Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the extent to which the initial teacher training core content and early careers frameworks prioritise adaptive teaching for children with special educational needs and disability in accordance with individual need.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed with the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils, particularly for pupils from disadvantaged backgrounds and those with additional needs. Careful consideration has been given to the needs of trainee teachers in relation to supporting pupils with special educational needs and disabilities (SEND), and the Early Career Framework (ECF) builds on that learning for early career teachers (ECTs). These reforms support the department’s ambition that all new teachers starting in the profession learn how to meet the needs of all pupils, including those with SEND.
Both the CCF and the ECF outline what trainee and new teachers should learn, and should learn how to do, in respect of adaptive teaching. The CCF sets out a minimum entitlement for trainee teachers and places a duty on ITT providers and their partner schools to meet this entitlement through incorporating the CCF into their course curricula. Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5 that all teachers must have a clear understanding of the needs of all pupils, including those with SEND. To be recommended by an accredited provider for the award of Qualified Teacher Status (QTS), trainees must demonstrate that they meet the Teachers’ Standards at the appropriate level. To pass statutory teacher induction, ECTs must demonstrate that they meet the Teachers' Standards through a formal assessment, signed off by their head teacher and independently checked by their appropriate body.
The department is exploring opportunities to build teacher expertise through a review of the CCF and ECF frameworks. Aiming to conclude by the end of 2023, the review will identify how the frameworks can equip new teachers to be more confident in meeting the needs of children and young people with SEND.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the extent to which trainees and early career teachers understand the legislative requirements, including their professional responsibilities, which relate to pupils with special educational needs and disabilities.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Initial Teacher Training (ITT) Core Content Framework (CCF) has been designed with the knowledge that the quality of teaching is the most important factor in improving outcomes for pupils, particularly pupils from disadvantaged backgrounds and those with additional needs.
Careful consideration has been given to the needs of trainee teachers in relation to supporting pupils with special educational needs and disabilities (SEND). The early career framework (ECF) builds on that learning for early career teachers (ECTs). These reforms support the department’s ambition that all new teachers starting in the profession learn how to meet the needs of all pupils, including those with SEND.
The CCF sets out a minimum entitlement for trainee teachers and places a duty on ITT providers, and their partner schools, to meet this entitlement. In addition to the content detailed in the CCF, it remains a statutory requirement of providers to ensure that their curricula ensure trainees are fully aware of their duties in respect of safeguarding and equalities legislation.
Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5 that all teachers must have a clear understanding of the needs of all pupils, including those with SEND.
Part two of the Teachers’ Standards outlines that teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. To be recommended by an accredited provider for the award of qualified teacher status, trainees must demonstrate that they meet the Teachers’ Standards at the appropriate level. To pass induction, ECTs must demonstrate that they meet the Teachers' Standards through a formal assessment, signed off by their head teacher and independently checked by their appropriate body.
The department is exploring opportunities to build teacher expertise through a review of the CCF and ECF. Aiming to conclude by the end of 2023, the review will identify how the frameworks can equip new teachers to be more confident in meeting the needs of children and young people with SEND.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, further to the ITT core content framework and early career framework: call for evidence consultation, which closed on 21 April, when updates to the ITT core content and early career framework will be published.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Department is conducting a review of the Initial Teacher Training Core Content Framework and Early Career Framework together this year. This review began in January 2023 and is aiming to conclude by the end of 2023.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, further to the ITT core content framework and early career framework: call for evidence consultation, which closed on 21 April, what criteria they will use to assess the evidence presented and include it in the updated framework.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
In partnership with the Education Endowment Foundation (EEF) and panels of experts, the department is reviewing the evidence base of the Initial Teacher Training Core Content Framework (CCF) and Early Career Framework (ECF). To support this work, the department published a call for evidence to identify additional recent, relevant and high-quality research that may inform amendments to the existing CCF and ECF.
Evidence submitted will be considered by the Department and EEF on the basis of whether it is robust, relevant and helpfully supplements the existing evidence cited in the frameworks. The EEF will provide a quality assessment on submitted evidence, particular attention will be paid to the methodology, effect of any study, and the relevance of the source to UK classroom contexts.
These standards already underpin the CCF, ECF and National Professional Qualifications frameworks, ensuring framework statements are based on the latest and most robust evidence.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government where the framework for the advice that the careers services provide to jobseekers with (1) dyslexia, and (2) other specific learning difficulties, can be found online.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The National Careers Service (the Service) provides free, up to date, impartial information, advice and guidance on careers, skills and the Labour Market in England.
The Service helps customers make informed choices about their career options, whatever their age, ethnic group and background. Discussions are tailored to meet the individual needs and circumstances of each customer, such as those with dyslexia and other additional needs.
The more in-depth, community-based service offers intensive support to adults (including jobseekers) with special educational needs (SEN) and/or disabilities as one of the six priority groups for the Service.
Alongside the community-based service, customers can access the service via the National Careers Service website here: https://nationalcareers.service.gov.uk/. The department is committed to ensuring the website is accessible, in accordance with the Public Sector Bodies (Websites and Mobile Applications) (No. 2) Accessibility Regulations 2018.
The Service’s Accessibility Statement contains information about the accessibility of the website, steps that individuals can take if they cannot access parts of the website and contact details to allow individuals to report accessibility problems. The Accessibility Statement can be found here: https://nationalcareers.service.gov.uk/help/accessibility.
Development of the online service is supported by significant user research, including users with SEND. Where possible, research is undertaken across a representative range of users, including those with disabilities. Components are also tested to make sure they work with a broad range of browsers, devices and assistive technologies, including screen magnifiers, screen readers and speech recognition tools.
The following webpage sets out additional, specific job support for individuals with SEND and additional needs: https://nationalcareers.service.gov.uk/careers-advice/career-and-job-support-for-people-with-a-disability. This includes signposting to the British Dyslexia Association for learning disability job support.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government where an individual adult who has been identified with a special educational need caused by a recognised disability, or a parent or guardian of such an individual, can find information about the process of transferring from education into work.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department wants to provide all young people with Special Educational Needs and Disabilities (SEND) with good opportunities that allow them to transition from education into a fulfilling adult life.
On 2 March 2023, the department published the SEND and Alternative Provision (AP) Improvement Plan, in response to the Green Paper published in March last year. This outlines the government’s mission for the SEND and AP system to fulfil children and young people’s potential, build parents’ trust and provide financial sustainability.
The department committed to developing good practice guidance to support consistent, timely, high-quality transitions for children and young people with SEND and in AP. This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings, including into employment.
We are also supporting the Department for Work and Pensions (DWP) to develop and pilot an Adjustments Passport that will help to smooth the transition into employment and support people changing jobs. The Adjustments Passport will capture the in-work support needs of the individual and the pilots will establish whether the passport can reduce the need for assessments where needs remain the same. This will empower the passport holder to have a more confident conversation with potential employers about workplace adjustments.
Schools and colleges are expected to develop and improve their careers provision for young people in line with the world-class Gatsby Benchmarks, addressing the individual needs of each pupil, and seeking to raise the career aspirations of students with SEND. A new £2.6 million careers programme will deliver targeted, age-appropriate careers support in over 2,200 primary schools, to encourage children to think about future jobs, raise aspirations and challenge stereotypes, including those about people with disabilities.
To ensure children and young people with SEND are aware of their options, careers guidance for pupils with SEND should take account of the full range of relevant education, training and employment opportunities, such as traineeships and apprenticeships, supported internships or routes into higher education.
For those with an Education, Health, and Care (EHC) plan, there must be a specific focus from Year 9 onwards on preparing the young person for adulthood, including employment, as part of their EHC plan’s annual review. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.
The National Careers Service offers free, up-to-date, impartial information, advice and guidance on careers, skills, and the labour market in England. It helps people realise their full potential and supports social mobility by working with individuals to motivate them and develop their understanding of the full range of options open to them, whatever their background or circumstances. There's more information available at: https://nationalcareersservice.direct.gov.uk/.
DWP is running a series of programmes to support learning disabled people into employment, including the Work and Health Programme, Intensive Personalised Employment Support and Local Supported Employment. They are also working with employers via Disability Confident to increase their capacity to recruit, retain and support learning disabled employees.
Furthermore, Access to Work is a demand led, discretionary DWP grant that supports the recruitment and retention of disabled people in sustainable, paid employment.
The grant provides personalised support, including workplace assessments, travel to and in work, support workers, specialist aids and equipment including vehicle adaptations to enable disabled people and those with a health condition, to move into or retain employment. AtW can fund up to £66,000 worth of flexible, personalised support per person per year.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to ensure that those with an identified special educational need receive careers guidance, from the point of identification, that explains how to access government-provided workplace support for those special educational needs and disabilities throughout their adult working lives.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department wants to provide all young people with Special Educational Needs and Disabilities (SEND) with good opportunities that allow them to transition from education into a fulfilling adult life.
On 2 March 2023, the department published the SEND and Alternative Provision (AP) Improvement Plan, in response to the Green Paper published in March last year. This outlines the government’s mission for the SEND and AP system to fulfil children and young people’s potential, build parents’ trust and provide financial sustainability.
The department committed to developing good practice guidance to support consistent, timely, high-quality transitions for children and young people with SEND and in AP. This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings, including into employment.
We are also supporting the Department for Work and Pensions (DWP) to develop and pilot an Adjustments Passport that will help to smooth the transition into employment and support people changing jobs. The Adjustments Passport will capture the in-work support needs of the individual and the pilots will establish whether the passport can reduce the need for assessments where needs remain the same. This will empower the passport holder to have a more confident conversation with potential employers about workplace adjustments.
Schools and colleges are expected to develop and improve their careers provision for young people in line with the world-class Gatsby Benchmarks, addressing the individual needs of each pupil, and seeking to raise the career aspirations of students with SEND. A new £2.6 million careers programme will deliver targeted, age-appropriate careers support in over 2,200 primary schools, to encourage children to think about future jobs, raise aspirations and challenge stereotypes, including those about people with disabilities.
To ensure children and young people with SEND are aware of their options, careers guidance for pupils with SEND should take account of the full range of relevant education, training and employment opportunities, such as traineeships and apprenticeships, supported internships or routes into higher education.
For those with an Education, Health, and Care (EHC) plan, there must be a specific focus from Year 9 onwards on preparing the young person for adulthood, including employment, as part of their EHC plan’s annual review. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.
The National Careers Service offers free, up-to-date, impartial information, advice and guidance on careers, skills, and the labour market in England. It helps people realise their full potential and supports social mobility by working with individuals to motivate them and develop their understanding of the full range of options open to them, whatever their background or circumstances. There's more information available at: https://nationalcareersservice.direct.gov.uk/.
DWP is running a series of programmes to support learning disabled people into employment, including the Work and Health Programme, Intensive Personalised Employment Support and Local Supported Employment. They are also working with employers via Disability Confident to increase their capacity to recruit, retain and support learning disabled employees.
Furthermore, Access to Work is a demand led, discretionary DWP grant that supports the recruitment and retention of disabled people in sustainable, paid employment.
The grant provides personalised support, including workplace assessments, travel to and in work, support workers, specialist aids and equipment including vehicle adaptations to enable disabled people and those with a health condition, to move into or retain employment. AtW can fund up to £66,000 worth of flexible, personalised support per person per year.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, further to their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800) which states that most pupils going into AP have a special educational need, what additional continuous professional development will be provided to teachers in the sector to deal with the most common conditions.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
This government supports Alternative Provision (AP) schools to use their specialist skills and experience to asses the special educational needs of individual pupils referred to them. The department would expect such assessments to be made quickly but, given the variability in individual need, the department believes it would not be appropriate to set a single timeframe for this assessment.
As set out in the Special Educational Needs and Disability (SEND) and AP Improvement Plan, published in March, it is the department’s intention that AP schools will work closely in partnership with mainstream settings to provide high-quality, targeted support and one-to-one interventions. This will build capacity in mainstream schools to identify and support needs early, reducing the numbers of preventable exclusions and expensive long-term placements, and leading to improvements in children’s wellbeing and outcomes.
The department will invest in the workforce across education, health and care to build the capacity of the specialist workforce and to improve confidence and expertise in supporting children and young people with SEND promptly and effectively.
The department is implementing high-quality teacher training reforms which begin with initial teacher training and continues into early career teaching, through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND and in AP schools.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government, further to their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800) which states that most pupils going into AP have a special educational need, what structure they expect to put in place for identifying what specific special educational needs individuals pupils have; and in what timeframe.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
This government supports Alternative Provision (AP) schools to use their specialist skills and experience to asses the special educational needs of individual pupils referred to them. The department would expect such assessments to be made quickly but, given the variability in individual need, the department believes it would not be appropriate to set a single timeframe for this assessment.
As set out in the Special Educational Needs and Disability (SEND) and AP Improvement Plan, published in March, it is the department’s intention that AP schools will work closely in partnership with mainstream settings to provide high-quality, targeted support and one-to-one interventions. This will build capacity in mainstream schools to identify and support needs early, reducing the numbers of preventable exclusions and expensive long-term placements, and leading to improvements in children’s wellbeing and outcomes.
The department will invest in the workforce across education, health and care to build the capacity of the specialist workforce and to improve confidence and expertise in supporting children and young people with SEND promptly and effectively.
The department is implementing high-quality teacher training reforms which begin with initial teacher training and continues into early career teaching, through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND and in AP schools.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what steps are being taken to ensure that those in initial teacher training will be able to identify pupils with moderate difficulties arising from conditions such as dyslexia, dyscalculia, dyspraxia, attention deficit disorder and autism.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department understands that quality teaching is the most important in-school factor in improving outcomes for all children, particularly those with additional needs. From September 2020, all new teachers have benefited from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF).
All ITT courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 1, that teachers must set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. As well as Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND), and be able to adapt teaching to respond to those strengths and needs.
The department will be conducting a review this year of the CCF and ECF to identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils with SEND.