Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken with schools to ensure that they differentiate their approach to mobile phone restrictions for students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for (i) communication and (ii) learning support.
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 (Conservative - 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 (Conservative - 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: Mark Hendrick (Labour (Co-op) - Preston)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to tackle the backlog in issuing education, health and care (EHC) plans for children; and whether she plans to make an assessment of the impact of delays on the (a) short and (b) long term development of children.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Where local authorities are failing to deliver consistent outcomes for children and young people with special educational needs and disabilities (SEND) – including failing to produce timely Education, Health and Care (EHC) assessments – the department will work with them using a range of improvement programmes and SEND specialist advisors to address weaknesses.
The department’s SEND and alternative provision (AP) Improvement Plan recognised the need to reduce delays in children and young people receiving timely assessments and support and has a clear focus on early intervention. Through the SEND and AP Change Programme, the department is testing a range of reforms to improve the EHC plan process, including standardised templates and guidance, the use of multi-agency panels to improve decision-making, digital reforms, and strengthened mediation arrangements.
Asked by: Mark Hendrick (Labour (Co-op) - Preston)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department has taken to increase the number of places for (a) children with autism and (b) children with special needs in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
In March 2024, the department announced trusts to run 30 new special free schools, which included 17 designated to cater for pupils with autism. The Spring Budget announced funding for 15 special free schools. The department will announce the location of these new schools in May.
In March the department also published just under £850 million of High Needs Provision Capital Allocations for the 2023/24 and 2024/25 financial years. This funding forms part of our transformational investment of £2.6 billion in new high needs provision between 2022 and 2025. Local authorities can use the funding to deliver new places in mainstream and special schools, as well as other specialist settings, and to improve the suitability and accessibility of existing buildings.
Asked by: Lord Bishop of Leicester (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government, further to the Institute for Fiscal Studies report The short- and medium-term impacts of Sure Start on educational outcomes, published on 9 April, which found that access to a Sure Start centre in early years increased the early identification of a special educational need or disability and reduced the need for an Education, Health and Care Plan in later years, what steps they are taking to incorporate lessons from the Sure Start programme in their (1) Family Hubs policy, and (2) Special Educational Needs and Disabilities and Alternative Provision Improvement Plan.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department welcomes the latest research from the Institute of Fiscal Studies on the impact of Sure Start. The family hub model builds on what was learned from Sure Start as well as on wider external evidence of the long-term benefits of early intervention. The model includes at its core the Start for Life offer with a prominent focus on babies and young children, encouraging engagement with the very youngest and their parents and including targeted services for special educational needs and disabilities (SEND). It enables early identification of additional needs through integrated and connected service offers and provides funding for workforce training to better identify and respond to need in a co-ordinated way.
Family hubs bring together services for children of all ages and so respond to the needs of the whole family. The government is investing approximately £300 million across 75 local authorities to embed the family hub approach and enhance Start for Life services across the country for families with children aged 0-19 years, and or up to 25 years for those with SEND. On 10 January 2024, the government announced that every one of the 75 local authorities in the family hubs and Start for Life programme have now opened family hubs, creating a welcoming place where families can be connected to a wide range of services.
The department has developed guidance for participating local authorities. The Programme Guidance includes expectations on the support available to families who have children with SEND, in line with the recommendations in the SEND and alternative provision (AP) green paper. This includes staff in the family hub being knowledgeable about local SEND services and able to connect families to appropriate support – this could include for example SEND-appropriate parenting programmes, peer support for parents, short breaks, support for siblings or specialist health services. The Programme Guidance can be found here: https://www.gov.uk/government/publications/family-hubs-and-start-for-life-programme-local-authority-guide.
Last year, the department also published its SEND and AP Improvement Plan to outline its plans to ensure children and young people across England get high-quality, early support wherever they live in the country. This includes new national SEND and AP standards which will help families understand what support every child or young person should be receiving from early years through to further education.
The department is also funding training of up to 7,000 early years special educational needs co-ordinators who will learn how to identify and assess SEND and implement effective support so that children get the early support they deserve at the right time.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure a smooth transition for students with special educational needs and disabilities from (a) key stage 2 to key stage 3 and (b) key stage 4 to key stage 5.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The government is committed to ensuring that all children and young people have access to a world-class education that sets them up for life and supports them to achieve positive outcomes.
Mainstream schools and colleges should use their best endeavours to make sure a child or young person with special educational needs gets the special educational provision they need. This might include tailored support to prepare for transitions.
In addition, for those with an Education, Health, and Care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for transitions as part of their plan’s annual review. Planning for the transitions should result in clear outcomes being agreed that are ambitious, stretching, and which are tailored to the needs and interests of the young person.
The department is developing good practice guidance to support consistent, timely, high-quality transitions for children and young people with special educational needs and disabilities (SEND) and for those in alternative provision (AP). This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings. This includes transitions into higher education, employment, adult services, and, for young people leaving AP at the end of key stage 4, building on learning from the recent Alternative Provision Transition Fund.
The department is working with the Department for Work and Pensions and key partners from the SEND and post-16 sectors, including the Association of Colleges and Natspec, to develop the guidance. The department is working with young people with different types of need, including those with and without EHC plans, to co-produce the guidance to ensure it improves experiences and outcomes. The department will also involve parents and carers.
Asked by: Alison McGovern (Labour - Wirral South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help broaden access to work experience for disadvantaged young people.
Answered by Damian Hinds - Minister of State (Education)
Work experience is an important aspect of the support pupils receive to follow rewarding learning and training pathways which lead to fulfilling careers.
The department works with The Careers & Enterprise Company (CEC) to support secondary schools to provide pupils with multiple interactions with employers from year 7 to year 13 in line with Gatsby Benchmark 6, Experiences of the Workplace. The department has asked CEC to drive this agenda forward at pace to increase workplace opportunities, targeting pupils from disadvantaged backgrounds, in response to evidence that these pupils are less likely to access work experience opportunities than their peers. In the latest annual data, 64% of institutions fully achieved the experiences of the workplace benchmark, which is a 12% increase from the year before.
The CEC Careers Hub network has been asked to use a proportion of their Hub Delivery Fund to stimulate meaningful employer-led activities to increase the quantity and quality of opportunities for young people to engage in encounters of the workplace with a focus on alternative provision, special educational needs and disabilities and Pupil Referral Units across all year groups.
In addition, £1.9 million has been invested to support Careers Hubs to offer workplace experiences for up to 15,000 economically disadvantaged young people, including virtual workplace experience pilots for more than 1,000 schools in coastal and rural communities, providing access to wider national networks of employers outside their local community.
Asked by: Gen Kitchen (Labour - Wellingborough)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she takes to ensure that local authorities (a) adequately capture the needs of SEND children and (b) provide a local offer that adequately meets levels of demand for those needs.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The Children and Families Act 2014 requires all local authorities to publish a local offer of services for children and young people with special educational needs and disabilities (SEND) in their area. This helps families to be aware of services available in their area and provides a way for them to contribute to shaping provision to meet local needs.
As set out in the SEND Code of Practice, local authorities must consult children and young people with SEND and their parents and carers, in reviewing educational and training provision, social care provision and in preparing and reviewing the Local Offer.
In the SEND and alternative provision (AP) Improvement Plan, published in March 2023, the department has set out plans to build a consistent national SEND and AP system in which parents and carers can trust and have confidence, and which can be navigated easily.
Through the Change Programme, the department is testing Local Area Inclusion Plans (LAIPs). These are 3 year plans that explain how the needs of children and young people with SEND aged 0 to 25 in an area will be met. LAIPs will be monitored and reviewed by the department and be underpinned by strengthened accountabilities and improved use of data for all those responsible for local delivery of places.
Ofsted and Care Quality Commission also commenced a strengthened local inspection framework in January 2023. Where local authorities are failing, the department works with them using a range of improvement programmes and SEND specialist advisers to address weaknesses. Inspections under the new framework place greater emphasis on the outcomes that are being achieved for children and young people with SEND.