Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish details of funding allocations for early years identification of neurodivergent conditions.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Funding for the identification of Special Educational Needs and Disabilities (SEND) is a matter for the Department of Health and Social Care, however, the Department for Education provides a variety of funding streams which contribute to supporting early years children with SEND.
High needs funding is increasing by £440 million, or 4.3%, in 2024/25, compared to the high needs funding allocations for 2023/24. The total high needs budget for 2024/25 will be £10.54 billion. Further information on current government funding for high needs can be found in the high needs block of the Dedicated Schools Grant (DSG) here: https://skillsfunding.service.gov.uk/view-latest-funding/national-funding-allocations/DSG/2023-to-2024.
The Department offers a range of support for children with SEND. The Disability Access Fund (DAF) allows early years providers to make reasonable adjustments to their setting and to support the needs of DAF eligible children. Providers can receive £828 per year, per eligible child. From September 2023 to March 2024, following the introduction of the Early Years Supplementary Grant (EYSG), the EYSG payable rate for the DAF is an additional £30.92 per eligible child, on top of the current rate of £828. Details of the DAF currently paid to local authorities can be found in the early years block of the DSG here: https://skillsfunding.service.gov.uk/view-latest-funding/national-funding-allocations/DSG/2023-to-2024.
In addition, the Early Years National Funding Formula contains an additional needs element to take account of the number of 3 and 4-year-old children with additional needs in an area. Further, 2-year-old children in receipt of Disability Living Allowance and/or an Education Health and Care plan are also eligible for the 15 hours free childcare entitlement for 2-year-olds.
Local authorities are required to have Special Educational Needs Inclusion Funds (SENIFs) for all 3 and 4-year-olds with Special Educational Needs (SEN) who are taking up the free entitlements. These funds are intended to support local authorities to work with providers to address the needs of individual children with SEN. Earlier this year, the department consulted on extending the requirement to establish SENIFs to all children accessing the entitlements from April 2024 and will be publishing the Government response shortly.
As stated in the SEND and Alternative Provision (AP) Improvement Plan, published in March 2023, the department is reviewing the operation of SENIFs and will work with local authorities, providers and stakeholders to understand what improvements would support better outcomes for children with SEND. The department is also reviewing other associated elements of the wider current early years funding system, to ensure early years SEND funding arrangements are appropriate and well-targeted to improve outcomes for all pre-school children with SEND, and also to support the introduction of a national framework for bands and tariffs as per the SEND and AP Improvement Plan. Further information on the SEND and AP Improvement Plan can be found here: https://assets.publishing.service.gov.uk/media/63ff39e6e90e0740de2669fd/SEND_and_alternative_provision_improvement_plan_print_ready.pdf.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what examples of successful early identification programmes for neurodivergent conditions she has identified in schools across the country.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) to receive the right support to reach their full potential.
Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to ensure that a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.
To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.
The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.
The 2023 SEND and Alternative Provision Improvement Plan outlines the department’s vision to improve mainstream education by setting standards for the early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practitioner standards will be developed to support frontline professionals. The first three practitioner standards will be published by the end of 2025 and will include one on autism. To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.
The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24, DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre- and post-diagnostic support, and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.
The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. However, from 2019, the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November 2023. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to increase the reach of the Nuffield Early Language Intervention programme for the purposes of supporting covid-19 education recovery.
Answered by Nick Gibb
The Nuffield Early Language Intervention (NELI) programme, 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 effects 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.
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. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government is taking to promote the uptake of the Nuffield Early Language Intervention programme by state primary schools.
Answered by Nick Gibb
The Nuffield Early Language Intervention (NELI) programme, 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 effects 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.
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. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools have signed up to the Nuffield Early Language Intervention programme as of 13 October 2023.
Answered by Nick Gibb
The Nuffield Early Language Intervention (NELI) programme, 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 effects 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.
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. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the Nuffield Early Language Intervention programme.
Answered by Nick Gibb
The Nuffield Early Language Intervention (NELI) programme, 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 effects 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.
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. To promote uptake, the delivery partner will be engaging all registered schools through a mixture of regular communications, support, and targeted outreach.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government is taking to work with (a) health professionals, (b) local authorities, (c) charities and (d) private sector businesses to ensure that children with neurodivergent conditions are (i) identified and (ii) supported as early as possible in their educational journey.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life. Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to make sure a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all children and young people and put support in place where needed, including arranging diagnostic tests where appropriate.
To support all teachers in meeting these expectations, we are implementing high-quality teacher training reforms, which begin with initial teacher training and continues throughout their career progression. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.
The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.
The 2023 SEND and Alternative Provision Improvement Plan set out our vision to improve mainstream education through setting standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practice guides will be developed to support frontline professionals. The first three practice guides will be published by the end of 2025 and will include one on autism.
To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.
The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24 DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre-and post-diagnostic support and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.
The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. From 2019 the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has identified international best practices for replication in England for the purposes of (a) increasing rates of early identification of and (b) strengthening support provided to children with a neurodivergent condition in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life. Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to make sure a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all children and young people and put support in place where needed, including arranging diagnostic tests where appropriate.
To support all teachers in meeting these expectations, we are implementing high-quality teacher training reforms, which begin with initial teacher training and continues throughout their career progression. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.
The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.
The 2023 SEND and Alternative Provision Improvement Plan set out our vision to improve mainstream education through setting standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practice guides will be developed to support frontline professionals. The first three practice guides will be published by the end of 2025 and will include one on autism.
To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.
The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24 DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre-and post-diagnostic support and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.
The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. From 2019 the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of implementing a universal screener to identify children with neurodivergent conditions in state primary schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life. Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to make sure a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all children and young people and put support in place where needed, including arranging diagnostic tests where appropriate.
To support all teachers in meeting these expectations, we are implementing high-quality teacher training reforms, which begin with initial teacher training and continues throughout their career progression. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.
The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.
The 2023 SEND and Alternative Provision Improvement Plan set out our vision to improve mainstream education through setting standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practice guides will be developed to support frontline professionals. The first three practice guides will be published by the end of 2025 and will include one on autism.
To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.
The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24 DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre-and post-diagnostic support and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.
The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. From 2019 the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.
Asked by: Matt Hancock (Conservative - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent progress her Department has made on promoting early screening and assessment for neurodivergent conditions.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department wants all children and young people, no matter what their Special Educational Needs and Disabilities (SEND), to be able to reach their full potential and receive the right support to succeed in their education and as they move into adult life. Under the Children and Families Act 2014, mainstream schools and colleges must use their best endeavours to make sure a child or young person who has Special Educational Needs (SEN) gets the special educational provision they need. The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all children and young people and put support in place where needed, including arranging diagnostic tests where appropriate.
To support all teachers in meeting these expectations, we are implementing high-quality teacher training reforms, which begin with initial teacher training and continues throughout their career progression. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.
The department’s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.
The 2023 SEND and Alternative Provision Improvement Plan set out our vision to improve mainstream education through setting standards for early and accurate identification of need, and timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings and practice guides will be developed to support frontline professionals. The first three practice guides will be published by the end of 2025 and will include one on autism.
To inform this, analysts and policy officials keep under review all evidence-based good practice, including international evidence.
The 2021 Autism Strategy sets out the government’s ambition to make significant progress on improving early identification, reducing diagnosis waiting times and improving diagnostic pathways for all people, including children and young people. The Department of Health and Social Care (DHSC) is taking steps to improve access to assessments for autism. In 2023/24 DHSC allocated £4.2 million to improve services for autistic children and young people including assessments, pre-and post-diagnostic support and the continuation of the Autism in Schools programme. Additionally, in April 2023, NHS England published a national framework to support the local NHS to commission and deliver autism assessment services for children, young people, and adults.
The department has not undertaken an assessment of the effectiveness of universal screening for neurodivergent conditions. From 2019 the department’s Opportunity Area programme invested £600,000 in a pilot to deliver earlier identification and faster assessment of autism, by connecting teachers and health professionals in schools. The pilot began in Bradford and was subsequently adopted by four other Opportunity Areas. The University of Manchester has been commissioned to evaluate the Early Identification of Autism Projects, and their report is due by the end of November. Bradford’s Centre for Applied Education Research is drawing on the learning from the pilot to build and test a new digital tool to help Key Stage 1 teachers to identify and respond to learning and support needs of neurodivergent children in the classroom.