Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of expanding youth schemes to reduce anti-social behaviour in Surrey Heath constituency.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Too many children and young people do not have access to the same enrichment opportunities as their peers, suffer from poor mental health and, in some cases, end up being drawn into crime rather than going on to achieve and thrive.
The government has committed to the creation of the new Young Futures programme, which will establish a network of Young Futures Hubs and Young Futures Prevention Partnerships, to intervene earlier to ensure this cohort is identified and offered support in a more systematic way.
Young Futures Hubs will bring together services to improve access to opportunities and support for children and young people at community level, promoting positive outcomes and enabling them to thrive. Prevention Partnerships will identify children and young people who are vulnerable to being drawn into crime, including anti-social behaviour, and divert them by offering them suitable support in a more systematic way.
The Young Futures programme is one part of delivering support within a much wider youth landscape. They will be designed to complement core services and wider initiatives spanning youth, education, employment, social care, mental health, youth justice and policing.
Tackling anti-social behaviour is a top priority for this government and is a key part of our Safer Streets Mission. Anti-social behaviour causes great harm and misery to communities and, if left unchecked, can lead to more serious offending. Effective youth anti-social behaviour intervention is crucial in disrupting this pipeline. In many cases, informal and early intervention can be successful in changing behaviour and protecting communities.
As part of the wider youth landscape, this government has launched the co-production of an ambitious National Youth Strategy to set out a new vision for young people and an action plan for delivering this.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of school measures to tackle (a) threatening behaviour and (b) bullying via smartphones in Surrey Heath constituency.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
All schools are required, by law, to have a behaviour policy which outlines measures to encourage good behaviour and prevent all forms of bullying amongst pupils. This should be communicated to all pupils, school staff and parents.
In addition, the government’s ‘Mobile phones in schools’ guidance supports schools on how to develop, implement and maintain a policy that prohibits the use of mobile phones throughout the school day including during lessons, the time between lessons, breaktimes and lunchtime. Headteachers are responsible for implementation of guidance within their schools.
Whilst the department has not directly assessed these measures in Surrey Health constituency, the department’s National Behaviour Survey (NBS) reports can be used to monitor national perceptions of behaviour in schools over time. These can be accessed here: https://www.gov.uk/government/publications/national-behaviour-survey-reports. The NBS asks panels of pupils, parents, school leaders and teachers about their perceptions on a range of topics relating to pupil behaviour, including frequency, impacts and bullying, and responses to misbehaviour.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help tackle academic dishonesty arising from the use of generative AI in higher education.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Universities are independent and autonomous bodies responsible for decisions such as admissions, diversity of provision, course content, teaching and assessment. As such, they are responsible for designing their own policies regarding the use of artificial intelligence and for taking steps to prevent academic misconduct, as set out in the Office for Students’ regulatory framework.
Academic integrity is crucial to protecting the reputation of the UK’s world-class higher education sector.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help support students with special educational needs who have left independent schools in Surrey Heath constituency following the application of VAT to private school fees.
Answered by Catherine McKinnell - Minister of State (Education)
This government is committed to breaking down barriers to opportunity and ensuring every child has access to high-quality education. The government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
At the Autumn Budget 2024, the government announced a £1 billion uplift in high needs funding in financial year 2025/26, providing additional support and improving outcomes for the more than a million children in the state sector with SEND.
Most children with special educational needs, including most with education, health and care (EHC) plans, are already educated in mainstream state-funded schools. All state-funded schools support children with SEND. All children of compulsory age are entitled to a state-funded school place that is free for parents. Where a private school place is necessary to support a child with SEND, the local authority will fund it through an EHC plan.
Local authorities have a statutory duty for ensuring sufficient state school places in their area. Local authorities routinely support parents that need a state-funded school place, including where private schools have closed or where pupils move between schools. The department does not collect data on in-year school applications or admissions, but where local authorities are experiencing difficulties in ensuring there are enough school places for children that need them, the department will offer support and advice.
The department expects all schools admitting new pupils in-year to provide them with appropriate support, including where they have SEND. Schools will need to work with their local authority where pupils have additional needs that cannot be met within the school.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the training provided to mainstream school teachers for inclusive teaching practices towards pupils with special educational needs in Surrey Heath constituency.
Answered by Catherine McKinnell - Minister of State (Education)
From September 2025 the Initial Teacher Training and Early Career Framework (ITTECF) will set out a minimum entitlement to training for new teachers and must be used by providers of Initial Teacher Training and those delivering provider-led early career training to create their curricula.
The department’s review of content for the ITTECF paid particular attention to the needs of trainees and Early Career Teachers (ECTs) when supporting pupils with special educational needs and disabilities (SEND). There is now significantly more content related to adaptive teaching and supporting pupils with SEND. The content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. 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, particularly those with SEND.
The department recognises that continuous improvement is essential and have recently committed to a full review of the Early Career Teacher Entitlement 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.
Ofsted inspect all teacher training that leads to qualified teacher status, as well as department-funded lead providers of training for ECTs. Their inspections give an independent, external evaluation of a provider’s effectiveness and, where appropriate, highlight areas for improvement.
On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for special educational needs co-ordinators (SENCOs). The NPQ must be completed within three years of taking up a SENCO post. The new NPQ will play a key role improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.
The £12 million Universal Services programme also helps the school and further education workforce to identify and meet the needs of children and young people with SEND earlier and more effectively. The programme offers online training, professional development groups, bespoke school and college improvement projects, sector-led research, autism awareness training and an embedded focus on preparation for adulthood, including employer-led webinars for college staff.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
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 strengthening media literacy programmes in the ongoing Curriculum and Assessment Review.
Answered by Catherine McKinnell - Minister of State (Education)
Political and media literacy are currently taught through the national curriculum for citizenship at key stages 3 and 4, which covers parliamentary democracy, the power of government, and how citizens and Parliament hold government to account. It also equips young people to distinguish between fact and opinion and understand the role of a free press. Primary schools can choose to teach citizenship, using non-statutory programmes of study at key stages 1 and 2. Complementary aspects of media literacy are also taught through relationships, sex and health education (RSHE) and computing, which together equip pupils to evaluate and apply information technology and to be a discerning consumer of information online.
Support for curriculum delivery is available through optional, free and adaptable resources from Oak National Academy (Oak). Oak launched its new curriculum sequences for secondary citizenship earlier this academic year, with the full package of curriculum resources expected to be available by this autumn. Oak resources are available here: https://www.thenational.academy/.
The Educate against Hate website also hosts a series of online media literacy resources, which seek to help young people evaluate the validity of information. These resources can be accessed here: https://www.educateagainsthate.com/.
The government has established an independent Curriculum and Assessment Review, conducted by a group of education leaders (the Review group) and chaired by Professor Becky Francis CBE. The terms of reference were published last July and can be found here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.
The Review will seek to deliver a curriculum that is rich and broad, which ensures children and young people are equipped with the essential knowledge and skills to enable them to adapt and thrive in the world and workplace of the future. The Review will consider the skills needed to ensure that children are resilient to misinformation and can distinguish fact from fiction.
The role of the Review group is to consider the evidence, the responses to the call for evidence and widespread engagement with the sector, and then make recommendations for the government to consider. The Review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work, and will publish its final report with recommendations this autumn. The department will take decisions on what changes to make in light of these recommendations.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the integration of (a) political and (b) media literacy into school curriculums.
Answered by Catherine McKinnell - Minister of State (Education)
Political and media literacy are currently taught through the national curriculum for citizenship at key stages 3 and 4, which covers parliamentary democracy, the power of government, and how citizens and Parliament hold government to account. It also equips young people to distinguish between fact and opinion and understand the role of a free press. Primary schools can choose to teach citizenship, using non-statutory programmes of study at key stages 1 and 2. Complementary aspects of media literacy are also taught through relationships, sex and health education (RSHE) and computing, which together equip pupils to evaluate and apply information technology and to be a discerning consumer of information online.
Support for curriculum delivery is available through optional, free and adaptable resources from Oak National Academy (Oak). Oak launched its new curriculum sequences for secondary citizenship earlier this academic year, with the full package of curriculum resources expected to be available by this autumn. Oak resources are available here: https://www.thenational.academy/.
The Educate against Hate website also hosts a series of online media literacy resources, which seek to help young people evaluate the validity of information. These resources can be accessed here: https://www.educateagainsthate.com/.
The government has established an independent Curriculum and Assessment Review, conducted by a group of education leaders (the Review group) and chaired by Professor Becky Francis CBE. The terms of reference were published last July and can be found here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.
The Review will seek to deliver a curriculum that is rich and broad, which ensures children and young people are equipped with the essential knowledge and skills to enable them to adapt and thrive in the world and workplace of the future. The Review will consider the skills needed to ensure that children are resilient to misinformation and can distinguish fact from fiction.
The role of the Review group is to consider the evidence, the responses to the call for evidence and widespread engagement with the sector, and then make recommendations for the government to consider. The Review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work, and will publish its final report with recommendations this autumn. The department will take decisions on what changes to make in light of these recommendations.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that local councils can (a) recruit and (b) retain educational psychologists in Surrey Heath constituency.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special education needs and disabilities (SEND) or in alternative provision, receive the right support to succeed in their education and as they move into adult life.
Educational psychologists play a critical role in the support available to children and young people, providing statutory input into education, health and care assessments and advising the school workforce on how to support children and young people with SEND.
As the employers of educational psychology services, it is the responsibility of local authorities to ensure that their services are adequately staffed. The department is however taking measures to support local authorities by investing in building the pipeline.
The department is investing over £21 million to train 400 more educational psychologists from 2024. This builds on the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023.
To support retention, following graduation, trainees who have had their training funded by the department are required to remain in local authority employment for a minimum period. For trainees beginning their course in September 2024, this requirement has increased to three years.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to provide (a) training and (b) other support to special educational needs coordinators in schools in Surrey.
Answered by Catherine McKinnell - Minister of State (Education)
All mainstream schools (including academies and free schools) must have a special educational needs co-ordinator (SENCO). The SENCO must be a qualified teacher, or the headteacher, working at the school. SENCOs play a vital role in setting the direction for their school and leading on the day-to-day special educational needs and disabilities (SEND) provision.
Schools should ensure that the SENCO has sufficient time and resources to carry out these functions. This should include providing SENCOs with sufficient administrative support and time away from teaching to enable them to fulfil their responsibilities in a similar way to other important strategic roles within a school.
On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ must be completed within three years of taking up a SENCO post. The new NPQ will play a key role improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.
The £12 million Universal Services programme also helps the school and further education workforce to identify and meet the needs of children and young people with SEND earlier and more effectively.
The programme offers online training, professional development groups, bespoke school and college improvement projects, sector-led research, autism awareness training and an embedded focus on preparation for adulthood, including employer-led webinars for college staff.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the current integration of digital literacy into school curriculums.
Answered by Catherine McKinnell - Minister of State (Education)
Digital literacy is currently taught through the compulsory curriculum subjects of computing, relationships, sex and health education and, at key stage 3 and 4, citizenship.
Last summer, the government established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis. The review’s aim is for every child and young person to access a cutting-edge curriculum which is rich and broad, inclusive and innovative. The terms of reference set out that the review will seek to deliver a curriculum that ensures children and young people leave compulsory education ready for life and work. This includes embedding digital skills in their learning.
The review’s terms of reference can be found here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.