Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure young people with SEND develop real skills for life.
Answered by Catherine McKinnell - Minister of State (Education)
For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.
This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.
As part of our commitment to helping children and young people with SEND to develop the skills they need as they move into adult life, the department is investing up to £18 million until 2025 to build capacity in supported internships. We aim to double the number of internships each year to around 4,500, to support more young people with education, health and care (EHC) plans to gain the skills to transition into employment.
The SEND code of practice is clear that all children and young people with SEND should be prepared for adulthood. This includes supporting children and young people to develop independence, contribute to their community, develop positive friendships, be as healthy as possible and, for the majority of young people, prepare them for higher education and/or employment.
For those with an EHC plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.
Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be available soon.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the commissioning of local children services to ensure that every young person with SEND has access to (a) timely and (b) quality transition support.
Answered by Catherine McKinnell - Minister of State (Education)
For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.
This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.
The department is working closely with experts on reforms and recently appointed Dame Christine Lenehan as Strategic Advisor for SEND. Dame Christine will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as the department considers the next steps for the future of SEND reform.
Successful transitions must be well-planned. Poor support for and around transitions was a clear theme in the issues raised when the previous government consulted on the SEND and alternative provision green paper of March 2022.
All local authorities must set out the support available to help children and young people with SEND prepare for and transition to adulthood as part of their local offer. This should be co-produced with children, young people, and their families to ensure it meets local needs.
For children and young people with an education, health, and care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.
Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be published soon.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the national standards underpinning transitional support provided to young people with SEND.
Answered by Catherine McKinnell - Minister of State (Education)
For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.
This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.
The department is working closely with experts on reforms and recently appointed Dame Christine Lenehan as Strategic Advisor for SEND. Dame Christine will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as the department considers the next steps for the future of SEND reform.
Successful transitions must be well-planned. Poor support for and around transitions was a clear theme in the issues raised when the previous government consulted on the SEND and alternative provision green paper of March 2022.
All local authorities must set out the support available to help children and young people with SEND prepare for and transition to adulthood as part of their local offer. This should be co-produced with children, young people, and their families to ensure it meets local needs.
For children and young people with an education, health, and care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.
Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be published soon.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will implement a national standard measure of children's wellbeing.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
This government has set a bold ambition to raise the healthiest generation of children in history, giving mental health the same attention as physical health. We are reforming NHS services and have committed to providing access to mental health professionals in every school, removing barriers to opportunity and helping children to thrive. The government will also be putting in place new Young Futures hubs, including access to mental health support workers, and will recruit an additional 8,500 new mental health staff to treat children and adults.
The Office for National Statistics publishes a range of children’s wellbeing measures and the department maintains an ongoing monitoring of the national data landscape and publications regarding children and young people’s mental health and wellbeing to support its policy making.
Schools measuring their pupils’ wellbeing to inform their approach to supporting mental health and wellbeing is encouraged by the department, and as many as 63% of leaders reported in June 2023 that they have either partially or fully embedded this practice in their schools. The government has made no commitment to a national standard measure of children’s wellbeing. However, this is something that the department welcomes exploring further with the education sector and relevant experts.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to deliver a sustainable childcare model that enables more women to access (a) education and (b) work opportunities.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
It is this government’s ambition for all families to have access to high-quality, affordable and flexible early education and care, thereby improving the life chances for every child and the work choices for every parent.
Through the student loans company, the department offers a specific Childcare Grant (CCG) to support students with the costs of childcare whilst they are in study. The CCG offers support of up to 85% of childcare costs where both parents are students, the student is a lone parent, or the student-parent’s partner is on a low income. Students are also eligible for universal 15 hours childcare, which is available to all two, three and four year olds, regardless of family circumstances and/or income.
The government has committed to continue to roll out the expanded childcare entitlements for eligible working parents of children aged from nine months. The department is also growing the provision of wraparound before and after school provision of childcare for primary school children.
In addition to the entitlements, parents may also be eligible for childcare support through Tax-Free Childcare or Universal Credit Childcare. Parents can check what childcare support they are entitled to via the Childcare Choices website.
The government is committed to delivering a modern childcare system from the end of parental leave to the end of primary school, providing every child with a firm foundation which sets them up for life, ensuring parents are able to work the jobs and hours they choose and effectively breaking down the barriers to opportunity for every family.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to provide further support to young people seeking to start apprenticeships.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government is transforming the Apprenticeship Levy into a new Growth and Skills Levy to create opportunities for learners of all ages, including young people at the start of their careers, and to give employers greater flexibility to train and upskill their workforce.
The department is working across government to develop the design of the Growth and Skills Levy and will set out more detail in due course. This will include further information on the role of Skills England in identifying the training for which the Growth and Skills Levy will be accessible and ensuring that those training programmes, including apprenticeships, are well designed and delivered to meet the needs of both learners and businesses.
Asked by: Paul Davies (Labour - Colne Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to link the school curriculum with skills needed in the workplace.
Answered by Catherine McKinnell - Minister of State (Education)
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which will be chaired by Professor Becky Francis CBE.
The review will seek to deliver a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, and one that builds the knowledge, skills and attributes young people need to seize opportunity and to thrive in the changing workplace. This includes weaving speaking and listening skills, as well as digital and other life skills, into their learning.
The review will be undertaken in close partnership with stakeholders, including employers. A call for evidence will be launched in the coming weeks, which will set out the areas where the review group would particularly welcome input.