Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make a statement on the ways in which early years provision will feature as part of the covid-19 catch-up recovery strategy; and how opportunities for play will be (a) encouraged, (b) supported and (c) facilitated.
Answered by Vicky Ford
On 2 June 2021, as part of the government’s announcement on providing an additional £1.4 billon for education recovery, we announced a £153 million investment for high-quality professional development for early years practitioners. This includes new programmes focusing on key areas such as speech and language development, and physical and emotional development for the youngest children, of which play is an important part. This is in addition to the £18 million announced in February 2021 and the £9 million announced in June 2020 to support early language development for children in light of the COVID-19 outbreak.
The package will build on our early years foundation stage reforms, which support more effective early years curriculum and assessment, and reducing unnecessary assessment paperwork, so that practitioners and teachers can spend more time engaging children in rich activities, including through play, to support their learning.
Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
What assessment he has made of the adequacy of funding for disadvantaged pupils.
Answered by Nick Gibb
All children have had their education disrupted by the COVID-19 outbreak, but it is likely that disadvantaged and vulnerable groups will have been hardest hit.
Since 2011 we have spent more than £20 billion to provide Pupil Premium funding for school leaders to use, based on the needs of their disadvantaged pupils. Between 2011 and 2019, the attainment gaps between disadvantaged and non-disadvantaged pupils narrowed by 13% at age 11 and 9% at age 16.
On top of this funding, we increased core schools funding by £2.6 billion last year and are increasing core schools funding by £4.8 billion and £7.1 billion in 2021-22 and 2022-23 respectively, compared to 2019-20.
In addition, over the past year we have made three major interventions to support education recovery, totalling over £3 billion additional spend: £1 billion in June 2020, a further £700 million in February 2021 and our latest £1.4 billion package announced in June 2021.
Recovery programmes have been designed to allow early years, school and college leaders the flexibility to support those pupils most in need, including the most disadvantaged. The latest announcement expands our reforms in two areas where the evidence is clear our investment will have a significant impact for disadvantaged children, high quality tutoring and great teaching.
We are providing over £1.5 billion for tutoring programmes, including an expansion of the National Tutoring Programme (NTP), an ambitious scheme that supports schools to access targeted tutoring intervention for disadvantaged pupils who have missed out on learning due to school closures. We will also provide greater flexibility to schools to make it easier for them to take on local tutors or use existing staff to supplement those employed through the NTP. This new blended offer ensures that the NTP works for all disadvantaged children, giving schools the flexibility to choose what type of approach best suits their needs and those of individual pupils.
The £302 million Recovery Premium has been weighted so that schools with more disadvantaged pupils receive more funding and includes £22 million to scale up proven approaches to reduce the attainment gap.
We have also invested more than £400 million to provide internet access and over 1.3 million laptops and tablets for disadvantaged children and young people.
Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to accelerate the roll out of community mental health teams to schools and colleges, and to extend it to universities, as recommended by the Samaritans in their October 2020 report entitled Pushed from pillar to post: Improving the availability and quality of support after self-harm in England.
Answered by Vicky Ford
Supporting and promoting children and young people’s mental health and wellbeing is a priority for this government. We continue to work closely with schools, colleges, the higher education sector, and local areas to provide support, guidance, and encourage good practice.
The Department for Health and Social Care (DHSC) has overall policy responsibility for children and young people’s mental health. The Department for Education works closely with DHSC to take significant steps to support the mental health and wellbeing support for young people across all education settings.
Mental Health Support Teams (MHSTs) are an important part of our long term plan to promote and support children and young people’s mental health in state-funded schools and colleges, and we remain committed to rolling them out to at least a fifth to a quarter of the country by the end of the academic year 2022/23.
There are 59 MHSTs already established in 25 areas across the country. An additional 123 MHSTs are being set up in a further 57 areas this year, and a further 104 teams have been commissioned to begin training in academic year 2020/21. Once established, MHST support schools and colleges to promote good mental health, identify and manage a wide range of issues relating to mental health and wellbeing, and deliver interventions for mild and moderate needs. This may include thoughts of self-harm and providing support with alternative coping strategies.
The NHS Long Term Plan commits to ensure that, by the academic year 2023/24, at least an additional 345,000 children and young people aged 0 to 25 will be able to access support from NHS-funded children and young people’s mental health services (formerly CAMHS) and school–based or college-based mental health support teams. Funding for CYMPHS has grown faster than overall NHS and adult mental health spending.
Every NHS mental health trust in England has provided 24/7 crisis helplines for those in all age groups who need urgent help in a mental health crisis, and will continue to do so over the coming months. We provided funding and support to the people and organisations who play a vital role in young people’s mental health, with over £10 million of funding to support mental health charities, including Young Minds and Place2Be which specifically support the mental health of children and young people. We have invested £8 million in local authorities to fund mental health and wellbeing experts to provide advice and resources for education staff to support and promote children and young people’s mental health.
We recognise that many university students are facing additional mental health challenges due to the disruption and uncertainty caused by the COVID-19 outbreak, and it is important students can still access the mental health support they need.
My right hon. Friend, the Minister of State for Universities, wrote to Vice Chancellors in October outlining that student welfare should remain a priority, and has convened a working group of representatives from the higher education and health sectors to specifically address the current and pressing issues that students are facing during the COVID-19 outbreak.
Higher education providers are expected to continue to support their students. This has included moving services online or making services accessible from a distance and we encourage students to stay in touch with their provider’s student support and welfare teams as these services are likely to continue to be an important source of support. Many providers have bolstered their existing mental health services, and adapted delivery to means other than face to face. Staff at universities and colleges responded quickly to the need to transform mental health and wellbeing services, showing resourcefulness and there are many examples of good practice.
The Office for Students funded Student Space platform bridges gaps in support for students arising from this unprecedented situation and is designed to work alongside existing services. Students struggling with their mental health at this time can also access support via the NHS at: https://www.nhs.uk/apps-library/category/mental-health/.
Online resources from Public Health England can be found at: https://www.gov.uk/government/publications/covid-19-guidance-for-the-public-on-mental-health-and-wellbeing, along with support from mental health charity, Mind, available here: https://www.mind.org.uk/information-support/tips-for-everyday-living/student-life/about-student-mental-health/.
Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children with complex needs that require aerosol generating procedures (AGP) have not been able to return to school as a result of the covid-19 outbreak; and if his Department will work with Public Health England on guidance to urgently ensure a safe return to school for all children.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.
Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
To ask the Secretary of State for Education, whether Public Health England consulted with schools on the guidance on aerosol generating procedures (AGP); and if his Department will work with Public Health England to provide guidance to schools who cannot comply with measures to have a separate room to undertake AGP so that children are not prevented from going to school.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.
Asked by: Liz Twist (Labour - Blaydon and Consett)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools do not have the facilities to allow children with complex needs that require aerosol generating procedures to return to school; and what steps he is taking to support those schools to ensure that all children can return to school during the covid-19 outbreak.
Answered by Vicky Ford
We are aware of a small number of children with complex needs, including those that require Aerosol Generating Procedures (AGPs), who have found it harder to return to schools. We are working with families, education settings, health services and local authorities to ensure that they are able to attend safely as soon as possible.
We published the Safe Working Guidance to help support schools in keeping everyone safe, including those children with complex medical needs who require AGPs and the staff carrying out the procedures. We are trying to give the best possible guidance to schools while recognising that every school setting is different. This guidance is available here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The department has worked closely with Public Health England and stakeholders to publish guidance based on a ‘system of controls’ which, when implemented, creates an inherently safer system where the risk of transmission of the infection is substantially reduced. This includes guidance on the specific protective measures needed to undertake AGPs in education settings to manage risk effectively. The guidance can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
The guidance on undertaking AGPs in education settings, including where use of a designated room is not possible, can be found here: https://www.gov.uk/government/publications/safe-working-in-education-childcare-and-childrens-social-care/safe-working-in-education-childcare-and-childrens-social-care-settings-including-the-use-of-personal-protective-equipment-ppe.
We have heard examples of good practice locally and are working with Public Health England and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
The Departments SEND and NHS England Adviser teams are working with local areas affected by this situation to determine whether further local measures can be put in place to secure pupils’ return to school. It is important that schools communicate clearly with parents on progress towards supporting children who need AGPs to return to school safely and provide remote education and support if they are unable to do so.
We do not hold data on the number of schools that do not have a separate room to undertake AGPs.