Found: The first case is a 22-year- old care leaver on Universal Credit and with a diagnosis of Autism

Found: NHS England is taking forward a new Mental Health, Learning Disability and Autism Inpatient Quality

Found: the Shared Lives offer with a specific focus on supporting transitions into adulthood, people with autism

Found: It includes a new trauma- informed approach to training and autism accreditation.

Found: We also have a lot of autism, ADHD, mobility issues, cancers —we have a very broad range so adjustments

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), what arrangements they have in place to ensure that the 148 residential special schools mentioned in that answer have ready access to psychiatric and clinical psychology services to meet the clinical needs of their residents, especially those with complex autism.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), whether the number of residential special schools in England has increased or decreased since (1) 2010, and (2) 2015; and what arrangements the Department for Education has in place to assess whether there is a shortage of such schools.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Education:

To ask His Majesty's Government further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), how many of the 148 residential schools mentioned in the answer are approved for (1) under 20 residential placements, (2) 20 to 40 such placements, and (3) over 40 such placements; and whether there are any places approved for a single child only.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), how many of the 26 maintained residential special schools, the 32 non-maintained residential special schools, and the 35 academy and free residential special schools mentioned in the answer require improvement according to Ofsted; and what are the names of those schools.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), what assessment they have made of the capacity of local education authorities to provide education to a child with an education, health and care plan who has been off-rolled from a residential special school and unable to find an alternative placement in another such school.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Barran on 11 March (HL2772, HL2773, HL2811), who are the owners of each of the 55 independent residential special schools mentioned in that answer; and which of those schools are identified as needing improvement by Ofsted.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Of the 55 independent residential special schools, five are identified as requiring improvement by Ofsted. One further school met the standards since the previous answer was provided. These schools are The Forum School, Wilds Lodge School, Pioneer TEC, The Fitzroy Academy and The Grange Therapeutic School. Nine schools offer under 20 residential placements, eight schools offer 20 to 40 residential placements, and 38 schools offer residential placements for over 40. None are approved for a single child only.

When the department registers an independent school, it establishes who the proprietor will be, and runs suitability checks on the proprietor. The proprietor is ultimately responsible for the operation of the school. The proprietor is included on the register of independent schools. The department does not record the ultimate beneficial owner of the school. The registered proprietor of each of the 55 independent residential special schools is shown in the attachment provided titled ‘Table of Independent Residential Special Schools’.

Of the 26 residential maintained special schools, six are identified as requiring improvement by Ofsted. These schools are Holly House Special School, Barndale House School, Greenbank School, Kings Mill School, Lindsworth School and Lexden Springs School. One school offers under 20 residential placements, three schools offer 20 to 40 residential placements, and 23 schools offer residential placements for over 40. None are approved for a single child only.

Of the 33 residential non-maintained special schools (NMSS), three are identified as requiring improvement by Ofsted. This number has increased by one since the previous answer provided as the department has identified an additional NMSS that is listed on the register of schools as a further educational college rather than a school. These schools are St Vincent’s School, New College Worcester, and Breckenbrough School. No schools offer under 20 residential placements, one school offers 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Of the 34 residential special academy and free schools, four require improvement according to Ofsted. One school no longer offers residential placements since the previous answer provided. These schools are Brompton Hall School, Langham Oaks, Pencalenick School and Charlton Park Academy. No schools offer under 20 residential placements, two schools offer 20 to 40 residential placements, and 32 schools offer residential placements for over 40. None are approved for a single child only.

Historical data does not allow a comparison to be made on Residential Special Schools compared to 2010 and 2015. Data for recorded school types is available in the department’s data releases, which is included in the attached documents titled ‘Index of Tables’ and ‘Table of School Characteristics’.

Local authorities must ensure there are sufficient school places for all pupils, including those with special educational needs and disabilities. Residential provision may be the right way to meet the needs of some children and young people, but it places them at greater risk by removing them from their families and local support networks. While there will always be a small group of children who require more intensive round-the-clock care alongside their education or healthcare in a residential setting, this should be less necessary as the department better meets children’s needs in mainstream schools and non-residential special schools and provide more early and intensive support for families.

Individual schools are responsible for ensuring they can meet the needs of the children and young people they educate. All residential special schools are required to follow and are inspected against the residential special schools’ national minimum standards (NMS). These standards can be found on the GOV.UK website: https://assets.publishing.service.gov.uk/media/647f53155f7bb700127fa5c9/Residential_special_schools_national_minimum_standards.pdf.

Amongst other things, the NMS set out the importance of suitably qualified and trained staff, along with a requirement for care staff to have at least a relevant Level 3 qualification. Part D, ‘Health and Wellbeing’, provides comprehensive standards to ensure staff are meeting pupils’ needs, including ensuring pupils have access to appropriate support services. Children and young people in residential special schools away from home are entitled to access local health services in the same way as all children and young people are. Some providers also offer and commission their own clinical expertise and support for children in their residential special schools. Additionally, the National Autism Trainer Programme, funded by NHS England and led by Anna Freud provides a co-produced autism Train the Trainers approach that has been offered free of charge for staff working in residential special schools and colleges to better support them to understand the needs and experiences of autistic children and young people.

Children and young people may only be placed in a special school if they have an Education, Health and Care (EHC) plan. If the placement is no longer suitable for the child or young person, the local authority responsible for the EHC plan will need to review it and consider amending it, following the statutory processes set out in the Children and Families Act 2014.

In the meantime, local authorities have a duty to arrange suitable education for any pupil of compulsory school age who, because of illness, exclusion, or other reasons, would not get a suitable education without such provision. This education must be full time, unless a pupil’s medical needs mean that full-time education would not be in their best interests.

It is up to local authorities to determine the most appropriate alternative provision for a child, but they should take into account the views of the pupil, their parents and other professionals.

The department has published statutory guidance on alternative provision, which local authorities must have regard to. The guidance is available on the GOV.UK website: https://www.gov.uk/government/publications/alternative-provision.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of the time taken to make an autism assessment on employment rates.

Answered by Mims Davies - Minister of State (Department for Work and Pensions)

There are no plans for DWP to make this specific assessment. Whilst we recognise the importance of early identification of autism, a diagnosis is not required to be eligible for reasonable adjustments and the provision of workplace support. These are made, in line with the requirements of the Equality Act 2010, based on functional need.

We are, as you know, encouraging employers to adopt more neuro-inclusive working practices, which benefit neurodiverse employees irrespective of whether they have a diagnosis.

The SoS and I were delighted to see the launch of your excellent Review into Autism Employment on the 28^{th of} February, which has created a focus for action to improve the recruitment and retention of autistic people. It has identified workplace barriers, and the working practices and initiatives that can reduce them, to create a more inclusive working environment for autistic employees and autistic jobseekers.

We now look towards supporting how the 19 recommendations in the report can be implemented to encourage a more neuro-inclusive culture in the workplace.

This is supported by Disability Confident, our scheme to increase employers’ understanding of how to recruit, retain and support disabled employees and the Support with Employee Health and Disability online service which guides employers through health and disability scenarios at work, including making reasonable adjustments.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the time taken to make an autism assessment on educational attainment.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

I refer my right hon. Friend, the Member for South Swindon, to the answer of 25 March 2024 to Question 18946.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what staff networks there are in her Department.

Answered by Andrew Stephenson - Minister of State (Department of Health and Social Care)

The following staff-led support networks currently operate in the Department:

- EnABLE, a disability and long-term conditions network;

- Autism Network;

- Attention Deficit Hyperactivity Disorder Network;

- Dyslexia and Dyspraxia Network;

- Race Equality Matters Network;

- Prism, an LGBT+ network;

- Women’s Network;

- Parents’ Network;

- Age Diversity Network;

- Carers’ Network;

- Care Leavers’ Network;

- Social Mobility Network;

- Men’s Health Network;

- Christian Network;

- Jewish Network;

- Muslim Network;

- Hinduism and Sikhism Group;

- Humanists Network;

- Diversity and Inclusion Analytical Network;

- Domestic Abuse Support Group;

- Working Through Cancer Network; and

- Mental Health First Aid.

The following networks support and promote professional development and operational delivery:

- International Network;

- Flexible Working Network;

- Green Network;

- Social Workers Network;

- Health Science and Engineering Network;

- IT User Engagement Group;

- Clinicians’ Network;

- Nutritionist Network;

- Perspectives Network;

- History Network;

- Culture and Engagement Champions Network;

- Active Travel Network;

- International Network;

- First Aid Network;

- Administrative Officer and Executive Officer Network;

- Personal Assistant Network;

- Senior Executive Officer and Higher Executive Officer Network;

- G6 and G7 Network; and

- Direct Appointment Scheme Network.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to work with (a) schools and (b) local authorities to help (i) ensure adequate funding for SEND provision and (ii) promote inclusion in mainstream schools in London.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Mainstream schools in London are being allocated a total of £7.15 billion in the 2023/24 financial year. Of that, local authorities have identified £869 million as notional budgets, which act as a guide to how much schools might need to spend on their pupils with special educational needs (SEN). Where SEN support costs for an individual pupil are in excess of £6,000, schools can additionally access local authorities' high needs budgets, which are for children and young people with more complex needs. Local authorities in London have been allocated high needs funding amounting to £1.9 billion in 2023/24. This is set to increase to £2 billion in the 2024/25 financial year, meaning a cumulative increase of 29% per head over the three years from the 2021/22 allocations. By 2024/25, high needs funding will have increased by 60% over the five years since 2019/20, to a total of over £10.5 billion nationally.

As of March 2024, the department has published just under £850 million of further investment in places for children and young people with special educational needs and disabilities (SEND) or who require alternative provision. Spread over the 2023/24 and 2024/25 financial years, it forms part of the £2.6 billion the department has committed to investing in high needs capital between 2022 and 2025 and represents a significant, transformational investment in new high needs provision. Between 2021/22 and 2024/25, London has been allocated just over £542 million. This is 20% of the total funding provided to local councils to support the provision of new places and improve existing provision for children and young people with special educational needs and disabilities or requiring alternative provision.

In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, published in March 2023 following extensive consultation with schools and local authorities, the department set out its mission for more children and young people to have their needs met effectively in mainstream settings. To bring together local authorities, health and education partners across local systems to strategically plan and commission support for children and young people with SEND, the department is working with local authorities to create or strengthen local SEND and AP partnerships. To support authorities, the department is investing £21 million to train 400 more educational psychologists and introducing a National Professional Qualification (NPQ) for special educational needs coordinators (SENCOs) at leadership level.

School and multi-academy trust leaders should promote collaborative working and drive inclusive practices across local areas. The department’s expectations for high-quality, inclusive education are set out in the ‘High Quality Trust Framework’ and enforced through the inspections under Ofsted’s 2019 Education Inspection Framework.

The department is also investing in specific programmes designed to help schools develop their inclusive practice. For example, the Universal Services Programme helps the school and FE workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively. As part of the Programme, over 135,000 professionals have undertaken autism awareness training. And to support schools to create calm, safe and supportive environments for all pupils, the department has invested £10 million in the Behaviour Hubs programme.

Supporting children and young people with SEND is embedded in Initial Teacher Training (ITT) and the professional standards that teachers are expected to adhere to throughout their careers. The Teachers' standards define the minimum level of practice expected of all teachers This includes Teachers Standard 5, which requires all teachers to adapt teaching to respond to the strengths and needs of all pupils, including those with SEND.

The government does not prescribe the curriculum of ITT courses. However, the mandatory ITT Core Content Framework (CCF) (2019) sets out the minimum entitlement of knowledge, skills and experiences that all trainees need to enter the profession in the best position possible to teach and support their pupils. This core content must be covered in full for all ITT courses leading to Qualified Teacher Status (QTS).

Once they have been awarded QTS at the end of their ITT course, all early career teachers are entitled to a new two-year induction underpinned by the Early Career Framework (ECF).

Following the ITT CCF and Early Career Framework (ECF) review in 2023, the Initial Teacher Training and Early Career Framework (ITTECF), which was published in January 2024, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what steps they are taking to improve early diagnosis and intervention for children with autism spectrum disorders.

Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)

We recognise timely identification of autism can play an important role in enabling children and young people to get appropriate support, which is crucial in preventing escalation of needs. We expect integrated care boards (ICBs) to have due regard to National Institute for Health and Care Excellence (NICE) guidelines on autism when commissioning services. It is the responsibility of ICBs to make available appropriate provision to meet the health and care needs of their local population in line with these NICE guidelines, including in relation to autism assessment. While we want every area to meet NICE guidance, we recognise that this is not happening everywhere.

On 5 April 2023, NHS England published a national framework and operational guidance for autism assessment services in an online-only format. This guidance will help the National Health Service improve autism assessment services and improve the experience for people referred to an autism assessment service. This includes guidance to local areas on how to manage referrals and the support that should be available whilst people are waiting for an assessment and after.

In 2023/2024, £4.2 million of funding is available across England to improve services for autistic children and young people, including autism assessment services. We are also working in partnership with the Department for Education and NHS England on ‘Partnerships for Inclusion of Neurodiversity in School’ (PINS), with £13 million of funding to test ideas that will improve access to specialist support for neurodiverse children in mainstream primary schools.

Each ICB in England is expected to have an Executive Lead for learning disability and autism, supporting the Board in planning to meet the needs of its local population of people with a learning disability and autistic people, including in relation to appropriate autism assessment pathways. NHS England has published guidance on these roles.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what measures are in place to train healthcare professionals in understanding and supporting the specific medical needs of individuals with autism.

Answered by Lord Markham - Parliamentary Under-Secretary (Department of Health and Social Care)

There are several measures being put in place to train healthcare professionals in understanding and supporting the needs of autistic people.

From 1 July 2022, the Health and Care Act 2022 requires providers registered with the Care Quality Commission to ensure their staff receive specific training on learning disability and autism appropriate to their role. We are rolling out the Oliver McGowan Mandatory Training on Learning Disability and Autism to support this. This training will help to ensure that staff have the right skills and knowledge to provide safe and compassionate care, including how to provide reasonable adjustments, for autistic people. Over 1.4 million people have completed the first part of Oliver’s Training, an e-learning package.

NHS England has commissioned the Royal College of Psychiatrists to deliver the National Autism Training Programme for Psychiatrists in response to the need and demand for better autism training from within the profession. The training is co-produced and co-delivered with autistic people and offers a short foundation training course for psychiatrists working across a variety of settings, and a longer, more enhanced development course, aimed at psychiatrists and higher trainees who are seeking to increase their specialist knowledge and skills in autism. The provision of this training will help reduce diagnostic overshadowing, play a significant role in preventing unnecessary admissions to mental health hospitals for autistic people and improve autism appropriate care. The ambition is that this may contribute to reducing the number of inappropriate admissions, interventions such as seclusion and segregation along with the length of stay for those who need hospital care.

A Public Inquiry must be urgently held to investigate the impact of the Covid-19 pandemic on people with Autism. I don't think that people with Autism were considered and supported correctly by the Government throughout the Covid-19 pandemic so lessons need to be learnt.

Found: I don't think there was autism-friendly information about changing regulations available, which may have

Stop schools making children wear a blazer, shirt and tie as a uniform. It's 2024 and the school uniform is so old fashioned. Majority of work places are now smart casual. Schools need to follow this trend and go more smart casual. Trousers, shoes and polo with school logo. #nomoreschoolblazers

Found: Children with ADHD or autism would prefer smart casual uniform because children don't like feeling restricted

Found: adopting flexible approaches to novel situations, two domains specifically affected in NDDs such as autism

Found: The CIPD also participated in the Buckland Review of Autism Employment, and that review recommended

Found: The CIPD also participated in the Buckland Review of Autism Employment, and that review recommended

Found: It includes adult s with autism who also have learning disabilities, but not people with a higher level

Found: Living Project LindenFarmisanaward-winning  supported livingdevelopment forten adultswithautism

Found: Health Hospital building Avon and Wiltshire Mental Health Partnership NHS Trust Learning Disability & Autism

Found: timely statistics available relating to NHS funded secondary mental health, learning disabilities and autism

Found: Vaccines / Immunisations over the last 70 years (by year) and documents confirming or denying any links to autism

Found: with severe behavioural difficulties, for example, those with emotional and behavioural difficulties, autism

Found: severe behavioural difficulties, for example, those with emotional and behavi oural difficulties, autism

Found: and sleep with their partners more” “Girls in their 30s are 10x more likely to have a kid born with autism

Found: We are proud that our Northern Ireland Tech Hub team achieved a national Autism NI Impact Award through

Found: final result to centres 12-Aug-24 12-Aug-24 N/A NCFE NCFE CACHE Level 3 Certificate in Understanding Autism

Found: final result to centres 12-Aug-24 12-Aug-24 N/A NCFE NCFE CACHE Level 3 Certificate in Understanding Autism

Found: Hourglass Carers Trust Scotland University of Highlands & Islands University of Dundee Scottish Autism

Found: AS Audit ScotlandASD Autism spectrum disorderAHP Allied health professionalCI Care InspectorateEiP Early

Found: ................................ ......... 64 List of Abbreviations AS Aud it Scotland ASD Autism

Found: North Ayrshire Council National Association of Schoolmasters Union of Women Teachers (NASUWT) National Autism