Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 28 January 2020 to Question 5444, on Universities: Fire Regulations, whether his Department holds data on the number of university residential, teaching and research accommodation buildings over 18 metres in height that have (a) ACM cladding and (b) other forms of combustible cladding.
Answered by Chris Skidmore
The safety of students and staff across the education estate remains ministers' highest priority. Since the Grenfell fire, the department has worked closely with the Ministry of Housing Communities and Local Government (MHCLG) on fire safety. In line with that cross-government approach, we identified university-owned residential buildings over 18 metres with potentially dangerous ACM cladding. In the light of updated building safety guidance for owners of residential buildings published on 20 January by MHCLG, the department will gather any additional information required on residential buildings across the education estate, and will continue to work with building owners to ensure that any subsequent remediation work, if any, is undertaken.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 28 January 2020 to Question 5444, on Universities: Fire Regulations, whether his Department holds data on the number of university residential, teaching and research accommodation buildings below 18 metres in height that have (a) ACM cladding and (b) other forms of combustible cladding.
Answered by Chris Skidmore
The safety of students and staff across the education estate remains ministers' highest priority. Since the Grenfell fire, the department has worked closely with the Ministry of Housing Communities and Local Government (MHCLG) on fire safety. In line with that cross-government approach, we identified university-owned residential buildings over 18 metres with potentially dangerous ACM cladding. In the light of updated building safety guidance for owners of residential buildings published on 20 January by MHCLG, the department will gather any additional information required on residential buildings across the education estate, and will continue to work with building owners to ensure that any subsequent remediation work, if any, is undertaken.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will write to local authorities to request that their commissioning of short breaks services use criteria that allow for the funding of emotional and practical support for parents of children with life-threatening or terminal illnesses.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
We recognise that short breaks services for disabled children are vital and we very much recognise the need for this provision. Section 17(11) of the Children Act 1989 sets out the meaning of “disabled” and includes children who are “substantially and permanently handicapped by illness” which can include life threatening or terminal illnesses.
The government made local authority provision of short breaks compulsory in 2011. In performing their duty under paragraph 6(1)(c) of Schedule 2 to the Children Act 1989, a local authority must provide, so far as is reasonably practicable, a range of services which is sufficient to assist carers to continue to provide care or to do so more effectively. The published guidance ‘Short Breaks for Carers of Disabled Children’ provides local authorities with information on their duties. This guidance is available at the following link: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/245580/Short_Breaks_for_Carers_of_Disabled_Children.pdf.
Between 2011-2015 the government provided over £800 million to help local authorities implement the 2011 Short Breaks duties. Ongoing funding now rests with local authorities, and it is right that they have the freedom to make decisions based on the needs of their local area which allows them to prioritise the most vulnerable. This is deliberately flexible to enable local authorities to meet the needs of parents and carers.
The government has confirmed an additional £1 billion grant for adult and children’s social care for every year of this parliament. This is in addition to the continuation of existing social care grants.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 27 January 2019, to Question 6117, on Schools: Insulation, if his Department will undertake an audit of schools to establish what forms of cladding are present on all buildings in the education estate.
Answered by Nick Gibb
The safety of pupils, students and staff across the education estate remains the Department’s highest priority.
The Department has taken appropriate action as part of the cross-government response to the Grenfell Tower fire. Updated building safety guidance for owners of residential buildings was published by the Ministry of Housing, Communities and Local Government on 20 January. In light of this guidance, the Department for Education will gather any additional information required on residential buildings across the education estate and work with building owners to ensure that any subsequent remediation work is undertaken.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to increase capacity in the the children’s home care system.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
All local authorities have a duty to ensure they have sufficient provision to meet the needs of children in their care. We recognise that some local authorities are facing challenges ensuring there is sufficient provision in their areas to meet the needs of children. We are continuing to take steps to understand this issue and support local authorities.
We are working to increase placement options so that children are placed in homes that meet their needs. This includes £5 million from our £200 million Innovation Fund to increase councils’ residential capacity and improve commissioning practice. We also recognise that a lack of capacity in the fostering system can impact demand for children’s homes places and we have made nearly £500,000 in seed-funding available for 7 partnerships to test new approaches to sufficiency planning and commissioning in foster care.
We provided funding to local and combined authorities to commission feasibility studies into opening new secure provision to increase available capacity. The Residential Care Leadership Board is also sharing learning across the sector. In 2020-21, local government is getting an additional £1 billion grant for adult and children’s social care. This is on top of the continuation of the £410 million social care grant in 2020-21. This will support local authorities to meet rising demand.
The department is continuing to look at what else we can do to support local authorities to ensure that children in care are provided with suitable accommodation that meets their needs. As set out in the manifesto, we are committed to undertaking a review of the care system to make sure that all care placements and settings are providing children and young adults with the support they need.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Annual Report of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills 2018-19 Annual Report, published by Ofsted in January 2020, what steps his Department plans to take to reduce the level of skills shortages in the residential social care workforce.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The Children’s Homes (England) Regulations 2015 introduced for the first-time quality standards for children’s homes. This includes the new and improved mandatory qualifications for those working in residential childcare, which were designed specifically to better meet children’s needs, by ensuring each new entrant demonstrates their competence in the core knowledge and skills required. The Regulations set out that it is the children’s home’s registered person’s responsibility to ensure staff have the necessary experience, qualifications and skills to meet the needs of each child, including any ongoing continuous professional development.
The Independent Inquiry into Child Sexual Abuse’s Interim Report (April 2018) recommended further workforce regulation through introducing professional registration arrangements for staff in children’s homes. The department responded by issuing a Call for Evidence in summer 2019 to gather sector perspectives on wider workforce issues including workforce regulation, qualifications, training and professional standards. We recognise that in order to provide good quality care, we need a high quality, motivated workforce that feel valued and is adequately trained and qualified. We are currently exploring options following on from the Call for Evidence findings. We also understand that some residential homes face challenges attracting and retaining the right number of staff and the department is in regular dialogue with the sector about this issue.
The care review is a fundamental part of this government’s manifesto. We are moving forward with plans to review how we support vulnerable children and young people, in order to meet their needs and improve their outcomes.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make an assessment of the role played by academic achievement in the removal from the school roll of pupils without an exclusion.
Answered by Nick Gibb
A pupil’s name can lawfully be deleted from the admission register on the grounds prescribed in Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 as amended.
All schools must notify the local authority when a pupil’s name is to be deleted from the admission register under any of the grounds prescribed in Regulation 8, as soon as the ground for removal is met and no later than the time at which the pupil’s name is removed from the register. The Department does not hold information centrally on the reason pupils are removed from the school register.
The Department has made clear the practice of off-rolling, whereby children are removed from school rolls without formal exclusion in ways that are in the interests of the school rather than the pupil, is unacceptable. Informal or unofficial exclusions are unlawful and we have previously written to schools to remind them of the rules on exclusions. Any school off-rolling on the basis of academic achievement is quite simply breaking the law.
We are continuing to work with Ofsted to tackle the practice of off-rolling. Since September 2019, Ofsted’s new education inspection framework details that where inspectors find off-rolling, this will always be addressed in the inspection report, and where appropriate, could lead to a school’s leadership being judged inadequate.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the finding by Ofsted on page 16 of its Annual Report 2018-19, published on 21 January 2020, what steps his Department is taking to tackle the lack of children’s homes in the right places.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
All local authorities have a duty to ensure they have sufficient provision to meet the needs of children in their care. We recognise that some local authorities are facing challenges ensuring there is sufficient provision in their areas to meet the needs of children. We are continuing to take steps to understand this issue and support local authorities.
We are working to increase placement options so that children are placed in homes that meet their needs. This includes £5 million from our £200 million Innovation Fund to increase councils’ residential capacity and improve commissioning practice. We also recognise that a lack of capacity in the fostering system can impact demand for children’s homes places and we have made nearly £500,000 in seed-funding available for 7 partnerships to test new approaches to sufficiency planning and commissioning in foster care.
We provided funding to local and combined authorities to commission feasibility studies into opening new secure provision to increase available capacity. The Residential Care Leadership Board is also sharing learning across the sector. In 2020-21, local government is getting an additional £1 billion grant for adult and children’s social care. This is on top of the continuation of the £410 million social care grant in 2020-21. This will support local authorities to meet rising demand.
The department is continuing to look at what else we can do to support local authorities to ensure that children in care are provided with suitable accommodation that meets their needs. As set out in the manifesto, we are committed to undertaking a review of the care system to make sure that all care placements and settings are providing children and young adults with the support they need.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to increase the effectiveness of multi-agency working for children and young people with SEND.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
Effective multi-agency working is integral to delivering joined-up and impactful support for children and young people with Special Educational Needs and Disability (SEND).
We are committed to improving the services and support that these children and young people receive, which is why this government announced an additional £780 million investment in high needs funding for 2020-21.
However, we recognise that funding alone is not enough and this government is taking active steps to improve join-up across education, health and care to support children and young people with SEND. We have established the SEND System Leadership Board, bringing together commissioners across education, health and care to improve the way partners jointly plan, commission and deliver SEND provision. In addition, in September 2019 we launched the SEND review. A key focus of this review is how we can improve cross-system working across education, health and care to support the most positive outcomes for children and young people with SEND.
Asked by: Steve Reed (Labour (Co-op) - Croydon North)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will make an assessment of the proportion of pupils removed from the school roll without an exclusion with special educational needs.
Answered by Nick Gibb
A pupil’s name can lawfully be deleted from the admission register on the grounds prescribed in Regulation 8 of the Education (Pupil Registration) (England) Regulations 2006 as amended.
All schools must notify the local authority when a pupil’s name is to be deleted from the admission register under any of the grounds prescribed in Regulation 8, as soon as the ground for removal is met and no later than the time at which the pupil’s name is removed from the register. The Department does not hold information centrally on the reason pupils are removed from the school register.
The Department has made clear the practice of off-rolling, whereby children are removed from school rolls without formal exclusion in ways that are in the interests of the school rather than the pupil, is unacceptable. Informal or unofficial exclusions are unlawful and we have previously written to schools to remind them of the rules on exclusions. Any school off-rolling on the basis of academic achievement is quite simply breaking the law.
We are continuing to work with Ofsted to tackle the practice of off-rolling. Since September 2019, Ofsted’s new education inspection framework details that where inspectors find off-rolling, this will always be addressed in the inspection report, and where appropriate, could lead to a school’s leadership being judged inadequate.