Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing mandatory autism training for (a) teachers and (b) teaching assistants.
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. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. We will strengthen accountability on mainstream settings to be inclusive including through Ofsted, support the mainstream workforce to increase their SEND expertise and encourage schools to set up Resourced Provision or special education needs units to increase capacity in mainstream schools.
High quality teaching and support is the single most important in-school factor in improving outcomes for pupils, including those with autism or other SEND.
All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for 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.
Universal SEND Services brings together SEND-specific continuing professional development and support for the school and further education workforce. The programme aims to improve outcomes for children and young people, including those with autism. The contract offers autism awareness training and resources. Over 200,000 professionals have received autism training from an Autism Education Trust training partner since the programme launched in May 2022.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department provides support to international students unable to afford university fees due to high inflation in Nigeria.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Our universities are autonomous bodies, independent of government, and are therefore responsible for managing their own budgets. Student Support Regulations ensure that the support provided by British taxpayers is targeted at those who have a substantial and recent connection with the UK.
Higher education (HE) providers operate their own hardship funds to support students who have financial issues. Like domestic students, international students can apply to their provider to request support. HE providers also offer dedicated support to their international students pre-arrival, on-arrival and during their studies. Students experiencing financial difficulties should contact their university to discuss their circumstances.
The UK Council for International Student Affairs offers information and guidance for international students who may be experiencing unexpected financial hardship, which is available here: https://www.ukcisa.org.uk/Information--Advice/Fees-and-Money/Unexpected-financial-hardship.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of extending the offer of 30 hours of free childcare for three and four year-olds to the children of working parents in families with no recourse to public funds.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for 3 and 4-year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all 3 and 4-year-olds and, if eligible, 15 hours free early education for disadvantaged 2-year-olds. In September 2022, the department extended eligibility for the 2-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of amending the eligibility criteria for the extended 30 hours childcare offer to allow migrant parents with the right to work to access that offer.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The department has not made an estimate of the numbers of families who are not eligible for 30 hours because they have no recourse to public funds. The department also does not hold data on what proportion of those individuals have children with British citizenship.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for three and four year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all three and four year-olds and, if eligible, 15 hours free early education for disadvantaged two-year-olds. In September 2022, the department extended eligibility for the two-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an estimate of the number of individuals who are not eligible for the extended 30 hours of childcare offer because they are subject to the no recourse to public funds condition; and what proportion of those individuals have children with British citizenship.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The department has not made an estimate of the numbers of families who are not eligible for 30 hours because they have no recourse to public funds. The department also does not hold data on what proportion of those individuals have children with British citizenship.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for three and four year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all three and four year-olds and, if eligible, 15 hours free early education for disadvantaged two-year-olds. In September 2022, the department extended eligibility for the two-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken to communicate with (a) schools and (b) local authorities about the extension of eligibility for free early education for 2-year-olds with no recourse to public funds.
Answered by David Johnston
The department consulted on extending eligibility for the 15-hour early education entitlement for 2-year-olds between 25 March 2022 and 20 May 2022. The department published its response on 25 August 2022 alongside guidance, including a sample application form, for local authorities which can be found online at: https://www.gov.uk/government/publications/30-hours-free-childcare-la-and-early-years-provider-guide. In addition, the eligibility criteria has been updated on GOV.UK at: https://www.gov.uk/help-with-childcare-costs/free-childcare-2-year-olds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help increase the number of SEND school places available in mainstream education.
Answered by Claire Coutinho - Shadow Minister (Equalities)
The department is investing £2.6 billion between 2022 and 2025 to support local authorities in delivering new school places and improving existing provision for children and young people with special educational needs and disabilities (SEND), or who require alternative provision. This represents a significant, transformational investment in new high needs provision. It will support local authorities to deliver new places in both mainstream and special schools, as well as other specialist settings, and will also be used to improve the suitability and accessibility of existing buildings.
As part of this commitment, in March 2022 the department announced High Needs Provision Capital Allocations amounting to over £1.4 billion of new investment, focused on the 2023/24 and 2024/25 academic years. Local authorities can use this funding to work with any school or institution in their area, and the department encourages them to consider prioritising projects that increase available placements for children and young people with education, health and care plans in mainstream settings, including new SEN units or resourced provisions. However, it is ultimately up to local authorities to determine how to best use their funding to address their local priorities.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the number of SEND places in mainstream schools in (a) Edmonton, (b) Enfield and (c) London.
Answered by Claire Coutinho - Shadow Minister (Equalities)
The statutory duty to provide sufficient school places, including places for pupils with special educational needs and disabilities (SEND), sits with local authorities.
To support local authorities in fulfilling their statutory duties, the department is investing £2.6 billion between 2022 and 2025 to help deliver new places and improve existing provision for children and young people with SEND, or who require alternative provision. This represents a significant, transformational investment in new high needs provision. It will support local authorities to deliver new places in mainstream and special schools, as well as other specialist settings, and will also be used to improve the suitability and accessibility of existing buildings.
As part of this commitment, in March 2022 the department announced High Needs Provision Capital Allocations amounting to over £1.4 billion of new investment, focused on academic years 2023/24 and 2024/25. The borough of Enfield received a total of just over £6.1 million through the allocations announced in March 2022, and over £1.3 million through previous allocations announced in April 2021 (to deliver new places for the 2022/23 academic year). As funding is allocated at a local authority level, the department cannot provide data on funding for the Edmonton constituency.
Local authorities within both inner and outer London collectively received a total of just under £305.6 million through the allocations announced in March 2022. Prior to that, the regions received a combined total of just under £75.9 million through the funding announced in April 2021.
Local authorities can use this funding to work with any school or institution in their area, including mainstream and special schools. It is ultimately up to local authorities to determine how to best prioritise their funding to address their local priorities.
From Summer 2023, the department will be collecting data from local authorities on the physical capacity of special schools and special educational needs units/resourced provision in mainstream schools, as well as corresponding forecasts of demand for specialist places. We expect this to be an annual data collection, forming part of the existing School Capacity Survey.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children with a Statement of Special Educational Needs were awaiting a school place in mainstream education in each year from 2010 to 2022.
Answered by Claire Coutinho - Shadow Minister (Equalities)
The department does not collect data on how many children with an education, health and care plan or statement of special educational needs are waiting for school places in mainstream education.
Each January, the department collects data from local authorities, covering the number of children and young people and the type of provision attended. This includes mainstream schools, special schools, alternative provision, pupils educated elsewhere, and those ‘awaiting provision’. This is the provision set out in their education, health and care (EHC) plan. This is published annually and details can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.
The department does not collect data about the specific circumstances of the children and young people ‘awaiting provision’. The department knows that this category includes children and young people in a wide range of circumstances, including some who are in an education setting, but awaiting provision in another setting, and some who have only recently moved into the area.
Local authorities must also have a Fair Access Protocol, agreed with the majority of the mainstream state-funded schools in its area, to ensure that, for in year admissions, unplaced children without an EHC Plan, especially the most vulnerable, are offered a place at a suitable school as quickly as possible.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the levels of misogyny and sexual harassment in primary schools.
Answered by Robin Walker
Sexual abuse, sexual violence and sexual harassment in any form is unacceptable. It is essential that children are protected, and that allegations are dealt with appropriately.
In March 2021, the former Secretary of State for Education commissioned Ofsted to undertake an immediate review of sexual abuse in schools and colleges, including primary schools. The review was published on 10 June 2021 and the department accepted the findings of the review in full, committing to go further than its recommendations.
Harmful sexual behaviours exist on a continuum. It is, therefore, vital to stem and prevent misogyny and sexual harassment as early as possible, preventing the escalation of behaviours, and entrenchment of unacceptable views.
For this reason, the department is developing further support to help build teachers’ confidence in educating on matters of sexual abuse and harassment. In March 2022, the department ran expert-led webinars on the subjects identified by teachers as most challenging to teach. Alongside this, the department is developing new non-statutory guidance for schools, covering specific topics mentioned by the Ofsted review. This will build on existing Relationships, Sex and Health Education guidance, providing more detail on when specific content regarding harassment and abuse should be taught. It will aid primary school teachers’ knowledge of what is appropriate to teach, and when.
Additionally, the department has recently consulted on proposed changes to ‘Keeping Children Safe in Education’ (KCSIE) which includes embedding the standalone sexual violence and sexual harassment advice into KCSIE, to give it the prominence it deserves in statutory guidance. The consultation launched on 11 January 2022 and closed on 11 March 2022. Revised guidance will be published in May and come into force in September 2022. This strengthened guidance will better support schools to prevent abuse and appropriately respond when reported, specifically highlighting the importance of acknowledging and understanding the scale of harassment and abuse.
In November and December 2021, the department held a series of events with statutory safeguarding partners and schools to identify emerging practice and barriers to effective working. This will form part of a broader piece of work to improve how teachers and professionals work together to support children and young people.
In addition, the department is developing a new online hub for designated safeguarding leads (DSLs) to provide information/support for DSLs in schools and colleges. Resources will be co-developed with DSLs and subject matter experts.
The department has also worked with the Home Office on developing and launching the Harmful Sexual Behaviour Support Service to assist professionals in identifying and tackling harmful sexual behaviours.