Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to assess pupils with profound and multiple learning disabilities who are unable to respond to existing test measures but demonstrate language development by their use of sub vocal utterances.
Answered by David Johnston
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to tackle mismatches between the designation of profound and multiple learning disabilities for children and young people in special schools and evidence of sub vocal language identifying their comprehension as well beyond that attributed to pupils with such disabilities.
Answered by David Johnston
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that pupils designated with profound and multiple learning disabilities who can demonstrate use of internal language and higher intellect are given access to appropriate alternative and augmentative communication devices and systems.
Answered by David Johnston
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, to take steps to ensure that all pupils designated with profound and multiple learning disabilities in special education have access to (a) sub vocal phonation methods and (b) other alternative and augmentative communication devices and systems.
Answered by David Johnston
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to include pupils with profound and multiple learning disabilities in their Education, Health and Care Plan Reviews by using sub-vocal communication methods for those who cannot access alternative and augmentative communication aids.
Answered by David Johnston
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.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to enable primary schools to make effective use of PE and Sport Premium funding for 2023-24.
Answered by Nick Gibb
On 8 March 2023, the Government announced funding to support school sport during the school day and after school, encouraging all schools to deliver a minimum of two hours of PE and sport in their timetable.
This funding announcement included confirmation that the PE and Sport Premium would continue for the 2023/24 and 2024/25 academic years, providing over £600 million to primary schools in England. The Government also confirmed £22 million of further funding for the School Games Organiser network for two years, until the 2025 summer term. The Government also confirmed up to £57 million in funding for the Opening School Facilities programme which will support increased after school sport and the provision of swimming.
To improve accountability for the PE and Sport Premium, the Department will issue updated guidance this summer to support schools to use their PE and Sport Premium funding more effectively. In addition, a new digital tool will be introduced for schools to report more easily on their use of the PE and Sport Premium.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the School Sport and Activity Action Plan will include a long-term funding commitment for (a) the PE and Sport Premium, (b) the School Games and (c) other aspects of PE and school sport.
Answered by Nick Gibb
On 8 March 2023, the Government announced funding to support school sport during the school day and after school, encouraging all schools to deliver a minimum of two hours of PE and sport in their timetable.
This funding announcement included confirmation that the PE and Sport Premium would continue for the 2023/24 and 2024/25 academic years, providing over £600 million to primary schools in England. The Government also confirmed £22 million of further funding for the School Games Organiser network for two years, until the 2025 summer term. The Government also confirmed up to £57 million in funding for the Opening School Facilities programme which will support increased after school sport and the provision of swimming.
To improve accountability for the PE and Sport Premium, the Department will issue updated guidance this summer to support schools to use their PE and Sport Premium funding more effectively. In addition, a new digital tool will be introduced for schools to report more easily on their use of the PE and Sport Premium.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to Primary PE and Sport Premium Research Key findings published by the Youth Sport Trust in February 2023, what steps she is taking to help ensure that schools do not cut back on after-school sport and top-up swimming lessons from September.
Answered by Nick Gibb
On 8 March 2023, the Government announced funding to support school sport during the school day and after school, encouraging all schools to deliver a minimum of two hours of PE and sport in their timetable.
This funding announcement included confirmation that the PE and Sport Premium would continue for the 2023/24 and 2024/25 academic years, providing over £600 million to primary schools in England. The Government also confirmed £22 million of further funding for the School Games Organiser network for two years, until the 2025 summer term. The Government also confirmed up to £57 million in funding for the Opening School Facilities programme which will support increased after school sport and the provision of swimming.
To improve accountability for the PE and Sport Premium, the Department will issue updated guidance this summer to support schools to use their PE and Sport Premium funding more effectively. In addition, a new digital tool will be introduced for schools to report more easily on their use of the PE and Sport Premium.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, when he plans to announce PE and sport premium funding for schools for 2022-23; and if he will make a statement.
Answered by Will Quince
The department is considering arrangements for the primary PE and sport premium for the 2022/23 academic year and beyond. We are aware of the importance of providing schools with sufficient notice of future funding and will confirm the position as early as possible.
Asked by: Mike Penning (Conservative - Hemel Hempstead)
Question to the Department for Education:
To ask the Secretary of State for Education, how many moderators each examination board has employed in the academic year (a) 2020-21 compared to (b) 2018-19.
Answered by Nick Gibb
The Department recognises that head teachers and staff have worked hard over last year to support their pupils. It would not have been possible for pupils to have received their results without the commitment and expertise of head teachers, teachers and support staff.
Awarding Organisations (AOs) are responsible for setting their exam fees, including any refunds on fees this year. The AOs have been clear that they do not intend to profit from reductions in costs this year. The Department understands that AOs have made commercial decisions on fees and refunds, taking into account the range of costs they incurred as part of their processes, which led to the awarding of qualifications. We are providing approximately £25 million to schools, colleges and exam boards to help with the delivery of 2021 Teacher Assessed Grades and the autumn series. The Department confirmed that it would directly fund AOs to support them with appeals costs and any autumn series losses they make, so that in turn they could increase rebates to centres. AOs have announced their rebates levels for the 2020/21 academic year as follows: AQA 26%, OCR 42%, Pearson 33% and WJEC 42%. Further details of individual AOs’ fees and any refunds can be accessed on AOs' websites.
As AOs are independent bodies, the Department does not hold data on the number of moderators employed. The quality assurance process this year was not designed to moderate grades, but support teachers to make their professional judgements so that pupils received grades that are meaningful.