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1003900

registered interest
date	09/11/2018
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what minimum standard of dyslexia support his Department requires local authorities to provide.
tabling member constituency	Washington and Sunderland West
tabling member printed	Mrs Sharon Hodgson
uin	189630
answer	answer is ministerial correction date of answer 19/11/2018 answer text <p>Local authorities, working with schools and other partners, are required by the Children and Families Act (2014) to set out a local offer of the support normally available to children and families affected by a disability and special educational needs (SEN).</p><p>Schools are also required under the act and the accompanying Special Educational Needs and Disabilities Code of Practice to identify and address the SEN of the pupils or students they support. We expect schools to be monitoring closely the progress of all pupils. The first response when any child is falling behind is good quality teaching. When this does not produce expected progress, the school should consider whether the child has a learning difficulty. The school should assess the child, plan an intervention if a learning difficulty is identified, implement the intervention and then review the outcome and progressively repeat this cycle until the child’s learning difficulty is properly supported. This is called SEN support and the cyclical process is referred to as a ‘graduated approach’ to meeting children’s needs. Where children and young people have needs that can’t be met through this process, they could get support through an Education, Health and Care plan.</p><p>We have in place training and specific resources designed to provide teachers with the necessary skills to identify and support children with dyslexia.</p> answering member constituency Stratford-on-Avon answering member printed Nadhim Zahawi question first answered 19/11/2018 17:47:11 answering member 4113 label Biography information for Nadhim Zahawi
tabling member	1521 label Biography information for Mrs Sharon Hodgson

443855

registered interest
date	11/01/2016
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if she will make representations to exam boards to remove the five per cent marking for spelling and grammar for dyslexic students.
tabling member constituency	Bath
tabling member printed	Ben Howlett
uin	21707
answer	answer is ministerial correction date of answer 19/01/2016 answer text <p>In 2013 the Government restored the policy of marks for spelling, punctuation and use of grammar (SPaG)to GCSE exams as a key part of our commitment to high standards and to ensuring that GCSEs match expectations set in the highest performing jurisdictions internationally. It gives a real incentive to teachers to provide effective support to all their students to improve their written communication skills.</p><p>For those pupils with special educational needs, including those with dyslexia, appropriate reasonable adjustments, including extra time, are available, as necessary. Details can be found in the Joint Council for Qualifications’ “Access Arrangements, Reasonable Adjustments and Special Consideration” at: <a href="http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance" target="_blank">http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance</a></p> answering member constituency Bognor Regis and Littlehampton answering member printed Nick Gibb question first answered 19/01/2016 10:49:45 answering member 111 label Biography information for Nick Gibb
tabling member	4445 label Biography information for Ben Howlett

225889

registered interest
date	09/03/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
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 ensure that schools have the financial and other resources necessary to support children identified as needing targeted or specialist interventions for dyslexia.
tabling member constituency	Crawley
tabling member printed	Henry Smith
uin	226686
answer	answer is ministerial correction date of answer 16/03/2015 answer text <p>The 0-25 Special Educational Needs Code of Practice makes clear that schools must use their best endeavours to identify and address the needs of all pupils with special educational needs (SEN) and disabilities, including those with dyslexia. All maintained schools and Academies must designate a qualified teacher to be responsible for co-ordinating SEN provision (SENCO).</p><p> </p><p> </p><p> </p><p>Schools are provided with resources to support those with additional needs including those with SEN and disabilities. Funding for schools is largely determined by local authorities, through the local funding formula, and for pupils who need high levels of SEN support, through top-up funding for those pupils. Schools have an amount identified within their overall budget, called the notional SEN budget, but it is up to schools to determine how much they spend from their whole budget to provide high quality and appropriate support for all pupils who need extra help.</p><p> </p><p> </p><p> </p><p>In addition, the Department for Education has provided £1.5 million to the Dyslexia SpLD Trust (<a href="http://www.thedyslexia-spldtrust.org.uk/" target="_blank">www.thedyslexia-spldtrust.org.uk</a>) to support schools, professionals and local authorities to improve the support available for pupils with dyslexia, drawing on the evidence of effective programmes, and to build their skills.</p><p> </p><p> </p><p> </p><p>The Department is also funding the British Dyslexia Association to pilot the provision of targeted literacy support, volunteer mentors and teacher training in more than 25 schools. This aims to improve the literacy levels of 800 pupils at high risk of experiencing literacy difficulties and dyslexia.</p><p> </p><p> </p><p>We have enabled teachers to develop their practice in supporting children with SEN and disabilities through our National Scholarship Fund, which allows teachers to apply for funding to undertake postgraduate level qualifications in specific impairments. Many of those apply to undertake masters-level training in dyslexia. 648 awards were offered to teachers and SEN Support staff this year.</p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson question first answered 16/03/2015 16:46:41 answering member 1605 label Biography information for Edward Timpson
tabling member	3960 label Biography information for Henry Smith

225890

registered interest
date	09/03/2015
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
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 ensure that children and young people with dyslexia receive special access arrangements so that they are not disadvantaged in examinations.
tabling member constituency	Crawley
tabling member printed	Henry Smith
uin	226688
answer	answer is ministerial correction date of answer 16/03/2015 answer text <p>The Office of Qualifications and Examinations Regulation (Ofqual), regulates the issue of access arrangements to examinations.</p><p> </p><p>Conditions G6 and G7 in Ofqual’s General Conditions of Recognition require exam boards to have access arrangements in place and to publish details.</p><p> </p><p>The Joint Council for Qualifications (JCQ) publishes the access arrangements on behalf of the exam boards (<a href="http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration" target="_blank">http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration</a>).</p><p> </p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson question first answered 16/03/2015 16:37:38 answering member 1605 label Biography information for Edward Timpson
tabling member	3960 label Biography information for Henry Smith

166354

registered interest
date	26/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the average age was of people diagnosed with dyslexia in (a) England, (b) the North West and (c) Pendle constituency in each of the last three years.
tabling member constituency	Pendle
tabling member printed	Andrew Stephenson
uin	216029
answer	answer is ministerial correction date of answer 03/12/2014 answer text <p>The Department for Education does not collect specific information on the numbers of children diagnosed with dyslexia but we do publish information on pupils with specific learning difficulties as collected via the School Census and this grouping will include children whose primary needs is dyslexia. Data separating dyslexia from other forms of specific learning difficulties is not available. The answer therefore provides data on pupils identified with specific learning difficulties.</p><p>At present only those with a statement or on ‘School Action Plus’ need to provide their type of special educational need (SEN) but those on ‘School Action’ do not, which means this will not give complete coverage.</p><p>However, under the new SEN and disability reforms, which came into force on 1 September 2014, schools are required to provide data on type of needs for all children identified with SEN.</p><p>The information in the tables below has been taken from the Statistical First Releases ‘Special educational needs in England: January 2012 to 2014’.[1]</p><p>When completing their School Census data return, schools are required to identify the primary type of need and the secondary type of need, information on the primary type of need is given below.</p><p> </p><p> </p><table><tbody><tr><td><p><strong>2014</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>29,835</p></td><td><p>36,565</p></td><td><p>1,155</p></td></tr><tr><td><p>North West</p></td><td><p>4,865</p></td><td><p>4,740</p></td><td><p>215</p></td></tr><tr><td><p>Lancashire</p></td><td><p>517</p></td><td><p>528</p></td><td><p>31</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2013</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>30,360</p></td><td><p>39,205</p></td><td><p>1,090</p></td></tr><tr><td><p>North West</p></td><td><p>4,795</p></td><td><p>5,445</p></td><td><p>175</p></td></tr><tr><td><p>Lancashire</p></td><td><p>571</p></td><td><p>735</p></td><td><p>29</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2012</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>31,580</p></td><td><p>41,940</p></td><td><p>1,055</p></td></tr><tr><td><p>North West</p></td><td><p>4,940</p></td><td><p>5,775</p></td><td><p>145</p></td></tr><tr><td><p>Lancashire</p></td><td><p>737</p></td><td><p>796</p></td><td><p>27</p></td></tr></tbody></table><p>Figure 1: Number with primary need type of specific learning difficulty, by type of school, region and Local Authority (those with a statement or on school action plus – not collected for those on school action)<br><br></p><p> </p><table><tbody><tr><td><p><strong>2014</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>57,505</p></td><td><p>10.7</p></td></tr><tr><td><p>Statement</p></td><td><p>10,045</p></td><td><p>11.8</p></td></tr><tr><td><p>All</p></td><td><p>67,550</p></td><td><p>10.9</p></td></tr><tr><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2013</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>60,180</p></td><td><p>10.9</p></td></tr><tr><td><p>Statement</p></td><td><p>10,480</p></td><td><p>11.9</p></td></tr><tr><td><p>All</p></td><td><p>70,660</p></td><td><p>10.9</p></td></tr><tr><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2012</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>63,695</p></td><td><p>10.8</p></td></tr><tr><td><p>Statement</p></td><td><p>10,880</p></td><td><p>11.9</p></td></tr><tr><td><p>All</p></td><td><p>74,575</p></td><td><p>11.0</p></td></tr></tbody></table><p>Figure 2: Number with primary need type of specific learning difficulty and average age (type of need not collected for those on school action).</p><p> </p><p> </p><p>[1] <a href="https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2014" target="_blank">www.gov.uk/government/statistics/special-educational-needs-in-england-january-2014</a></p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson grouped question UIN 216030 question first answered 03/12/2014 17:29:55 answering member 1605 label Biography information for Edward Timpson
tabling member	4044 label Biography information for Andrew Stephenson

166359

registered interest
date	26/11/2014
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Dyslexia
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many diagnoses of dyslexia were made in (a) England, (b) the North West and (c) Pendle constituency in each of the last three years.
tabling member constituency	Pendle
tabling member printed	Andrew Stephenson
uin	216030
answer	answer is ministerial correction date of answer 03/12/2014 answer text <p>The Department for Education does not collect specific information on the numbers of children diagnosed with dyslexia but we do publish information on pupils with specific learning difficulties as collected via the School Census and this grouping will include children whose primary needs is dyslexia. Data separating dyslexia from other forms of specific learning difficulties is not available. The answer therefore provides data on pupils identified with specific learning difficulties.</p><p>At present only those with a statement or on ‘School Action Plus’ need to provide their type of special educational need (SEN) but those on ‘School Action’ do not, which means this will not give complete coverage.</p><p>However, under the new SEN and disability reforms, which came into force on 1 September 2014, schools are required to provide data on type of needs for all children identified with SEN.</p><p>The information in the tables below has been taken from the Statistical First Releases ‘Special educational needs in England: January 2012 to 2014’.[1]</p><p>When completing their School Census data return, schools are required to identify the primary type of need and the secondary type of need, information on the primary type of need is given below.</p><p> </p><p> </p><table><tbody><tr><td><p><strong>2014</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>29,835</p></td><td><p>36,565</p></td><td><p>1,155</p></td></tr><tr><td><p>North West</p></td><td><p>4,865</p></td><td><p>4,740</p></td><td><p>215</p></td></tr><tr><td><p>Lancashire</p></td><td><p>517</p></td><td><p>528</p></td><td><p>31</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2013</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>30,360</p></td><td><p>39,205</p></td><td><p>1,090</p></td></tr><tr><td><p>North West</p></td><td><p>4,795</p></td><td><p>5,445</p></td><td><p>175</p></td></tr><tr><td><p>Lancashire</p></td><td><p>571</p></td><td><p>735</p></td><td><p>29</p></td></tr><tr><td> </td><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2012</strong></p></td><td><p><strong>Primary schools</strong></p></td><td><p><strong>Secondary Schools</strong></p></td><td><p><strong>Special Schools</strong></p></td></tr><tr><td><p>England</p></td><td><p>31,580</p></td><td><p>41,940</p></td><td><p>1,055</p></td></tr><tr><td><p>North West</p></td><td><p>4,940</p></td><td><p>5,775</p></td><td><p>145</p></td></tr><tr><td><p>Lancashire</p></td><td><p>737</p></td><td><p>796</p></td><td><p>27</p></td></tr></tbody></table><p>Figure 1: Number with primary need type of specific learning difficulty, by type of school, region and Local Authority (those with a statement or on school action plus – not collected for those on school action)<br><br></p><p> </p><table><tbody><tr><td><p><strong>2014</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>57,505</p></td><td><p>10.7</p></td></tr><tr><td><p>Statement</p></td><td><p>10,045</p></td><td><p>11.8</p></td></tr><tr><td><p>All</p></td><td><p>67,550</p></td><td><p>10.9</p></td></tr><tr><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2013</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>60,180</p></td><td><p>10.9</p></td></tr><tr><td><p>Statement</p></td><td><p>10,480</p></td><td><p>11.9</p></td></tr><tr><td><p>All</p></td><td><p>70,660</p></td><td><p>10.9</p></td></tr><tr><td> </td><td> </td><td> </td></tr><tr><td><p><strong>2012</strong></p></td><td><p><strong>Total number of children</strong></p></td><td><p><strong>Average age</strong></p></td></tr><tr><td><p>School Action Plus</p></td><td><p>63,695</p></td><td><p>10.8</p></td></tr><tr><td><p>Statement</p></td><td><p>10,880</p></td><td><p>11.9</p></td></tr><tr><td><p>All</p></td><td><p>74,575</p></td><td><p>11.0</p></td></tr></tbody></table><p>Figure 2: Number with primary need type of specific learning difficulty and average age (type of need not collected for those on school action).</p><p> </p><p> </p><p>[1] <a href="https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2014" target="_blank">www.gov.uk/government/statistics/special-educational-needs-in-england-january-2014</a></p> answering member constituency Crewe and Nantwich answering member printed Mr Edward Timpson grouped question UIN 216029 question first answered 03/12/2014 17:29:55 answering member 1605 label Biography information for Edward Timpson
tabling member	4044 label Biography information for Andrew Stephenson