Question to the Department for Education:

To ask the Secretary of State for Education, what steps he is taking to monitor access to essential assistive technology for children with vision impairments to use when learning remotely.

All primary schools, secondary schools and colleges in England are now expected to provide remote education for the majority of their pupils and students, with the exception of vulnerable children and young people (including those with an Education, Health and Care Plan) and the children of critical workers, who can attend school or college in person. Where vulnerable children and young people and children of critical workers do not attend school or college, the department expects schools and colleges to provide them with remote education.

We have updated the remote education guidance for schools and colleges, including guidance for pupils with Special Educational Needs and Disabilities (SEND), to clarify and strengthen expectations while on site attendance is restricted, drawing on our evolving understanding of best practice in remote education. The guidance is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/952443/210114_School_national_restrictions_guidance_FINAL_14012021.pdf.

For pupils with SEND, their teachers are best placed to know how the pupils’ needs can be most effectively met to ensure they continue to make progress even if they are not able to be in school due to COVID-19. The requirement for schools to use their best endeavours to secure the special educational provision called for by the pupils’ special educational needs remains in place.

Where possible, special schools should follow the age related guidance for primary schools and secondary schools. For example, for Key Stage 1 children in a special school, a minimum of 3 hours should be the aim on average across the cohort, with less for younger pupils. However, the department expects schools to consider these expectations in relation to the pupils’ stage of development and special educational needs, for example, where this would place significant demands on parents’ help or support.

Schools should work collaboratively with families, putting in place reasonable adjustments as necessary, so that pupils with SEND can successfully access remote education and an ambitious curriculum appropriate for their level of need alongside their peers. All further education colleges should give particular consideration of how best to support vulnerable and disadvantaged students and students with SEND who may not be able to access remote education without support.

To ensure pupils with SEND are supported effectively, we have provided additional funding to one of our demonstrators, National Star College, to provide specialist training in assistive technologies to teachers, leaders and SENCOs in all state funded schools in England.  This training will help to secure remote education arrangements for pupils with special educational needs. Advice and guidance is also available to support the development of an inclusive curriculum.

In addition, the department has made £4.84 million available for Oak National Academy to provide video lessons in a broad range of subjects for Reception up to Year 11. Specialist content for pupils with SEND is also available.