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1121887

registered interest
date	18/04/2019
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Home Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to pages 16 and 17 of the document entitled, Elective Home Education: Call for Evidence 2018 Government consultation response, what progress his Department has made on (a) providing clearer guidance to (i) schools and (ii) local authorities on (A) how to operate and (B) the effect of flexi-schooling arrangements and (b) establishing a separate code of practice to ensure that schools are not penalised as a result of the absence of flexi-schooled pupils.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	245991
answer	answer is ministerial correction date of answer 30/04/2019 answer text <p>The department’s revised guidance for local authorities on elective home education published on 2 April 2019 can be found at:</p><p><a href="https://www.gov.uk/government/publications/elective-home-education" target="_blank">https://www.gov.uk/government/publications/elective-home-education</a>.</p><p>This document can be used by schools and contains guidance on flexi-schooling at pages 34-35. The guidance makes clear that schools are free to agree to flexi-schooling arrangements and need not suffer any disadvantage in doing so.</p><p> </p> answering member constituency Guildford answering member printed Anne Milton question first answered 30/04/2019 15:46:52 answering member 1523 label Biography information for Anne Milton
tabling member	4671 label Biography information for Afzal Khan

1027366

registered interest
date	17/12/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Pay
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 encourage universities to tackle their BME and intersecting gender pay gaps.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	202859
answer	answer is ministerial correction date of answer 20/12/2018 answer text <p>​​As independent and autonomous institutions, higher education institutions are responsible for decisions about who they employ and the pay offered to their staff.</p><p>All employers with over 250 employees are now required to report their gender pay gap data. The transparency created through reporting is crucial to accelerating progress to close the gender pay gap.</p><p>Through her Race Disparity Audit, my right hon. Friend, the Prime Minister has asked employers to commit to tackling barriers facing ethnic minorities in the workplace and has launched a consultation on ethnicity pay reporting, which is open until January.</p><p>​In the New Year, government will be announcing a package of measures to address disparities that affect both ethnic minority staff and students in higher education.</p> answering member constituency Kingswood answering member printed Chris Skidmore question first answered 20/12/2018 16:20:04 answering member 4021 label Biography information for Chris Skidmore
tabling member	4671 label Biography information for Afzal Khan

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

882486

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 ensure that students with (a) autism and (b) specific learning difficulties are adequately accommodated by education providers at each level of their education.
tabling member constituency	Manchester, Gorton
tabling member printed	Afzal Khan
uin	135548
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 135344 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