Asked by: Tanmanjeet Singh Dhesi (Labour - Slough)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what steps he is taking to improve the experience of people with disabilities or learning difficulties when accessing covid-19 tests through test centres.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
We are focused on making the experience of taking a COVID-19 test as straightforward as possible. NHS Test and Trace continues to work with charity partners reviewing a range of potential products and other improvements for all our customers.
NHS Test and Trace encourages consideration of all site attendee needs, both amongst staff and customers. Region Leads and Site Managers are frequently advised about the importance of disability and learning difficulty awareness and of the need to provide adequate training to staff.
Training that covers dealing with disabilities and learning difficulties is frequently reviewed to ensure that civilians who require a bespoke testing response (due to a disability or learning difficulty) are provided for. In instances where civilians have difficulty in understanding the guidance for performing a test, onsite staff can talk anyone through the process, so that they are able to perform the test satisfactorily. Further training is being planned to engender the improvement of the experience of civilians with disabilities and learning difficulties who attend testing sites.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Cabinet Office:
To ask the Duchy of Lancaster and Minister for the Cabinet Office, if he will ensure that the proposed public inquiry into the covid-19 outbreak includes an assessment of the effect of the outbreak on disabled people.
Answered by Julia Lopez - Minister of State (Department for Science, Innovation and Technology)
Throughout the pandemic, we have been guided by data and scientific advice and have acted quickly and decisively to save lives and livelihoods.
Every death from this virus is a tragedy and our sympathies are with everyone who has lost loved ones.
On 12 May, the Prime Minister confirmed to this House that a public inquiry into COVID-19 would be established on a statutory basis, with full formal powers, and that it will begin its work in spring 2022.
Further details, including terms of reference, will be set out in due course.
Throughout the pandemic, senior ministers, including the Prime Minister, have met and will continue to meet with bereaved families.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what additional support the Government will provide to disabled people to support them to recover from the covid-19 outbreak.
Answered by Justin Tomlinson - Minister of State (Department for Energy Security and Net Zero)
The Government is committed to supporting disabled people affected by the COVID-19 outbreak.We are ensuring that disabled people continue to have access to employment support, disability benefits, financial support, as well as accessible communications and updated guidance.
We are actively working on policies to prevent health related job losses, and provide specific employment support for disabled people out of work. We are helping disabled people stay in work and enter work through initiatives like Access to Work and Disability Confident and employment programmes like the Work and Health Programme, and Intensive Personalised Employment Support.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what plans the Government has to measure the effect of the covid-19 outbreak on disabled people.
Answered by Justin Tomlinson - Minister of State (Department for Energy Security and Net Zero)
The Disability Unit is working with the Office for National Statistics to improve our understanding of the impact of COVID-19 on disabled people.
The impact of COVID-19 on disabled people, and those with health conditions, continues to be monitored across Government using a range of sources including regular engagement with disabled people and disability stakeholders to ensure the needs of disabled people are considered in the Government’s response to COVID-19.
We are learning as much as we can, as quickly as we can about this virus, who it affects and how best to keep everyone safe from it and protect those who may be more vulnerable than others.
Asked by: Emma Hardy (Labour - Kingston upon Hull West and Hessle)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what plans his Department has to support disabled children and their families recover from the effects of the covid-19 outbreak.
Answered by Helen Whately - Minister of State (Department of Health and Social Care)
National Health Service guidance makes clear that community services must be prioritised for children and young people with special educational needs and disabilities aged up to 25 years old and who have an Education Health and Care Plan in place or who are going through an assessment for one. These services fall under the category of ‘essential services’.
As part of the COVID-19 mental health and wellbeing recovery action plan, the Government announced £79 million of funding to improve access to mental health services for children and young people, including disabled children. This includes additional funding for Mental Health Support Teams in schools and colleges. Funding is also provided for respite care.
Asked by: Luke Evans (Conservative - Bosworth)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to consult (a) people with disabilities and (b) representative groups on any developments of her Department's strategic objectives following the covid-19 outbreak.
Answered by Justin Tomlinson - Minister of State (Department for Energy Security and Net Zero)
I refer the Hon Member to the answer I gave on 23rd March 2021 to question number 169969.
Asked by: Matthew Offord (Conservative - Hendon)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, if she will make an assessment of the potential merits of recognising long covid as a disability.
Answered by Justin Tomlinson - Minister of State (Department for Energy Security and Net Zero)
Given Long COVID is an emerging condition, the Government cannot comment whether consideration should be given to its addition to the list of conditions classed as a disability under the Equality Act 2020. An individual is defined as disabled under the Equality Act 2010 if they have a physical or mental impairment that has a “substantial” and “long-term” negative effect on their ability to carry out normal daily activities. The Act defines “long-term” as where an impairment has lasted, or is likely to last for at least 12 months, or where the impairment is likely to last for the rest of a person’s life. “Substantial” on the other hand is defined as an impairment that is more than minor or trivial.
COVID-19 is a new disease and therefore it is not yet clear what the physical, psychological and rehabilitation needs will be for those experiencing long-term effects of the virus. The Government is funding ambitious and comprehensive research into the long-term physical and mental health effects of COVID-19 to better understand how to help and support those affected, with the most recent research call published on 25 March 2021 by the National Institute of Health Research/UK Research Institute.
Asked by: Olivia Blake (Labour - Sheffield, Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will bring forward statutory guidelines on (a) the lines of responsibility and (b) standards for remote learning for disabled students.
Answered by Nick Gibb
From 8 March 2021, attendance is mandatory for all pupils of compulsory school age. Schools affected by the remote education temporary continuity direction are still required to provide remote education for pupils where their attendance would be contrary to Government guidance or legislation around COVID-19. Current remote education guidance, including guidance for pupils with special educational needs and disability (SEND), can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak/schools-coronavirus-covid-19-operational-guidance?utm_source=remote_education#remote-education.
Where it is needed, schools are expected to deliver 3 to 5 hours of remote education. This includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.
For pupils with SEND, and those in alternative provision schools, their teachers are best placed to know how their needs can be most effectively met to ensure they continue to make progress if they are not in face to face education.
Schools should work collaboratively with families so that pupils with SEND can successfully access remote education alongside their peers. If a pupil is disabled, the school must consider its duty to make reasonable adjustments.
All further education (FE) institutions should give particular consideration on how best to support vulnerable and disadvantaged students and students with special educational needs who may not be able to access remote education without support. If a pupil is disabled, a FE college must consider its duty to make reasonable adjustments.
To support schools and FE colleges in delivering remote education, including for pupils with SEND, a comprehensive package of support continues to be available via the Get Help with Remote Education page on gov.uk: https://www.gov.uk/guidance/get-help-with-remote-education.
As has been the case throughout the COVID-19 outbreak, Ofsted will inspect schools of any grade if it has any significant concerns about a school’s provision, including in relation to the quality of education being provided. Where parents have concerns about the quality of education being provided, including remote education, they should discuss these first with the classroom teacher and if necessary, the head teacher. If, having gone through the school’s complaints process, they remain concerned, they can approach Ofsted.
Asked by: Kirsten Oswald (Scottish National Party - East Renfrewshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the difficulties facing parents who are working from home and supporting school-age children with remote learning.
Answered by Nick Gibb
Attendance has been mandatory for all pupils of compulsory school age since 8 March 2021. There will be specific instances where an individual, small group, or class of pupils or students cannot attend school on-site because they are, for example, self-isolating or shielding in line with guidance or law relating to COVID-19.
Where it is needed, schools are expected to provide as a minimum 3-5 hours of remote education depending on Key Stage. This includes either recorded or live direct teaching alongside time for pupils to work independently to complete assignments that have been set.
We recognise that different expectations are appropriate for younger and older age groups when teaching remotely. We also expect schools to consider the remote education expectations in relation to pupils’ age, stage of development or special educational needs.
We know this is a challenging time for parents, carers and children. This is why we have published guidance for parents and carers on remote education and how they can best support their child while educating from home: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19. This includes resources and advice to help parents and carers on how to establish a routine with their child, and how best to support mental health and wellbeing during this period.
Parents and carers should not feel that they need to set work for their child. If parents or carers feel they need further support or additional teaching materials for their children, they are encouraged to discuss this with their school or college first.
In our guidance for parents and carers, we have provided links to some educational resources which parents may also find it helpful to be aware of, such as Oak National Academy, BBC Bitesize, LendED, and specialist resources for supporting children with special educational needs and disability with their remote education: https://www.gov.uk/guidance/supporting-your-childrens-education-during-coronavirus-covid-19.
Asked by: Robert Halfon (Conservative - Harlow)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the guidance published by his Department entitled Schools coronavirus (COVID-19) operational guidance, what specific evidence is referred to in that guidance in respect of the effectiveness and safety of transparent face coverings; and if he will place a copy of that evidence in the Library.
Answered by Nick Gibb
The Department has published updated guidance for schools to support the return to full attendance, which includes updated advice on face coverings. The guidance can be found here: https://www.gov.uk/government/publications/actions-for-schools-during-the-coronavirus-outbreak and here: https://www.gov.uk/government/publications/face-coverings-in-education.
As the guidance outlines, some individuals are exempt from wearing face coverings. This includes people who cannot put on, wear, or remove a face covering because of a physical or mental illness, impairment, or disability, or if you are speaking to or providing assistance to someone who relies on lip reading, clear sound or facial expressions to communicate. The same legal exemptions that apply to the wearing of face coverings in shops and on public transport also apply in schools and we expect staff and pupils to be sensitive to those needs, noting that some people are less able to wear face coverings and that the reasons for this may not be visible to others.
Transparent face coverings, which may assist communication with someone who relies on lip reading or facial expression to communicate, can also be worn. There is currently very limited evidence regarding the effectiveness or safety of transparent face coverings, but they may be effective in reducing the spread of COVID-19.
Our guidance on the system of controls and the use of face coverings in schools is informed by the latest public health evidence and advice from Public Health England. Schools should follow the system of controls as outlined in our guidance and put in place proportionate control measures that suit their individual circumstances, based on a thorough risk assessment. This should include making reasonable adjustments for disabled pupils and students to support them to access education successfully.
The Department continues to provide information to the sector on our guidance, and any changes to it, through regular departmental communications. These additional precautionary measures will be kept under review and we will update guidance as necessary.