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1640562

registered interest
date	25/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information gathered in nursery on whether or not a child has suspected SEND is passed on to their next educational setting.
tabling member constituency	Stockton North
tabling member printed	Alex Cunningham
uin	186904
answer	answer is ministerial correction date of answer 05/06/2023 answer text <p>The Early Years Foundation Stage (EYFS) framework sets the standards and requirements that all early years providers in England must follow. This includes statutory assessment arrangements for measuring progress of all children in early years provision, including those with Special Educational Needs and Disabilities (SEND).</p><p>As set out in the EYFS framework, when a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the three prime areas of learning and development. This is the ‘progress check at age two’. The progress check must identify the child’s strengths and any areas where progress is less than expected. If there are significant emerging concerns, or an identified SEND, practitioners should develop a targeted plan to support the child’s future learning and development, involving parents and/or carers and other professionals as appropriate.</p><p>Practitioners should encourage parents and/or carers to share information from the progress check with other relevant professionals, including the staff of any new provision the child may transfer to.</p><p>Additionally, the EYFS requires early years providers, ordinarily schools, in England to complete the EYFS profile assessment for all children, including those with SEND, at the end of the academic year in which they turn five, usually reception year.</p><p>Each child’s level of development is assessed against 17 early learning goals (ELGs). For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as ‘emerging’.</p><p>Year 1 teachers must be given a copy of the EYFS profile report. The main purpose of the EYFS profile is to support a successful transition to key stage 1 by informing the professional dialogue between EYFS and year 1 teachers regarding each child’s stage of development and learning needs, and helping them to plan the year 1 curriculum to meet the needs of all children.</p><p>For children attending more than one setting, the profile must be completed by the school where the child spends most time. If a child moves to a new school during the academic year, the original school must send their assessment of the child’s level of development against the ELGs to the relevant school within 15 days of receiving a request. If a child moves during the summer term, relevant providers must agree which of them will complete the profile.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186905 question first answered 05/06/2023 14:01:34 answering member 4806 label Biography information for Claire Coutinho
tabling member	4122 label Biography information for Alex Cunningham

1640563

registered interest
date	25/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what information on a child’s educational profile and progress is passed from a nursery to their next educational setting.
tabling member constituency	Stockton North
tabling member printed	Alex Cunningham
uin	186905
answer	answer is ministerial correction date of answer 05/06/2023 answer text <p>The Early Years Foundation Stage (EYFS) framework sets the standards and requirements that all early years providers in England must follow. This includes statutory assessment arrangements for measuring progress of all children in early years provision, including those with Special Educational Needs and Disabilities (SEND).</p><p>As set out in the EYFS framework, when a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the three prime areas of learning and development. This is the ‘progress check at age two’. The progress check must identify the child’s strengths and any areas where progress is less than expected. If there are significant emerging concerns, or an identified SEND, practitioners should develop a targeted plan to support the child’s future learning and development, involving parents and/or carers and other professionals as appropriate.</p><p>Practitioners should encourage parents and/or carers to share information from the progress check with other relevant professionals, including the staff of any new provision the child may transfer to.</p><p>Additionally, the EYFS requires early years providers, ordinarily schools, in England to complete the EYFS profile assessment for all children, including those with SEND, at the end of the academic year in which they turn five, usually reception year.</p><p>Each child’s level of development is assessed against 17 early learning goals (ELGs). For each ELG, practitioners must assess whether a child is meeting the level of development expected at the end of the EYFS, or if they are not yet reaching this level and should be assessed as ‘emerging’.</p><p>Year 1 teachers must be given a copy of the EYFS profile report. The main purpose of the EYFS profile is to support a successful transition to key stage 1 by informing the professional dialogue between EYFS and year 1 teachers regarding each child’s stage of development and learning needs, and helping them to plan the year 1 curriculum to meet the needs of all children.</p><p>For children attending more than one setting, the profile must be completed by the school where the child spends most time. If a child moves to a new school during the academic year, the original school must send their assessment of the child’s level of development against the ELGs to the relevant school within 15 days of receiving a request. If a child moves during the summer term, relevant providers must agree which of them will complete the profile.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186904 question first answered 05/06/2023 14:01:34 answering member 4806 label Biography information for Claire Coutinho
tabling member	4122 label Biography information for Alex Cunningham

1639961

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Extracurricular Activities: Fees and Charges
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the potential merits of providing free after-school activities at schools.
tabling member constituency	Strangford
tabling member printed	Jim Shannon
uin	186615
answer	answer is ministerial correction date of answer 05/06/2023 answer text <p>Education is a devolved matter, and the response outlines the information for England only.</p><p>The department has not made a recent assessment of the potential merits of providing free after-school activities at schools.</p><p>The department is committed to ensuring young people have access to high quality extracurricular opportunities. The department knows these are an important part of a rich educational experience and can bring wider benefits to young people's mental health, confidence, social skills and general wellbeing. We also recognise the important role wraparound childcare, including after-school clubs, has in enabling parents to work.</p><p>Schools are best placed to understand and meet the needs of their pupils and so have flexibility to decide what range of extracurricular activities to offer and how to resource these activities.  Both pupil premium and recovery premium can be used to fund enrichment activities. In March 2022, the department updated its guidance to make this clear to schools. Schools can choose how they wish to use this funding in line with a menu of approaches.</p><p>Working families can also get help with childcare costs through Tax Free Childcare (TFC) worth up to £2,000 per year for children aged up to 11, or £4,000 per year for children aged up to 17 with disabilities, and the childcare element of Universal Credit (UC) for children up to age 16. Parents and carers can benefit from TFC and UC for the cost of after-school clubs, but the providers must be on the Ofsted Early Years or Childcare registers.</p><p>The department also supports a range of initiatives to expand access to high quality extracurricular activities, for example investing over £200 million a year in our Holiday Activities and Food programme and working with the Department for Culture, Media and Sport to offer the Duke of Edinburgh’s Award to all state secondary schools in England. The government is also investing £289 million in a new childcare ‘pathfinder’ scheme to support local authorities to work with primary schools and private providers to set up and deliver wraparound childcare before and after school.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 05/06/2023 16:29:59 answering member 4806 label Biography information for Claire Coutinho
tabling member	4131 label Biography information for Jim Shannon

1639967

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children in Care
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if her Department will take steps to collect data on the number of parents who have had children removed from their care on multiple occasions.
tabling member constituency	Rotherham
tabling member printed	Sarah Champion
uin	186640
answer	answer is ministerial correction date of answer 07/06/2023 answer text <p>Local authorities provide information on looked after children through the SSDA903 annual return, but this does not include information on the family circumstances of looked after children.</p><p>The department recognises the need to collect the right data about children’s social care services to help achieve better outcomes for vulnerable children and young people. That is why in ‘Stable Homes, Built on Love’, the department committed to developing a children’s social care dashboard to support the new National Framework and a data strategy for children’s social care. Through these initiatives, the department will look at how data gaps could be addressed.</p><p>The consultation on the children’s social care dashboard concluded on 11 May 2023 and the department is currently analysing the results. The department will set out the consultation findings and more information about the children’s social care data strategy later in the year.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 07/06/2023 12:00:53 answering member 4806 label Biography information for Claire Coutinho
tabling member	4267 label Biography information for Sarah Champion

1640109

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent steps her Department has taken to ensure secondary school students are supported with their mental health.
tabling member constituency	Tooting
tabling member printed	Dr Rosena Allin-Khan
uin	186768
answer	answer is ministerial correction date of answer 07/06/2023 answer text <p>The mental health of children and young people is a priority for this government. The department is committed to ensuring that all schools are safe, calm and supportive environments, which promote mental wellbeing and provide early, targeted support to help all pupils thrive.</p><p>To ensure pupils are supported, the department is offering all primary schools, secondary schools and colleges a grant to train senior mental health leads who can put in place effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant.</p><p>It is also vital that children and young people have the tools they need to understand and look after their own mental wellbeing. That is why, as of September 2020, our relationships, health and sex education curriculum has a strong focus on mental health and wellbeing. At primary, pupils will learn simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. At secondary, teaching will include the benefits of community participation, and voluntary and service-based activities on mental wellbeing and happiness.</p><p>Through health education, pupils will also be taught how to recognise the early signs of mental wellbeing concerns, including common types of mental ill health, such as anxiety and depression.  They will also be taught where and how to seek support, including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions.</p><p>We are also increasing the number of Mental Health Support Teams (MHSTs) working in schools and colleges. These teams offer support to children and young people experiencing common mental health issues and facilitate smoother access to external specialist support. As of March 2023, 3.4 million pupils and learners were covered by MHSTs in schools and colleges in England. Of these, 3.1 million were pupils in schools.</p><p>We welcome the findings of the Independent Early Evaluation of Children and Young People’s Mental Health MHST Trailblazer Programme<strong>, </strong>which revealed substantial progress in implementing MHSTs, despite challenges presented by the pandemic. The findings can be found at: <a href="https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx" target="_blank">https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx</a>. Positive early impacts include improved school and college staff knowledge and confidence in dealing with mental health issues, improved access to support for some groups, and improvements in partnership working. The study also found the experiences of the majority of children and young people who had contact with an MHST were positive. The results of the report will continue to help inform future rollout and mobilisation of MHSTs to support the mental health and emotional wellbeing of children and young people.</p><p>Further data on the delivery and uptake of MHSTs and senior mental health lead training grants can be found here: <a href="https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision" target="_blank">https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision</a>.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186769 186782 186784 question first answered 07/06/2023 11:00:43 answering member 4806 label Biography information for Claire Coutinho
tabling member	4573 label Biography information for Dr Rosena Allin-Khan

1640111

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to ensure that primary school students are supported with their mental health.
tabling member constituency	Tooting
tabling member printed	Dr Rosena Allin-Khan
uin	186769
answer	answer is ministerial correction date of answer 07/06/2023 answer text <p>The mental health of children and young people is a priority for this government. The department is committed to ensuring that all schools are safe, calm and supportive environments, which promote mental wellbeing and provide early, targeted support to help all pupils thrive.</p><p>To ensure pupils are supported, the department is offering all primary schools, secondary schools and colleges a grant to train senior mental health leads who can put in place effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant.</p><p>It is also vital that children and young people have the tools they need to understand and look after their own mental wellbeing. That is why, as of September 2020, our relationships, health and sex education curriculum has a strong focus on mental health and wellbeing. At primary, pupils will learn simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. At secondary, teaching will include the benefits of community participation, and voluntary and service-based activities on mental wellbeing and happiness.</p><p>Through health education, pupils will also be taught how to recognise the early signs of mental wellbeing concerns, including common types of mental ill health, such as anxiety and depression.  They will also be taught where and how to seek support, including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions.</p><p>We are also increasing the number of Mental Health Support Teams (MHSTs) working in schools and colleges. These teams offer support to children and young people experiencing common mental health issues and facilitate smoother access to external specialist support. As of March 2023, 3.4 million pupils and learners were covered by MHSTs in schools and colleges in England. Of these, 3.1 million were pupils in schools.</p><p>We welcome the findings of the Independent Early Evaluation of Children and Young People’s Mental Health MHST Trailblazer Programme<strong>, </strong>which revealed substantial progress in implementing MHSTs, despite challenges presented by the pandemic. The findings can be found at: <a href="https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx" target="_blank">https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx</a>. Positive early impacts include improved school and college staff knowledge and confidence in dealing with mental health issues, improved access to support for some groups, and improvements in partnership working. The study also found the experiences of the majority of children and young people who had contact with an MHST were positive. The results of the report will continue to help inform future rollout and mobilisation of MHSTs to support the mental health and emotional wellbeing of children and young people.</p><p>Further data on the delivery and uptake of MHSTs and senior mental health lead training grants can be found here: <a href="https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision" target="_blank">https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision</a>.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186768 186782 186784 question first answered 07/06/2023 11:00:43 answering member 4806 label Biography information for Claire Coutinho
tabling member	4573 label Biography information for Dr Rosena Allin-Khan

1640127

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many pupils in schools in England are covered by mental health support teams in schools.
tabling member constituency	Tooting
tabling member printed	Dr Rosena Allin-Khan
uin	186782
answer	answer is ministerial correction date of answer 07/06/2023 answer text <p>The mental health of children and young people is a priority for this government. The department is committed to ensuring that all schools are safe, calm and supportive environments, which promote mental wellbeing and provide early, targeted support to help all pupils thrive.</p><p>To ensure pupils are supported, the department is offering all primary schools, secondary schools and colleges a grant to train senior mental health leads who can put in place effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant.</p><p>It is also vital that children and young people have the tools they need to understand and look after their own mental wellbeing. That is why, as of September 2020, our relationships, health and sex education curriculum has a strong focus on mental health and wellbeing. At primary, pupils will learn simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. At secondary, teaching will include the benefits of community participation, and voluntary and service-based activities on mental wellbeing and happiness.</p><p>Through health education, pupils will also be taught how to recognise the early signs of mental wellbeing concerns, including common types of mental ill health, such as anxiety and depression.  They will also be taught where and how to seek support, including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions.</p><p>We are also increasing the number of Mental Health Support Teams (MHSTs) working in schools and colleges. These teams offer support to children and young people experiencing common mental health issues and facilitate smoother access to external specialist support. As of March 2023, 3.4 million pupils and learners were covered by MHSTs in schools and colleges in England. Of these, 3.1 million were pupils in schools.</p><p>We welcome the findings of the Independent Early Evaluation of Children and Young People’s Mental Health MHST Trailblazer Programme<strong>, </strong>which revealed substantial progress in implementing MHSTs, despite challenges presented by the pandemic. The findings can be found at: <a href="https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx" target="_blank">https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx</a>. Positive early impacts include improved school and college staff knowledge and confidence in dealing with mental health issues, improved access to support for some groups, and improvements in partnership working. The study also found the experiences of the majority of children and young people who had contact with an MHST were positive. The results of the report will continue to help inform future rollout and mobilisation of MHSTs to support the mental health and emotional wellbeing of children and young people.</p><p>Further data on the delivery and uptake of MHSTs and senior mental health lead training grants can be found here: <a href="https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision" target="_blank">https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision</a>.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186768 186769 186784 question first answered 07/06/2023 11:00:43 answering member 4806 label Biography information for Claire Coutinho
tabling member	4573 label Biography information for Dr Rosena Allin-Khan

1640129

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools: Mental Health Services
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the adequacy of mental health support teams in schools.
tabling member constituency	Tooting
tabling member printed	Dr Rosena Allin-Khan
uin	186784
answer	answer is ministerial correction date of answer 07/06/2023 answer text <p>The mental health of children and young people is a priority for this government. The department is committed to ensuring that all schools are safe, calm and supportive environments, which promote mental wellbeing and provide early, targeted support to help all pupils thrive.</p><p>To ensure pupils are supported, the department is offering all primary schools, secondary schools and colleges a grant to train senior mental health leads who can put in place effective, whole school approaches to mental health and wellbeing. More than 13,800 schools and colleges have now received a senior mental health lead training grant.</p><p>It is also vital that children and young people have the tools they need to understand and look after their own mental wellbeing. That is why, as of September 2020, our relationships, health and sex education curriculum has a strong focus on mental health and wellbeing. At primary, pupils will learn simple self-care techniques, including the importance of rest, time spent with friends and family and the benefits of hobbies and interests. At secondary, teaching will include the benefits of community participation, and voluntary and service-based activities on mental wellbeing and happiness.</p><p>Through health education, pupils will also be taught how to recognise the early signs of mental wellbeing concerns, including common types of mental ill health, such as anxiety and depression.  They will also be taught where and how to seek support, including whom in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions.</p><p>We are also increasing the number of Mental Health Support Teams (MHSTs) working in schools and colleges. These teams offer support to children and young people experiencing common mental health issues and facilitate smoother access to external specialist support. As of March 2023, 3.4 million pupils and learners were covered by MHSTs in schools and colleges in England. Of these, 3.1 million were pupils in schools.</p><p>We welcome the findings of the Independent Early Evaluation of Children and Young People’s Mental Health MHST Trailblazer Programme<strong>, </strong>which revealed substantial progress in implementing MHSTs, despite challenges presented by the pandemic. The findings can be found at: <a href="https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx" target="_blank">https://www.birmingham.ac.uk/research/brace/projects/children-and-young-people%27s-mental-health-trailblazer-programme.aspx</a>. Positive early impacts include improved school and college staff knowledge and confidence in dealing with mental health issues, improved access to support for some groups, and improvements in partnership working. The study also found the experiences of the majority of children and young people who had contact with an MHST were positive. The results of the report will continue to help inform future rollout and mobilisation of MHSTs to support the mental health and emotional wellbeing of children and young people.</p><p>Further data on the delivery and uptake of MHSTs and senior mental health lead training grants can be found here: <a href="https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision" target="_blank">https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision</a>.</p> answering member constituency East Surrey answering member printed Claire Coutinho grouped question UIN 186768 186769 186782 question first answered 07/06/2023 11:00:43 answering member 4806 label Biography information for Claire Coutinho
tabling member	4573 label Biography information for Dr Rosena Allin-Khan

1640157

registered interest
date	24/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Holiday Activities and Food Programme: Solihull
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how much funding her Department has made available to Solihull Council under the holiday activities and food programme grant.
tabling member constituency	Solihull
tabling member printed	Julian Knight
uin	186693
answer	answer is ministerial correction date of answer 05/06/2023 answer text <p>This year, the government is investing over £200 million in the Holiday Activities and Food (HAF) programme, with all local authorities in England delivering in the Easter, summer and Christmas holidays.</p><p>The HAF programme provides heathy meals, enriching activities and free childcare places to children from low income families, benefiting their health, wellbeing and learning. Last summer, the programme reached more than 600,000 children and young people in England, including over 475,000 children eligible for free school meals.</p><p>This year, the department has allocated £1,000,290 to Solihull Local Authority, building on the £997,220 that was allocated to them for 2022/23.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 05/06/2023 16:22:20 answering member 4806 label Biography information for Claire Coutinho
tabling member	4410 label Biography information for Julian Knight

1639770

registered interest
date	23/05/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the potential merits of updating the Special Educational Needs and Disabilities Code of Practice to use identity-first language.
tabling member constituency	Leeds North West
tabling member printed	Alex Sobel
uin	186500
answer	answer is ministerial correction date of answer 05/06/2023 answer text <p>The department will consult in due course on updating the Special Educational Needs and Disability (SEND) Code of Practice. This is part of the package of measures to reform the SEND system, following the SEND and Alternative Provision Improvement Plan, and before putting it to Parliament for approval. This will be an opportunity to gather views on all aspects of the wording of the Code.</p> answering member constituency East Surrey answering member printed Claire Coutinho question first answered 05/06/2023 14:15:51 answering member 4806 label Biography information for Claire Coutinho
tabling member	4658 label Biography information for Alex Sobel