The hon. Gentleman has always brought interesting examples and ideas to my previous debates on health-related issues. I am sure the Minister has listened to him. We should seek to learn from any example of good practice, whether it be in the public or the private sector, but whether we would support rolling out the private element more widely is a different issue. That said, if the practice is good and the children are achieving, clearly we should look at it.

Although there are fewer deafblind children than deaf children in the UK, they face a unique set of challenges —of which the hon. Gentleman is clearly aware—when accessing education, and they therefore require specialist support. To be able to get that support, they first need to be identified as deafblind, which is their local authority’s responsibility. Every two years, the charity Sense conducts a survey of local authorities and their identification rates. It estimates that local authorities should be identifying 31 deafblind children per 100,000 of the population. In 2014, they were identifying on average just 14 per 100,000, which is a 7% drop from the figures reported in 2012. The low identification rates are attributed by Sense to poor professional awareness of deafblindness and to inadequate information sharing between agencies. Although this is a crossover issue for health and education, I am concerned that identification of deafblindness is proving to be more difficult and that fewer young people are being identified early enough in the process.

In Plymouth, as in the rest of the country, the number of deaf children has risen. In 2012 there were 171 deaf children in Plymouth and by 2013 there were 175. In the south-west as a whole, 49% of deaf children managed to achieve five GCSEs at grades A* to C in 2011, which is more than the current national average, but way below the average for children without a special educational need. In 2013, however, the attainment levels dropped, with just 40% of deaf children achieving the target of five GCSEs.

Clearly there is an issue. I welcome statements by local authorities that specialist education services are increasing, despite the cuts in the system, and that a review of the specialist educational service for deaf children will go ahead in 2014-15. However, there is a shortfall in specialist teachers nationally and that is having an impact on Plymouth. In England, the national average ratio for visiting teachers of the deaf to children is 1:44. In Plymouth, with just two visiting teachers of the deaf, the ratio is 1:72. I am told that those two specialist teachers are being stretched by unrealistic and unmanageable caseloads. What is being done to recruit, train and, importantly, retain teachers across England with that level of expertise?

The impact on education of being deaf is not only felt at a young age. Many young people continue to experience problems when in higher education. When I met NDCS at the Labour party conference in September, I was told about a young man who relied on note-taking support at university, but when he started his first term he found that no support had been organised, despite the fact that the university had been given plenty of notice of his needs. Unsurprisingly, that made his first couple of months very stressful and unproductive. The issue affects the whole of the education spectrum—from nursery right the way to young people seeking to move from secondary education to university—and it needs to be addressed.

Deaf students will certainly be impacted by the changes to disabled students allowance, in relation to which there has been no mention of non-medical help, such as using British sign language interpreters. I wonder whether the Minister has discussed that issue with his colleagues in the Department for Business, Innovation and Skills. As I have said, young people coming out of mainstream education and seeking to progress to university may find that that journey is not possible because of the new barriers that are being erected. Randstad student and worker support has told me that 27.7% of the students it surveyed said they would not have attended university without DSA. I am sure the Minister is as anxious as I am not to close off any option to pupils who wish to progress their education.

What needs to be done? Obviously, budgets are tight, and everyone is being asked to do more for less. Charities such as the Plymouth Deaf Children’s Society are working with partners, including the Plymouth YMCA, which has provided admin space in its premises and is incredibly supportive. I have some wonderful people working with various organisations, such as something called CHSWG—the Plymouth Children’s Hearing Services Working Group—and the Plymouth Deaf Children’s Society, including its chair, Yvette Beer, who is fabulous. They are doing a lot of good work, but they were very anxious for me to come to the House to raise some of the concerns that they had raised directly with me.

From my remarks, the Minister will understand not only that we risk making the educational pathway of many young people more difficult, but that there are still gaps in the existing provision. I look forward to hearing his comments.