Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 9 February 2022 to Question 114851 on Special Educational Needs: Coronavirus, what criteria his Department will use to monitor the outcomes of the (a) Early Years Professional Development Programme and (b) Nuffield Early Language Intervention for children with speech and language difficulties.
Answered by Will Quince
The early years education recovery programme focuses on improving training for early years practitioners. This is one of the key levers for driving up quality in early education environments. Whilst elements of the programme will be initially targeted, the programme will ultimately have national coverage.
Up to £30 million will be invested in phases one and two of the Early Years Professional Development Programme (EYPDP). Combined, the phases will reach early years providers in 101 local authority areas. A further phase of the programme, backed by up to £37.5 million, will ensure national reach.
To ensure assessment of the impact of EYPDP, the department has commissioned independent evaluation of the first phase of the programme.
The department has no plans to publish a breakdown of funding by local authority or parliamentary constituency area. However, we are committed to ensuring EYPDP reaches the areas and children who need it most.
For the Nuffield Early Language Intervention (NELI), trained staff complete language assessments with their reception pupils, evaluating whether they would benefit from the 20-week programme. After completion of the programme, schools reassess the pupils’ language skills to monitor progress and help plan what provisions may be needed as the children move into year 1. The Education Endowment Foundation is delivering a long-term evaluation of the NELI programme and will publish reports on the results.
Two thirds of primary schools have signed up to deliver NELI, reaching an estimated 90,000 children. A list of schools signed up to deliver NELI in the 2020/21 academic year can be found here: https://www.gov.uk/government/publications/neli-nuffield-early-language-intervention-programme. The department will shortly be publishing the list of schools signed up to deliver NELI in the 2021/22 academic year. It does not have plans to publish a breakdown of funding in local authorities or parliamentary constituencies.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what support his Department is providing to early years staff to help them understand, identify and support children with difficulties in speaking and understanding as a result of the covid-19 pandemic.
Answered by Will Quince
The department is investing up to £180 million in the early years sector through new programmes focusing on key areas such as speech and language development for the youngest children, to support recovery from the COVID-19 outbreak. This includes:
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what support his Department is providing to children with difficulties in speaking and understanding as part of the roll out of the £1.8 billion Education Recovery Package announced in the Spending Review 2021.
Answered by Robin Walker
Overall direct investment announced for education recovery is almost £5 billion. The £1.8 billion provides for over £800 million for extra time for 16–19-year-olds and £1 billion direct funding to schools to extend the recovery premium.
The department understands that the early years are the most crucial point of child development. Attending early education lays the foundation for lifelong learning and supports children’s social and emotional development. Therefore, as part of education recovery funding, the department is investing £180 million of recovery support in the early years sector. This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children; up to £10 million for a second phase of the Early Years Professional Development Programme in the 2021/22 academic year targeted to support early years staff in settings to work with disadvantaged children; and up to £17 million for the Nuffield Early Language Intervention (NELI).
NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
Building on the pupil premium, the recovery premium is helping schools to deliver evidence-based approaches to support education recovery for disadvantaged pupils aged 5-16. In October 2021 as part of the department’s broader spending review settlement the department announced an extension to the recovery premium worth £1 billion for the 2022/23 and 2023/24 academic years.
Schools are expected to spend this premium on evidence-based approaches to supporting pupils, addressing education recovery related needs of disadvantaged pupils. This can include immediate steps such as assessing and addressing needs once pupils return to class, or longer-term strategic improvement such as improving teaching quality. Also, if schools judge that additional support is needed for speaking and understanding of language is required, they can dedicate resource to this, in the same way that they can for interventions for other parts of the curriculum.
In line with the Education Endowment Foundation’s pupil premium guide, activities should include those that support the quality of teaching, such as staff professional development or Speech and Language Therapists; provide targeted academic support, such as tutoring; and tackle non-academic barriers to success in school, such as attendance, behavior, and social and emotional support. Further information on this guide can be found here: https://educationendowmentfoundation.org.uk/guidance-for-teachers/using-pupil-premium.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment his Department has made of the level of (a) speaking and (b) understanding language ability of children starting secondary school in September 2021 compared to those who started secondary school in the years before the covid-19 outbreak.
Answered by Robin Walker
The department does not have a current assessment of the number of children entering secondary school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.
The department commissioned Renaissance Learning and the Education Policy Institute to collect data from a sample of schools to provide a baseline assessment of education lost and catch-up needs for year 3 to 9 pupils in schools in England and to monitor progress over the course of the 2020-21 academic year and the Autumn term 2021. The latest findings from this research, published 29 October 2021, include data from the 2020-21 summer term and a summary of all previous findings. Complete findings from the 2020-21 academic year can be found on GOV.UK: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report.
Latest evidence suggests that pupils are showing some degree of recovery in reading. By summer 2021, primary pupils were on average around 0.9 months behind in reading and secondary pupils were on average around 1.8 months behind compared to where they would otherwise have been in a typical year. This is an improvement since the second half of the spring term 2021, where primary pupils were 2.3 months behind, and secondary pupils were around 2.6 months behind.
That is why the department is investing nearly £5 billion on measures to support further recovery such as the National Tutoring Programme, teacher development, and the recovery premium to support teachers to implement evidence-based interventions to address education gaps. This is in addition to a strong core funding settlement which will see core schools funding rise by £4.7 billion by financial year 2024/25 compared to existing plans.
The department is investing in early years education recovery to address concerns around lost education. Improving training for early years practitioners is one of the key levers for driving up quality in early education providers, and language development is key to this. That is why we are investing £180 million of recovery support in the early years sector.
This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children. It also includes up to £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22, targeted to support early years staff to work with disadvantaged children. It also includes up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
As part of the department’s recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment he has made of whether children are behind with their speaking and understanding of language as a result of the covid-19 outbreak; and what support his Department is putting in place to meet those needs.
Answered by Robin Walker
The department does not have a current assessment of the number of children entering secondary school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.
The department commissioned Renaissance Learning and the Education Policy Institute to collect data from a sample of schools to provide a baseline assessment of education lost and catch-up needs for year 3 to 9 pupils in schools in England and to monitor progress over the course of the 2020-21 academic year and the Autumn term 2021. The latest findings from this research, published 29 October 2021, include data from the 2020-21 summer term and a summary of all previous findings. Complete findings from the 2020-21 academic year can be found on GOV.UK: https://www.gov.uk/government/publications/pupils-progress-in-the-2020-to-2021-academic-year-interim-report.
Latest evidence suggests that pupils are showing some degree of recovery in reading. By summer 2021, primary pupils were on average around 0.9 months behind in reading and secondary pupils were on average around 1.8 months behind compared to where they would otherwise have been in a typical year. This is an improvement since the second half of the spring term 2021, where primary pupils were 2.3 months behind, and secondary pupils were around 2.6 months behind.
That is why the department is investing nearly £5 billion on measures to support further recovery such as the National Tutoring Programme, teacher development, and the recovery premium to support teachers to implement evidence-based interventions to address education gaps. This is in addition to a strong core funding settlement which will see core schools funding rise by £4.7 billion by financial year 2024/25 compared to existing plans.
The department is investing in early years education recovery to address concerns around lost education. Improving training for early years practitioners is one of the key levers for driving up quality in early education providers, and language development is key to this. That is why we are investing £180 million of recovery support in the early years sector.
This includes £153 million for evidence-based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children. It also includes up to £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22, targeted to support early years staff to work with disadvantaged children. It also includes up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at the reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
As part of the department’s recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make it his policy to ensure that any future Early Years Recovery Plan also includes a focus on speaking and understanding language.
Answered by Will Quince
Early language acquisition impacts all aspects of young children’s non-physical development. It contributes to their ability to manage emotions and communicate feelings, to establish and maintain relationships, to think symbolically, and to learn to read and write. That is why early language development is at the heart of the department’s early years education recovery programmes.
The department is investing up to £180 million of recovery support in the early years sector through new programmes. The programmes focus on key areas such as speech and language development for the youngest children.
This includes:
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate he has made of the number of children entering school with speech and language difficulties or delay following the closure of early years settings during the covid-19 outbreak.
Answered by Will Quince
The department is investing in early years education recovery to address concerns around lost education. We do not have a current assessment of the number of children entering school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.
Improving training for early years practitioners is one of the key levers for driving up quality in early education settings, and language development is key to this.
We are investing £180 million of recovery support in the early years sector. This includes £153 million for evidence based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children, £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22 (targeted to support early years staff in settings to work with disadvantaged children), and up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
As part of our recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to support early years and childcare providers to help children catch up with missed learning and development that has been delayed as a result of the covid-19 outbreak.
Answered by Will Quince
The department is investing in early years education recovery to address concerns around lost education. We do not have a current assessment of the number of children entering school with speech and language difficulties or delay. We will have updated data on communication and language development later this year.
Improving training for early years practitioners is one of the key levers for driving up quality in early education settings, and language development is key to this.
We are investing £180 million of recovery support in the early years sector. This includes £153 million for evidence based professional development for early years practitioners, including through new programmes focusing on key areas such as speech and language development for the youngest children, £10 million for a second phase of the Early Years Professional Development Programme in academic year 2021/22 (targeted to support early years staff in settings to work with disadvantaged children), and up to £17 million for the Nuffield Early Language Intervention (NELI). NELI is a proven programme aimed at reception aged children needing extra support with their speech and language development and is proven to help children make around three months of additional progress. Two thirds of primary schools have signed up, the majority of these being schools with the highest levels of disadvantage, reaching an estimated 90,000 children.
As part of our recovery strategy, we will also be significantly increasing the numbers of qualified level 3 special educational needs coordinators, to support better early identification and support of special educational needs and disabilities.
Asked by: Alex Cunningham (Labour - Stockton North)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, whether Liaison and Diversion services routinely assess the maturity of defendants aged between 18 and 24 for pre-sentence reports.
Answered by Nadine Dorries
Liaison and Diversion services screen and assess individuals of any age who are referred to the service for a wide range of vulnerabilities, including mental health, substance misuse, learning disabilities and difficulties, autism, acquired brain injury, speech language and communications needs. This helps inform an indication of maturity and ability to comprehend or engage with services. There are no currently known assessment tools designed specifically to assess maturity.
If concerns regarding maturity are identified, these will be shared, with the individual’s consent, with key decision-makers in criminal justice agencies and Liaison and Diversion outreach workers will design an holistic package of support, making referrals to relevant health, social care and voluntary sector services.
Asked by: Wendy Chamberlain (Liberal Democrat - North East Fife)
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 ensure the 119 covid-19 hotline is fully accessible.
Answered by Helen Whately - Minister of State (Department of Health and Social Care)
The Coronavirus Testing Contact Centre can be contacted on 119 in England, Wales and Northern Ireland and 0300 303 2713 in Scotland between the hours of 7am – 11pm, seven days a week. The service can be accessed by people with hearing or speech difficulties by calling 18001 119 in England, Wales and Northern Ireland or 18001 0300 303 2713 in Scotland. There is a service for deaf people to speak to the Contact Centre using a sign language interpreter. This operates via a video link. More information on how to access the service is available at the following link:
There are also pathways for non-digital users to book a test through the Contact Centre.
For those that do not speak English as a first language, the Contact Centre uses the Language Line interpreter service and staff are trained to manage language barriers, including through use of this service.