Saqib Bhatti

It is a pleasure to serve under your chairmanship, Mr Betts. I thank the hon. Member for Dagenham and Rainham (Margaret Mullane) for her eloquent and important speech, for securing the debate and for her work campaigning for a better SEN system for her constituents. I commend her for bringing as many local voices into the debate as possible, because if we are to deliver the system that children, young people and parents deserve, we must ensure that we listen to a wide range of voices. I was pleased to be reappointed as shadow Minister, not least because I can continue to stand up for SEND families, but I was also pleased that the Minister was reappointed to her position—I genuinely mean that. I will work with her on any reforms around pica, given the nature of the condition, and around SEND reforms more broadly. As has been said, pica is a condition where people, usually children, routinely ingest non-edible items. It is often associated with autism spectrum disorder, and reportedly affects between 9% and 25% of children with developmental difficulties, including autism. Although children with pica may eat non-food items that are relatively harmless, others ingest much more potentially harmful substances, including soil, sand, hair, toothpaste and faeces. Non-food items can, on occasion, pass through the child harmlessly, but there are significant health risks—risks that no parent is ever willing to take. The items can cause blockages in the gut, infections, choking and dental problems, to name but a few of the risks. Parents of children with pica can understandably find their behaviour distressing, and often have to go to great lengths to prevent harm to their children—locking cupboards, removing potentially harmful items, and auditing their home and garden to ensure that the child can play safely. That will inevitably lead to a sense of isolation for not only the parents but their child. Parents may not know what kind of support is available or be unsure about how to support their child, and it is often said that children with pica feel marginalised and excluded at school and in social settings. There are indications that, with the right support and treatment, many children overcome pica behaviours, but not all do. That is why training is incredibly important. Getting to the root of the underlying cause is important, and in some cases can be transformative. For some children, pica behaviours may arise from certain nutritional deficiencies, so identifying those factors can be important. For many, it is not always clear what has happened. That is why parents and teachers need more awareness and clear, signposted support. Parents and carers can benefit from a range of online resources, including the National Pica Advisory Service, which was established in 2023. I pay tribute to the work of the organisations, including those in attendance, that provide essential resources and a support network to parents and families, helping them to navigate their child’s condition. I understand that the National Pica Advisory Service is aiming to expand its services so that there is a support hub in every NHS trust. What discussions has the Minister had, or will she be having, to help to improve awareness and support for families affected by pica? It is important to get the right support not only at home but at school. Successfully implemented support plans can help to safeguard children and support them to move away from pica behaviours. That is why teacher training is incredibly important. What conversations has the Minister had with officials about the practical steps that the Government can take, as they do their SEND reforms, to enhance teacher training in this space? Teachers who are trained in pica are not only better equipped to put in place safety interventions in the classroom, but better placed to identify pica behaviours in the first instance. Teachers and school staff are uniquely positioned to notice unusual eating behaviours during school meal times, missing non-food items in the classroom, or physical symptoms such as choking and stomach pains. Given the significant safety risks involved in this condition, including choking and poisoning, it is right that we look at the current training offer for educational staff. There are a number of training certificates that teachers and early years practitioners can obtain, but their discretionary nature means that there are bound to be discrepancies and regional variations, which is particularly important at a time when our schools are being put under significant financial pressure. What is the Minister’s assessment of the adequacy of pica training for teachers, teaching assistants, special educational needs co-ordinators and school safeguarding leads? Pica can lead to incredibly heartbreaking situations, such as the case of 19-year-old Owen Garnett in a school in Stratford-upon-Avon, which the hon. Member for Dagenham and Rainham mentioned. Owen’s tragic death came days after a near-identical miss that should have provided a wake-up call to staff and that the Health and Safety Executive inspector said should have triggered remedial action. Although the school was fined, at the heart of the tragedy was a lack of specialised training for staff and a failure to reassess and reinforce preventive strategies. Has the Minister taken a look at that incident? What lessons will she learn from that as the Department undertakes its reforms? Although I understand that personalised treatment is often at the heart of successfully helping children with this condition, what consideration has been given to the potential merits of nationally recognised training? What discussions has had the Minister had with the Department of Health concerning pica, especially with the SEND reforms? I have asked about that before, as it is important that the gap between health and education is overcome. As the Government implement their plans for SEND mainstreaming, gaps in the quality of pica awareness training are bound to become more apparent and pressing. How will the Government ensure that pica is taken into account when SEND is brought into mainstream settings? How is the Minister’s Department working to support a joined-up approach between parents, health professionals, schools and specialist organisations to ensure that pupils with pica have an updated risk management strategy that evolves with them? Will training on pica form part of the Government’s support for mainstream teachers as their schools take in more SEND pupils? How will funding for pupils diagnosed with pica follow them throughout their education journey? Will that be adaptable in those SEND reforms? To conclude, today’s important debate has highlighted the need to raise awareness and improve support for families affected by pica. When talking to people before the debate, I had to explain what pica was and how it affects so many different aspects of society—in this case, children with special educational needs. There is a real need to reassess the training and safeguarding procedures currently developed within schools. Our focus must be on keeping children safe and ensuring that they have the best chance to thrive both within the current system and as the Government implement their mainstreaming reforms. Parents, carers, pupils and teachers will be listening, and they deserve clear answers. I hope the Minister can provide some.