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NHS letting some patients ‘fall through the cracks' as government urged to do more

NHS letting some patients ‘fall through the cracks' as government urged to do more

Independent29-04-2025

The NHS is 'not working' for people in the UK with rare diseases as they are left to 'fall through the cracks,' a damning new report has claimed.
Nearly three in ten (30 per cent) people with certain uncommon conditions say they are waiting for five years between symptoms starting and being diagnosed with their condition.
Many are still facing 'poor care co-ordination' after their diagnoses, the report by the Rare Autoimmune Rheumatic Disease Alliance (RAIRDA) finds, alongside difficulties accessing information and support.
Geographical factors also make too big a difference, the authors add, with where people live making a drastic difference to the level of care they can expect to receive.
The report claims that the UK health system has had an 'increasing focus' on major and common conditions, but people with these rare conditions are being left to 'fall through the cracks'.
Rare autoimmune rheumatic diseases are a group of conditions, including: lupus, Sjogren's, vasculitis, scleroderma and Raynaud's, where the immune system becomes overactive and attacks the body's healthy tissues.
As part of the report, Ipsos surveyed 1,300 people with these rare conditions in the UK and found:
On average, patients waited for 31 months from symptoms to diagnosis, but this varied considerably between conditions. Many people said that they were initially misdiagnosed with other conditions before they received their diagnosis.
Almost one in 10 (9%) said that after diagnosis, they waited for a year before seeing a specialist. The average wait to see a specialist was five months. The Alliance said treatment needs to 'begin rapidly to prevent unnecessary disease progression'.
After diagnosis, 5% of people said they were responsible for co-ordinating their care, while 9% said they did not know who was in charge.
Only a quarter (26%) said they felt their GP understood their condition.
RAIRDA said that the Government 's upcoming 10-year plan for health represents a 'genuine opportunity' to make improvements in care to make sure that people living with rare diseases are not left feeling 'totally alone with their disease'.
The report makes a series of recommendations, including: the expansion of specialised networks; the reduction in waiting times for diagnosis; giving greater access to support; and improving people's experiences of how they are cared for.
Sue Farrington, co-chairwoman of RAIRDA, said: 'As this report shows, across the UK, people with RAIRDs are not getting the care they need.
'The evidence echoes the stories we hear every day from our patient communities – the UK's health system is not working for people living with RAIRDs, and they are falling through the cracks.
'These findings are perhaps not unsurprising, in a system where there has been an increasing focus on major and common conditions.
'The UK Rare Diseases Framework and subsequent action plans have enabled a significant step for rare conditions, but more is needed.'
A Department of Health and Social Care spokesperson said: 'We know that those living with rare diseases and their families face immense everyday challenges.
'Improving co-ordination of care for people with rare diseases is a priority, and in our recent Rare Diseases Action Plan we set out plans to achieve this.
'More widely, our Plan for Change will transform the NHS by driving down waiting lists and investing in quality facilities to ensure all patients – including those with rare diseases – receive the care and treatment they deserve.'

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Wes Streeting: ‘I won't shrink away from opening NHS to private sector'
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Wes Streeting: ‘I won't shrink away from opening NHS to private sector'

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Doctor leaders warn GP practices ‘on the brink' as demand intensifies
Doctor leaders warn GP practices ‘on the brink' as demand intensifies

The Herald Scotland

time2 hours ago

  • The Herald Scotland

Doctor leaders warn GP practices ‘on the brink' as demand intensifies

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Parent says no, stop the screen rot in schools
Parent says no, stop the screen rot in schools

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time4 hours ago

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Parent says no, stop the screen rot in schools

Bravo to the education committee for finally saying what we all know to be true: for young children, screens are like — and I'm paraphrasing here, but not by much — crack, in terms of rotting their brains and being ludicrously addictive. In its new report, 'Screen time: impacts on education and wellbeing', the committee concluded, 'The overwhelming weight of evidence submitted to us suggests that the harms of screen time and social media use significantly outweigh the benefits for young children.' In other words, it's not social media that's the problem. It's screens themselves. So, boy oh boy, that education committee will be really angry with whoever just made this decision: from September the national statutory tests for five-year-olds, the 'reception baseline assessment', will require at least two touchscreens — one for the teacher and one for the very young child (adult and child, side by side, both on screens, just as God intended.) Who on earth thought it was a good idea to test five-year-olds on tablets? Oh wait, it's written here in small letters, let me get my glasses …It was the Department for Education. Ah. By now, bodies ranging from the World Health Organisation to the NHS have published guidelines about screen time for young children. But these guidelines are arguably too little and definitely too late: a 2020 Ofcom report found that an astonishing 57 per cent of five- to seven-year-olds in Britain have a tablet. As a result of this large-scale outsourcing of parenting to screens, last week a coalition of schools, nurseries and colleges published a letter saying that children were now starting school with speech and emotional difficulties 'that are likely to have been exaggerated by or are even directly attributable to excessive screen time'. And yet the DfE has decided that those same screen-addicted kids should be tested on screens. And just to prove that too much screen time rots adults' brains too, I'm going to respond to this mess with an internet meme: DfE! Make! It! Make! Sense! • Schools issue parents with screen time limits from birth to age 16 So I emailed the department to ask — politely — what it was thinking. Why was it telling parents to give their kids less screen time while telling schools to give the kids more? Alas, to judge from the computer-says-no response I got, the DfE is now run by AI, which might explain its compulsion to test kids online: 'Digital assessments reduce the administrative burden on teachers, freeing up their time to focus more on teaching and supporting pupils' learning.' So young children will get to interact with teachers more by interacting with them less. Or something. Schools switched to digital learning during lockdown, and many found they enjoyed this easing of the 'administrative burden' so much, they never switched back. No surprise, given how much investment has been lavished on it: the UK-based primary school educational platform Atom Learning raised £19 million in 2021 and is now near ubiquitous. In April I wrote about the rise in primary schools of 'ed tech', aka education technology, aka teaching children via the medium of computer games, whizzy apps, tech portals and emojis. You don't need to be Mr Gradgrind to query the benefits of this gamification of education, teaching children from the age of five to expect lessons to be taught in ten-second bite-sized graphics. And we wonder why today's kids have such decimated attention spans. • Book holidays with bad wi-fi to get teens reading, says Winchester head Since then, I've heard some truly fascinating defences of education technology in primary schools. I was told that screens 'enrich students' learning experience', although when I asked if there was any proof of said enrichment, answer came there none. In fact, studies show that primary school kids experience what neuroscientists in one study describe as 'deeper reading' when learning from a paper text, whereas when they learn from a screen 'shallow reading was observed'. I was told that it's important to teach children how to use these devices for their future employment prospects, as though the devices weren't designed to be entirely intuitive, and addictive. And in any case, they will be utterly obsolete by the time these kids are in the workplace. Some argue that ed tech isn't social media, and that's true. But telling young children to do their school projects online is as ridiculous as telling them to do their homework in front of the TV: distraction is always a click away. And my personal favourite: 'The students really enjoy it.' They'd also enjoy eating sugar all day, so let's provide glucose on tap and see how that pans out. The one decent defence schools have for putting young kids on screens is that this is how they will increasingly be tested. Most GCSEs and A-levels will be online within a decade — so why not start them in primary school, seems to be the thinking. But five-year-olds are not 16-year-olds. One educator said to me breezily that this is simple 'market forces'. But schools — and certainly the DfE — should not be uncritical, passive consumers of tech. Mike Baxter, principal of City of London Academy, said last week, 'Over the past 20 years, schools and families have too often blindly trusted technology to aid and even enhance the education and wellbeing of our young people. However, the reality couldn't be further from this.' I have yet to meet anyone who can explain why it's better for children to write an essay online and upload it to Google Classroom than write one by hand in a notebook. If schools can't say how any of this benefits the pupils, they shouldn't do it. Computers aren't the only thing that can say no.

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