Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what the average wage of teachers in music education hubs was in the latest period for which data is available.
Answered by Damian Hinds - Minister of State (Education)
Music Hubs cover every area of England and are made up of partnerships that support, deliver and enable children and young people to access music education within a local area. These partnerships are co-ordinated by a Hub Lead Organisation (HLOs) which is responsible for the funding and governance of the Hub. As the fundholder and accountable body for the Hub programme, Arts Council England (ACE) oversees the management of Music Hubs including payments, monitoring the risk to investment and monitoring the performance of Hubs. The department provides the funding for the grant award to HLOs each year.
The terms and conditions of staff is the responsibility of either the HLO or any other music service or equivalent organisation working in partnership with the HLO and for whom they hold grant funding. HLOs also need to apply ACE standard grant terms and conditions, including in relation to the workforce.
ACE collects and publishes workforce information on an annual basis and this is published on the ACE Hub Data Dashboard which is available on their website here: https://www.artscouncil.org.uk/MusicEducationHubs/music-education-hubs-survey-and-data#t-in-page-nav-2.
The workforce dashboard for 2021/22 shows that the number of permanent staff (full-time or part-time) across all areas of England is 6,588. The number of staff employed on a contractual basis is 1,665 and the number of self-employed or freelance staff is 3,104. ACE does not collect information on the type of contract or average wage or income of staff, including teachers.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, how many teachers working in Music Education Hubs are on zero-hour contracts.
Answered by Damian Hinds - Minister of State (Education)
Music Hubs cover every area of England and are made up of partnerships that support, deliver and enable children and young people to access music education within a local area. These partnerships are co-ordinated by a Hub Lead Organisation (HLOs) which is responsible for the funding and governance of the Hub. As the fundholder and accountable body for the Hub programme, Arts Council England (ACE) oversees the management of Music Hubs including payments, monitoring the risk to investment and monitoring the performance of Hubs. The department provides the funding for the grant award to HLOs each year.
The terms and conditions of staff is the responsibility of either the HLO or any other music service or equivalent organisation working in partnership with the HLO and for whom they hold grant funding. HLOs also need to apply ACE standard grant terms and conditions, including in relation to the workforce.
ACE collects and publishes workforce information on an annual basis and this is published on the ACE Hub Data Dashboard which is available on their website here: https://www.artscouncil.org.uk/MusicEducationHubs/music-education-hubs-survey-and-data#t-in-page-nav-2.
The workforce dashboard for 2021/22 shows that the number of permanent staff (full-time or part-time) across all areas of England is 6,588. The number of staff employed on a contractual basis is 1,665 and the number of self-employed or freelance staff is 3,104. ACE does not collect information on the type of contract or average wage or income of staff, including teachers.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, how many people are employed in Music Education Hubs in England.
Answered by Damian Hinds - Minister of State (Education)
Music Hubs cover every area of England and are made up of partnerships that support, deliver and enable children and young people to access music education within a local area. These partnerships are co-ordinated by a Hub Lead Organisation (HLOs) which is responsible for the funding and governance of the Hub. As the fundholder and accountable body for the Hub programme, Arts Council England (ACE) oversees the management of Music Hubs including payments, monitoring the risk to investment and monitoring the performance of Hubs. The department provides the funding for the grant award to HLOs each year.
The terms and conditions of staff is the responsibility of either the HLO or any other music service or equivalent organisation working in partnership with the HLO and for whom they hold grant funding. HLOs also need to apply ACE standard grant terms and conditions, including in relation to the workforce.
ACE collects and publishes workforce information on an annual basis and this is published on the ACE Hub Data Dashboard which is available on their website here: https://www.artscouncil.org.uk/MusicEducationHubs/music-education-hubs-survey-and-data#t-in-page-nav-2.
The workforce dashboard for 2021/22 shows that the number of permanent staff (full-time or part-time) across all areas of England is 6,588. The number of staff employed on a contractual basis is 1,665 and the number of self-employed or freelance staff is 3,104. ACE does not collect information on the type of contract or average wage or income of staff, including teachers.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps officials in his Department is taking with officials in other Government departments to establish a joined up approach to support children and adults with an Acquired Brain Injury.
Answered by Will Quince
It is important that children with medical conditions, such as acquired brain injury, are supported to receive a full education.
A pupil’s acquired brain injury could manifest in different ways. Support should be tailored to their own learning barriers, irrespective of their diagnosis. The special educational needs and disabilities (SEND) Code of Practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.
Under Section 100 of the Children and Families Act 2014, governing boards are required to make arrangements to support pupils with medical conditions and to have regard to statutory guidance. The guidance covers a range of areas and is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
To be awarded qualified teacher status, trainees must meet the Teachers’ Standards, which include a requirement that they adapt teaching to meet the strengths and needs of all pupils. The performance of all existing teachers in maintained schools must be assessed every year against the Teachers' Standards. It is the responsibility of school leaders to determine the training needs of their staff, within their approach to school improvement, professional development and performance management.
In line with the approach that we expect school-based staff to identify and intervene to support any pupil who presents with difficulties in learning, we expect that training should relate to the specific learning needs an individual child has. For example, we have a contract with NASEN (the Whole School SEND consortium) to support schools, this includes training for school staff on how to tailor provision for different types of learning needs.
The SEND system is designed to get the right support in place for all children and young people with additional needs, so they are able to fulfil their potential, just like other children.
The reforms to the SEND system are key to this. The government has strengthened systems for joining up education, health and care support for those with complex needs, and placed families at the heart of the decision-making about their children. The Education, Health and Care (EHC) plan process is crucial in meeting the needs of those with complex needs. The arrangements are intended to support:
This should provide a basis for the sharing of information and of expertise to ensure the needs of children and young people with acquired brain injury are supported in school.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he has taken to ensure that children and young people with an Acquired Brain Injury have a return to school pathway plan that provides tailored support for them, their family and their teachers.
Answered by Will Quince
It is important that children with medical conditions, such as acquired brain injury, are supported to receive a full education.
A pupil’s acquired brain injury could manifest in different ways. Support should be tailored to their own learning barriers, irrespective of their diagnosis. The special educational needs and disabilities (SEND) Code of Practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.
Under Section 100 of the Children and Families Act 2014, governing boards are required to make arrangements to support pupils with medical conditions and to have regard to statutory guidance. The guidance covers a range of areas and is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
To be awarded qualified teacher status, trainees must meet the Teachers’ Standards, which include a requirement that they adapt teaching to meet the strengths and needs of all pupils. The performance of all existing teachers in maintained schools must be assessed every year against the Teachers' Standards. It is the responsibility of school leaders to determine the training needs of their staff, within their approach to school improvement, professional development and performance management.
In line with the approach that we expect school-based staff to identify and intervene to support any pupil who presents with difficulties in learning, we expect that training should relate to the specific learning needs an individual child has. For example, we have a contract with NASEN (the Whole School SEND consortium) to support schools, this includes training for school staff on how to tailor provision for different types of learning needs.
The SEND system is designed to get the right support in place for all children and young people with additional needs, so they are able to fulfil their potential, just like other children.
The reforms to the SEND system are key to this. The government has strengthened systems for joining up education, health and care support for those with complex needs, and placed families at the heart of the decision-making about their children. The Education, Health and Care (EHC) plan process is crucial in meeting the needs of those with complex needs. The arrangements are intended to support:
This should provide a basis for the sharing of information and of expertise to ensure the needs of children and young people with acquired brain injury are supported in school.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he has taken to ensure that additional training on acquired brain injury awareness is in place for school-based staff, particularly named lead professionals who support pupils with an Acquired Brain Injury and Special Educational Needs Coordinators.
Answered by Will Quince
It is important that children with medical conditions, such as acquired brain injury, are supported to receive a full education.
A pupil’s acquired brain injury could manifest in different ways. Support should be tailored to their own learning barriers, irrespective of their diagnosis. The special educational needs and disabilities (SEND) Code of Practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.
Under Section 100 of the Children and Families Act 2014, governing boards are required to make arrangements to support pupils with medical conditions and to have regard to statutory guidance. The guidance covers a range of areas and is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
To be awarded qualified teacher status, trainees must meet the Teachers’ Standards, which include a requirement that they adapt teaching to meet the strengths and needs of all pupils. The performance of all existing teachers in maintained schools must be assessed every year against the Teachers' Standards. It is the responsibility of school leaders to determine the training needs of their staff, within their approach to school improvement, professional development and performance management.
In line with the approach that we expect school-based staff to identify and intervene to support any pupil who presents with difficulties in learning, we expect that training should relate to the specific learning needs an individual child has. For example, we have a contract with NASEN (the Whole School SEND consortium) to support schools, this includes training for school staff on how to tailor provision for different types of learning needs.
The SEND system is designed to get the right support in place for all children and young people with additional needs, so they are able to fulfil their potential, just like other children.
The reforms to the SEND system are key to this. The government has strengthened systems for joining up education, health and care support for those with complex needs, and placed families at the heart of the decision-making about their children. The Education, Health and Care (EHC) plan process is crucial in meeting the needs of those with complex needs. The arrangements are intended to support:
This should provide a basis for the sharing of information and of expertise to ensure the needs of children and young people with acquired brain injury are supported in school.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department has taken to include Acquired Brain Injury in the Special Educational Needs and Disability Code of Practice.
Answered by Will Quince
It is important that children with medical conditions, such as acquired brain injury, are supported to receive a full education.
A pupil’s acquired brain injury could manifest in different ways. Support should be tailored to their own learning barriers, irrespective of their diagnosis. The special educational needs and disabilities (SEND) Code of Practice asks schools and colleges to address pupils’ individual educational needs, regardless of their condition.
Under Section 100 of the Children and Families Act 2014, governing boards are required to make arrangements to support pupils with medical conditions and to have regard to statutory guidance. The guidance covers a range of areas and is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
To be awarded qualified teacher status, trainees must meet the Teachers’ Standards, which include a requirement that they adapt teaching to meet the strengths and needs of all pupils. The performance of all existing teachers in maintained schools must be assessed every year against the Teachers' Standards. It is the responsibility of school leaders to determine the training needs of their staff, within their approach to school improvement, professional development and performance management.
In line with the approach that we expect school-based staff to identify and intervene to support any pupil who presents with difficulties in learning, we expect that training should relate to the specific learning needs an individual child has. For example, we have a contract with NASEN (the Whole School SEND consortium) to support schools, this includes training for school staff on how to tailor provision for different types of learning needs.
The SEND system is designed to get the right support in place for all children and young people with additional needs, so they are able to fulfil their potential, just like other children.
The reforms to the SEND system are key to this. The government has strengthened systems for joining up education, health and care support for those with complex needs, and placed families at the heart of the decision-making about their children. The Education, Health and Care (EHC) plan process is crucial in meeting the needs of those with complex needs. The arrangements are intended to support:
This should provide a basis for the sharing of information and of expertise to ensure the needs of children and young people with acquired brain injury are supported in school.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Acquired Brain Injury Card for people under 18 years old produced by the Child Brain Injury Trust, what steps officials in his Department have taken with officials in the (a) Department for Health and Social Care and (b) Department for Levelling up, Housing and Communities to ensure that that injury card is promoted in (i) schools, (ii) hospitals and (iii) local authorities.
Answered by Will Quince
We welcome the introduction of the Acquired Brain Injury Card and feel that offering young people this personal Card is a helpful in supporting their independence and to help others to better understand the potential impact of their injury. It is up to individual schools to choose what to promote in their schools.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
What estimate he has made of the number of primary school children receiving specialist educational support following an acquired brain injury.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
We do not collect this data, but the special educational needs system is designed to put in the right support for children irrespective of their condition. We are committed to driving up the quality of this support across the country, including through an extra £780 million high needs funding next year.
Asked by: Chris Bryant (Labour - Rhondda)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate he has made of the number of incidents of concussion in schools in each of the last five years.
Answered by Nadhim Zahawi
It is important that children with medical conditions, such as acquired brain injury, are supported to receive a full education.
To be awarded qualified teacher status, trainees must meet the Teachers’ Standards, which include a requirement that they adapt teaching to meet the strengths and needs of all pupils. The performance of all existing teachers in maintained schools must be assessed every year against the Teachers' Standards. It is the responsibility of school leaders to determine the training needs of their staff, within their approach to school improvement, professional development and performance management.
Under Section 100 of the Children and Families Act 2014, governing boards are required to make arrangements to support pupils with medical conditions and to have regard to statutory guidance. The guidance is available at https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3, and covers a range of areas including staff training. Staff training is critical in enabling school staff to provide the support needed to pupils with medical conditions. The statutory guidance is clear that governing boards should ensure that any member of school staff providing support to a pupil with medical needs has received suitable training. It also states that training should be sufficient to ensure that staff are competent and have confidence in their ability to support pupils with medical conditions, and to fulfil the requirements as set out in individual healthcare plans.
The information requested on number of incidents of concussion in schools is not held centrally.