Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment has been made of the merits of providing training to mental health teams to support children with lifelong speech and language difficulties.
Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)
No such specific assessment has been made. The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.
In addition to the undergraduate degree route, speech and language therapists can now also train via a degree apprenticeship. This route is going into its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.
In partnership with NHS England, the Department for Education has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.
Asked by: Mary Kelly Foy (Labour - City of Durham)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment has been made of the potential merits of providing training to mental health teams on adapting their support to children with lifelong speech and language difficulties.
Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)
The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.
In addition to the undergraduate degree route, speech and language therapists can now also train via a degree apprenticeship. This route is going into its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.
In partnership with NHS England, the Department for Education has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.
At the Spending Review, we confirmed that we will deliver on our commitment to recruit an additional 8,500 mental health workers by the end of this Parliament, roll out mental health support teams to cover all schools in England by 2029/30 and expand NHS Talking Therapies and Individual Placement and Support schemes.
We have also already started piloting Neighbourhood Mental Health Centres. These pilots aim to provide open access care for anyone with a severe mental illness 24 hours a day, seven days a week. Our aim is to have one Neighbourhood Health Centre in each community that brings together National Health Service, local authority and voluntary sector services in one building to help create a holistic offer that meets the needs of local populations including children with lifelong speech and language difficulties.
Asked by: Gill Furniss (Labour - Sheffield Brightside and Hillsborough)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment has been made of the potential merits of providing training to mental health teams on support to children with lifelong speech and language difficulties.
Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)
The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.
In addition to the undergraduate degree route, speech and language therapists can now also train via a degree apprenticeship. This route is going into its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.
In partnership with NHS England, the Department for Education has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.
At the Spending Review, we confirmed that we will deliver on our commitment to recruit an additional 8,500 mental health workers by the end of this Parliament, roll out mental health support teams to cover all schools in England by 2029/30 and expand NHS Talking Therapies and Individual Placement and Support schemes.
We have also already started piloting Neighbourhood Mental Health Centres. These pilots aim to provide open access care for anyone with a severe mental illness 24 hours a day, seven days a week. Our aim is to have one Neighbourhood Health Centre in each community that brings together National Health Service, local authority and voluntary sector services in one building to help create a holistic offer that meets the needs of local populations including children with lifelong speech and language difficulties.
Asked by: Louise Haigh (Labour - Sheffield Heeley)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, how many applicants have reported difficulties communicating with Access to Work in each of the last five years; and what feedback mechanisms exist to improve user experience.
Answered by Stephen Timms - Minister of State (Department for Work and Pensions)
The Department does not hold data on the number of applicants who have reported communication difficulties with Access to Work over the past five years. However, we actively seek and collect user feedback through a range of channels designed to improve the customer experience, including:
In addition, we offer reasonable adjustments to ensure accessibility for all customers. These include communication by email, provision of information in alternative formats (such as large print or Braille), and other tailored support where required.
Asked by: Lord Naseby (Conservative - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of whether speech and language therapy is consistently available from NHS hospitals to pupils attending independent schools, and what steps they are taking to ensure that it is.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
The National Health Service is free at the point of use and provides care to anyone who needs it based on clinical need. A parent or carer can speak to their general practitioner who can refer a child to local NHS children’s occupational therapy services if there is a clinical need, for instance if there are difficulties with motor skills, sensory issues, handwriting, etc. The fact that a child attends private school does not disqualify them from NHS healthcare services, as NHS services are based on clinical need, not type of school. In some cases, there have been errors in a local service offer that have led to this being corrected before.
In circumstances where the difficulty would be considered a disability, then equality duties would apply, and reasonable adjustments would be expected.
Asked by: Will Forster (Liberal Democrat - Woking)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps her Department is taking to support claimants of disability allowance who (a) have difficulties with oral communication, (b) have deafness, (c) have learning difficulties and (d) do not own a telephone.
Answered by Stephen Timms - Minister of State (Department for Work and Pensions)
For hearing and speech impaired customers:
DWP utilise the Video Relay Service (VRS) which enables customers to communicate in real time via a British Sign Language (BSL) interpreter using a video connection on an electronic device. There is no need to be in the same location or for the customer to make an appointment. This service is available across DWP and Department for Communities Northern Ireland (DfCNI) service lines.
DWP also use Relay UK, previously known as Next Generation Text. The ‘app’ enables customer to contact a BT agent and type a message to them. The BT agent then calls DWP and verbally passes on the typed message. It works in reverse for a three-way conversation ie the DWP telephony agent speaks, and the BT Relay agent types the message back to the customer.
For customers with learning difficulties:
PIP
Customers with learning difficulties will often be represented by a third party or appointee who can support them to make a claim to disability related benefits, however we are aware that this does not apply in all cases.
When an application for Personal Independence Payment (PIP) is made by someone with learning difficulties or cognitive impairments, who is acting on their own behalf, we apply a marker to the case which indicates to colleagues in DWP (and colleagues who are involved in the assessment) that the customer requires additional support. The system marker also prevents the case being closed if the customer fails to engage or is not able to meet requirements to complete or return forms.
Work Capability Assessment
Customers requiring a Work Capability Assessment (WCA) are sent a clerical WCA50. The WCA50 will also gather details of any Reasonable Adjustment (RA) or Alternative Format (AF) requirements. If a RA/AF requirement is established, we would update the availability constraints within Medical Services Referral System (MSRS) to advise the healthcare providers that a face-to-face assessment is required. All WCA appointment letters are sent out clerically too. In cases where customers are vulnerable, and require more intensive support, home visits can be arranged through the Visiting Service, who can help with form completion for example.
Disability Living Allowance
For someone who we need to speak to eg: Parent/Guardian (PG) where they have identified/requested a reasonable adjustment, any business with DLA Adult/DLA Child will be conducted in that manner, including if needed BSL. (Same service as PIP).
For learning difficulties, DLACS system(s) does not have a marker, however if the PG has an appointee DLA Child would need to make enquiries and potentially refer for a visiting officer to establish the child’s wellbeing and the PG support requirements.
For customers who do not have a telephone:
PIP:
Support can be provided by third parties, but a clerical process is available, which means applications for disability benefits can be made in writing. Where the disability benefit is subject to an assessment with a healthcare provider, appointments can be made for face-to-face appointments for those unable to participate in telephony assessments.
DLA Child/Adult:
Primarily DLA Child/Adult operate on a postal notification service, DLA uses a freephone number and where a customer does not have a telephone, DWP JCP resources would be available to initiate contact. From mid-March 2025 enhanced functionality will allow customers using the online option to advise DWP of any Reasonable Adjustment (RA) or Alternative Format (AF) requirements.
Asked by: Chris Coghlan (Liberal Democrat - Dorking and Horley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help schools identify children who need SEND education within the school system.
Answered by Catherine McKinnell
The department knows that children’s early years are crucial to their development, health and life chances, and we recognise the importance of the early identification of needs to ensure the right support is put in place as early as possible to ensure children with special educational needs and disabilities (SEND) and emerging special educational needs can get the best start in life.
The department is working as quickly as possible to ensure every child has the best chance in life, by prioritising early intervention and inclusive provision in mainstream settings.
The department knows that early intervention prevents unmet needs from escalating, and that it supports children and young people to achieve their goals alongside their peers. That is why we are currently funding three specific early intervention programmes:
The PINS programme deploys specialists from both health and education workforces to strengthen training and resources for school staff to identify and meet the needs of neurodiverse children. It will upskill around 1,600 (10%) mainstream primary schools by March 2025.
11,100 schools are registered for the NELI programme, which has improved the speech and language skills of an estimated 211,700 children aged 4 to 5 between September 2020 and July 2024.
Over 640,000 primary school children have been screened to identify those with language development difficulties.
Evaluation of NELI shows the programme improved the development of oral language skills by 4 months’ progress for pupils receiving the intervention. Children eligible for free school meals (FSM) made 7 months additional progress compared to children eligible for FSM that did not receive the intervention.
In partnership with NHS England, we are funding the ELSEC pathfinders within our SEND and alternative provision Change Programme.
When a child is aged between two and three, educators must review their progress and provide parents and / or carers with a short, written summary of their child’s development in the prime areas, known as the EYFS progress check at age 2. It highlights areas in which a child is progressing well, where additional support might be needed and describes the strategies the educator intends to adopt to address any concerns.
The progress check at age two and the Healthy Child Programme review both offer opportunities to identify additional needs for children aged two to three and to work in partnership with parents or carers and relevant professionals.
This is funding nine joint Integrated Care Boards and local area partnerships within each of our Change Programme Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools, utilising pre-qualification Therapy Support Assistants. The interim report is due in February 2025, but areas like Barnet have already supported over 1000 children through their ELSEC universal and targeted offer.
Asked by: Luke Charters (Labour - York Outer)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help improve the early identification of special educational needs in children.
Answered by Catherine McKinnell
The department knows that children’s early years are crucial to their development, health and life chances, and we recognise the importance of the early identification of needs to ensure the right support is put in place as early as possible to ensure children with special educational needs and disabilities (SEND) and emerging special educational needs can get the best start in life.
The department is working as quickly as possible to ensure every child has the best chance in life, by prioritising early intervention and inclusive provision in mainstream settings.
The department knows that early intervention prevents unmet needs from escalating, and that it supports children and young people to achieve their goals alongside their peers. That is why we are currently funding three specific early intervention programmes:
The PINS programme deploys specialists from both health and education workforces to strengthen training and resources for school staff to identify and meet the needs of neurodiverse children. It will upskill around 1,600 (10%) mainstream primary schools by March 2025.
11,100 schools are registered for the NELI programme, which has improved the speech and language skills of an estimated 211,700 children aged 4 to 5 between September 2020 and July 2024.
Over 640,000 primary school children have been screened to identify those with language development difficulties.
Evaluation of NELI shows the programme improved the development of oral language skills by 4 months’ progress for pupils receiving the intervention. Children eligible for free school meals (FSM) made 7 months additional progress compared to children eligible for FSM that did not receive the intervention.
In partnership with NHS England, we are funding the ELSEC pathfinders within our SEND and alternative provision Change Programme.
When a child is aged between two and three, educators must review their progress and provide parents and / or carers with a short, written summary of their child’s development in the prime areas, known as the EYFS progress check at age 2. It highlights areas in which a child is progressing well, where additional support might be needed and describes the strategies the educator intends to adopt to address any concerns.
The progress check at age two and the Healthy Child Programme review both offer opportunities to identify additional needs for children aged two to three and to work in partnership with parents or carers and relevant professionals.
This is funding nine joint Integrated Care Boards and local area partnerships within each of our Change Programme Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools, utilising pre-qualification Therapy Support Assistants. The interim report is due in February 2025, but areas like Barnet have already supported over 1000 children through their ELSEC universal and targeted offer.
Asked by: Baroness Whitaker (Labour - Life peer)
Question
To ask His Majesty's Government what guidance they have issued on which speech, language and communication difficulties (1) count, and (2) do not count, as a disability within the meaning of the Equality Act 2010.
Answered by Lord Collins of Highbury - Lord in Waiting (HM Household) (Whip)
The Government has not released specific guidance on what is defined as a disability, as every case is different. However the Equality Act 2010 clearly sets out what is included as a disability. namely as “a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.” The Act describes “long-term” as where an impairment has lasted, or is likely to last for at least 12 months, or where the impairment is likely to last for the rest of a person’s life. “Substantial” is defined as an impairment that is more than minor or trivial.
The Equality and Human Rights Commission’s guidance provides greater clarity on the broad definition of disability which can be found here https://assets.publishing.service.gov.uk/media/5a80dcc8ed915d74e6230df4/Equality_Act_2010-disability_definition.pdf
Asked by: Baroness Whitaker (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government whether they plan to request that Ipsos includes a category of "Speech, Language, and Communication Difficulties” in the annual GP Patient Survey.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
The 2024 GP Patient Survey includes a question on long-term conditions, which currently lists 15 such conditions. ‘Speech, Language, and Communication Difficulties’ is not one of the specific options listed in this question in the 2024 survey.
We appreciate that there are many people in England who are living with speech, language, and communication difficulties. We must strike a careful balance between breadth of coverage and the availability of space in the questionnaire. Anyone who is living with a long-term condition which is not listed is able to select ‘Another long-term condition’.
However, we record all questionnaire feedback given to us and take it into account when we review the survey every year.