Asked by: Rebecca Pow (Conservative - Taunton Deane)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with the Secretary of State for Health and Social Care on developing a new self-evaluation tool for commissioners of services for children and young people who have speech, language and communication needs.
Answered by Nadhim Zahawi
We have not had any recent discussions with my right hon. Friend, the Secretary of State for Health and Social Care about specific plans to develop a self-evaluation tool for commissioners of services for children and young people who have speech, language and communication needs. However, officials are in regular contact and we continue to work together to improve outcomes for children and young people with speech, language and communication needs. In our joint response to the ‘Bercow: Ten Years On’ report we outlined a number of commitments to ensure that these children and young people receive the support they need.
We are working closely with the Department of Health and Social Care and NHS England to establish a System Leadership Board for special educational needs and disabilities, which will focus on improving joint commissioning and working between education, health and social care partners at a local level. We will ensure that the board listens to the views of those with expertise in speech, language and communication.
Asked by: Rebecca Pow (Conservative - Taunton Deane)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans he has to ensure that children who are (a) excluded from school and (b) at risk of being excluded from school are assessed by a speech and language therapist to determine if they have a speech, language and communication need.
Answered by Nick Gibb
The Government recognises the importance of early assessment and identification of pupil needs. The 2015 special educational needs and disability (SEND) code of practice sets out high expectations of schools and colleges about how they identify and meet the needs of pupils with SEND, including those with speech, language and communication needs. Schools should work closely with their local authority, and other providers, to commission specialist services directly, such as speech and language therapists.
The Department’s statutory guidance on exclusions is clear that schools should take appropriate steps to address the underlying causes of poor behaviour, which could include pupils’ SEND. This should include an assessment of whether appropriate provision is in place to support any SEND that a pupil may have to avoid exclusion, and that schools should consider the use of a multi-agency assessment. The full guidance can be found here: https://www.gov.uk/government/publications/school-exclusion.
For children who have been permanently excluded, the Department’s statutory guidance on alternative provision (AP) sets out that commissioners of AP should recognise any issues or barriers experienced by these pupils and carry out a thorough assessment of their needs. The full guidance can be viewed here: https://www.gov.uk/government/publications/alternative-provision.
Asked by: Rebecca Pow (Conservative - Taunton Deane)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Government response to the review of the experiences and outcomes of children in residential special schools and colleges, published in November 2017, what plans he has to ensure that the national leadership board will include people with expertise in speech, language and communication needs.
Answered by Nadhim Zahawi
Membership of the national leadership board has yet to be determined. We will ensure that the board takes on board the views of those with expertise in speech, language and communication needs.