My Lords, I will take a few moments to support my noble friend. The major point she has made is that if you do not measure something, it does not happen. It is also the case—as we know through the special educational needs model—that the minute you start to compete between mainstream expenditure in a school and something specialist such as this, you already have a conflict. It often results to the detriment of the minority activity—the one that if you do not look for, you will not find very often. My noble friend mentioned the low to moderate levels of need that could grow and probably impair; there needs to be a reason to look at them and make sure things happen. These problems are also probably going to be tied in with just about every other problem you can imagine in a school—special educational needs, parental problems and so on. Every time you have something that causes stress, you generally find increases in mental health problems.
I hope that the Minister will give us at least some idea of what the Government are doing to make sure that there is some capacity for the staff to have some idea of how to spot this and move it on to the relevant professional. That is the key thing. My noble friend mentioned it, as did the noble Baroness, Lady Fox. If you are not a professional, you will have to be told where to look and then when to pass it on. If you do not have this, you are going to make mistakes. If you just say, “Try harder, concentrate, get on with it, what is the problem with you?”, which is a perfectly normal reaction when you are confronted by somebody who is not conforming to the norm, who is annoying you and disrupting a class, this will exacerbate those problems within the classroom.
Dealing with this properly, or having a better chance of dealing with it, gives a better chance for teachers to get on and do their job and teach and teach the rest successfully. You have to deal with the whole picture to make sure you get good results.