Adam Dance

All employers must comply with their legal obligations towards those they engage.

The Government is committed to creating of the Fair Work Agency. It will bring existing functions like minimum wage enforcement into one place and it will also enforce rights such as holiday pay and Statutory Sick Pay.

We have committed to consult on moving towards a simpler two-part framework that differentiates between workers and the genuinely self-employed.

If workers believe they are not being afforded the rights they are entitled to, they can contact the Advisory, Conciliation and Arbitration Service (Acas) for free and impartial advice on employment matters.

The current listed events regime is designed to ensure that sporting events of national significance are available to as wide an audience as possible, by prohibiting exclusive broadcasting of the event without prior consent from Ofcom. Listing does not guarantee that an event will be broadcast live, or on a free to air channel. Rights holders are not required to sell live rights for listed events and free-to-air broadcasters are not obliged to purchase them.

The Government believes that the current list of events works well and that it strikes an appropriate balance between access to sporting events and allowing sports to maximise broadcasting revenue. Therefore, the Government has no plans to review the list at this time.

It is right that the Rugby Football Union (RFU) and Six Nations Rugby take a considered and balanced approach: recognising the need to achieve reach with existing and new fans, the importance that the Six Nations has for the cultural pride of each of the Home Nations, all the while maximising broadcast revenue.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

The department is working closely with experts on reforms, including Dame Christine Lenehan as a Strategic Advisor for SEND, who is playing a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.

We know that consistent, meaningful co-production is vital to improving the experiences of all children, young people and their families, and local authorities must ensure that children, young people and parents are provided with the information, advice and support necessary to enable them to participate in discussions and decisions about their support. We will continue to offer training and support, via our contracted delivery partners, to SEND Information, Advice and Support Services (SENDIASS).

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

In the South West, there are six English Hubs: Cornerstone, Ilsham, Kernow, Mangotsfield, Ramsbury and Unlocking Excellence. This academic year, they are supporting a total of 130 schools with the Reading Ambition for All programme.

The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme brings together integrated care boards, local authorities and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodivergent children. PINS was co-produced with parent carers with input from education and health professionals.

Since the programme launched in November 2023, PINS has deployed health and education specialists to strengthen training for teachers and staff in around 1,650 mainstream primary schools (10%).

PINS is successfully operating in Somerset, Devon and Cornwall, with specialist neurodiversity training and parent carer engagement currently being delivered in participating schools. The PINS programme is being evaluated and the learning will inform future policy development around how schools support neurodivergent children.

Additionally, the department has brought together a group of leading neurodiversity experts to work closely with us to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools, and is working with families and education and care experts to deliver this in the best interests of all children and to improve parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND such as dyslexia. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status.

The ITT Core Content Framework and Early Career Framework (ECF), for trainee and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching. From September 2025, they will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework, including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils, including those with dyslexia. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children.

The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools, and is working with families and education and care experts to deliver this in the best interests of all children and to improve parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND such as dyslexia. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status.

The ITT Core Content Framework and Early Career Framework (ECF), for trainee and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching. From September 2025, they will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework, including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils, including those with dyslexia. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children.

The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

There is currently no duty on parents to notify local authorities when they have elected to home educate their child. The ‘Children Not in School’ measures in the Children’s Wellbeing and Schools Bill will help remedy this by placing a duty on local authorities to maintain compulsory registers of all children not in school in their areas, and accompanying duties on parents and out-of-school education providers to provide information for these registers.

Information recorded on registers could include whether an eligible child has special educational needs. This would enable local authorities to provide tailored support to these children and their families, and for a more accurate assessment to be made of the impact on these children of not being on school registers. Statutory guidance will be produced to go alongside the measures, which will set out requirements for local authorities and parents.

The department has conducted an Equalities Impact Assessment on the ‘Children Not in School’ measures. As part of this assessment, we have considered the potential impact on children with special educational needs and disabilities, including those who are neurodivergent.

I refer the hon. Member for Yeovil to the answer of 23 January 2025 to Question 22877.

The Flood Re scheme was established to ensure UK households living in properties at high risk of flooding can access affordable home insurance. Homes built after 2009 were not included within the scope of the scheme due to changes to planning policy in 2006 specifying that inappropriate development in floodplains should be avoided.

Where development is necessary in a flood risk area, it should be made flood resistant and resilient and safe for their lifetime, without increasing flood risk elsewhere.

Flood Re’s second Quinquennial Review was published in July 2024. Consideration was given to extending the scope of the Scheme including homes built after 2009. Flood Re determined that the scheme should not currently be extended, citing the lack of substantive evidence of a systemic market failure. There are currently no plans to extend the scope of the scheme, however Defra regularly reviews all policies, including eligibility for Flood Re.

£2.65 billion is being invested by the Environment Agency over this year and next to help communities to adapt and build resilience to flooding, this includes building new, repairing and maintaining flood defences. Reoccurring flooding in South Somerset (including Sea and Dowlish Ford) was investigated in 2024 as part of a larger Initial Investigation. The investigation has recently been shared with Ilminster Town Council and the lead local flood authority, Somerset Council.

We are focused on working with farmers in Somerset and across England to achieve our long-term goals for farming and the environment.

Nationally, support is in place to enable farmers reduce agricultural run-off. Environmental Land Management schemes are available and pay farmers to deliver environmental benefits, including improved water quality. The Catchment Sensitive Farming programme provides farmers specialised advice to help them reduce pollution to water, soil and air. We also regulate agricultural activities which cause harms and require farmers to take necessary steps to reduce and prevent pollution.

Across Somerset, the Environment Agency (EA) has a programme of farm compliance inspections to tackle both diffuse and point source pollution. Engagement events have provided farmers with a clear understanding of the environmental legislation relevant to their practices and regulatory intervention has been crucial in stopping immediate pollution incidents and ensuring long-term environmental protection. In addition, The EA’s Natural Flood Management Co-ordinator works with partners in Somerset catchments to enable farmers to reduce agricultural run-off and provide guidance and links to funding for interventions.

As part of the Government’s Plan for Change, a record £2.65 billion will be invested over two years in better protecting 52,000 properties by March 2026. Around 1,000 projects will receive funding in 24/25 and 25/26.

Property Flood Resilience (PFR) can provide homes and businesses the tools to manage the impact that flooding has on their property, reducing damage and repair costs and enabling quicker recovery.

Working with Defra, the Environment Agency has commissioned an independent review of national Property Level Flood Resilience. This is expected to report in the autumn and will provide an Action Plan, that will enable growth of the PFR market so that individuals and businesses can and will take their own action. It will also include actions that build confidence in the products and installations available and ensure information on PFR measures is reliable and accessible.

Drainage and Wastewater Management Plans (DWMPs) are new and vital for setting out how the water industry plans to extend, improve and maintain a robust and resilient drainage and wastewater system in the face of pressures from climate change, urban development and a growing population. Wessex Water's DWMP sets out how they plan to deliver this for the next 25 years. They will be updating this plan shortly and will consult publicly. The Environment Agency is working with OFWAT and Defra to ensure these plans deliver.

The Government takes flooding and its effects seriously, and has established a Floods Resilience Taskforce, which will enable close working between national, regional, and local government, including the devolved administrations, along with flood risk partners.

The Government is providing local authorities with an additional £500 million of funding for local highway maintenance for 2025/26 compared to 2024/25, with Somerset Council receiving £44.9 million in 2025/26 for highway maintenance. It is up to local highway authorities to determine how best to spend this funding on maintaining and protecting their roads, including making them more resilient to flooding.

The Department is also working with the UK Roads Leadership Group’s Adaptation, Biodiversity and Climate Board to produce best practice advice and guidance to local highway authorities to help them deal with the effects of climate change.

We are committed to improving the accessibility of the railway for all users, including those with a range of disabilities and in rural areas. The Department for Transport recently completed an accessibility audit of all 2,577 stations across Great Britain, including those in rural areas. This data is being used to guide how the government and rail industry can most efficiently invest through programmes such as Access for All, which has delivered step free access at more than 250 stations since 2006.

We are committed to improving the accessibility of the railway for all users, including those with a range of disabilities. The Department for Transport recently completed an accessibility audit of all 2,577 stations across Great Britain. This data is being used to guide how the government and rail industry can most efficiently invest through programmes such as Access for All, which has delivered step free access at more than 250 stations since 2006.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.

On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.

The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.

Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.

The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.

Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.

On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.

The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.

Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.

The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.

Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.

On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.

The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.

Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.

The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.

Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

This Government is committed to championing the rights of disabled people and to working with disabled people to design our reforms.

The Get Britain Working White Paper announced that DWP will establish a panel to consult disabled people as part of our wider efforts to ensure that the views and voices of disabled people are at the heart of the design and delivery of the reforms set out in the White Paper. We will expand our engagement with Deaf and Disabled people's organisations and disabled people, and work collaboratively to ensure their voices are heard.

The Minister for Social Security and Disability regularly meets with disabled people and Disabled People’s Organisations, including through the Disability Unit’s Regional Stakeholder Network and the Disabled People’s Organisation Forum England.

No such assessment is planned.

Taking over of a person’s home for use by criminals, also known as ‘cuckooing’, is an appalling practice which can drive violence, exploitation and anti-social behaviour in our communities. The Government’s Safer Streets Mission aims to tackle this issue.

The Removal of the Spare Room Subsidy (RSRS) policy, sometimes known as the bedroom tax, was introduced in 2013 for working age Housing Benefit or Universal Credit claimants where the claimant is living in the social rented sector in a property that is considered to have more bedrooms than their bedroom entitlement.

Those unable to meet a rental shortfall arising from this policy, can seek a Discretionary Housing Payment (DHP) from their local authority. DHPs can be paid to those in receipt of qualifying housing support who face a shortfall in meeting their rental housing costs.

Data on waiting times for dyslexia assessments is not held centrally. Assessments for dyslexia in children are provided by an educational psychologist or an appropriately qualified specialist dyslexia teacher. If a parent thinks their child may be dyslexic, as a first step they should speak to their child’s teacher or their school's special educational needs co-ordinator about their concerns. They may be able to offer additional support to help the child if necessary. Further information on dyslexia assessments can be found on the NHS.UK website, at the following link:

https://www.nhs.uk/conditions/dyslexia/diagnosis/

The early identification of needs and support is critical to improving outcomes for children and young people with Special Educational Needs and Disabilities, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and the statutory assessments at the end of key stage two.

Data on waiting times for dyslexia assessments is not held centrally. Assessments for dyslexia in children are provided by an educational psychologist or an appropriately qualified specialist dyslexia teacher. If a parent thinks their child may be dyslexic, as a first step they should speak to their child’s teacher or their school's special educational needs co-ordinator about their concerns. They may be able to offer additional support to help the child if necessary. Further information on dyslexia assessments can be found on the NHS.UK website, at the following link:

https://www.nhs.uk/conditions/dyslexia/diagnosis/

The early identification of needs and support is critical to improving outcomes for children and young people with Special Educational Needs and Disabilities, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and the statutory assessments at the end of key stage two.

Fracture Liaison Services (FLS) are a globally recognised care model and can reduce the risk of refracture for people at risk of osteoporosis by up to 40%.

FLS are commissioned by integrated care boards (ICBs), which make decisions according to local need. This is the case for all ICBs in the South West, including the NHS Bath and North East Somerset, Swindon and Wiltshire ICB and the NHS Bristol, North Somerset and South Gloucestershire ICB. We remain committed to rolling out FLS across every part of the country by 2030.

In the meantime, we are investing in 14 high-tech DEXA scanners, which are expected to provide an extra 29,000 scans to ensure that people with bone conditions get diagnosed earlier.

The National Institute for Health and Care Excellence (NICE) is currently developing guidance for the National Health Service on whether Brineura (cerliponase alfa) can be recommended for routine NHS funding, taking into account real-world evidence collected during a period of managed access. The NICE and NHS England are actively engaging with BioMarin, as well as other stakeholders in the development of the guidance. These discussions are complex, and given the exceptional nature of this evaluation and the impact on patients and their families, it is essential that they take the necessary time and care to reach the best possible outcome. All parties are also committed to providing updates to stakeholders, notwithstanding the necessity that discussions are undertaken in a confidential setting.

No assessment has been made of the number of people not taking prescribed medication due to prescription charges.

There are extensive arrangements in place in England to ensure that prescriptions are affordable for everyone. Approximately 89% of prescription items are dispensed free of charge in the community in England, and there is a wide range of exemptions from prescription charges already in place for which those with long term or chronic conditions may be eligible. Eligibility depends on the patient’s age, whether they are in qualifying full-time education, whether they are pregnant or have recently given birth, whether they have a qualifying medical condition, or whether they are in receipt of certain benefits or a war pension.

People on low incomes can apply for help with their health costs through the NHS Low Income Scheme. Prescription prepayment certificates (PPCs) are also available. PPCs allow people to claim as many prescriptions as they need for a set cost, with three-month and 12-month certificates available. The 12-month PPC can be paid for in instalments.