Asked by: Neil O'Brien (Conservative - Harborough)
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.
Asked by: Marquess of Lothian (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many children in England under the age of 18 are diagnosed with (1) autism spectrum condition, (2) ADHD, (3) dyslexia, and (4) dyspraxia; how many children currently receive special educational needs support at school; how many children and young people aged up to 25 have an education, health and care plan; what were the equivalent figures for all the above in 2014; and what action they are taking to adapt schools to better meet the educational needs of neurodiverse children.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department publishes annual figures on Special Educational Needs (SEN) for pupils in state-funded schools in England. The most recent figures are for January 2023 and information on the primary type of need for pupils with an Education, Health and Care (EHC) plan or SEN support is available at: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england.
2014 data is available at: https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2014. Please note that prior to 2015, SEN categories were classified as the School Action and School Action Plus which were combined from 2015 to form one category of SEN support.
In January 2023, 115,984 pupils with autism spectrum disorder (ASD) as their primary type of SEN had an EHC plan and 90,779 had SEN support.
In January 2014, 49,975 pupils with ASD had an EHC plan, or statement of SEN, and 26,040 received SEN support (School Action Plus).
The department does not collect data specifically on pupils with attention deficit hyperactivity disorder, dyslexia and dyspraxia.
The department also publishes annual figures on children and young people in England with an EHC plan. The most recent figures are for January 2023, which are available at: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.
In January 2023, 517,049 children and young people aged up to 25 had an EHC plan. In January 2014 237,111 children and young people had a statement of SEN, which were replaced by EHC plans from September 2014.
On 22 November 2023, the department announced the Partnerships for Inclusion of Neurodiversity in Schools programme. This new programme, backed by £13 million of investment, will bring together Integrated Care Boards, local authorities, and schools, working in partnership with parents and carer to support schools to better meet the needs of neurodiverse children. The programme will deploy specialists from both health and education workforces to upskill schools and build their capacity to identify and meet the needs of children with autism and other neurodiverse needs. One of the key programme metrics will be attendance, as the department recognises that addressing unmet needs and making school more inclusive supports good attendance. The programme will be evaluated, and the learning will inform future policy development around how schools support neurodiverse children.
Asked by: Matt Vickers (Conservative - Stockton South)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, whether his Department plans to provide additional support to people in the workplace with clinical neurodiversity conditions.
Answered by Tom Pursglove - Minister of State (Minister for Legal Migration and Delivery)
We continue to strive towards providing more support for people in the workplace with clinical neurodiversity conditions. On 2 April 2023, World Autism Acceptance Day, we announced the launch of a new review into autism and employment. The Buckland Review, which is being led by the Rt Hon Member for South Swindon, is focused on supporting employers to recruit and retain autistic people, identifying barriers to this, and developing ways to overcome those barriers. Whilst the Review's primary focus is autism, many of the adjustments and initiatives that would benefit autistic people could also benefit a wider group of people who think differently, including those with other neurodevelopmental conditions such as ADHD, dyslexia, and dyspraxia. The review will present recommendations to the Secretary of State for Work and Pensions later this year.
Asked by: Matt Vickers (Conservative - Stockton South)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support people in the workplace with clinical neurodiversity conditions.
Answered by Tom Pursglove - Minister of State (Minister for Legal Migration and Delivery)
We continue to strive towards providing more support for people in the workplace with clinical neurodiversity conditions. On 2 April 2023, World Autism Acceptance Day, we announced the launch of a new review into autism and employment. The Buckland Review, which is being led by the Rt Hon Member for South Swindon, is focused on supporting employers to recruit and retain autistic people, identifying barriers to this, and developing ways to overcome those barriers. Whilst the Review's primary focus is autism, many of the adjustments and initiatives that would benefit autistic people could also benefit a wider group of people who think differently, including those with other neurodevelopmental conditions such as ADHD, dyslexia, and dyspraxia. The review will present recommendations to the Secretary of State for Work and Pensions later this year.
Asked by: Luke Pollard (Labour (Co-op) - Plymouth, Sutton and Devonport)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, how many people had a neurodiverse condition in each armed service in each of the last three years.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
Of the UK Armed Forces personnel who served between 1 January 2020 and 31 December 2022, 3,742 had a Read code for at least one of the following conditions entered into their electronic medical record: autism, ADHD, dyslexia, dyspraxia, asperger’s.
The table below provides a further breakdown for personnel by service and year:
UK armed forces personnel with a Read code for a neurodiverse condition by year and service:
1 January 2020 to 31 December 2022
| All | 2020 | 2021 | 2022 |
All | 3,742 | 2,965 | 3,120 | 3,131 |
Royal Navy | 570 | 414 | 446 | 490 |
Army | 2,892 | 2,294 | 2,421 | 2,398 |
RAF | 280 | 257 | 253 | 243 |
Asked by: Luke Pollard (Labour (Co-op) - Plymouth, Sutton and Devonport)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, whether his Department offers support to people with neurodiversity conditions to help them join the UK armed forces.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
The Ministry of Defence values diversity and is committed to recruiting and retaining the best people possible. We are extremely proud of the wide-ranging make up of our Armed Forces, including the many neurodiverse Service personnel within our ranks.
It is important that our Armed Forces reflect the society they serve and benefits from the talent that is available. It is also essential that all new entrants to the Armed Forces have the capacity to serve in all respects for the period of their engagement, ensuring operational efficiency, safety for the individual and safety for others. Consequently, there are a number of conditions that are a bar to Service. The health and medical history of all individuals, as an Armed Forces applicant or a Serving person, is considered on a case-by-case basis.
Candidates with Specific Learning Difficulties (SLDs), including Dyslexia, Dyscalculia and Dyspraxia, can serve in the Armed Forces, if they meet the selection, training and performance standards. Service personnel with SLDs are provided with support appropriate to their needs, where feasible within Service and resource constraints. Training courses delivered by Defence are designed to be accessible to Service personnel with a range of differing requirements, including SLDs. Instructional staff are all provided with training on the best methods for teaching people with SLDs.
While other conditions such as Autism and ADHD may be a bar to Service entry, this is not automatically the case. Every application is considered on a case-by-case basis by recruiting clinicians, who will make an individual assessment of the condition, its severity and the need for treatment. If an application is rejected on medical grounds, a candidate can appeal the decision to the recruiting Service, providing additional medical evidence if required.
There is also an executive waiver process where the employing Service may, exceptionally, recruit someone who does not meet the existing entry standards. This may include individuals with unique specialist skills. This would also be determined on a case-by-case basis.
Entry requirements are kept under continual review. This ensures they are fair to everyone with aspirations of an Armed Forces career and are informed by the latest evidence.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what steps are being taken to ensure that those in initial teacher training will be able to identify pupils with moderate difficulties arising from conditions such as dyslexia, dyscalculia, dyspraxia, attention deficit disorder and autism.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department understands that quality teaching is the most important in-school factor in improving outcomes for all children, particularly those with additional needs. From September 2020, all new teachers have benefited from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF).
All ITT courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 1, that teachers must set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. As well as Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND), and be able to adapt teaching to respond to those strengths and needs.
The department will be conducting a review this year of the CCF and ECF to identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils with SEND.
Asked by: Saqib Bhatti (Conservative - Meriden)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps his Department is taking to help ensure that children and young people with dyspraxia have access to (a) occupational therapy, (b) physiotherapy and (c) speech and language therapy services.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
The Special Educational Needs and Disability (SEND) and Alternative Provision Green Paper set out our proposal to commission analysis to ensure that the health needs of children and young people with SEND, including those with dyspraxia, are supported through effective workforce planning. We propose to work with Health Education England, NHS England and the Department for Education to build on existing evidence and assess demand for support for children and young people with SEND from the therapy and diagnostic workforce.
The number of therapists working in the National Health Service in England has increased in recent years, but we recognise the need to improve access to therapies. It is the responsibility of individual employers, including schools and hospitals, to plan their staffing levels in line with their local service priorities. To support the supply of more speech and language therapists to the NHS, since September 2020 all eligible students have been able to apply for a non-repayable training grant of a minimum of £5,000 per academic year, with further financial support available for childcare, accommodation and travel costs.
Asked by: Saqib Bhatti (Conservative - Meriden)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to help ensure that all teachers receive training to support students with dyspraxia in the classroom; and what steps she is taking to monitor the effectiveness of that training.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with special educational needs and disabilities (SEND). All trainees who achieve Qualified Teacher Status must demonstrate that they can adapt teaching to respond to the needs of all pupils, including those with SEND.
To support all teachers in meeting these standards, the department is implementing high-quality teacher training reforms which begin with initial teacher training and continue throughout career progression. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND.
The Universal Services Programme, which began in May 2022, aims to reach 70% of schools and colleges and will help the school and further education workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively. It will also help them to successfully prepare children and young people for adulthood, including employment.
The department is committed to gathering evidence about the implementation and impact of the reforms, to ensure that it provides the best support for new teachers entering the profession. To support this, we are working with the Education Endowment Foundation to ensure a comprehensive package of evaluation activity.
Asked by: Tom Hunt (Conservative - Ipswich)
Question to the Ministry of Defence:
To ask the Secretary of State for Defence, what steps he is taking to increase access for neurodiverse people to serve in the Armed Forces.
Answered by Andrew Murrison - Parliamentary Under-Secretary (Ministry of Defence)
Entry requirements are kept under continual review. This ensures they are fair to everyone with aspirations of an Armed Forces career and are informed by the latest evidence.
We value diversity and are committed to recruiting and retaining the best people possible. It is also essential that all new entrants to the Armed Forces have the capacity to serve in all respects for the period of their engagement, ensuring operational efficiency, safety for the individual and safety for others. Consequently, there are a number of conditions that are a bar to Service
Candidates with Dyslexia, Dyscalculia and Dyspraxia can serve in the Armed Forces, if they meet the selection, training and performance standards. While other conditions such as Autism and ADHD may be a bar to Service entry, this is not automatically the case. Every application is considered on a case by case basis by recruiting clinicians, who will make an individual assessment of the condition, its severity and the need for treatment. If an application is rejected on medical grounds, a candidate can appeal the decision to the recruiting Service, providing additional medical evidence if required.
There is also an executive waiver process where the employing Service may, exceptionally, recruit someone who does not meet the existing entry standards. This may include individuals with unique specialist skills. Again, this would be determined on a case by case basis.