Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has put provisions in place to accommodate the needs of students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for learning.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce mechanisms for students with special educational needs and disabilities to request exemptions from mobile phone bans based on their educational needs.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Cat Smith (Labour - Lancaster and Fleetwood)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the adequacy of support for children with SEND in Lancashire.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Lancashire were last inspected under the previous Ofsted and Care Quality Commission (CQC) framework and were issued with a Written Statement of Action (WSoA) with 12 areas of significant weakness. Following their revisit inspection, published in August 2020, Lancashire were moved onto an Accelerated Progress Plan (APP) for five areas of significant weakness which were deemed to have not made sufficient progress. A department Case Lead, alongside a NHS England and a special educational needs and disabilities (SEND) adviser, worked with the local authority and monitored their progress against the APP. After a series of reviews and data analysis, in 2021 the decision was taken that based on the evidence provided, that Lancashire had demonstrated clear and sustained progress against the areas highlighted in the accelerated progress plan.
As with all local areas, the department has continued to provide support and challenge to Lancashire through their regional case lead, who seeks regular assurance, through conversations with SEND leads, that they are sustaining the progress made. The department also analyses Lancashire’s position through the annual SEN2 data publication, assessing their data performance and using this information to shape discussions. This progress will be assessed in the next Ofsted and CQC inspection, with all local authorities due to be inspected by the end of 2027.
Asked by: Fabian Hamilton (Labour - Leeds North East)
Question to the Foreign, Commonwealth & Development Office:
To ask the Deputy Foreign Secretary, if he will make an assessment of the implications for his policies of the number of children aged between six and 59 months that are at risk of severe malnutrition in Haiti.
Answered by David Rutley - Parliamentary Under-Secretary (Foreign, Commonwealth and Development Office)
According to the most recent UN-backed analysis of food security in Haiti, almost half the population needs some type of food assistance. The UK continues to support Haiti through our contributions to UN agencies, multi donor, pooled NGO funds, and institutions such as the World Bank Group, who are active in addressing Haiti's significant humanitarian challenges. The difficult security situation within Haiti has impeded humanitarian access, but the UN has established a limited humanitarian airbridge. In response to calls for urgent humanitarian assistance, the UN Central Emergency Response Fund, of which the UK is historically the largest contributor, has authorised disbursement of $12 million to support those affected.
May. 02 2024
Source Page: UK-EU Trade and Cooperation Agreement, UK Domestic Advisory Group: 2024 to 2025 priorities reportFound: Monitoring Authority has previously expressed concern about the identification and support of looked after children
May. 02 2024
Source Page: Freedom of Information statistics: October to December 2023Found: - - - - - - - - - - - - - - - - - - - - - - - Q3 2013 Department for Children
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Source Page: Quarterly autism statistics for NI (January - March 2024)Found: Quarterly autism statistics for NI (January - March 2024) These tables set out the number and rate of children
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Source Page: Implementation of the Tied Pubs (Scotland) Act 2021: Data Protection Impact AssessmentFound: market rent only lease. 5.5 Would the proposal have an impact on a specific group of persons e.g. children
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Source Page: Flu & COVID-19 Vaccination Programme (FVCV) 2023-24 Child Rights and Wellbeing Impact AssessmentFound: Following these authorisations , the JCVI gave advice on how these vaccines should be given to children
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Source Page: Mental Health and Capacity and Capacity Reform Programme: Delivery Plan October 2023 – April 2025Found: Publish a new resource by late 2024 that will ensure children and young people understand the pathways