Mike Penning

The Gambling Act Review is wide-ranging and aims to ensure that the regulation of gambling is fit for the digital age. We will publish a white paper setting out our conclusions and next steps in the coming weeks.

The Government recognises the severe impact the pandemic has had on supply chain businesses for the events sector. Supply chain organisations were eligible for - and many were successful in securing from - the first and second rounds of Culture Recovery Funding. They are recognised as a critical part of the sector.

An announcement on the additional £300 million provided to the Culture Recovery Fund announced by the Chancellor of the Exchequer in the recent Budget will be made in due course.

The department continues to meet with the football authorities, including The Football Association (FA), on a range of matters including the return of spectators.

Coronavirus has presented many challenges for sport, and the sector’s success thus far at maintaining their competitive programmes should be commended. The FA is responsible for the scheduling of its competitions, including Non-league Finals Day, as well as preparations for the return of spectators.

Football is clearly not the same without fans, which is why we will look to get spectators back to outdoor stadiums in a safe and manageable way. We will continue to engage with the sector as we progress along the Roadmap, and look forward to welcoming spectators back to stadia across the country from step 3 of the Roadmap.

The government and the Gambling Commission continue to be clear that gambling operators must act responsibly during the Covid-19 period, and the Advertising Standards Authority (ASA) has warned operators that they must not look to exploit the situation in their adverts or marketing. In June 2020 members of the Betting and Gaming Council committed to ensure at least 20% of broadcast advertising is given over to safer gambling messaging.

The Gambling Commission has monitored gambling behaviour during the Covid-19 period and will continue to do so. Survey data published by the Commission this month indicated that 86% of those who gamble did so the same amount or less during the pandemic than they had previously. The Commission recently wrote to operators to remind them of its expectations under guidance issued in May 2020 to increase protections for those who may be at heightened risk of gambling harm. That guidance directed operators to monitor customer behaviour more closely to identify signs of potential harm, and banned mechanisms by which customers could cancel requests to withdraw money from their account.

The government launched its Review of the Gambling Act 2005 on 8th December with the publication of a Call for Evidence. As part of the wide scope of that Review, we have called for evidence on the benefits or harms of allowing gambling operators to advertise. In addition, the ASA is currently consulting on proposals to further strengthen the advertising codes, including new rules to minimise the potential for gambling adverts to appeal to vulnerable people, or adversely impact them.

Gambling advertising is subject to strict controls on content and placement which dictate that adverts must never be targeted at children or vulnerable people, or seek to appeal particularly to these groups. Operators who breach these rules are subject to sanction by the Advertising Standards Authority (ASA) and the Gambling Commission. The ASA is currently consulting on proposals to strengthen these controls further, including new rules to minimise the potential for adverts to appeal to vulnerable people, or adversely impact them.

The government and the Gambling Commission have been clear that gambling operators must act responsibly during the Covid-19 period and the ASA has warned operators that they must not look to exploit the situation in their adverts or marketing. In June 2020 members of the Betting and Gaming Council committed to ensure at least 20% of broadcast advertising is given over to safer gambling messaging.

The Gambling Commission has monitored gambling behaviour during the Covid-19 period and will continue to do so. Survey data published by the Commission in October indicated that 84% of gamblers spent the same amount or less on gambling during lockdown (mid-March to mid-June 2020) than they had previously. The Commission updated its guidance for operators in May to increase protections for those who may be at heightened risk of gambling harm, directing operators to monitor customer behaviour more closely to identify signs of potential harm, and banning mechanisms by which customers could cancel requests to withdraw money from their account.

Ministers have regular meetings with stakeholders on a range of issues. Details of Ministerial meetings are published quarterly on the government’s website at: https://www.gov.uk/search/transparency-and-freedom-of-information-releases?content_store_document_type=transparency&organisations%5B%5D=department-for-digital-culture-media-sport.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.