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1127783

	registered interest
	date	21/05/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what estimate he has made of the number of children with autism spectrum condition who have been (a) excluded and (b) isolated in schools in the last 12 months.
	tabling member constituency	Totnes
	tabling member printed	Dr Sarah Wollaston
	uin	257063
	answer	answer is ministerial correction date of answer 24/05/2019 answer text <p>Permanent and fixed period exclusions in England: 2016-2017 can be found at: <a href="https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2016-to-2017" target="_blank">https://www.gov.uk/government/statistics/permanent-and-fixed-period-exclusions-in-england-2016-to-2017</a>.</p><p>Permanent and fixed period exclusions by type of special educational need can be found in national table 6.</p><p>The information requested, on the number of children with autism spectrum condition who have been isolated in schools in the last 12 months, is not held centrally.</p><p>As part of Ofsted inspections, however, schools will be asked to provide records and analysis of any use of internal isolation. Ofsted inspectors will expect schools to have clear and effective behaviour policies that promote high standards of behaviour and are applied consistently and fairly. In reaching a judgement on pupils’ personal development, behaviour and welfare, inspectors will take account of a range of information, including schools’ use of internal isolation.</p><p>The Department’s behaviour and discipline guidance to schools makes clear that schools must act lawfully, reasonably and proportionately when using isolation, and must take account of any special education needs or disabilities pupils placed in isolation may have.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 24/05/2019 15:59:00 answering member 111 label Biography information for Nick Gibb
	tabling member	4073 label Biography information for Dr Sarah Wollaston

943936

	registered interest
	date	18/07/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what recent estimate he has made of the number of children who have an autism diagnosis who are home schooled.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	165666
	answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>The department does not hold information on the number of children who have an autism diagnosis who are home schooled.</p><p>Information on the number of children with statements of special educational needs (SEN) and education, health and care (EHC) plans only, where educational arrangements made by parents in accordance with Section 7 of the Education Act 1996 is available in the publication “Statements of SEN and EHC plans: 2018”, are available at: <a href="https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018" target="_blank">https://www.gov.uk/government/statistics/statements-of-sen-and-ehc-plans-england-2018</a>.</p><p>This information cannot be broken down by type of need.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/07/2018 16:26:14 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4510 label Biography information for Helen Hayes

943938

	registered interest
	date	18/07/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	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 the (a) effectiveness of Applied Behaviour Analysis in relation to autistic students and (b) effect of that analysis on the mental wellbeing of those students.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	165667
	answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>Autism is a spectrum condition where children have a range of strengths and difficulties. There is no well-founded research to show that any one intervention for children with autism (such as Applied Behaviour Analysis, TEACCH or Options/Son Rise) is more effective than all the other interventions or which interventions are best for which children on the spectrum. The government believes that intervention decisions should be taken by professionals locally, in consultation with parents and young people, after a thorough assessment of the child or young person’s needs.</p><p>The Special Educational Needs and Disabilities system as a whole is constructed to ensure that children with autism and with all other types of need are identified, understood and supported appropriately. Local authorities and education providers are expected to consult parents and children themselves and to review provision regularly. It is this overarching framework which is of fundamental importance in promoting the progress, and also the wellbeing of children with autism.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 23/07/2018 12:50:09 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4510 label Biography information for Helen Hayes

943056

	registered interest
	date	17/07/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	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 female students with autism at (a) primary school and (b) secondary school level.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	165117
	answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>Key attainment measures have been provided in the attached tables for the past five years.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/07/2018 15:19:00 answering member 111 label Biography information for Nick Gibb attachment 1 file name 165117 attachment.docx title KS2_&_KS4_SEN_girls_attainment_2012_13_to_2016_17
	tabling member	4510 label Biography information for Helen Hayes

943057

	registered interest
	date	17/07/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many (a) schoolboys and (b) schoolgirls with autism as their primary educational special need received a (i) permanent and (ii) fixed period exclusion in (A) Dulwich and West Norwood constituency, (B) London, and (C) England in each year since 2010.
	tabling member constituency	Dulwich and West Norwood
	tabling member printed	Helen Hayes
	uin	165118
	answer	answer is ministerial correction date of answer 23/07/2018 answer text <p>The attached tables provide the numbers of boys and girls with autism as their primary need who received permanent and fixed period exclusions from academic year 2009/10, in Lambeth and Southwark local authorities, London and England.</p><p>Constituency level information is not available.</p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 23/07/2018 14:34:14 answering member 111 label Biography information for Nick Gibb attachment 1 file name 165118 table.xlsx title 165188_pupils_autism_ permanent_fixed_exclusions
	tabling member	4510 label Biography information for Helen Hayes

897249

	registered interest
	date	03/05/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what pathways his Department has established at schools for the identification of children with autism in schools.
	tabling member constituency	South Shields
	tabling member printed	Mrs Emma Lewell-Buck
	uin	141033
	answer	answer is ministerial correction date of answer 14/05/2018 answer text <p>Due to the wide range of abilities of individual children and young people, we do not set a separate pathway for identification specific conditions such as autism. Instead, we require schools to assess a pupil’s needs as soon as they become aware that they are not achieving their potential.</p><p> </p><p>The pupil’s teacher and the school’s Special Educational Needs Coordinator (SENCO) should involve other teachers and should include the views and experience of the pupil, their parents or carers and any relevant external supporting information. If they identify a need for special educational support, they must formally notify the parents or carers and agree what adjustments, interventions or support will be put in place in a support plan. The subject teacher then is responsible for implementing the plan on a daily basis. The school should review the impact and progress made by the planned date and provide further support as needed. This “Assess, Plan, Do, and Review” cycle is set out for schools in detail in paragraphs 6.36-6.56, in the statutory ‘Special educational needs and disability code of practice: 0 to 25 years’ available at: <a href="https://www.gov.uk/government/publications/send-code-of-practice-0-to-25" target="_blank">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</a>.</p><p> </p><p>In terms of training for teachers to identify autism in primary schools, we have contracted with the Autism Education Trust to deliver training to staff in, early years schools (primary and secondary) and colleges. The 2018-2020 contract builds on previous contracts providing “whole school” autism training since 2012 for a wide range of staff and not just teachers. More than 150,000 staff have been trained to date.</p><p> </p><p>From July 2016 Initial Teacher Training includes specific special educational needs and disabilities content, including on autism.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 141034 question first answered 14/05/2018 16:23:59 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4277 label Biography information for Mrs Emma Lewell-Buck

897250

	registered interest
	date	03/05/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether his Department provides training for teachers to identify autism in primary school children.
	tabling member constituency	South Shields
	tabling member printed	Mrs Emma Lewell-Buck
	uin	141034
	answer	answer is ministerial correction date of answer 14/05/2018 answer text <p>Due to the wide range of abilities of individual children and young people, we do not set a separate pathway for identification specific conditions such as autism. Instead, we require schools to assess a pupil’s needs as soon as they become aware that they are not achieving their potential.</p><p> </p><p>The pupil’s teacher and the school’s Special Educational Needs Coordinator (SENCO) should involve other teachers and should include the views and experience of the pupil, their parents or carers and any relevant external supporting information. If they identify a need for special educational support, they must formally notify the parents or carers and agree what adjustments, interventions or support will be put in place in a support plan. The subject teacher then is responsible for implementing the plan on a daily basis. The school should review the impact and progress made by the planned date and provide further support as needed. This “Assess, Plan, Do, and Review” cycle is set out for schools in detail in paragraphs 6.36-6.56, in the statutory ‘Special educational needs and disability code of practice: 0 to 25 years’ available at: <a href="https://www.gov.uk/government/publications/send-code-of-practice-0-to-25" target="_blank">https://www.gov.uk/government/publications/send-code-of-practice-0-to-25</a>.</p><p> </p><p>In terms of training for teachers to identify autism in primary schools, we have contracted with the Autism Education Trust to deliver training to staff in, early years schools (primary and secondary) and colleges. The 2018-2020 contract builds on previous contracts providing “whole school” autism training since 2012 for a wide range of staff and not just teachers. More than 150,000 staff have been trained to date.</p><p> </p><p>From July 2016 Initial Teacher Training includes specific special educational needs and disabilities content, including on autism.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 141033 question first answered 14/05/2018 16:23:59 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4277 label Biography information for Mrs Emma Lewell-Buck

897251

	registered interest
	date	03/05/2018
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what comparative estimate he has made of the number of school children with autism who were subject to (a) education, health and care plans and (b) statements under the previous SEN and learning difficulties assessments in each of the last five years.
	tabling member constituency	South Shields
	tabling member printed	Mrs Emma Lewell-Buck
	uin	141035
	answer	answer is ministerial correction date of answer 14/05/2018 answer text <p>We publish the number and proportion of pupils with special educational needs (SEN), including the type of need in the annual ‘Special educational needs in England’ statistical release. This is available at:</p><p><a href="https://www.gov.uk/government/collections/statistics-special-educational-needs-sen" target="_blank">https://www.gov.uk/government/collections/statistics-special-educational-needs-sen</a>.</p><p> </p><p>SEN pupils are recorded according to their primary type of need. The current types of need do not include a specific breakdown for autism alone. These cases are expected to be recorded under ‘Autistic Spectrum Disorder’. No estimates of the number of children with autism within this category have been made.</p><p> </p><p>The current types of need do not include a specific breakdown for dyslexia alone. These cases are expected to be recorded under ‘Specific Learning Difficulty’. No estimates of the number of children with dyslexia within this category have been made.</p><p> </p><p>The table below shows a breakdown of the number of pupils by each primary type of need available for the last five years (as at January each year).</p><p> </p><table><tbody><tr><td><p><strong>Statements of SEN (and EHC plans from 2015)</strong></p></td><td><p><strong>2013</strong></p></td><td><p><strong>2014</strong></p></td><td><p><strong>2015</strong></p></td><td><p><strong>2016</strong></p></td><td><p><strong>2017</strong></p></td></tr><tr><td><p>Specific Learning Difficulty</p></td><td><p>10,480</p></td><td><p>10,045</p></td><td><p>9,665</p></td><td><p>8,938</p></td><td><p>8,390</p></td></tr><tr><td><p>Moderate Learning Difficulty</p></td><td><p>33,455</p></td><td><p>32,410</p></td><td><p>31,155</p></td><td><p>29,650</p></td><td><p>28,564</p></td></tr><tr><td><p>Severe Learning Difficulty</p></td><td><p>27,540</p></td><td><p>28,330</p></td><td><p>28,940</p></td><td><p>29,001</p></td><td><p>29,120</p></td></tr><tr><td><p>Profound &amp; Multiple Learning Difficulty</p></td><td><p>9,715</p></td><td><p>9,810</p></td><td><p>10,010</p></td><td><p>9,955</p></td><td><p>10,010</p></td></tr><tr><td><p>Behaviour, Emotional &amp; Social Difficulties</p></td><td><p>29,960</p></td><td><p>30,035</p></td><td><p> </p></td><td><p> </p></td></tr><tr><td><p>Social, Emotional and Mental Health</p></td><td><p> </p></td><td><p> </p></td><td><p>28,135</p></td><td><p>27,259</p></td><td><p>28,007</p></td></tr><tr><td><p>Speech, Language and Communications Needs</p></td><td><p>29,565</p></td><td><p>30,035</p></td><td><p>30,880</p></td><td><p>30,942</p></td><td><p>32,292</p></td></tr><tr><td><p>Hearing Impairment</p></td><td><p>6,285</p></td><td><p>6,180</p></td><td><p>6,100</p></td><td><p>5,937</p></td><td><p>5,985</p></td></tr><tr><td><p>Visual Impairment</p></td><td><p>3,540</p></td><td><p>3,490</p></td><td><p>3,450</p></td><td><p>3,330</p></td><td><p>3,239</p></td></tr><tr><td><p>Multi- Sensory Impairment</p></td><td><p>525</p></td><td><p>550</p></td><td><p>610</p></td><td><p>631</p></td><td><p>686</p></td></tr><tr><td><p>Physical Disability</p></td><td><p>13,345</p></td><td><p>13,080</p></td><td><p>13,025</p></td><td><p>12,873</p></td><td><p>12,742</p></td></tr><tr><td><p>Autistic Spectrum Disorder</p></td><td><p>47,225</p></td><td><p>49,975</p></td><td><p>54,245</p></td><td><p>57,211</p></td><td><p>60,832</p></td></tr><tr><td><p>Other Difficulty/Disability</p></td><td><p>4,395</p></td><td><p>4,540</p></td><td><p>5,150</p></td><td><p>5,228</p></td><td><p>5,727</p></td></tr><tr><td><p>SEN Support but no specialist assessment</p></td><td><p> </p></td><td><p> </p></td><td><p>285</p></td><td><p>268</p></td><td><p>359</p></td></tr><tr><td><p><strong>Total</strong></p></td><td><p><strong>216,030</strong></p></td><td><p><strong>218,475</strong></p></td><td><p><strong>221,650</strong></p></td><td><p><strong>221,223</strong></p></td><td><p><strong>225,953</strong></p></td></tr></tbody></table><p>Note: The figures provided have been rounded in line with their presentation in the statistics publication 'Special educational needs in England'. Figures are rounded to the nearest five for year 2013 to 2015. No rounding is applied for 2016 onwards.</p><p>Source: School Census</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi grouped question UIN 141031 question first answered 14/05/2018 16:49:49 answering member 4113 label Biography information for Nadhim Zahawi
	tabling member	4277 label Biography information for Mrs Emma Lewell-Buck

598212

	registered interest
	date	10/10/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	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 how effectively the new system for supporting children with special educational needs and disabilities is meeting the needs of children and young people on the autism spectrum; and if she will make a statement.
	tabling member constituency	St Helens South and Whiston
	tabling member printed	Marie Rimmer
	uin	47691
	answer	answer is ministerial correction date of answer 13/10/2016 answer text <p>The Department is monitoring implementation of the reforms and transition to the new system closely. Ofsted and the Care Quality Commission began inspecting local area effectiveness in meeting their special educational needs and disability (SEND) duties in May. All areas will be inspected over a five year period and the findings published here: <a href="https://www.gov.uk/government/publications/local-area-send-inspection-outcome-letters" target="_blank">https://www.gov.uk/government/publications/local-area-send-inspection-outcome-letters</a></p><p> </p><p>The Department also draws on a wide range of research, surveys and data as well as feedback from our professional SEND Advisers and funded voluntary sector organisations.</p><p> </p><p>The Department has issued £113million in funding between 2014-15 and 2016-17 through the SEND Implementation Grant to support local authorities to carry out the SEND reforms. It is the responsibility of local authorities to make best use of this funding to support them to fulfill their duties. The Department has also funded the Autism Education Trust (£650,000 in 2016-17) to deliver autism training to education professionals in England. The Trust has trained more than 100,000 education staff since 2012. The training offered by the Autism Education Trust incorporates the learning from previous work by Ambitious about Autism on strategies for supporting transition from school to college, and the contract also covers a service provided by the National Autistic Society that provides information and advice to parents and professionals on exclusions.</p><p> </p><p>The Department has not made an assessment of how the new system of support for children with SEND is meeting the needs of those with autism in particular. However, there have been a number of significant changes to the SEND system which particularly benefit children and young people with autism. This includes the publication of ‘local offers’ of SEND services by local authorities, the introduction of streamlined education, health and care needs assessments and plans, and new statutory protections for young people aged 16-25 in further education.</p><p> </p><p>Under the Department’s Free Schools programme, there are now nineteen special free schools open across England, including several that are specifically for children with Autism, such as the Rise free school in Hounslow, the Lighthouse free school in Leeds and the National Autistic Society’s Church Lawton free school in Cheshire. There are a further fourteen special free schools due to open in the future, seven of which will specialise in provision for children with autism, including the Heartlands Autism free school in Haringey and a second National Autistic Society free school, the Vanguard free school in Lambeth. Several of the other schools will offer some places for children with autism.</p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson grouped question UIN 47690 question first answered 13/10/2016 14:50:47 answering member 1605 label Biography information for Edward Timpson
	tabling member	4457 label Biography information for Ms Marie Rimmer

524435

	registered interest
	date	10/06/2016
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Pupils: Autism
	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 8 June 2016 to Question 38739, whether her Department has made an estimate of the number of children who were receiving School Action or School Action Plus who subsequently would not be expected to meet the criteria for an Education, Health and Care plan.
	tabling member constituency	Birmingham, Yardley
	tabling member printed	Jess Phillips
	uin	40221
	answer	answer is ministerial correction date of answer 17/06/2016 answer text <p>Where a pupil is identified as having Special Educational Needs (SEN), schools should take action to remove barriers to learning and put effective special educational provision in place. This system of ‘SEN Support’ has replaced the School Action and School Action Plus categories. We expect schools to make robust judgements about who should receive SEN Support; and that these judgements should be informed by an understanding of good practice.</p><p> </p><p>Different arrangements apply where a child has more complex SEN. Under the Children and Families Act 2014, the legal test of when a child requires an Education, Health and Care (EHC) plan remains the same as that for a statement of SEN under the Education Act 1996. The EHC assessment and planning process allows for closer inter-agency working and greater involvement for the child and their family. This helps the local authority to identify and put in place the most effective provision for the child.</p><p> </p> answering member constituency Crewe and Nantwich answering member printed Edward Timpson question first answered 17/06/2016 13:58:59 answering member 1605 label Biography information for Edward Timpson
	tabling member	4370 label Biography information for Jess Phillips