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882196

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Exercise
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, whether the campaign being run in schools by ITV and INEOS to promote the Daily Mile required the approval of his Department; and if he will make a statement.
tabling member constituency	Oxford West and Abingdon
tabling member printed	Layla Moran
uin	135267
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The campaign by ITV and INEOS did not require the approval of the Department for Education. It is up to schools to decide what activities to offer to their pupils, and for private companies to decide the contents of the campaigns they run.</p><p> </p><p>The department supports the adoption of programmes that increase physical activity amongst pupils. Regular physical activity has been linked not only to improved physical health but also to improved mental wellbeing and academic attainment. Programmes such as the Daily Mile are simple, inclusive and can successfully engage the least active children in physical activity, helping them to achieve the 60 active minutes each day recommended by the UK chief medical officers.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 18/04/2018 15:37:27 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4656 label Biography information for Layla Moran

882201

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Foster Care: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment he has made of the adequacy of foster care allowances in covering the cost of raising children.
tabling member constituency	Birkenhead
tabling member printed	Frank Field
uin	135272
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>There has been no recent assessment of the adequacy of National Minimum Allowances for foster parents in covering the cost of raising children.</p><p> </p><p>‘Foster Care in England’, the independent review of the fostering system and the Education Select Committee made a number of recommendations relating to the support foster parents receive, including financial support. We are carefully considering the recommendations made by both reports and the government response will be published in spring this year.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:55:29 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	478 label Biography information for Lord Field of Birkenhead

882207

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Carers: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 5 April 2018 to Question 134169, what steps he is taking to help ensure that local authorities have sufficient provision and adequate criteria in place to provide sufficient financial support to kinship carers.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	135278
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>Every local authority is required to have a published policy which presents their approach to providing support to children living with family and friends, regardless of whether or not they have been looked after by a local authority. The policy should be clear, regularly updated and made freely and widely available.</p><p> </p><p>Officials have recently written to a number of local authorities where their policy was not readily available or appeared out of date, to remind them of their statutory duty to have this policy in place and to ensure it is accessible to all their family and friend carers. Local authorities are required to have in place clear eligibility criteria in relation to the provision of support services, including financial support to children living with family and friends.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:52:21 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

882211

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Schools
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, which schools are in the 20 per cent most deprived areas.
tabling member constituency	High Peak
tabling member printed	Ruth George
uin	135232
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The department does not routinely produce information about schools in the 20% most deprived areas. The department’s main measure of deprivation is the percentage of pupils eligible for Free School Meals (FSM) and this is included in School Performance Tables. The full list of FSM rates per school can be downloaded from the School Performance Tables website and ranked accordingly: <a href="https://www.compare-school-performance.service.gov.uk/" target="_blank">https://www.compare-school-performance.service.gov.uk/</a>.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 18/04/2018 16:59:45 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4662 label Biography information for Ruth George

882242

registered interest
date	13/04/2018
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 steps he has taken to assess whether (a) students and (b) parents of students with (i) autism and (ii) specific learning difficulties are satisfied with the accommodation by education providers of the educational needs of those students.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135342
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department does not collect information on the satisfaction of students with autism or specific learning difficulties nor their parents regarding education providers. Students on special educational needs (SEN) Support are entitled to a termly review of the support provided. Those who have Education, Health and Care (EHC) plans have a right to a review of their plan by the local authority at least annually.</p><p> </p><p>Schools have a duty under the Equality Act 2010 to make reasonable adjustments for students who are disabled, and to ensure that disabled students are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled students may require and what adjustments might be needed to prevent that disadvantage.</p><p>Students’ and parents’ views of services are an important part of the Ofsted CQC SEND inspections, which started in May 2016 and will see every local area inspected by 2021. Inspections look at the effectiveness of services, including education providers, in identifying and meeting needs and improving outcomes.</p><p> </p><p>It is important that education staff are well placed to support students with autism and specific learning difficulties. The department has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. Training is available for all those who work in educational settings, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. A two-year extension to the contract with the AET was recently confirmed, worth £1.45 million.</p><p>In addition to work with the AET, the department works to ensure that all schools meet the needs of students with SEN and disabilities, including those with autism and specific learning difficulties, through Initial Teacher Training and the Teachers’ Standards. Each school, including Academies and Free Schools, must have a SEN co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>The department is also funding the Education and Training Foundation in 2018-19 to improve the capacity of the Further Education sector to support students with SEND. This includes an analysis of training needs about specific conditions such as autism.</p><p> </p><p>Furthermore, the department will shortly be awarding a 2 year contract to provide strategic support to the workforce in mainstream and special schools to deliver high quality teaching across all types of SEN and disability.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135344 135548 question first answered 23/04/2018 16:19:40 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan

882243

registered interest
date	13/04/2018
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 his policy is on the provision of study coaches for students with (a) autism and (b) specific learning difficulties.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135344
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department does not collect information on the satisfaction of students with autism or specific learning difficulties nor their parents regarding education providers. Students on special educational needs (SEN) Support are entitled to a termly review of the support provided. Those who have Education, Health and Care (EHC) plans have a right to a review of their plan by the local authority at least annually.</p><p> </p><p>Schools have a duty under the Equality Act 2010 to make reasonable adjustments for students who are disabled, and to ensure that disabled students are not at a substantial disadvantage compared with their peers. This duty is anticipatory – it requires thought to be given in advance to what disabled students may require and what adjustments might be needed to prevent that disadvantage.</p><p>Students’ and parents’ views of services are an important part of the Ofsted CQC SEND inspections, which started in May 2016 and will see every local area inspected by 2021. Inspections look at the effectiveness of services, including education providers, in identifying and meeting needs and improving outcomes.</p><p> </p><p>It is important that education staff are well placed to support students with autism and specific learning difficulties. The department has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. Training is available for all those who work in educational settings, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. A two-year extension to the contract with the AET was recently confirmed, worth £1.45 million.</p><p>In addition to work with the AET, the department works to ensure that all schools meet the needs of students with SEN and disabilities, including those with autism and specific learning difficulties, through Initial Teacher Training and the Teachers’ Standards. Each school, including Academies and Free Schools, must have a SEN co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>The department is also funding the Education and Training Foundation in 2018-19 to improve the capacity of the Further Education sector to support students with SEND. This includes an analysis of training needs about specific conditions such as autism.</p><p> </p><p>Furthermore, the department will shortly be awarding a 2 year contract to provide strategic support to the workforce in mainstream and special schools to deliver high quality teaching across all types of SEN and disability.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135342 135548 question first answered 23/04/2018 16:19:40 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan

882244

registered interest
date	13/04/2018
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 he has made of trends in the level of educational attainment of students with (a) autism and (b) specific learning difficulties since 2010.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135346
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The department publishes pupil attainment data, split by a range of characteristics, including special education needs SEN status and the primary type of need, including Autistic Spectrum Disorder (ASD) and specific learning difficulties. Figures for key stage 2[1] and key stage 4[2] attainment are available. Direct comparisons between measures, across years, is not possible due to the methodological changes that have occurred in the production of these figures.</p><p> </p><p>[1] <a href="https://www.gov.uk/government/collections/statistics-key-stage-2" target="_blank">https://www.gov.uk/government/collections/statistics-key-stage-2</a>. Select the revised publication for each year and then download the national tables. For 2017 open ‘table N8a’, for 2016 open table ‘N8’, for 2012-15 open ‘table 9a’ in the 2015 publication and for 2010-11 open ‘table 8’ in the 2011 publication.</p><p> </p><p>[2] For 2010-14, access this link: <a href="https://www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014" target="_blank">https://www.gov.uk/government/statistics/gcse-and-equivalent-attainment-by-pupil-characteristics-2014</a>, open the ‘national and local authority tables’ and open ‘table 1’. For 2015-17, access this link: <a href="https://www.gov.uk/government/collections/statistics-gcses-key-stage-4" target="_blank">https://www.gov.uk/government/collections/statistics-gcses-key-stage-4</a> and open the revised publication for each year (first three links), open the ‘characteristics national tables’ and then open ‘table CH1’ in each publication.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:49:06 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4671 label Biography information for Afzal Khan

882249

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to make primary and secondary schools autism friendly.
tabling member constituency	Leeds North West
tabling member printed	Alex Sobel
uin	135358
answer	answer is ministerial correction date of answer 23/04/2018 answer text <p>The Department for Education (DfE) has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. The training is available for all those who work in schools, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. We have recently confirmed a two-year extension to the contract with the AET worth £1.45 million.</p><p>We have provided funding to a range of organisations leading on different kinds of SEND to develop resources and training to equip the school workforce, including on autism. A SEND review tool to help schools identify priorities and build school-to-school approaches to improvement is now available at <a href="https://www.gov.uk/guidance/commissioning-a-send-review" target="_blank">https://www.gov.uk/guidance/commissioning-a-send-review</a>. This is supported by a number of tools to address any weaknesses identified by a review, available at <a href="http://www.sendgateway.org.uk" target="_blank">www.sendgateway.org.uk</a>. We will shortly be awarding a two-year contract to provide strategic support to the workforce in mainstream and special schools, from foundation stage to sixth form, to deliver high quality teaching across all types of SEND.</p><p> </p><p>Schools also have a duty under the Equality Act 2010 to make reasonable adjustments for pupils who are disabled, which would include those on the autistic spectrum, and to ensure that disabled pupils are not at a substantial disadvantage compared with their peers. This duty is anticipatory, it requires thought to be given in advance to what disabled children and young people may require and what adjustments might be needed to prevent that disadvantage.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/04/2018 16:46:10 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4658 label Biography information for Alex Sobel

882261

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to support children with autism at school.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	135393
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The Department for Education (DfE) has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. The training is available for all those who work in schools, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. We have recently confirmed a two-year extension to the contract with the AET worth £1.45 million.</p><p>In addition to our work with the AET, DfE also works to ensure that all schools meet the needs of pupils with special educational needs and disabilities (SEND), including those with autism. To be awarded qualified teacher status, trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEND, and are able to use and evaluate distinctive teaching approaches to engage and support them. The framework of content for Initial Teacher Training also now requires training providers to include modules on specific types of SEND, including autism, to ensure that all new teachers understand the needs of such pupils and are well equipped to support them.</p><p>It is the responsibility of schools to determine the needs of their staff to meet the needs of children with SEND within their approach to school improvement, professional development and performance management. The performance of all teachers in maintained schools must be assessed every year against the Teachers' Standards. Each school (including academies and free schools) must also have a Special Educational Needs Co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>We have provided funding to a range of organisations leading on different kinds of SEND to develop resources and training to equip the school workforce, including on autism. A SEND review tool to help schools identify priorities and build school-to-school approaches to improvement is now available at <a href="https://www.gov.uk/guidance/commissioning-a-send-review" target="_blank">https://www.gov.uk/guidance/commissioning-a-send-review</a>. This is supported by a number of tools to address any weaknesses identified by a review, available at <a href="http://www.sendgateway.org.uk" target="_blank">www.sendgateway.org.uk</a>. We will also shortly be awarding a two-year contract to provide strategic support to the workforce in mainstream and special schools, from foundation stage to sixth form, in delivering high quality teaching across all types of SEND.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135380 135383 question first answered 18/04/2018 15:33:08 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4505 label Biography information for Peter Kyle

882262

registered interest
date	13/04/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Autism
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps his Department is taking to improve the educational experience for children with autism.
tabling member constituency	Hove
tabling member printed	Peter Kyle
uin	135380
answer	answer is ministerial correction date of answer 18/04/2018 answer text <p>The Department for Education (DfE) has funded the Autism Education Trust (AET) since 2011 to deliver autism awareness training for early years, school and post-16 education staff. To date, the AET has provided training for more than 150,000 education staff. The training is available for all those who work in schools, not just teachers. The AET has also published national autism standards for educational settings and a competency framework for those working with children and young people with autism. We have recently confirmed a two-year extension to the contract with the AET worth £1.45 million.</p><p>In addition to our work with the AET, DfE also works to ensure that all schools meet the needs of pupils with special educational needs and disabilities (SEND), including those with autism. To be awarded qualified teacher status, trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEND, and are able to use and evaluate distinctive teaching approaches to engage and support them. The framework of content for Initial Teacher Training also now requires training providers to include modules on specific types of SEND, including autism, to ensure that all new teachers understand the needs of such pupils and are well equipped to support them.</p><p>It is the responsibility of schools to determine the needs of their staff to meet the needs of children with SEND within their approach to school improvement, professional development and performance management. The performance of all teachers in maintained schools must be assessed every year against the Teachers' Standards. Each school (including academies and free schools) must also have a Special Educational Needs Co-ordinator (SENCO) who must hold qualified teacher status, and usually they must undertake the Masters level National Award in SEN co-ordination within three years of being appointed.</p><p> </p><p>We have provided funding to a range of organisations leading on different kinds of SEND to develop resources and training to equip the school workforce, including on autism. A SEND review tool to help schools identify priorities and build school-to-school approaches to improvement is now available at <a href="https://www.gov.uk/guidance/commissioning-a-send-review" target="_blank">https://www.gov.uk/guidance/commissioning-a-send-review</a>. This is supported by a number of tools to address any weaknesses identified by a review, available at <a href="http://www.sendgateway.org.uk" target="_blank">www.sendgateway.org.uk</a>. We will also shortly be awarding a two-year contract to provide strategic support to the workforce in mainstream and special schools, from foundation stage to sixth form, in delivering high quality teaching across all types of SEND.</p><p> </p><p> </p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 135383 135393 question first answered 18/04/2018 15:33:08 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	4505 label Biography information for Peter Kyle