answer text |
<p>The department works closely with the National Autistic Society (NAS) and is aware
of the Cullum Centres and the evaluation currently being undertaken by Goldsmiths,
University of London, but has made no assessments of the Centres to date. The department
engages regularly with NAS and other autism stakeholders to understand the issues
faced by autistic children and young people and to understand possible solutions.</p><p>
</p><p>The department supports local authorities to provide sufficient school places
for all children, including autistic children, through capital funding. The department
has published over £1.5 billion of High Needs Provision Capital Allocations for the
2022/23 and 2023/24 financial years. This funding is allocated to local authorities
to support them to deliver new places and improve existing provision for children
and young people with special educational needs and disabilities (SEND), including
those with autism, or who require alternative provision (AP). This funding forms part
of our transformational investment of £2.6 billion in new high needs provision between
2022 and 2025 and is on top of the department’s ongoing delivery of new special and
AP free schools.</p><p> </p><p>Reaching over 70% of schools and further education
(FE) colleges, the Universal Services programme helps the school and FE workforce
to identify and meet the needs of children and young people with SEND earlier and
more effectively. The programme will also help the schools to successfully prepare
children and young people for adulthood, including employment. Universal offers online
training, professional development groups, bespoke school and college improvement
projects, sector-led research, autism awareness training and an embedded focus on
preparation for adulthood, including employer-led webinars for college staff. The
programme commenced in May 2022 and runs until Spring 2025, with a budget of nearly
£12 million.</p><p> </p><p>The department has begun collecting data from local authorities
on available capacity in special schools, SEND units and resourced provision, along
with corresponding forecasts of demand for these places. This data will help the department
to effectively support local authorities to fulfil their statutory duty to provide
sufficient specialist places.</p><p> </p>
|
|