Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the extent to which standardised behaviour policies in schools reflect evidence on (a) executive dysfunction and (b) other traits associated with ADHD.
Answered by Catherine McKinnell - Minister of State (Education)
All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour and the sanctions that will be imposed for misbehaviour.
Any policy must be lawful, proportionate and reasonable, and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006. This includes taking account of pupils’ special educational needs and disabilities.
The ’Behaviour in schools’ guidance provides support for schools on developing and implementing a behaviour policy which outlines effective strategies that will encourage good behaviour. This guidance is accessible at: https://www.gov.uk/government/publications/behaviour-in-schools--2.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of trends in the level of the rate of (a) fixed-term and (b) permanent exclusions for pupils with ADHD in mainstream secondary schools; and whether her Department monitors compliance with statutory duties to consider a pupil’s disability before exclusion decisions are made.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Information of pupils’ primary type of special educational need broken down by suspension and permanent exclusion can be viewed via a detailed table at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e604c2a7-ce18-4fb3-d9d8-08dd800922cb. This table includes social, emotional and mental health which encompasses a range of conditions affecting emotional regulation, behaviour, and mental health, including attention deficit hyperactivity disorder (ADHD).
Schools have a legal duty under the Equality Act 2010 not to discriminate against pupils with a special educational need or disability. This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments.
The department trusts headteachers to use their professional judgement based on the individual circumstances of each case when considering excluding a pupil. All such decisions must be lawful, reasonable, and fair. The ‘Suspension and permanent exclusion’ statutory guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion.
This can include where a pupil has any neurodiversity or unmet additional needs.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with the Secretary of State for Health and Social Care on developing a cross-departmental strategy to improve outcomes for children with ADHD in education settings.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
The department is working closely with other government departments and with external experts on reforms. In November 2024, we established the Neurodivergence Task and Finish Group, which includes clinicians, scientists and academics, as well as education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from Birmingham University and aims to provide an expert view and make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings, including consideration of the types of support that should be readily available without the need for a diagnosis.
The Neurodivergence Task and Finish Group includes the chair of the independent ADHD Taskforce, convened by NHS England, which provides vital co-ordination across government. My right hon. Friends, the Secretary of State for Education and the Secretary of State for Health and Social Care, have met on several occasions, including to discuss support for children with SEND.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to provide additional (a) resources, (b) teacher training and (c) curriculum support to improve media literacy education in schools.
Answered by Catherine McKinnell - Minister of State (Education)
Media literacy is covered in the citizenship, relationships, sex and health education and computing curriculums.
The department funds the National Centre for Computing Education, which provides teachers with continuing professional development and resources to support the teaching of computing. This includes units on messaging in digital media, the credibility of sources, and identifying ‘fake’ news and edited images, supporting the teaching of artificial intelligence (AI) and media literacy.
In 2024, the Department for Science, Innovation and Technology (DSIT) provided £0.5 million to scale up two programmes, to provide media literacy support to teachers, children aged 11 to 16, parents/carers and other professionals working with families.
The Educate against Hate website also hosts a series of online media literacy resources which seek to help young people evaluate the validity of information. This can be accessed at: https://www.educateagainsthate.com/.
The independent Curriculum and Assessment Review’s interim report notes the rise of AI and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Ministry of Housing, Communities and Local Government:
To ask the Secretary of State for Housing, Communities and Local Government, what assessment her Department has made of the potential implications for her policies of the report entitled Mobile homes: The impact of a change in the maximum park home sale commission, published in June 2022.
Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)
I refer the hon. Member to the answer given to Question UIN 44299 on 16 April 2025.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Ministry of Housing, Communities and Local Government:
To ask the Secretary of State for Housing, Communities and Local Government, if she will make an assessment of the potential impact of the mandatory commission on the sale of park homes for vendors.
Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)
I refer the hon. Member to the answer given to Question UIN 44299 on 16 April 2025.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to ensure that information and communications technology literacy forms part of the national curriculum following the Curriculum and Assessment Review.
Answered by Catherine McKinnell - Minister of State (Education)
The independent Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence and trends in digital information and that it is necessary that the curriculum keep pace with these changes, including a renewed focus on digital and media literacy and critical thinking skills. The interim report is available here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The Review’s final report and recommendations will be published in autumn with the government’s response.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Foreign, Commonwealth & Development Office:
To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, with reference to the Answer of 29 June 2022 to Question 27497 on Diplomatic Service: Pilot Schemes, what recent assessment his Department has made of the potential merits of establishing a UK-Ukraine Relief Augmentation Taskforce; and whether his Department plans to utilise a reserve cadre of former (a) diplomats and (b) military officers to support crisis response operations in (i) Ukraine and (ii) other conflict-affected regions.
Answered by Stephen Doughty - Minister of State (Foreign, Commonwealth and Development Office)
The Foreign Commonwealth and Development Office maintains a roster of deployable expertise to support crisis response operations overseas, including humanitarian and conflict specialists.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Department for Science, Innovation & Technology:
To ask the Secretary of State for Science, Innovation and Technology, what steps the Government is taking to support communities to access media literacy education.
Answered by Feryal Clark - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)
Government is adopting a holistic approach to digital inclusion integrating related policy on digital skills and media literacy. The Digital Inclusion Action Plan outlines steps towards delivering digital inclusion for everyone in the UK, including supporting community initiatives for boosting digital skills and media literacy.
Under updated media literacy duties, Ofcom is developing a ‘place-based’ model to embed media literacy into community digital strategies, working with the Good Things Foundation to support Digital Inclusion Hubs to offer media literacy.
Prevent’s network of Civil Society Organisations also deliver projects across England & Wales related to media literacy and critical thinking skills.
Asked by: Gregory Stafford (Conservative - Farnham and Bordon)
Question to the Ministry of Housing, Communities and Local Government:
To ask the Secretary of State for Housing, Communities and Local Government, what steps her Department is taking to help support housing associations to seek possession of a property when there is substantial evidence of anti-social behaviour.
Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)
Social landlords already have a range of powers and enforcement tools to tackle anti-social behaviour including powers to evict perpetrators. We expect landlords to use those powers promptly and proportionately, putting the needs of victims at the heart of their response.
The government is strengthening these powers through the Renters’ Rights Bill for private registered providers.
Tackling anti-social behaviour is a top priority for this government, and a key part of our Safer Streets Mission. We will crack down on those making neighbourhoods feel unsafe and unwelcoming by introducing the new Respect Order, which local authorities will be able to apply for and which will carry tough sanctions and penalties for persistent adult offenders. The police, local authorities and social landlords may already apply for a Civil Injunction under Section 1 of the Anti-social Behaviour, Crime and Policing Act 2014 to prevent behaviour that is causing housing-related nuisance and annoyance.