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1714099

	registered interest
	date	26/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: ICT and Mobile Phones
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, with reference to the guidance entitled Mobile phones in schools, published on 19 February 2024, what steps her Department is taking to ensure that students with special educational needs and disabilities who rely on mobile phones and technology for learning are not disproportionately affected by that guidance.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	23853
	answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23854 23855 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock

1714100

	registered interest
	date	26/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: ICT and Mobile Phones
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether her Department has put provisions in place to accommodate the needs of students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for learning.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	23854
	answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23855 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock

1714101

	registered interest
	date	26/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: ICT and Mobile Phones
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps her Department has taken with schools to ensure that they differentiate their approach to mobile phone restrictions for students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for (i) communication and (ii) learning support.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	23855
	answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23854 23856 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock

1714102

	registered interest
	date	26/04/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Mobile Phones
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether her Department plans to introduce mechanisms for students with special educational needs and disabilities to request exemptions from mobile phone bans based on their educational needs.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	23856
	answer	answer is ministerial correction date of answer 03/05/2024 answer text <p>All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.</p><p>Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.</p><p> </p><p>Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.</p><p> </p><p>The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.</p><p> </p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 23853 23854 23855 question first answered 03/05/2024 11:34:42 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock

1690744

	registered interest
	date	21/02/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Neurodiversity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what early identification tools will be used in the Early Language and Support for Every Child pathfinder aimed at improving the identification of neurodivergent children in early years settings and primary schools.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	15056
	answer	answer is ministerial correction date of answer 26/02/2024 answer text <p>As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.</p><p> </p><p>Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.</p><p> </p><p>Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 15057 15058 15059 question first answered 26/02/2024 17:07:23 answering member 4761 label Biography information for David Johnston
	tabling member	4070 label Biography information for Matt Hancock

1690745

	registered interest
	date	21/02/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Neurodiversity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, when her Department plans to announce the trials that will be conducted as part of the Early Language and Support for Every Child pathfinder to enhance the early identification and support for neurodivergent children in early years settings and primary schools.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	15057
	answer	answer is ministerial correction date of answer 26/02/2024 answer text <p>As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.</p><p> </p><p>Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.</p><p> </p><p>Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 15056 15058 15059 question first answered 26/02/2024 17:07:23 answering member 4761 label Biography information for David Johnston
	tabling member	4070 label Biography information for Matt Hancock

1690746

	registered interest
	date	21/02/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Neurodiversity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps she is taking to ensure that the Early Language and Support for Every Child pathfinders in partnership with NHS England effectively evaluate the impact of the programme on (a) neurodivergent children and (b) their families; and what plans she has to use this evidence to inform future (i) policy and (ii) practice in early years education and child development for neurodivergent children.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	15058
	answer	answer is ministerial correction date of answer 26/02/2024 answer text <p>As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.</p><p> </p><p>Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.</p><p> </p><p>Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 15056 15057 15059 question first answered 26/02/2024 17:07:23 answering member 4761 label Biography information for David Johnston
	tabling member	4070 label Biography information for Matt Hancock

1690747

	registered interest
	date	21/02/2024
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Neurodiversity
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps she is taking to ensure that the Early Language and Support for Every Child pathfinders in partnership are effectively (a) reaching and (b) engaging (i) neurodivergent children and (ii) their families; and what steps she is taking to evaluate the effectiveness of the trials.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	15059
	answer	answer is ministerial correction date of answer 26/02/2024 answer text <p>As part of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Change Programme, the Early Language Support for Every Child (ELSEC) pilots are testing innovative workforce models. The pilots aim to improve identification and support for children with speech, language and communication needs in early years and primary schools. ELSEC is not designed to identify neurodivergent children, although some of the speech, language and communication needs being addressed are likely to be associated with neurodivergence.</p><p> </p><p>Partnerships for Inclusion of Neurodiversity in Schools (PINS) is a jointly funded programme between NHS England, the Department of Health and Social Care and the Department for Education. It will deploy specialists from both health and education workforces to upskill mainstream primary schools and build their capacity to identify and meet the needs of children with neurodivergent needs. Adopting a whole-school approach, PINS is needs rather than diagnosis-led, and will include children without a formal diagnosis. Individual assessment or intervention or specific diagnostic tools are therefore not part of the programme.</p><p> </p><p>Both programmes aim to intervene at an early stage in the child's education journey. Both will be formally evaluated to provide quantitative and qualitative information on impact. Learning from the programmes will be used to inform future policy development on how services and schools can support children with speech, language and communication needs or who are neurodiverse.</p> answering member constituency Wantage answering member printed David Johnston grouped question UIN 15056 15057 15058 question first answered 26/02/2024 17:07:23 answering member 4761 label Biography information for David Johnston
	tabling member	4070 label Biography information for Matt Hancock

1677037

	registered interest
	date	11/12/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Children
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, when the funding for the 2023-24 academic year will be paid to the Nuffield Early Language Intervention project.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	6162
	answer	answer is ministerial correction date of answer 15/12/2023 answer text <p>The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.</p><p> </p><p>In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.</p><p> </p><p>Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.</p><p> </p><p>The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 6163 question first answered 15/12/2023 16:58:58 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock

1677038

	registered interest
	date	11/12/2023
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Nuffield Foundation: Contracts
	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 help mitigate the potential impact of the delay in finalising the contract with the Nuffield Foundation for the Nuffield Early Language Intervention (NELI) project on the (a) implementation and (b) continuity of the NELI programme in schools.
	tabling member constituency	West Suffolk
	tabling member printed	Matt Hancock
	uin	6163
	answer	answer is ministerial correction date of answer 15/12/2023 answer text <p>The Nuffield Early Language Intervention (NELI) programme, which is part of the department’s education recovery response, has played an important role in improving children’s language and communication skills following the COVID-19 pandemic.</p><p> </p><p>In September 2023, the Education Endowment Foundation published an independent evaluation of the programme’s impacts in 2021/22. This demonstrated that children who received the programme made the equivalent of four months’ progress in language skills, on average, compared to children who did not receive NELI. Pupils eligible for free school meals made additional progress on average of seven months. It is rare to see this sort of impact from an educational programme on a national level, and fantastic testament to all those involved in delivering it to children over the last three years.</p><p> </p><p>Since the programme was launched in 2020, just over 11,100 schools, over two thirds of all primaries, have signed up to deliver NELI. To increase the reach of the programme, the department has confirmed it will be funding all registered schools to continue delivering the programme in the 2023/24 academic year. The funding for the 2023/24 academic year will be paid according to the grant payment schedule agreed with the Nuffield Foundation. The next payment is due March 2024.</p><p> </p><p>The department took steps to ensure all delivery partners were content to continue delivering the offer whilst the grant arrangements were being made, in order to ensure continuity of the NELI programme in schools. Therefore, there should have been no impact on provision of the offer to schools this academic year.</p> answering member constituency East Hampshire answering member printed Damian Hinds grouped question UIN 6162 question first answered 15/12/2023 16:58:58 answering member 3969 label Biography information for Damian Hinds
	tabling member	4070 label Biography information for Matt Hancock