Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the SEND and alternative provision improvement plan published in March 2023, what steps she is taking to ensure families have confidence in the mediation process set out in that plan.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The reforms set out in the special educational needs and disabilities (SEND) and alternative provision Improvement Plan are geared towards making families’ overall experience of the SEND system more positive through more collaborative, consistent and transparent decision-making, thereby increasing parental confidence and leading to a less adversarial system.
The department wants to rebalance the SEND system through earlier identification of need and through support provided, where possible, in mainstream settings. The department is currently testing a range of measures through the Change Programme. The department believes the Change Programme will make the biggest improvements to the quality of Education, Health and Care (EHC) plans, and the experience of getting them. These measures include multi-agency panels to improve the quality of decision making and parental confidence in the EHC needs assessment process, a single national EHC plan template and guidance, advisory tailored lists and measures to resolve disagreements more quickly through the use of strengthened mediation procedures.
Strengthening mediation is key part of the departments proposals. This is because where effective mediation takes place, disputes can be resolved earlier, without the need to appeal to the Tribunal. The department is working closely with the Council for disabled children to develop bespoke mediation guidance for families so that they understand the process, their rights and the benefits of mediation.
Recognising the importance of families receiving high-quality mediation, the department is working with the Civil Mediation Council and the College of Mediators to review and build on their existing professional standards for SEND mediators, first published in 2018, which apply to their joint register of accredited mediators. The department has engaged parents/carers, children and young people in the drafting and testing of the guidance and standards.
The department are also developing and testing a good practice delivery model for SEND mediation to help improve the quality and consistency of mediation provision, as well as gathering more data on the impact and outcomes of mediation.
All of these things taken together should help improve family confidence in the overall SEND system, as well as in the mediation process.
Asked by: Holly Mumby-Croft (Conservative - Scunthorpe)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made on the roll out of the Championing Kinship Care strategy; and what her planned timetable is for deploying it nationally.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
In December 2023, the department published 'Championing Kinship Care', which is the first ever national kinship care strategy. The department is investing £20 million of funding in the 2024/25 financial year for Championing Kinship Care to help move towards a children’s social care system with kinship at its heart.
Since the publication of Championing Kinship Care, the department has:
The department will provide an update on the financial allowance pathfinder programme in the coming months.
Asked by: Philip Davies (Conservative - Shipley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether (a) her Department and (b) Ofsted has set targets for further education colleges on the number and proportion of students who should participate in relevant work placements during their course.
Answered by Damian Hinds - Minister of State (Education)
The department does not set targets for further education colleges on the number and proportion of students who should participate in relevant work placements during their course. Ofsted assess whether learners are given appropriate and high quality work-related or employment experience depending on the learners’ needs. This varies greatly from one learner to another depending on their experience and from one programme to another.
Asked by: Kim Johnson (Labour - Liverpool, Riverside)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to support local authorities to prioritise the provision of high-quality reunification support for children in care to return home.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department is committed to ensuring that looked after children are able to achieve permanence. Where a looked after child’s permanence plan is to return to the care of their family, there should be a robust decision making process to ensure this decision is safe and sustainable and will safeguard and promote their welfare. Local authorities should set out what support and services will be provided following reunification.
In the 2023 update to the statutory guidance, titled ‘Working together to safeguard children’, the department set out that local authorities may consider whether family group decision making would support the child’s transition home from care and the role the family network could play in supporting this.
The £45 million Families First for Children Pathfinder programme will test family network reforms through increased use of family group decision making and implementing Family Network Support Packages. These packages will provide practical and financial support to enable family networks to help children stay safe and thrive at home. This reform area will empower families by prioritising family-led solutions engaging wider family networks throughout decisions made about a child which may support reunification.
Asked by: Anthony Mangnall (Conservative - Totnes)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to increase access to speech and language therapists in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department’s vision for children and young people with special educational needs and disabilities (SEND), including those with speech, language and communication needs (SLCN), is the same as it is for all children and young people. The department wants them to achieve well in their early years, at school and in further education, to find employment, to lead happy and fulfilled lives and to experience choice and control.
The first response when any child is falling behind in school is good quality teaching. To support with this, the department is developing a suite of Practitioner standards, called ’Practice Guides‘ in the SEND and alternative provision Improvement Plan, which will set out the best available evidence to help professionals in mainstream settings, including early years staff, teachers and teaching assistants to identify and support the needs of children and young people they work with, including for those with speech and language needs.
In some cases, additional, specialist support may be required to meet the needs of a child, including support provided by speech and language therapists. The department is working with the Department of Health and Social Care to take a joint approach to SEND workforce planning. The department established a steering group in 2023 to oversee this work, which is intended to be completed by 2025. The government is also backing the NHS Long Term Workforce Plan, which sets out the steps the NHS and its partners need to take over the next 15 years to meet the needs of the changing population. This includes increasing the number of allied health professionals such as speech and language therapists.
In addition, working with NHS England, the department is funding the Early Language and Support for Every Child pathfinders within the department’s Change Programme until 2025. The project will fund nine Integrated Care Boards and local areas within each of the nine Change Programme Partnerships to trial new ways of working to better identify and support children with SLCN in early years and primary school settings.
Asked by: Thérèse Coffey (Conservative - Suffolk Coastal)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help increase the number of foster care placements in (a) Suffolk Coastal constituency and (b) Suffolk.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department is investing over £36 million this Parliament to deliver a fostering recruitment and retention programme, so that foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the foster carers we have.
Suffolk County Council is participating in this programme and is working in a regional cluster group, ‘Foster East’, which is led by Norfolk.
Greater financial support for foster carers will help improve the experiences of all children in care. For the second year running, the department is uplifting the National Minimum Allowance (NMA) above the rate of inflation. For 2024/25, the NMA will increase by 6.88%. This is on top of a 12.43% NMA increase in 2023/24.
In addition, the department estimates that changes to tax and benefit allowances will give the average foster carer an additional £450 per year, as well as simplifying the process for self-assessment returns for most foster carers.
The department will also build on its investment since 2014 of over £8 million to help embed the Mockingbird programme, which is an innovative model of peer support for foster parents and the children in their care where children benefit from an extended family environment.
Asked by: Mohammad Yasin (Labour - Bedford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to reinstate martial arts to the curriculum for (a) GCSE and (b) A-Level PE.
Answered by Damian Hinds - Minister of State (Education)
In 2018, the government conducted a public consultation to invite proposals to add activities to the published GCSE, AS and A level PE activity lists. To be included on the list, activities needed to meet the five criteria set out in the consultation and had to be sports recognised at the time by Sport England.
Martial arts, such as judo, ju jitsu, karate, and taekwondo, were put forward for consideration, but failed to meet criterion five. They were found to have too many variations which would make it too difficult for teachers and moderators to reliably assess.
The department currently has no plans for a review of the PE activity lists. The government wishes to provide certainty for schools by not changing the lists of eligible activities on a regular basis. Nevertheless, it is important to note that the inclusion or non-inclusion of an activity on the list does not represent a view on the legitimacy or value of the activity. Activities are included based solely upon whether they meet the criteria set out in the consultation and therefore their suitability as a means of assessing students’ skills as part of a PE qualification.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made on accelerating the roll-out of mental health support teams in schools and colleges since publication of the SEND and alternative provision improvement plan.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Meeting children’s social, emotional and mental health (SEMH) needs is a crucial aspect of strong special educational needs and disabilities (SEND) provision. This is why the SEND and alternative provision Improvement Plan works to facilitate a more joined-up response between the department and NHS England to support children with SEMH needs. Schools and colleges can play a vital role in promoting and supporting pupil and student mental health and wellbeing, both in providing early support and intervention and through liaison with specialist services as required.
Mental health support teams (MHSTs) have achieved their NHS Long Term Plan coverage ambition a year early and more teams are coming. As of March 2023, 3.4 million pupils and learners were covered by mental health support teams in schools and colleges in England, which equates to 35% of pupils and learners in England. The department estimates that 498 MHSTs will be up and running by April 2024, covering at least 44% of pupils and learners. The department further estimates there will be 600 teams covering at least 50% of all pupils across primary and secondary schools by 2025. New coverage data will be published in due course.
Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department for Education:
To ask the Secretary of State for Education, what financial support is available to young adult carers between the ages of 16 and 19 who are in further education; and what steps her Department takes to ensure equitable access to that support across regions.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department is determined that all young carers get the support they need to succeed in all stages of education.
The department provides a range of financial support for students who need it to enable them to participate in further education. This includes free meals, bursaries to help with the cost of education, such as travel, books, equipment, and trips, plus support for childcare and residential costs where required.
In the 2023/24 academic year, over £160 million of bursary funding has been allocated to institutions to help disadvantaged 16 to 19 year olds with the costs of taking part in education. This is nearly 12% higher than published allocations for last year. The department has also made available around £20 million each year specifically to support students in defined vulnerable groups, for example those in care, care leavers and those supporting themselves in receipt of certain social security funds or benefits.
To ensure that the distribution of this funding around the regions matches the needs of young people, the department began moving to a new approach to allocate the fund from the 2020/21 academic year. This approach uses up to date disadvantage data and focusses more on the costs of travel to ensure that institutions get more Bursary Fund if their students are from more disadvantaged areas and/or travel a long way to attend. The 2023/24 academic year allocations fully reflect this new approach after its phasing in over several years.
Institutions decide which young people receive bursaries and determine the level of financial support they receive. They develop their own eligibility criteria for access to the discretionary bursary fund, including setting a household income threshold appropriate to their area and must publish information on this for students.
Asked by: Jonathan Gullis (Conservative - Stoke-on-Trent North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of apprenticeship levy networks in improving small businesses’ access to apprenticeship levy funding.
Answered by Luke Hall - Minister of State (Education)
The apprenticeship levy supports employers of all sizes to invest in high-quality apprenticeship training. Transfers are a great way for large employers to use their levy funds to support apprenticeships in other businesses, including small and medium sized enterprises (SMEs), flexi-job apprenticeship agencies and charities, to help meet local or sector skills needs. This could include businesses in their supply chain.
The department continues to promote the benefits of levy transfers and has increased the proportion of their funds that levy-paying employers can transfer to support more apprenticeships in other businesses from 25% to 50%. This will help SMEs hire more apprentices by reducing their costs and enabling them to benefit from the support and experience that larger employers can provide.
Hundreds of large levy-paying employers have already taken advantage of the opportunity to transfer their unused levy funds to other businesses. Since September 2021 over 550 employers, including ASDA, HomeServe, and BT Group, have pledged to transfer over £37 million to support apprenticeships in businesses of all sizes. It is also encouraging to see regional schemes to support local businesses through transfers, including in the West Midlands.
SMEs can also access funding directly from the apprenticeships budget. The department has increased investment in the apprenticeships system in England to over £2.7 billion this financial year to support employers of all sizes, including SMEs. In addition, last year, the department removed the limit to the number of apprentices that SMEs can take on, making it easier for them to grow their businesses. This has already benefitted almost 350 SMEs. The department also now fully funds the costs of training and assessment for new apprentices aged 16 to 21 in small businesses.