Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an estimate of (a) how many schools currently have defibrillators and (b) how many schools are in areas where there is a lack of publicly accessible defibrillators; if he will publish information on school and community defibrillator provision to allow areas of deficit to be identified; and if he will take steps to ensure that every school will have a defibrillator by the 2022-23 school year.
Answered by Jonathan Gullis
The Department announced in July 2022 that all state funded schools in England would have access to automated external defibrillators (AEDs) by the end of the 2022/23 academic year. On 12 September 2022, the Department sent a survey to schools to determine how many AEDs exist across the school estate, and is currently analysing this information to procure AEDs where they are needed and to ensure that there are no gaps in access to these life saving devices. Each school makes a decision on whether to provide public access to AEDs. The Department has published guidance to support schools that wish to provide community access and is working with a number of charities to update this guidance. The Department will provide a written update in due course that will be laid in the libraries of both Houses.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he plans to take to support universities in the transition to net zero.
Answered by Michelle Donelan
In November 2021 we set out a draft Sustainability and Climate Change Strategy for the education sector. Within this we have set out our strategic aim for net zero. We have been engaging with higher education to seek their feedback on the draft ahead of publishing a final strategy in April 2022.
As part of this work, we have supported the Queen’s Jubilee Challenge for the further education (FE) and HE sectors to accelerate a sector-led review, so that by calendar year 2024 all FE and HE settings will be reporting their emissions via a standardised framework.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that transfer of information from school to college is as effective as the transfer of information from school to school, for young people with Special Educational Needs and Disabilities.
Answered by Will Quince
The department is taking numerous steps to ensure the effective transfer of information for young people with special educational needs and disabilities (SEND) between school and college.
The SEND Code of Practice is clear that “SEND support should include planning and preparation for the transitions between phases of education and preparation for adult life. The school should share information with the school, college or other setting the child or young person is moving to. Schools should agree with parents and pupils the information to be shared as part of this planning process”.
Local authorities have a statutory responsibility to review the education, health and care (EHC) plans that they maintain at least every 12 months. Reviews must focus on the progress of the young person towards achieving the outcomes specified in the EHC plan and must consider whether the outcomes remain appropriate. The results of these reviews are shared with schools and colleges to ensure a continued progression of support.
The department currently funds the Whole School SEND Consortium and the Education and Training Foundation to deliver activities which equip education leaders and the school and further education workforce to effectively support children and young people with SEND. These activities include supporting the smooth transition from the school learning environment to further education and to prepare young people for adulthood through high quality provision.
One of the commitments in the National Disability Strategy is to create an ‘Access to Work Adjustments Passport’ to support disabled people with their transition into employment, including disabled students leaving education. Officials from the department are currently supporting officials from the Department for Work and Pensions on piloting this passport.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he will take to ensure that college students with Special Educational Needs or Disabilities but without High Needs funding, will receive the same level of support they received at school.
Answered by Alex Burghart - Shadow Chancellor of the Duchy of Lancaster
Under Section 66 of the Children and Families Act 2014, if a registered student at a college has special educational needs, the college has a statutory duty to use their best endeavours to secure that the special educational provision called for by the student’s special educational needs is made. They must fulfil this duty for students with special educational needs and disabilities (SEND), regardless of whether the student has an education, health and care (EHC) plan.
When deciding on the provision to be made for a particular young person with SEND, colleges and local authorities must have regard to the SEND Code of Practice. The Code is clear that professionals working with young people with SEND should involve the parents and the young person at every stage of planning and reviewing support, and take into account their wishes, feelings and perspectives.
The department is committed to providing extra funding for students who need extra help. This includes, in the 2021/22 academic year, almost £532 million to help colleges, schools and other providers to support disadvantaged 16 to 19‐year olds.
This includes a block of funding to support students with additional needs, including moderate learning difficulties and disabilities, with funding to institutions based on the number of students with low prior attainment in maths and/or English. Providers, including colleges, decide exactly how to use this funding.
Learners aged over 19 are funded through the Adult Education Budget. Providers can access learning support funds to enable them to meet the additional needs of learners with learning difficulties and/or disabilities to meet the costs of reasonable adjustments, as set out in the Equality Act 2010.
Support can cover a range of needs, including an assessment for dyslexia, funding to pay for specialist equipment or helpers and arranging signers or note takers. If a learner needs significant levels of support to start or continue learning, and has support costs of more than £19,000 in a funding year, there is a mechanism to enable providers to claim exceptional learning support.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he will set out in the forthcoming SEND Review to ensure a smooth and supportive transition from school to college for young people with Education Health and Care Plans.
Answered by Will Quince
The department is determined to improve the outcomes for children and young people with special educational needs and disabilities (SEND) with a focus on preparing them for later life and adulthood, including their transition into further education.
The government is working at pace, and extensively with children and young people with SEND, parents and carers, as well as those working in local government, education, health and care services to ensure we get this right, and that proposals from our SEND Review lead to improvements in outcomes for children and young people.
The department is committed to concluding the Review and will publish proposals for full public consultation in the coming months.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has with relevant stakeholders on including in the forthcoming SEND green paper the UNCRPD Monitoring Committee’s observations and recommendations for developing an inclusive education system under UNCRPD Article 24 obligations.
Answered by Vicky Ford
The government’s commitment to inclusive education of disabled children and young people and the progressive removal of barriers to learning and participation in mainstream education is at the heart of the special educational needs and disabilities (SEND) system. This is a key principle that underpins the government’s approach.
We have had, and continue to have, discussions with a wide range of individuals and organisations to inform work on the review. This includes children and young people with SEND, parents, education establishments, local authorities, representatives from health and care services and a wide range of voluntary and community sector organisations and experts.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, when his Department plans to publish the findings of the review into support for special educational needs announced on 6 September 2019.
Answered by Vicky Ford
The COVID-19 outbreak has unavoidably delayed the pace of the work of the special educational needs and disabilities (SEND) Review and materially altered the context for reform. This is noted by Her Majesty's Chief Inspector, Amanda Spielman, in her most recent report on putting children and young people with SEND at the heart of our recovery plans: https://www.gov.uk/government/publications/send-old-issues-new-issues-next-steps.
We only have one chance to get this right and have, after careful reflection, decided we should take more time to ensure our reform plans can deliver the systemic change needed. We will be using this time to make certain our plans complement the wider work being done on recovery and school reform, and that they have the longevity needed to offer stability to the sector. We will work at pace over the coming months, closely with system leaders, SEND organisations, schools, and parents, so that we are in a strong position to publish bold proposals for public consultation.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has had with Public Health England on determining the appropriate size of a bubble in schools during the covid-19 outbreak; and if he will publish the scientific guidance he received ahead of making that decision.
Answered by Nick Gibb
At each stage of the Government’s response to the COVID-19 outbreak, we have listened to the latest medical and scientific advice. The Department has provided regularly updated guidance to support schools, with input from education leaders, unions, and sector bodies and in consultation with Public Health England and the Health and Safety Executive.
Schools must do everything possible to minimise contacts and mixing, while delivering a broad and balanced curriculum. The overarching principle to apply is reducing the number of contacts between pupils and staff. This can be achieved through keeping groups separate in ‘bubbles’ and through maintaining distance between individuals. Consistent groups reduce the risk of transmission by limiting the number of pupils and staff in contact with each other to only those within the group. Maintaining distinct groups or ‘bubbles’ that do not mix makes it quicker and easier in the event of a positive case to identify those who may need to self-isolate, and to keep that number as small as possible.
Schools should assess their circumstances and try to implement ‘bubbles’ of an appropriate size to achieve the greatest reduction in contact and mixing. They should make sure this will not affect the quality and breadth of teaching, or impact access for support and specialist staff and therapists.
Whatever the size of the group, they should be kept apart from other groups where possible. Pupils should be encouraged to keep their distance within groups. Schools should try to limit interaction, sharing of rooms, and social spaces between groups as much as possible.
When using larger groups, the other measures from the system of controls are even more important to minimise transmission risks and the numbers of pupils and staff who need to self-isolate. Younger pupils and those with complex needs will not be able to maintain social distancing and it is acceptable for them not to distance within their group. Using small groups can restrict the normal operation of education and present educational and logistical challenges.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions he has had with Public Health England on determining the appropriate size of a bubble in schools during the covid-19 outbreak; and if he will publish the scientific guidance he received ahead of making that decision.
Answered by Nick Gibb
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what the scientific basis is for students returning to term time accommodation on 17 May 2021 rather than prior to that date.
Answered by Michelle Donelan
Whilst we recognise the positive social and economic benefits students bring to the towns and cities they live in whilst at university, the government roadmap is designed to maintain a cautious approach to the easing of restrictions, to reduce public health risks and help ensure that we can maintain progress towards full reopening.
Any return of the remaining students is not considered in isolation but as part of the government’s overall roadmap. All areas included in the roadmap, as well as higher education, are informed by advice from the scientific and medical experts, where data and evidence is considered regularly. This includes the Joint Biosecurity Centre, Public Health England, and the Chief Medical Officers.
It is important that we continue to take a cautious, but irreversible, approach to reopening. Moving too fast, too soon, risks a resurgence in infections, hospitalisations, and deaths. Our careful approach to relaxing restrictions gives time to assess the impact of each step and to reduce the risk of having to reimpose restrictions at a later date.
We have worked extremely closely with scientists and SAGE to understand and model various scenarios to inform our plan that seeks to enable us to re-open the country without putting unsustainable pressure on the NHS. We have also examined economic and social data to get a balanced understanding of the impacts of carefully easing restrictions. The government has also carefully considered data on the impact of the COVID-19 outbreak and lockdown on ethnic minority communities, the vulnerable, the young, and low income groups.
A wealth of data, papers and evidence is being published at the same time as the roadmap to ensure transparency on the information that the government has made available in reaching its decisions. This includes the following information from Public Health England:
Papers from SAGE include: