, before they embark on any technical routes, we need to fight for deaf young people to have better access to decent careers advice so that they can make properly informed decisions about the career opportunities available to them and understand support that is available in the workplace.

I’m deaf myself and remember leaving education to find work being very daunting. I am sure it is the same many deaf young people finishing education today. Through working together with the FE and skills sector NDCS hopes to make the divide between education and work a lot narrower.

General election 2017: Meeting the social care needs of deaf children

Christopher Kang-Mullen – Social Care Policy Adviser

The social care needs of the elderly has been getting a lot of attention during the election – but it’s important to remember the social care needs of disabled children too.

 

Social care covers a wide range of services which councils provide to support and protect disabled children and children in need to live at home and enable them to develop socially, intellectually and emotionally. This can include important services such as family centres, holiday clubs residential respite placements, child protection services and looking after children who for different reasons are not able to live at home safely.

Many deaf children and young people need additional support for their needs to be met and, whilst many families can do this, other families may need some help to ensure this happens.

Since 2010, there have been significant cuts to council budgets from central government. In March, the All Party Parliamentary Group for Children’s year-long investigation into the state of children’s social care. Their No Good Options report found that 89% of directors of children’s social care services are now struggling to meet their statutory duties to meet disabled and vulnerable children.

Even before the cuts started, we knew that deaf children had been struggling to get social care support. This is because of the demise of specialist sensory social workers and teams. As a result, in too many areas, support is too often only being provided by social workers with no real expertise in deafness or an understanding of the short and long term risks that deafness can pose unless the right support is in place.

As budgets shrink, councils will naturally focus their resources on protecting those children who at the greatest risk of abuse and support those who are cannot remain at home. This will inevitably mean that more disabled and vulnerable children will not get the support they need early on but much later when issues have become far worse.

With limited resources, councils must protect those who are in most need. But we believe that councils must also provide a range of ‘preventative’ community and leisure activities that help disabled and vulnerable children and their families feel supported, valued and able to participate and contribute to their communities as other children and families. As the No Good Options report noted, for every one pound we spend on preventative services we spend four pounds on child protection.

The current focus on the funding of adult social care has ignited a clear debate, showing the challenges that must be addressed. We also want to see politicians and parties also address children’s social care funding, recognising what social care means in its widest sense and the need for early preventative support for deaf children and other disabled and vulnerable children. We call on all political parties to make this goal a reality.

If you agree, please ask the candidates in your area what they will do to support the social care needs of deaf and other disabled children. Take a look at our website for more information and election resources.

General election 2017: Uninspected audiology services

Beccy Forrow Policy and Campaigns Officer

Beccy Forrow, Policy and Campaigns Adviser

Would you send your child to a school that hadn’t been inspected by Ofsted? Would you ride in a car that didn’t conform to industry safety standards? Would you eat in a restaurant that refused to take part in food hygiene inspections? All questions I’d answer no to.

But this is what is being allowed to happen with children’s audiology services in England. Only 15% of services have been inspected and achieved a high enough standard to become ‘accredited’. This leaves the majority of services uninspected – with deaf children, young people and their families having no idea whether they are attending a great service or one that is poor quality and unsafe.

Considering that an NHS report in 2014 found that one third of audiology services were failing to meet critical NHS quality standards, with no incentive to improve, it’s unlikely that many will now be providing a better service. This matters because hearing is critical to a child’s development of language and learning. Early diagnosis and support reduces the risk of delays in language, educational, social and emotional development. But this support needs to be consistently of good quality.

Earlier this year we created an audiology map so that parents could check if their local service had reached a high enough standard to be accredited. However, of 134 services, 40 have so far refused to take part in the inspection scheme at all. Many others have registered for the scheme but not moved closer to an inspection visit over the course of the last few years.

We’re calling on the next Government to make it compulsory for all children’s audiology services in England to take part in the inspections so that parents can be confident that they are fit for purpose. As the inspections cost money and can be time consuming to prepare for, it’s vital that the Government levels the playing field by making the inspections mandatory for all services. Audiology services for deaf children won’t get better on their own.

If any general election candidates come to your door, be sure to ask them about the quality of children’s audiology services. We’ve got some other questions you might like to ask them on our election web page.

General Election 2017. Deaf young people matter.

Martin-Mclean-cropped

Martin McLean, Education and Training Policy Advisor (Post-14), National Deaf Children’s Society

Less than half of young people aged 18-24 are expected to vote on June 8th. Personally, I think this is a tragedy as it means that politicians may be less focused on trying to win young people over because this will not be the key to winning elections. It can be argued that policies on housing, benefits or higher education, for example, might be different if more young people voted.

We at the National Deaf Children’s Society want to make sure that the needs of young people are high on the agenda. We have some key asks for each of the parties to help ensure deaf young people have bright futures. For this year’s general election they are:

    1. Ensure deaf young people receive access to specialist careers advice. Imagine as a deaf young person thinking about what you want to do in the future but you did not know you had rights under the Equality Act or that there was funding for communication support and technology in the workplace (Access to Work). Sadly, this is the reality for many deaf young people and we believe it influences their subject choices at school and college. We want all deaf young people to have access to specialist careers advice so that they are better informed to make choices about their futures.
    2.  Revamp the Access to Work employment support scheme. As a user of the Access to Work I can say I probably could not do my job without it – it pays for the communication support I need to access meetings and training. However, when applying for the first time you will need to very clear about what support and how much of it you need. We don’t believe the application process is friendly for young people and would like to see specialist advice from dedicated champions when they apply for the first time, as well as support that it is flexible and tailored to their needs.
    3. Make it easier for deaf young people to complete apprenticeships. The main political parties are keen on apprenticeships. So are we. High-quality apprenticeships can be a good way of ensuring deaf young people gain vital work experience alongside achieving qualifications. We believe the funding system for additional support on apprenticeships is currently unsatisfactory and needs to be improved and simplified.

Help us put the needs of deaf young people on the agenda by asking the parliamentary candidates for your area what they would do on the above issues if elected to parliament. Also, if you know any deaf young people over 18, encourage them to register to vote- they do matter!

General election 2017: Getting a high-quality education for deaf children

NDCS - Ian Noon, Head of Policy and Research

Ian Noon, Head of Policy and Research

In my own education and in others, I often come across the phrase “he’s coping well”. I hate the phrase. I hate it because it seems to suggest a lower set of expectations for deaf children is perfectly OK and even something to aspire to. Deaf children should not just be coping. They should be thriving, reaching for the top and being the best they can be.

As much as I would like them to, I doubt I can get the next Government to ban the word ‘coping’. But there are still a lot of other things they can do to make sure that deaf children can thrive in education and get the support they need.

Brian has already blogged about the need for the next Government to protect funding for education services for deaf children. We also want the next Government to make sure deaf children have access to a high-quality education. Two things they can do to help achieve this in England are:

  1. Get Ofsted to specifically inspect the quality of education services for deaf children. Ofsted and the Care Quality Commission have already begun a time-limited inspection programme of local area special educational needs support in England, something we long campaigned for. However, these inspections are looking at all children with special educational needs in a very general sense. Services for deaf children are still receiving very little scrutiny as part of this.

We think this is wrong – why should parents of deaf children get less information than other parents about the quality of support their child is receiving? We also think that local authorities would focus more on making sure deaf children get a good education if they thought Ofsted might rap them over the knuckles if they didn’t. 

  1. Set up a new bursary scheme to recruit Teachers of the Deaf to address the recruitment difficulties experienced in a number of areas. A report earlier this year found that there had been a 12% decline in the number of qualified Teachers of the Deaf in England since 2010. In other words, 1 in 10 Teachers of the Deaf have disappeared in the last 7 years. Separately, we also know that around half of all existing Teachers of the Deaf are expected to retire in the next 10 to 15 years. Unless action is taken to address this staffing crisis, future deaf children are going to risk having to go to schools that haven’t had any expert advice from Teachers of the Deaf or not getting the specialist attention they need.

If you think deaf children need higher quality support, make sure that candidates standing for election know how important this is to you, and ask them to commit to take action if they are elected. Our website has more information about how you can get involved in the election to make deaf children matter.