Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to monitor access to essential assistive technology for children with vision impairments to use when learning remotely.
Answered by Vicky Ford
All primary schools, secondary schools and colleges in England are now expected to provide remote education for the majority of their pupils and students, with the exception of vulnerable children and young people (including those with an Education, Health and Care Plan) and the children of critical workers, who can attend school or college in person. Where vulnerable children and young people and children of critical workers do not attend school or college, the department expects schools and colleges to provide them with remote education.
We have updated the remote education guidance for schools and colleges, including guidance for pupils with Special Educational Needs and Disabilities (SEND), to clarify and strengthen expectations while on site attendance is restricted, drawing on our evolving understanding of best practice in remote education. The guidance is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf.
For pupils with SEND, their teachers are best placed to know how the pupils’ needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to COVID-19. The requirement for schools to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place.
Where possible, special schools should follow the age related guidance for primary schools and secondary schools. For example, for Key Stage 1 children in a special school, a minimum of 3 hours should be the aim on average across the cohort, with less for younger pupils. However, the department expects schools to consider these expectations in relation to the pupils’ stage of development and special educational needs, for example, where this would place significant demands on parents’ help or support.
Schools should work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education and an ambitious curriculum appropriate for their level of need alongside their peers. All further education colleges should give particular consideration of how best to support vulnerable and disadvantaged students and students with SEND who may not be able to access remote education without support.
To ensure pupils with SEND are supported effectively, we have provided additional funding to one of our demonstrators, National Star College, to provide specialist training in assistive technologies to teachers, leaders and SENCOs in all state funded schools in England. This training will help to secure remote education arrangements for pupils with special educational needs. Advice and guidance is also available to support the development of an inclusive curriculum.
In addition, the department has made £4.84 million available for Oak National Academy to provide video lessons in a broad range of subjects for Reception up to Year 11. Specialist content for pupils with SEND is also available.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he will take to increase provision of (a) brailed, (b) large print materials and (c) other essential alternative learning formats for children with vision impairment during the covid-19 outbreak.
Answered by Vicky Ford
Children with vision impairment may be vulnerable children, such as those with education health and care plans, and as such are strongly encouraged to attend school. Braille, large print materials and other essential alternative learning formats should be provided by schools as normal. Where pupils with vision impairment are not in school, we expect schools to provide suitable remote learning materials, which could include braille, large print materials and other essential alternative learning formats.
We are also funding National Star College to provide specialist online training on assistive technology to strengthen remote education provision for pupils with special educational needs.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure Qualified Teachers of Vision Impairment are able to safely provide face-to-face support to children with vision impairment.
Answered by Vicky Ford
The department has worked closely with Public Health England (PHE) to publish comprehensive guidance based on a system of controls which, when implemented in line with a revised risk assessment, creates an inherently safer environment for staff, pupils and students where the risk of transmission of the infection is substantially reduced. This provides a framework for all schools to put in place proportionate protective measures to measure risk effectively. New guidance has been published on the period during the national lockdown, which can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
We recognise that social distancing and other protective measures can be harder to implement in specialist settings, particularly when working with children and young people with complex needs, or those who need close contact care. The ’Guidance for full opening: Special Schools and other specialist settings’ has been developed with experts from PHE and provides advice on how special schools and other special education settings specifically can implement a ‘system of controls’ to reduce the risk of transmission. The guidance can be accessed here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings.
Specialist settings should use their discretion and assess their own individual circumstances to achieve the greatest reduction in contacts. This should not unduly limit the quality or breadth of teaching, or access to support, specialist staff and therapists. This guidance can be found here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/guidance-for-full-opening-special-schools-and-other-specialist-settings#the-system-of-controls-protective-measures.
The government is delivering a program of rapid asymptomatic testing from the start of January 2021 for staff, pupils and students in secondary schools and colleges. The Department for Education has provided guidance on delivering asymptomatic testing in specialist settings to support delivering testing in special schools and specialist colleges, which is available here: https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings/mass-asymptomatic-testing-in-specialist-settings. The government also announced that all primary schools, including primary special schools, will receive testing kits for staff from 18 January 2021 with testing of staff commencing from the 25 January.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he has taken to ensure that Qualified Teachers of Visual Impairment are not deployed away from their core role of providing specialist support for children with a vision impairment.
Answered by Vicky Ford
During the period of national lockdown, primary, secondary, alternative provision, special schools and special post-16 institutions should allow vulnerable children and young people, including those with an education, health and care plan to attend. To support this, on 7 January 2021, we published guidance for schools on the current national lockdown, which is available at the following web link: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak.
On 14 January 2021 we published additional guidance for special school, special post-16 providers and alternative provision during the national lockdown at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952377/Guidance_for_special_schools__specialist_post-16_providers_and_alternative_provision_during_the_national_lockdown.pdf.
This guidance makes clear that specialists, therapists, clinicians and other support staff for pupils can provide interventions as usual where this is reasonably necessary, including where this requires them to move between settings.
On occasions, special schools may encounter circumstances where they cannot provide their usual interventions and provision at adequate staffing ratios, or with staff with vital specialist training. In these circumstances they should seek to resume as close as possible to the specified provision for the child or young person as soon as possible.
Where it is necessary to take this approach, education settings should work collaboratively with families to make these assessments and agree an approach that is in the child or young person’s best interests. This should take into account the support that the child or young person needs and the specific circumstances affecting the family, and their views as to what would be appropriate. Any decisions taken should be regularly reviewed.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason his Department decided not to make funding available for the Union Learning Fund after March 2020.
Answered by Gillian Keegan - Secretary of State for Education
The decision was taken to increase the scale and reach of our offer in response to the challenges facing our changing economy, by consolidating our support in larger, more comprehensive offers.
The Unionlearn model has its limitations. It is reliant on a trade union presence in the workplace, which is more focused on larger employers and does not necessarily reach the unemployed, self-employed, start-ups and many more small and medium-sized businesses that do not have union representation. The 2018 evaluation by Exeter University found only 2% of people supported through Unionlearn were unemployed and 5% were self-employed.
We are focussing on a much larger and more comprehensive package of training support, including the establishment of a £2.5 billion National Skills Fund to help adults get the skills they need, including the Lifetime Skills Guarantee – to support any adult who does not yet have an A-level equivalent qualification to obtain one. This is in addition to the existing entitlement for adults without English and Maths level 2 qualifications or Basic Digital Skills level 1 to get fully funded support to gain these essential qualifications.
As a result, it was decided not to continue to fund the smaller Unionlearn offer but I can confirm all the money will be invested in skills and retraining that will be fully accessible to everyone.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans his Department has to fund counselling in all schools and colleges as part of the Comprehensive Spending Review.
Answered by Vicky Ford
It is important for schools and colleges to have the freedom to decide what support to offer pupils based on their particular needs and drawing on an evidence base of effective practice. Our survey of mental health provision in schools and colleges in 2016 and 2017 found that 61% of schools and colleges (56% of primary schools, 84% of secondary schools and 93% of colleges) reported offering a counselling service for their pupils.
The department has published guidance on how to put in place effective school-based counselling, which schools can use to identify where further counselling support is appropriate for their pupils. The guidance is available here: https://www.gov.uk/government/publications/counselling-in-schools.
We know that access to mental health support has been more important than ever during the COVID-19 outbreak. To ensure that staff were equipped to support wellbeing as children and young people returned to schools and colleges, we made it a central part of our guidance on the return to school. We supported this with a range of training and materials, including webinars which have been accessed by thousands of education staff and accelerating training on how to teach about mental health as part of the new relationships, sex and health curriculum, so that all pupils can benefit from this long-term requirement. As part of this, we are investing £8 million in the new Wellbeing for Education Return programme which is funding expert advisers who will be able to train and support schools and colleges, in every area of England, and can make links to available local authority provision, including counselling.
We have also worked hard to ensure that all pupils and learners were able to return to a full high-quality education programme in September. Our £1 billion COVID-19 catch-up package, with £650 million shared across schools over the 2020-21 academic year, is supporting education settings to put the right catch-up and pastoral support in place.
To increase support further in the long term, we remain committed to our joint green paper delivery programme with the Department of Health and Social Care and NHS England. This includes introducing new mental health support teams linked to schools and colleges, providing training for senior mental health leads in schools and colleges, and testing approaches to faster access to NHS specialist support.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to support children in receipt of free school meals in the event that their school is closed as a result of covid-19.
Answered by Vicky Ford
As schools and their kitchens are now open, all children should be able to access a healthy, nutritious meal at school, free to those that are eligible for infant free school meals or benefit-related free school meals. If children are eligible for benefit-related free school meals but are self-isolating we expect catering providers to be in a strong position to support any eligible pupils through food parcels, be those daily or weekly. We have put guidance in place for schools on how they can support children in these circumstances, which is complemented by advice from the schools food trade organisation LACA, and Public Health England on what a good food parcel should comprise. Our latest guidance for schools is set out here: https://www.gov.uk/government/publications/covid-19-free-school-meals-guidance/covid-19-free-school-meals-guidance-for-schools.
If a school closes, we would expect its catering team to remain available to assist, and free school meal funding remains available to schools, as it has done throughout the COVID-19 outbreak. We encourage schools to work creatively with their food suppliers on these arrangements. We understand that parcels may not be feasible in all situations and, while this remains the preferred method, schools also have the freedom to make alternative local arrangements.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what support and resources he is providing to schools to allow children who have had a tracheostomy or require other aerosol generating procedures to return to school during the covid-19 outbreak.
Answered by Vicky Ford
As I set out in my letter of 2 September to children and young people with special educational needs and disabilities (SEND), their families and carers and those who work to support them, we know that it is critical that all pupils and students can once again benefit from a full-time on-site education 5 days a week. There are a small number of children with complex needs that require aerosol generating procedures (AGPs) to be undertaken where risks need to be carefully managed in the context of the COVID-19 outbreak.
Schools, health, and local authority partners need to work together on how the current guidance applies in their setting and to the specific children they are working with to enable them to return to school safely. We have heard examples of good practice locally and are working with Public Health England (PHE) and NHS England to establish whether any changes to the guidance or further information about practice principles are needed.
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.
As part of their risk assessment, schools will need to consider measures so that specialists, therapists, clinicians, and other support staff for their pupils can continue to provide support that is needed. Schools should refer to the guidance for special schools, specialist colleges, local authorities and any other settings in managing the needs of children and young people with complex needs, such as AGPs. The guidance is available here:
https://www.gov.uk/government/publications/guidance-for-full-opening-special-schools-and-other-specialist-settings.
The government’s guidance on safe working in education, childcare and children's social care settings, including the use of personal protective equipment (PPE), provides further support on preventing and controlling infection and contains a section on caring for children who need AGPs at Annex A. This guidance reflects advice from PHE and is updated as necessary to reflect current advice. The 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.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to allocate additional ring-fenced funding in the Comprehensive Spending Review to support children with SEND to (a) catch up on lost learning and (b) receive the therapies and social care support they require.
Answered by Vicky Ford
The department is currently working hard with HM Treasury as part of the Spending Review to understand what resources the education and children’s social care sectors in England need over the coming years. My right hon. Friend, the Chancellor of the Exchequer, will set out the department’s settlement when the Spending Review concludes.
In advance of the Spending Review, we have introduced a COVID-19 catch-up premium worth £650 million to support mainstream and special schools to make up for lost teaching time. There is additional weighting for specialist settings, in recognition of the significantly higher per pupil costs they face. Headteachers will decide how this premium is spent, according to the needs of their pupils. Our expectation is that this funding will be spent on additional activities required to support children to catch up. We have also introduced a new £350 million National Tutoring Programme for disadvantaged pupils. This will increase access to high-quality education for disadvantaged and vulnerable children and young people, helping to accelerate their academic progress and tackling the attainment gap between them and their peers. This includes a £96 million fund for tuition for students aged between 16 and 19 years.
Asked by: Marsha De Cordova (Labour - Battersea)
Question to the Department for Education:
To ask the Secretary of State for Education, how many disadvantaged pupils in Battersea constituency have been provided with technological support by the Government during the covid-19 outbreak.
Answered by Nick Gibb
The Government has provided laptops and tablets to disadvantaged children who would otherwise not have access and are preparing for examinations in year 10, receiving support from a social worker or are a care leaver. Where care leavers, children with a social worker at secondary school and children in year 10 do not have internet connections, the Government has provided 4G wireless routers.
The Department has delivered laptops, tablets and 4G wireless routers to local authorities and academy trusts based on the Department’s estimates of the number of eligible children that do not have access to a device. Local authorities and academy trusts are best placed to identify children and young people who need devices and prioritise their needs.
The Department has published information about how many laptops, tablets and 4G wireless routers have been delivered or dispatched to local authorities and academy trusts in total, which can be viewed here: https://www.gov.uk/government/publications/laptops-tablets-and-4g-wireless-routers-progress-data. As of the end of June, over 202,000 laptops and tablets and over 47,000 4G wireless routers had been delivered or dispatched to local authorities and academy trusts. This includes 1,073 devices dispatched to Wandsworth Local Authority, in which Battersea is located, for children with a social worker and care leavers and disadvantaged year 10s.
The Department has also launched a service to provide children and young people free access to BT wifi hotspots. 10,000 families will initially be able to access the pilot scheme, which will be rolled out across England in the coming months.
In addition, the Department is also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families. For families who rely on a mobile internet connection, mobile network operators are working to provide access to free additional data while the COVID-19 outbreak requires children to learn from home and more social care services are online.