Found: (i) Shareholdings: over 15% of issued share capital Psychological Services Scotland Ltd, psychology

Found: Billur Aslan Ozgul, lecturer in political communication, and Dr Nelli Ferenczi, senior lecturer in psychology

Found: Billur Aslan Ozgul, lecturer in political communication, and Dr Nelli Ferenczi, senior lecturer in psychology

Found: We do not have, for example, enough psychology services.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether he is taking steps to ensure that young offenders are provided therapeutic support (a) in the community and (b) in secure settings.

Answered by Edward Argar - Minister of State (Ministry of Justice)

Youth Offending Teams (YOTs) are central to supporting children in the community who are on the cusp of offending, as well as those who have already offended. Working as multi-agency teams, with representatives from police, probation, education, health and social services, and specialist workers, such as accommodation officers and substance misuse workers, they are able to tailor their interventions and referrals based on an assessment of a child's vulnerabilities, risk and needs. YOTs are increasingly moving towards becoming a ‘trauma-informed’ service, and most have access to a Child and Adolescent Mental Health Services practitioner who will assess children and provide early intervention to young people coming into contact with the justice system.

In secure settings, in collaboration with Health partners, the Youth Custody Service is committed to the delivery of an individualised, trauma-informed model of care for every child in custody across England and Wales. This approach ensures every child has access to a needs-based programme of therapy, interventions, treatment, and education. Interventions include a range of cognitive behavioural programmes, counselling psychology services and Family Therapy to promote desistance from future offending.

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.

Found: prosecution; (c) sentencing policy and the administration of justice; (d) prisons and probation; (e) psychology

Found: prosecution; (c) sentencing policy and the administration of justice; (d) prisons and probation; (e) psychology

Found: • A wider community of researchers working in diverse fields (e.g. biology, psychology, computational

Found: However, of the four staff in the psychology team , three were leaving, which would increase waiting

Found: of Comparative Education at the University of Birmingham and has an interdisciplinary background in psychology

Found: However, of the four staff in the psychology team , three were leaving, which would increase waiting

Found: Pearson Education Ltd PEARSON BTEC LEVEL 3 NATIONAL CERTIFICATE (180) RQF in APPLIED PSYCHOLOGY 603/3057

Found: Pearson Education Ltd PEARSON BTEC LEVEL 3 NATIONAL CERTIFICATE (180) RQF in APPLIED PSYCHOLOGY 603/3057

Found: Psychology would like to be represented in workforce SLWG when it is established.Recently expanded numbers

Found: Matters risingService Managers Network - identified workforce as a risk – gaps in psychology posts and

Found: psychotherapy, occupational therapy, social work, nursing, family therapy, speech and language therapy, and psychology

Found: visits CAMHS 0 14 (inpatient visits) Psychological Therapies 1 review and 1 meeting 0 Liaiso n Psychology