Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the guidance entitled Mobile phones in schools, published on 19 February 2024, what steps her Department is taking to ensure that students with special educational needs and disabilities who rely on mobile phones and technology for learning are not disproportionately affected by that guidance.
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, 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 (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: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what early identification tools will be used in the Early Language and Support for Every Child pathfinder aimed at improving the identification of neurodivergent children in early years settings and primary schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.
Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.
Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that the Early Language and Support for Every Child pathfinders in partnership with NHS England effectively evaluate the impact of the programme on (a) neurodivergent children and (b) their families; and what plans she has to use this evidence to inform future (i) policy and (ii) practice in early years education and child development for neurodivergent children.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.
Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.
Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that the Early Language and Support for Every Child pathfinders in partnership are effectively (a) reaching and (b) engaging (i) neurodivergent children and (ii) their families; and what steps she is taking to evaluate the effectiveness of the trials.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.
Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.
Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, when her Department plans to announce the trials that will be conducted as part of the Early Language and Support for Every Child pathfinder to enhance the early identification and support for neurodivergent children in early years settings and primary schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.
Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.
Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help mitigate the potential impact of the delay in finalising the contract with the Nuffield Foundation for the Nuffield Early Language Intervention (NELI) project on the (a) implementation and (b) continuity of the NELI programme in schools.
Answered by Damian Hinds - Minister of State (Education)
The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.
In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.
Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.
The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, when the funding for the 2023-24 academic year will be paid to the Nuffield Early Language Intervention project.
Answered by Damian Hinds - Minister of State (Education)
The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.
In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.
Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.
The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.