Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has plans to regulate the use of restraints on looked after children and young people during secure transportation.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The safeguarding and wellbeing of children and young people is always of the utmost importance to the department.
Restraint should only be used in exceptional cases where it is necessary and proportionate, for example, if there was no other way to prevent a child from seriously harming themselves or others.
In Stable Homes, Built on Love, the department committed to working closely with sector experts to review all existing legislation, standards and guidance, and to develop a core overarching set of Standards of Care with accompanying regulations. The department envisages that its new standards and regulations will cover the use of restraint and the department is exploring what further action is needed regarding the use of restraint in transportation as part of this.
The department intends to consult on the Standards of Care in due course, with a view to updating legislation subject to parliamentary time.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has issued recent guidance to schools on technical standards for computer equipment.
Answered by Robert Halfon
The Department is developing a core set of digital and technology standards to support schools and colleges to understand their digital environment and know what technology they should have in place. These standards can be found at: https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges.
The Department has released standards on connectivity, cyber security, filtering and monitoring, cloud, and servers and storage. These will help schools save money and ensure secure teaching environments. The Department is currently working with technical experts, schools and colleges to develop standards on devices, accessibility and IT governance which is planned to be published by early 2024.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the technical capacity of schools to deliver digital support for children with (a) visual and (b) hearing impairment.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
All schools have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children to prevent them being put at a substantial disadvantage.
To teach a class of pupils with sensory impairments, a teacher is required to hold the relevant mandatory qualification, which is the Mandatory Qualification in Sensory Impairment (MQSI). Teachers working in an advisory role to support these pupils should also hold the appropriate qualification. The MQSI provides sensory impairment teachers with the specialist expertise needed to ensure that pupils with a visual or hearing impairment are supported effectively, including the use of assistive technology and specialist equipment.
The department commissioned an assistive technology rapid literature review which evaluated studies of assistive technology use with students with Special Educational Needs and Disabilities. The report concluded that assistive technology is under-utilised and, alongside other recommendations, recommended developing assistive technology training courses for educators.
The department also runs a biennial technology in schools survey to capture up-to-date data on the current state, use and spread of technology within primary and secondary schools in England. Findings from the first survey will be published in 2023.
Following the promising results of a pilot training programme to increase mainstream school staff confidence using assistive technology, the government extended training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May 2024.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of how many registered childminders worked for a childminding agency in each of the last five years.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The request for an estimate of how many registered childminders worked for a childminder agency (CMA) in each of the last five years has been interpreted to refer to an estimate of how many childminders were registered with a CMA in each of the last five years. This is a matter for His Majesty’s Chief Inspector, Amanda Spielman, as Ofsted produce these figures. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses. Since June 2022, Ofsted have published the number of childminders registered with a CMA in their official statistics, which are available here: https://www.gov.uk/government/collections/early-years-and-childcare-statistics.
The department understands the uncertain circumstances in which Rutland’s providers find themselves and the anxiety that this must be causing, for them and families who may be experiencing some disruption. The department wants to minimise the disruption caused by Rutland’s decision to resign its resignation, and are exploring a number of ways in which to ensure those providers who want to remain registered are able to do so.
The department is ensuring a phased implementation of the expansion to the 30 hours offer to allow the market to develop the necessary capacity. The department will also continue to monitor the sufficiency of childcare places. The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children.
The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, the department discusses what action the local authority is taking to address those issues and where needed support the local authority with any specific requirements through our childcare sufficiency support contract.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of children with (a) special needs and (b) disabilities who will have to use remote learning due to building works in their schools to address reinforced autoclaved aerated concrete.
Answered by Nick Gibb
It is the responsibility of those who run schools - academy trusts, Local Authorities and voluntary aided school bodies - to manage the safety and maintenance of their schools and to alert the Department if there is a serious concern with a building. It has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken.
An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. At the time of publication, none of the schools with remote education arrangements in place were special schools.
The Department is focused on ensuring schools are supported to put in place immediate measures to enable face to face teaching. The longer-term requirements of each school or college with RAAC will vary depending on the extent of the issue and nature and design of the buildings. The Department will work closely with responsible bodies to understand and assess requirements in detail and offer appropriate support.
The varying contexts of specialist provision mean special schools may require different solutions if RAAC is confirmed. A caseworker from the Department will be able to discuss the support they might need and mitigations they are putting in place. The Department recognises that some pupils with Special Educational Needs and Disabilities (SEND), including those in alternative provision, may find it more difficult to adapt to change and require additional support to transition to emergency accommodation or longer-term temporary accommodation. If pupils or students in a special school need to be taught in emergency or temporary accommodation, head teachers and staff are best placed to know how their needs can most effectively continue to be met.
The Department’s priority is that pupils remain in face to face education or can return to it as soon as possible. The Department will provide funding for all mitigation works that are capital funded. This includes propping and temporary units on the estate. Where schools and colleges need additional help with revenue costs, such as transport to locations or temporarily renting a local hall or office, all reasonable requests will be approved.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the date when all reinforced autoclaved aerated concrete will have been removed from special schools in England.
Answered by Nick Gibb
It is the responsibility of those who run schools - academy trusts, Local Authorities and voluntary aided school bodies - to manage the safety and maintenance of their schools and to alert the Department if there is a serious concern with a building. It has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken.
An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. At the time of publication, none of the schools with remote education arrangements in place were special schools.
The Department is focused on ensuring schools are supported to put in place immediate measures to enable face to face teaching. The longer-term requirements of each school or college with RAAC will vary depending on the extent of the issue and nature and design of the buildings. The Department will work closely with responsible bodies to understand and assess requirements in detail and offer appropriate support.
The varying contexts of specialist provision mean special schools may require different solutions if RAAC is confirmed. A caseworker from the Department will be able to discuss the support they might need and mitigations they are putting in place. The Department recognises that some pupils with Special Educational Needs and Disabilities (SEND), including those in alternative provision, may find it more difficult to adapt to change and require additional support to transition to emergency accommodation or longer-term temporary accommodation. If pupils or students in a special school need to be taught in emergency or temporary accommodation, head teachers and staff are best placed to know how their needs can most effectively continue to be met.
The Department’s priority is that pupils remain in face to face education or can return to it as soon as possible. The Department will provide funding for all mitigation works that are capital funded. This includes propping and temporary units on the estate. Where schools and colleges need additional help with revenue costs, such as transport to locations or temporarily renting a local hall or office, all reasonable requests will be approved.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the presence of reinforced autoclaved aerated concrete in alternative provision educational settings by region.
Answered by Nick Gibb
It is the responsibility of those who run schools - academy trusts, Local Authorities and voluntary aided school bodies - to manage the safety and maintenance of their schools and to alert the Department if there is a serious concern with a building. It has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken.
An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. At the time of publication, none of the schools with remote education arrangements in place were special schools.
The Department is focused on ensuring schools are supported to put in place immediate measures to enable face to face teaching. The longer-term requirements of each school or college with RAAC will vary depending on the extent of the issue and nature and design of the buildings. The Department will work closely with responsible bodies to understand and assess requirements in detail and offer appropriate support.
The varying contexts of specialist provision mean special schools may require different solutions if RAAC is confirmed. A caseworker from the Department will be able to discuss the support they might need and mitigations they are putting in place. The Department recognises that some pupils with Special Educational Needs and Disabilities (SEND), including those in alternative provision, may find it more difficult to adapt to change and require additional support to transition to emergency accommodation or longer-term temporary accommodation. If pupils or students in a special school need to be taught in emergency or temporary accommodation, head teachers and staff are best placed to know how their needs can most effectively continue to be met.
The Department’s priority is that pupils remain in face to face education or can return to it as soon as possible. The Department will provide funding for all mitigation works that are capital funded. This includes propping and temporary units on the estate. Where schools and colleges need additional help with revenue costs, such as transport to locations or temporarily renting a local hall or office, all reasonable requests will be approved.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support children with special educational needs and disabilities in schools that have reinforced autoclaved aerated concrete.
Answered by Nick Gibb
It is the responsibility of those who run schools - academy trusts, Local Authorities and voluntary aided school bodies - to manage the safety and maintenance of their schools and to alert the Department if there is a serious concern with a building. It has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken.
An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. At the time of publication, none of the schools with remote education arrangements in place were special schools.
The Department is focused on ensuring schools are supported to put in place immediate measures to enable face to face teaching. The longer-term requirements of each school or college with RAAC will vary depending on the extent of the issue and nature and design of the buildings. The Department will work closely with responsible bodies to understand and assess requirements in detail and offer appropriate support.
The varying contexts of specialist provision mean special schools may require different solutions if RAAC is confirmed. A caseworker from the Department will be able to discuss the support they might need and mitigations they are putting in place. The Department recognises that some pupils with Special Educational Needs and Disabilities (SEND), including those in alternative provision, may find it more difficult to adapt to change and require additional support to transition to emergency accommodation or longer-term temporary accommodation. If pupils or students in a special school need to be taught in emergency or temporary accommodation, head teachers and staff are best placed to know how their needs can most effectively continue to be met.
The Department’s priority is that pupils remain in face to face education or can return to it as soon as possible. The Department will provide funding for all mitigation works that are capital funded. This includes propping and temporary units on the estate. Where schools and colleges need additional help with revenue costs, such as transport to locations or temporarily renting a local hall or office, all reasonable requests will be approved.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the presence of reinforced autoclaved aerated concrete in special schools by region.
Answered by Nick Gibb
It is the responsibility of those who run schools - academy trusts, Local Authorities and voluntary aided school bodies - to manage the safety and maintenance of their schools and to alert the Department if there is a serious concern with a building. It has always been the case that where the Department is made aware a building may pose an immediate risk, immediate action is taken.
An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information. This contains a summary of the number of schools and colleges with confirmed RAAC and the status of education in place at these schools and colleges at the specified date. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. At the time of publication, none of the schools with remote education arrangements in place were special schools.
The Department is focused on ensuring schools are supported to put in place immediate measures to enable face to face teaching. The longer-term requirements of each school or college with RAAC will vary depending on the extent of the issue and nature and design of the buildings. The Department will work closely with responsible bodies to understand and assess requirements in detail and offer appropriate support.
The varying contexts of specialist provision mean special schools may require different solutions if RAAC is confirmed. A caseworker from the Department will be able to discuss the support they might need and mitigations they are putting in place. The Department recognises that some pupils with Special Educational Needs and Disabilities (SEND), including those in alternative provision, may find it more difficult to adapt to change and require additional support to transition to emergency accommodation or longer-term temporary accommodation. If pupils or students in a special school need to be taught in emergency or temporary accommodation, head teachers and staff are best placed to know how their needs can most effectively continue to be met.
The Department’s priority is that pupils remain in face to face education or can return to it as soon as possible. The Department will provide funding for all mitigation works that are capital funded. This includes propping and temporary units on the estate. Where schools and colleges need additional help with revenue costs, such as transport to locations or temporarily renting a local hall or office, all reasonable requests will be approved.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications of the (a) closure of Rutland Early Years Agency and (b) decision by Koru Kids to suspend its childminding support service for her Department’s proposed expansion of free hours.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The request for an estimate of how many registered childminders worked for a childminder agency (CMA) in each of the last five years has been interpreted to refer to an estimate of how many childminders were registered with a CMA in each of the last five years. This is a matter for His Majesty’s Chief Inspector, Amanda Spielman, as Ofsted produce these figures. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses. Since June 2022, Ofsted have published the number of childminders registered with a CMA in their official statistics, which are available here: https://www.gov.uk/government/collections/early-years-and-childcare-statistics.
The department understands the uncertain circumstances in which Rutland’s providers find themselves and the anxiety that this must be causing, for them and families who may be experiencing some disruption. The department wants to minimise the disruption caused by Rutland’s decision to resign its resignation, and are exploring a number of ways in which to ensure those providers who want to remain registered are able to do so.
The department is ensuring a phased implementation of the expansion to the 30 hours offer to allow the market to develop the necessary capacity. The department will also continue to monitor the sufficiency of childcare places. The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children.
The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, the department discusses what action the local authority is taking to address those issues and where needed support the local authority with any specific requirements through our childcare sufficiency support contract.