Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether they will consider using dyscalculia as a formal description of specific problems with processing mathematical concepts.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
Education, health and care (EHC) plans are developed by professionals within a child or young person’s local authority, who tailor the content to individual needs. The department does not set the specific terminology used to describe conditions such as dyscalculia, as these descriptions are determined at the local level.
However, we know that educational psychologists use dyscalculia definitions, as well as wider learning difficulties with mathematics, on EHC plans when assessing a child or young person to identify where they experience specific difficulties with numbers or mathematics. They can then recommend appropriate strategies and interventions to support the child’s learning and development.
The special educational needs and disabilities code of practice sets out that all schools should apply a ‘graduated approach’ when deciding on the provision to be made for a child or young person with special educational needs, including dyscalculia. This means identifying a child’s needs, implementing appropriate support and reviewing it regularly. Schools should involve pupils and their parents in this process, taking their views into consideration.
To improve the teaching of mathematics for all pupils in publicly-funded schools, the department funds the Maths Hubs programme. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. 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.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government how they would formally describe dyscalculia on a document such as an education, health and care plan.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
Education, health and care (EHC) plans are developed by professionals within a child or young person’s local authority, who tailor the content to individual needs. The department does not set the specific terminology used to describe conditions such as dyscalculia, as these descriptions are determined at the local level.
However, we know that educational psychologists use dyscalculia definitions, as well as wider learning difficulties with mathematics, on EHC plans when assessing a child or young person to identify where they experience specific difficulties with numbers or mathematics. They can then recommend appropriate strategies and interventions to support the child’s learning and development.
The special educational needs and disabilities code of practice sets out that all schools should apply a ‘graduated approach’ when deciding on the provision to be made for a child or young person with special educational needs, including dyscalculia. This means identifying a child’s needs, implementing appropriate support and reviewing it regularly. Schools should involve pupils and their parents in this process, taking their views into consideration.
To improve the teaching of mathematics for all pupils in publicly-funded schools, the department funds the Maths Hubs programme. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. 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.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Work and Pensions:
To ask His Majesty's Government whether they analyse the use of assistive technology to ensure there is a continuity of supply offered to students and workers throughout their lifetimes, and if so, which department is responsible for the analysis.
Answered by Baroness Sherlock - Minister of State (Department for Work and Pensions)
In 2022 the Disability Unit within the Cabinet Office contracted the Global Disability Innovation Hub to complete a needs and capacity assessment of Assistive and Accessible Technology (ATech).
This research sought to improve our understanding of the country’s capacity to finance, procure and provide ATech; identifying system inefficiencies and maximising the greatest positive impact on the life outcomes for individual ATech users.
The research, “Assistive Technology Changes Lives: an assessment of AT need and capacity in England” was published in 2023.
This research, alongside our engagement with disability stakeholders and Atech experts, has enabled us to understand some of the biggest barriers that disabled people face in accessing Atech to support them into employment and wider society.
Insights from this research have recently fed into the DWP Pathways to Work Spring Green Paper, which announced that the government is going to develop and deliver a digital resource that will help raise awareness of existing Atech and provide guidance on how it can be used to support disabled people. We will also set up an Atech expert working group to identify and, where possible, develop solutions to the barriers disabled people face when trying to use and access Atech.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what criteria they have for provision of paid-for software packages from free or built-in technology systems in the Disabled Students Allowance, and whether these criteria take into account capacity to train students to use new systems.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department has conducted an Equality Impact Assessment on this policy change and has identified the risk that this decision may have a negative impact on some disabled students who might prefer paid-for spelling and grammar software is mitigated by the availability of free versions of spelling and grammar software that provide equivalent functionality for the types of support that are in scope of the Disabled Students' Allowance (DSA). The DSA will still fund spelling and grammar software in exceptional circumstances where there is specific need and a robust disability-related justification is provided.
The department conducted a detailed review of the spelling and grammar functionality available in Microsoft Office, computer operating systems, free software products and paid-for software products. This review concluded that the spelling and grammar functionality available in products that students can access for free was similar to that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.
Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through DSA.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the impact of withdrawing funding for spelling and grammar software from the Disabled Students Allowance on students.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department has conducted an Equality Impact Assessment on this policy change and has identified the risk that this decision may have a negative impact on some disabled students who might prefer paid-for spelling and grammar software is mitigated by the availability of free versions of spelling and grammar software that provide equivalent functionality for the types of support that are in scope of the Disabled Students' Allowance (DSA). The DSA will still fund spelling and grammar software in exceptional circumstances where there is specific need and a robust disability-related justification is provided.
The department conducted a detailed review of the spelling and grammar functionality available in Microsoft Office, computer operating systems, free software products and paid-for software products. This review concluded that the spelling and grammar functionality available in products that students can access for free was similar to that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.
Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through DSA.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government whether any additional training requirements have been put in place for students in receipt of Disabled Students Allowance following changes made to the technology packages available to those students.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department engaged with disability experts who support disabled students to gather their feedback and insights on the decision to remove non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding.
The department does not expect that students will be negatively impacted by the changes, because specific technology packages will no longer be funded where free-to-access versions, with the required functionality, are available to meet students’ disability-related support needs. Specialist spelling and grammar software will continue to be funded where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through the DSA.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government which (1) disability, and (2) student groups were consulted ahead of changes to the technology packages available to students in receipt of Disabled Students Allowance.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department engaged with disability experts who support disabled students to gather their feedback and insights on the decision to remove non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding.
The department does not expect that students will be negatively impacted by the changes, because specific technology packages will no longer be funded where free-to-access versions, with the required functionality, are available to meet students’ disability-related support needs. Specialist spelling and grammar software will continue to be funded where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through the DSA.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure that students are not negatively affected by changes to the Disabled Students Allowance selection of technical support packages and systems.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The department engaged with disability experts who support disabled students to gather their feedback and insights on the decision to remove non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding.
The department does not expect that students will be negatively impacted by the changes, because specific technology packages will no longer be funded where free-to-access versions, with the required functionality, are available to meet students’ disability-related support needs. Specialist spelling and grammar software will continue to be funded where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through the DSA.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department of Health and Social Care:
To ask His Majesty's Government, as part of the Paediatric Hearing Services Improvement Programme, how many reviews of patient records have been undertaken, and how many children have been identified as requiring reassessment.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
The Paediatric Hearing Services Improvement Programme is working to systematically introduce reviews, undertaken by subject matter experts, across the seven regions of the National Health Service in England. In the coming months, we will have further details of patient information reviewed, and the number of children requiring reassessment.
Asked by: Lord Addington (Liberal Democrat - Excepted Hereditary)
Question to the Department of Health and Social Care:
To ask His Majesty's Government when they expect all paediatric audiology services in England to be accredited by the United Kingdom Accreditation Service's Improving Quality in Physiological Services scheme, and what plans they have to increase accreditation of audiology services nationally.
Answered by Lord Markham - Shadow Minister (Science, Innovation and Technology)
There is no NHS England national target set for when all services will be accredited, as the process for achieving accreditation for an individual service can take a number of years. NHS England recognises the United Kingdom Accreditation Service’s (UKAS) Improving Quality in Physiological Services (IQIPS) scheme as the only recognised accreditation standard for physiological science services. This includes audiology services and provides not only independent and impartial assurance of safe, high-quality services, but also the evidence needed for the Care Quality Commission’s regulatory purposes. In August 2023, NHS England recommended that all integrated care boards ensure that provider organisations work towards the UKAS IQIPS accreditation for paediatric audiology.
NHS England has worked with the UKAS to implement an updated process to support the early assessment of an individual site's readiness for achieving accreditation. NHS England is also working alongside the UKAS to support and enable more sites to successfully achieve accreditation. The 2024/25 National Health Service standard contract now includes the recommendation that all providers of paediatric audiology should work with their local commissioners to develop a Service Development Improvement Plan that will address the areas of quality concern, to allow all paediatric audiology services to move towards UKAS accreditation against the IQIPS standard.