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1452117

registered interest
date	17/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Speech and Language Disorders
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 how the Recovery Premium benefit children with a speech and language difficulty or whose development in speaking and understanding language has been adversely affected as a result of the covid-19 outbreak and associated schools closures.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	141962
answer	answer is ministerial correction date of answer 25/03/2022 answer text <p>The £300 million Recovery Premium for this academic year is additional funding to help schools deliver evidence-based approaches to support education recovery. In October 2021, as part of our broader Spending Review settlement, we announced an extension to the Recovery Premium, worth £1 billion for the 2022/23 and 2023/24 academic years.</p><p>Recovery Premium eligibility builds on that of pupil premium, but school leaders have flexibility to use the funding to support any pupil where a need is identified, including those with speech and language difficulties.</p><p> </p><p>Schools are expected to spend their Recovery Premium, alongside their pupil premium, in line with the Education Endowment Foundation’s recommendation to fund activities that support high quality teaching, provide targeted academic support, and address non-academic barriers to success in school, such as attendance, behaviour, and social and emotional support.</p><p>Schools should therefore use their funding to assess and address immediate needs, such as those relating to speech and language difficulties, as well as longer-term strategic improvements, such as boosting the quality of oracy teaching.</p><p>We are also investing up to £180 million of recovery support in the early years sector, with new programmes focusing on key areas such as speech and language development for the youngest children. This includes:</p><ul><li>an expansion of the professional development programme, which has a focus on early language and mathematics, as well as personal, social, and emotional development</li><li>a significant expansion in the number of staff in group-based providers, and childminders, with an accredited level 3 Special Educational Needs Coordinator qualification</li><li>programmes to train early years practitioners to support parents with the home learning environment, and improve children’s early language, social and emotional development, and</li><li>the Nuffield Early Language Intervention (NELI) programme, aimed at reception aged children needing extra support with their speech and language development.</li></ul><p>The NELI programme includes training for staff on identifying speech and language difficulties, and is proven to help children make around 3 months of additional progress.</p> answering member constituency Colchester answering member printed Will Quince grouped question UIN 141964 question first answered 25/03/2022 14:50:37 answering member 4423 label Biography information for Will Quince
tabling member	3985 label Biography information for Robert Halfon

1452118

registered interest
date	17/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Teachers
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, with reference to the upcoming SEND Review and Green Paper, what assessment he has made of the potential merits of revising the Initial Teacher Training framework to ensure that all teachers are equipped to teach children with (a) speech, language and communication needs and (b) other special educational needs.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	141963
answer	answer is ministerial correction date of answer 01/04/2022 answer text <p>Since September 2020, all courses offered by initial teacher training (ITT) providers have been aligned to a mandatory core content framework (CCF), which was published in November 2019. The framework sets out a minimum entitlement for all trainee teachers.</p><p>Evidence shows that teacher quality is the most important factor within schools in improving outcomes for all children, particularly those from a disadvantaged background, or for those with additional needs. The CCF is therefore key to the government’s plans to improve school standards for all.</p><p>The CCF is based on the best peer-reviewed evidence about what works and is designed to emphasis the importance of high quality teaching. The framework therefore deliberately does not detail approaches specific to particular needs, but what makes the most effective teaching. The department expects ITT providers and their partners to continue to tailor their curricula to the needs of their trainees and the children in the schools where they train and will work, which may include pupils with specific speech, language and communication needs.</p><p>Additionally, courses must continue to be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the end of their course, including standard 5, which is clear that teachers must have an understanding of the needs of all pupils, including those with special educational needs.</p><p>In July 2021 we published the government response to the ITT Review which set out new quality requirements for all ITT from September 2024 and the government's aim to ensure that all trainee teachers experience consistently high-quality ITT that incorporates the ITT Core Content Framework in full.</p><p>This week, the department published the Special Educational Needs and Disabilities and Alternative Provision Green Paper for full public consultation. These proposals set out a system that offers children and young people the opportunity to thrive, with access to the right support, in the right place, and at the right time, so they can fulfil their potential and lead happy, healthy and productive adult lives.</p> answering member constituency Worcester answering member printed Mr Robin Walker question first answered 01/04/2022 15:36:55 answering member 4091 label Biography information for Mr Robin Walker
tabling member	3985 label Biography information for Robert Halfon

1452119

registered interest
date	17/03/2022
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Children: Speech and Language Disorders
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how the £1 billion allocated to schools as part of the Recovery Premium will be spent to help children’s speech and language.
tabling member constituency	Harlow
tabling member printed	Robert Halfon
uin	141964
answer	answer is ministerial correction date of answer 25/03/2022 answer text <p>The £300 million Recovery Premium for this academic year is additional funding to help schools deliver evidence-based approaches to support education recovery. In October 2021, as part of our broader Spending Review settlement, we announced an extension to the Recovery Premium, worth £1 billion for the 2022/23 and 2023/24 academic years.</p><p>Recovery Premium eligibility builds on that of pupil premium, but school leaders have flexibility to use the funding to support any pupil where a need is identified, including those with speech and language difficulties.</p><p> </p><p>Schools are expected to spend their Recovery Premium, alongside their pupil premium, in line with the Education Endowment Foundation’s recommendation to fund activities that support high quality teaching, provide targeted academic support, and address non-academic barriers to success in school, such as attendance, behaviour, and social and emotional support.</p><p>Schools should therefore use their funding to assess and address immediate needs, such as those relating to speech and language difficulties, as well as longer-term strategic improvements, such as boosting the quality of oracy teaching.</p><p>We are also investing up to £180 million of recovery support in the early years sector, with new programmes focusing on key areas such as speech and language development for the youngest children. This includes:</p><ul><li>an expansion of the professional development programme, which has a focus on early language and mathematics, as well as personal, social, and emotional development</li><li>a significant expansion in the number of staff in group-based providers, and childminders, with an accredited level 3 Special Educational Needs Coordinator qualification</li><li>programmes to train early years practitioners to support parents with the home learning environment, and improve children’s early language, social and emotional development, and</li><li>the Nuffield Early Language Intervention (NELI) programme, aimed at reception aged children needing extra support with their speech and language development.</li></ul><p>The NELI programme includes training for staff on identifying speech and language difficulties, and is proven to help children make around 3 months of additional progress.</p> answering member constituency Colchester answering member printed Will Quince grouped question UIN 141962 question first answered 25/03/2022 14:50:37 answering member 4423 label Biography information for Will Quince
tabling member	3985 label Biography information for Robert Halfon