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 - Parliamentary Under-Secretary (Department of Health and Social Care)
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to assess pupils with profound and multiple learning disabilities who are unable to respond to existing test measures but demonstrate language development by their use of sub vocal utterances.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.
The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.
Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.
All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.
More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.
As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.
Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to tackle mismatches between the designation of profound and multiple learning disabilities for children and young people in special schools and evidence of sub vocal language identifying their comprehension as well beyond that attributed to pupils with such disabilities.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.
The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.
Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.
All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.
More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.
As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.
Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that pupils designated with profound and multiple learning disabilities who can demonstrate use of internal language and higher intellect are given access to appropriate alternative and augmentative communication devices and systems.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.
The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.
Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.
All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.
More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.
As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.
Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, to take steps to ensure that all pupils designated with profound and multiple learning disabilities in special education have access to (a) sub vocal phonation methods and (b) other alternative and augmentative communication devices and systems.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.
The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.
Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.
All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.
More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.
As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.
Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to include pupils with profound and multiple learning disabilities in their Education, Health and Care Plan Reviews by using sub-vocal communication methods for those who cannot access alternative and augmentative communication aids.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.
The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.
Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.
All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.
More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.
As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.
Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.
Asked by: Janet Daby (Labour - Lewisham East)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, with reference to the Answer of 13 December 2023 to Question 5310 on Young Offender Institutions: Isolation, what data his Department holds on the number and proportion of the children and young people who were separated for more than seven days in that period who had been identified as neurodivergent.
Answered by Edward Argar - Minister of State (Ministry of Justice)
The information requested relating to children and young people separated for more than seven days who have speech and language difficulties, or are identified as neurodivergent, is not collected centrally and could not be obtained without incurring disproportionate cost.
In the period 1 April 2022 to 31 March 2023, 294 separations of more than seven days involved children and young people from ethnic minority backgrounds (excluding children and young people from white minority backgrounds). This equates to 67 percent of the total number of separations of more than seven days (excluding those whose ethnicity is not known).
The Youth Custody Service recognises the potential negative impact of children not being able to mix and interact with their peers, which is why children are only separated as a last resort – to manage the risk to or from other children, and after alternative interventions have been exhausted. Dynamic assessment of risk factors also determines the duration of the separation period. Any separation must be regularly reviewed and may only be in place for as long as is necessary to manage the risk to the child or others. As part of its efforts to ensure that separation is managed as effectively as possible, the Youth Custody Service is reviewing its guidance on ‘Minimising and Managing Use of Separation and Isolation in the Youth Estate Framework’, which was published in April 2022.
Asked by: Janet Daby (Labour - Lewisham East)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, with reference to the Answer of 13 December 2023 to Question 5310 on Young Offender Institutions: Isolation, what data his Department holds on the number and proportion of the children and young people who were separated for more than seven days in that period who had been identified as having speech and language difficulties.
Answered by Edward Argar - Minister of State (Ministry of Justice)
The information requested relating to children and young people separated for more than seven days who have speech and language difficulties, or are identified as neurodivergent, is not collected centrally and could not be obtained without incurring disproportionate cost.
In the period 1 April 2022 to 31 March 2023, 294 separations of more than seven days involved children and young people from ethnic minority backgrounds (excluding children and young people from white minority backgrounds). This equates to 67 percent of the total number of separations of more than seven days (excluding those whose ethnicity is not known).
The Youth Custody Service recognises the potential negative impact of children not being able to mix and interact with their peers, which is why children are only separated as a last resort – to manage the risk to or from other children, and after alternative interventions have been exhausted. Dynamic assessment of risk factors also determines the duration of the separation period. Any separation must be regularly reviewed and may only be in place for as long as is necessary to manage the risk to the child or others. As part of its efforts to ensure that separation is managed as effectively as possible, the Youth Custody Service is reviewing its guidance on ‘Minimising and Managing Use of Separation and Isolation in the Youth Estate Framework’, which was published in April 2022.
Asked by: Janet Daby (Labour - Lewisham East)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, with reference to the Answer of 13 December 2023 to Question 5310 on Young Offender Institutions: Isolation, how many and what proportion of children and young people who were separated for more than seven days were from an ethnic minority background.
Answered by Edward Argar - Minister of State (Ministry of Justice)
The information requested relating to children and young people separated for more than seven days who have speech and language difficulties, or are identified as neurodivergent, is not collected centrally and could not be obtained without incurring disproportionate cost.
In the period 1 April 2022 to 31 March 2023, 294 separations of more than seven days involved children and young people from ethnic minority backgrounds (excluding children and young people from white minority backgrounds). This equates to 67 percent of the total number of separations of more than seven days (excluding those whose ethnicity is not known).
The Youth Custody Service recognises the potential negative impact of children not being able to mix and interact with their peers, which is why children are only separated as a last resort – to manage the risk to or from other children, and after alternative interventions have been exhausted. Dynamic assessment of risk factors also determines the duration of the separation period. Any separation must be regularly reviewed and may only be in place for as long as is necessary to manage the risk to the child or others. As part of its efforts to ensure that separation is managed as effectively as possible, the Youth Custody Service is reviewing its guidance on ‘Minimising and Managing Use of Separation and Isolation in the Youth Estate Framework’, which was published in April 2022.
Asked by: Janet Daby (Labour - Lewisham East)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, with reference to the Answer of 13 December 2023 to Question 5310 on Young Offender Institutions: Isolation, whether he is taking steps to reduce the number of children and young people who are separated for more than seven days.
Answered by Edward Argar - Minister of State (Ministry of Justice)
The information requested relating to children and young people separated for more than seven days who have speech and language difficulties, or are identified as neurodivergent, is not collected centrally and could not be obtained without incurring disproportionate cost.
In the period 1 April 2022 to 31 March 2023, 294 separations of more than seven days involved children and young people from ethnic minority backgrounds (excluding children and young people from white minority backgrounds). This equates to 67 percent of the total number of separations of more than seven days (excluding those whose ethnicity is not known).
The Youth Custody Service recognises the potential negative impact of children not being able to mix and interact with their peers, which is why children are only separated as a last resort – to manage the risk to or from other children, and after alternative interventions have been exhausted. Dynamic assessment of risk factors also determines the duration of the separation period. Any separation must be regularly reviewed and may only be in place for as long as is necessary to manage the risk to the child or others. As part of its efforts to ensure that separation is managed as effectively as possible, the Youth Custody Service is reviewing its guidance on ‘Minimising and Managing Use of Separation and Isolation in the Youth Estate Framework’, which was published in April 2022.