Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that children with SEND have access to the necessary support at schools.
Answered by Catherine McKinnell - Minister of State (Education)
This 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.
The department wants to drive a consistent and inclusive approach to supporting children and young people with SEND through early identification, effective support, high quality teaching and effective allocation of resources.
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 a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND.
On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for Special Educational Needs Coordinators (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. This is crucial given the central role SENCOs play in supporting pupils with SEND.
A new Initial Teacher Training and Early Career Framework is due to be implemented from September 2025, which contains significantly more content related to adaptive teaching and supporting pupils with SEND, including, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils.
The availability of training and career progression opportunities for teaching assistants helps ensure schools have the skilled staff they need to deliver high quality education. The Institute for Apprenticeships and Technical Education has recently approved a new Level 5 Specialist Teaching Assistant apprenticeship, allowing teaching assistants to specialise in one of three areas: SEND, social and emotional wellbeing or curriculum provision. The apprenticeship will be available for candidates to undertake in 2025.
In addition, assistive technology (AT) can break down barriers to opportunity for students with SEND. The department is broadening the effective use of AT for teachers through research, training and guidance.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will provide additional funding to councils to help SEND pupils.
Answered by Catherine McKinnell - Minister of State (Education)
The department recognises the financial pressures on local authorities due to rising costs in the special educational needs and disabilities (SEND) system. The Core Schools Budget Grant will provide over £140 million in additional funding for special and alternative provision schools in 2024/25 to cover increased costs from teachers' pay and support staff negotiations. This is in addition to the £10.75 billion allocated this year for high needs funding and teacher-related costs.
The department’ budget for the 2025/26 financial year is still under review, with funding allocations dependent on the upcoming Spending Review in October. The department recognises the delay and will announce allocations as soon as possible. We are acutely aware not only of the financial pressures that local authorities are facing due to the increasing cost of supporting young people with complex needs but also of the pressures on the government as a whole due to the financial situation it has inherited.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help schools to support pupils with dyslexia.
Answered by Catherine McKinnell - Minister of State (Education)
Mainstream schools have a statutory duty to use their best endeavours to ensure that provision for pupils with special educational needs (SEN), such as dyslexia, is made for those who need it. Guidance on this duty is set out in the special educational needs and disability (SEND) code of practice. Schools should involve pupils and their parents throughout this cycle.
This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and as they move into adult life.
The government will be focusing on a community-wide approach, improving inclusivity and expertise in mainstream schools. My right hon. Friend, the Secretary of State for Education, and I will work with families and education and care experts to deliver this in the best interests of all children.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to encourage take up of degree-level apprenticeships.
Answered by Luke Hall
Degree-level apprenticeships (Levels 6 and 7) provide people with high-quality training and are important in supporting productivity, social mobility and widening participation in higher education and employment. There are now over 170 degree-level apprenticeships available in exciting occupations such as Doctor and Nuclear Scientist. More broadly, the department has now developed nearly 700 high-quality apprenticeship standards with employers, so today nearly 70% of occupations are available via an apprenticeship.
The department has seen year-on-year growth of degree-level apprenticeships, with 229,970 starts since their introduction in the 2014/15 academic year. The department want to further accelerate the growth of degree level apprenticeships and are providing an additional £40 million over two financial years to support providers expand their offers, improving access to young people and disadvantaged groups. The department has also teamed up with UCAS so that students can now see apprenticeship vacancies on their service, putting apprenticeships on an equal footing with traditional academic routes, and continuing outreach work in schools and colleges through the Apprenticeship Support and Knowledge programme.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made a recent assessment of the potential merits of making mental health first aid a compulsory component of teacher training.
Answered by Damian Hinds
The department is committed to ensuring that all pupils can reach their potential and receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND). To be awarded qualified teacher status trainees must demonstrate that they have met all the Teachers’ Standards at the appropriate level. This includes the requirement that all teachers must have a clear understanding of the needs of all pupils. Early career teachers (ECTs) are also assessed against the Teachers’ Standards to pass their induction.
Both the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) set out the core body of knowledge, skills and behaviours that define great teaching for new teachers and must be incorporated into ITT courses and ECF-based programmes, which includes content on SEND and adaptive teaching. Courses and programmes should be appropriate for the context in which the teacher is or will be working; for some, this will already include content on mental health. It is incumbent on providers to determine the full curriculum, including how to ensure coverage of everything necessary within limited training time.
Following a review of the CCF and ECF in 2023, the updated and combined ITT and ECF (ITTECF) was published on 30 January 2024, for delivery from September 2025. The review paid particular attention to the needs of new teachers when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND. The department has included new content on teachers knowing who to contact to provide support with any pupil mental health concerns.
The department has also committed to offer all state schools and colleges in England a grant to train a senior mental health lead (SMHL) by 2025, enabling them to introduce effective whole school or college approaches to mental health and wellbeing. This training covers the range of mental health issues likely to be encountered in schools and colleges and the risk factors associated with specific groups. Over 15,100 settings that have claimed a grant so far, including more than 7 in 10 state-funded secondary schools. More information on the grant can be found here: https://www.gov.uk/government/publications/promoting-children-and-young-peoples-emotional-health-and-wellbeing.
To expand access to early mental health support, the department is continuing to roll out Mental Health Support Teams (MHSTs) to schools and colleges. These teams deliver evidence-based interventions for mild-to-moderate mental health issues and support SMHLs with their whole school approach. As of April 2023, MHSTs covered 35% of pupils in schools and learners in further education in England, with coverage planned to extend to at least 50% by the end of March 2025.
Mental wellbeing is also part of the statutory Health Education curriculum. For example, pupils are taught to recognise and talk about their emotions, and how to seek support. The department has published a support package on GOV.UK, including content specifically on teaching about mental health and wellbeing.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with Cabinet colleagues on steps to reduce the number of children separated from their mothers and families through maternal imprisonment.
Answered by Robert Goodwill
Custody should be a last resort and only imposed after the court has considered alternative sentences to be served in the community. We are committed to making sure that as many women as possible are effectively rehabilitated in the community to better protect the public and deliver better outcomes for female offenders.
This department has not made any assessment of the effect of maternal imprisonment on a child’s emotional development. However, the government has funded a contract worth over £1.4m for Barnardo’s to operate the i-HOP service to share evidence on practice and advise commissioners and practitioners on the options available to support the families of offenders.
Asked by: Helen Grant (Conservative - Maidstone and Malling)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the effect of maternal imprisonment on a child's emotional development; and if she will make a statement.
Answered by Robert Goodwill
Custody should be a last resort and only imposed after the court has considered alternative sentences to be served in the community. We are committed to making sure that as many women as possible are effectively rehabilitated in the community to better protect the public and deliver better outcomes for female offenders.
This department has not made any assessment of the effect of maternal imprisonment on a child’s emotional development. However, the government has funded a contract worth over £1.4m for Barnardo’s to operate the i-HOP service to share evidence on practice and advise commissioners and practitioners on the options available to support the families of offenders.