Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the prevalence of dyscalculia; and how many school-age children receive a formal diagnosis of dyscalculia each year.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The information requested is not held centrally.
The department collects information on the special educational needs (SEN) of pupils in schools and the SEN of children and young people with an education, health and care (EHC) plan. Both of these data collections use the following categories:
Dyscalculia cannot be identified separately in the collected data.
Information on the SEN of pupils is published in the department’s ‘Special educational needs in England’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england.
Information on EHC plans maintained by local authorities is published in the department’s ‘Education, health and care plans’ publication, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the awareness of dyscalculia (1) in schools, and (2) among the educational workforce; and how (a) primary school teachers, (b) specialist maths teachers, and (c) special needs teachers and co-ordinators, are supported in working with dyscalculic pupils.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.
Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.
High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.
All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.
The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.
To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they have an official definition of developmental dyscalculia; and whether that definition is publicly available on the Department for Education website.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.
Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.
High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.
All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.
The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.
To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is their strategy for the early identification of pupils with dyscalculia.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.
Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.
High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.
All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.
The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.
To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department for Digital, Culture, Media & Sport:
To ask His Majesty's Government how the creative industries, arts, and heritage sectors will be represented in Government, and how the interests of these sectors will be protected.
Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)
We are in the early stages of the new Government and Ministers are considering the full range of policy options to support the creative industries, arts and heritage sectors to thrive and meet our manifesto commitments. These sectors play a central part in providing good jobs and wages in every part of our country and will be a key part of delivering on the government’s missions. They are a key driver of economic growth, they help shape our national identity and they bring enjoyment and fulfilment to many millions every week. They are a key sector and we are conscious that we cannot help them thrive without engaging directly with them at every stage of developing our economic and industrial strategy.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government, further to the Written Answer by Lord Markham on 27 June (HL8432), whether their current policy is to allow the private sale of COVID-19 vaccines through (1) pharmacies, or (2) other healthcare providers.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
As mentioned in my letter on 1 June, the private provision of COVID-19 vaccination is not a decision for the Government.
Vaccines that have been licensed by the Medicines and Healthcare products Regulatory Agency for use in the United Kingdom can be prescribed by a physician, either in the National Health Service or privately. However, as yet, the pharmaceutical companies producing COVID-19 vaccines have not made these treatments commercially available to the private health care sector in the UK either through pharmacies or other healthcare providers.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government, further to (1) the remarks by Lord Markham on 25 April (HL Deb col 1092), and (2) the letter from Lord Markham to all members on 1 June, when their position on the private purchase of COVID-19 vaccinations changed from that given in the Written Answer by the Parliamentary Under Secretary of State at the Department of Health and Social Care on 9 January (113401) when she stated that "the Government currently has no plans to allow private purchase of COVID-19 vaccines"; and (a) when, and (b) by what means, this information was made publicly available.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
On 25 January 2023, the Government published Joint Committee on Vaccination and Immunisation (JCVI) advice that the primary course COVID-19 vaccination should move, over the course of 2023, towards a more targeted offer during vaccination campaigns to protect those persons at higher risk of severe COVID-19. As the JCVI updates its clinical advice, the Government has and will continue to review its policy position, working with manufacturers, clinicians and other appropriate stakeholders. There is currently no private provision of COVID-19 vaccination in the UK and the Government has no plans to provide information regarding the private purchase of COVID-19 vaccines. We continue to develop options for the future supply of COVID-19 vaccines. We would expect private healthcare providers, including pharmacies, to inform the public if, and when, the option to purchase a COVID-19 vaccination becomes available in the United Kingdom.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government whether they consider universal access to a high-quality Fracture Liaison Service (FLS) to be the best form of secondary fracture prevention; and if so, whether they will ensure that universal access to FLS is provided under the forthcoming Major Conditions Strategy.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
The Government recognises the value of quality assured secondary fracture prevention services, including fracture liaison services. NHS England is working with commissioners to support the mobilisation and implementation of Fracture Liaison Services in each area and establish a greater number of clinics. This includes NHS England’s Getting it Right First-Time programme, which has a specific workstream on musculoskeletal health, and through exploring how best to support integrated care systems in the diagnosis and treatment of osteoporosis.
The forthcoming Major Conditions Strategy will set out a clear vision for musculoskeletal conditions, covering treatment and prevention, alongside other major conditions.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the HM Treasury:
To ask His Majesty's Government, further to the remarks by Baroness Penn on 9 March (HL Deb col 886), whether they will include 50 per cent of marketing spend in the qualifying expenditure for Theatre Tax Relief to match the level of the equivalent scheme in the United States of America.
Answered by Baroness Penn
Whilst the Government keeps all tax reliefs under review, the Government is not planning to expand the scope of Theatre Tax Relief (TTR) to include 50 per cent of marketing spend. The objective of theatre tax relief is to support and incentivise production and that is why eligible expenditure is focussed on the costs that are incurred producing and closing the theatrical production, rather than marketing.
The Government assesses that the equivalent scheme in New York is less generous overall than the UK relief: the amount of relief a production can receive is capped at $3 million and there are additional eligibility criteria and a more limited scope (for example, ballet and opera will not qualify). Whilst the UK scheme excludes marketing, it is uncapped and more generous in scope.
At Spring Budget 2023, the Government went further to support theatres by extending the 45 per cent (for non-touring productions) and 50 per cent (for touring productions) rates of TTR for a further 2 years. The rates will taper to 30 per cent /35 per cent on 1 April 2025 and return to 20 per cent /25 per cent on 1 April 2026.
The extension will continue to offset ongoing pressures and boost investment in our cultural sectors.
Asked by: Baroness Bull (Crossbench - Life peer)
Question to the HM Treasury:
To ask Her Majesty's Government what is their estimate of how many Direct Debits are set up fraudulently each year through the Automated Direct Debit Instruction Service (AUDDIS); what assessment they have made of whether AUDDIS offers sufficient security against the establishment of fraudulent Direct Debits; and what assessment they have made of the effectiveness of any sanctions in place for AUDDIS originators found to be responsible for repeated fraud attempts.
Answered by Lord Agnew of Oulton
The Bacs Direct Debit scheme is operated by Pay.UK, a private sector payment system operator. Bacs has been recognised and designated by HM Treasury and is subject to the regulatory oversight of the Bank of England and the Payment Systems Regulator respectively. Refund requests under the Direct Debit Guarantee, including where fraud is suspected, are made on a small proportion of all direct debits collected. In order to receive Direct Debit payments, businesses and other organisations must be ‘sponsored’ by a Payment Service Provider that participates in Bacs (usually their bank). Businesses undergo stringent checks to ensure their identity and that they understand their responsibilities and obligations when using the Direct Debit scheme.Pay.UK also has a range of sanctions available to them that can be used against businesses that do not comply with the Bacs rules, ultimately including removing them from the service altogether if necessary.