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1167633

	registered interest
	date	31/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to ensure that the training provided to senior leadership teams in schools on how to support students after a terrorist attack close to their school or home is (a) appropriate to the (i) age and (ii) development and social understanding and (b) sensitive to the religious needs of those students.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	8197
	answer	answer is ministerial correction date of answer 05/11/2019 answer text <p>High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.</p><p>I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.</p><p>These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.</p><p>Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.</p><p>As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: <a href="https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper" target="_blank">https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper</a>.</p><p>The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 8195 8196 question first answered 05/11/2019 14:39:05 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1167632

	registered interest
	date	31/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whether he is taking steps to ensure that training and support guidance provided to senior leadership teams in schools after a terrorist attack close to the school or homes of their students is empirically tested to ensure that it meets the needs of teachers and students; and if he will make a statement.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	8196
	answer	answer is ministerial correction date of answer 05/11/2019 answer text <p>High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.</p><p>I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.</p><p>These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.</p><p>Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.</p><p>As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: <a href="https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper" target="_blank">https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper</a>.</p><p>The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 8195 8197 question first answered 05/11/2019 14:39:05 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1167631

	registered interest
	date	31/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Teachers: Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, if he will take steps to ensure that training and support provided to senior leadership teams in schools situated close to where a terrorist attack took place is informed by the work of psychologists or trained professionals.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	8195
	answer	answer is ministerial correction date of answer 05/11/2019 answer text <p>High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.</p><p>I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.</p><p>These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.</p><p>Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.</p><p>The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.</p><p>As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: <a href="https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper" target="_blank">https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper</a>.</p><p>The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.</p> answering member constituency Chippenham answering member printed Michelle Donelan grouped question UIN 8196 8197 question first answered 05/11/2019 14:39:05 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1167077

	registered interest
	date	29/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Protection
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what support his Department is providing to local authorities to improve their support for vulnerable children.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	7038
	answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>All children should have access to the support they need to keep them safe, provide them with a stable and nurturing home, and overcome challenges to achieve their potential. That is why at the Spending Round 2019, the government confirmed an additional £1 billion grant for adult and children’s social care in 2020-21 in addition to the continuation of all existing social care grants.</p><p>Local authorities core spending power is expected to rise from £46.2 billion to £49.1 billion in 2020-21, an estimated 4.3% real terms increase.</p><p>We also provide targeted help and support to drive improvement in local authorities. We are investing £20 million in regional sector-led improvement to get ahead of failure. Our strong ‘Partner in Practice’ authorities have already helped over 70 local authorities, getting upstream of the risk of failure, with work underway to broker support for many more.</p><p>Additionally, we are investing £2 million in improving leadership in children's services with support being delivered through the Local Government Association. In addition to the £84 million targeted fund, Autumn Budget made £410 million available to local authorities for adults and children’s social care in 2019-20.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 04/11/2019 16:59:08 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1167418

	registered interest
	date	30/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	University Technical Colleges: Standards
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to increase the number of University Technical Colleges achieving good and outstanding Ofsted reports.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	7633
	answer	answer is ministerial correction date of answer 04/11/2019 answer text <p>The department wants university technical colleges (UTCs) to flourish so that they offer a high standard of education for young people who want to follow a technical pathway.</p><p>We have been supporting UTCs to improve their educational performance through a range of measures, including funding intensive support from a local teaching school and providing advice, guidance and challenge from experienced secondary education experts. We are also encouraging and supporting UTCs to join multi-academy trusts, which we believe is the best way to ensure they improve educationally, as well as helping improve their financial viability.</p><p>The department has also introduced several measures to support pupil recruitment in UTCs. Changes in the Technical and Further Education Act 2017 (known as the Baker Clause), introduced in January 2018, require maintained schools and academies to provide opportunities for providers of technical education, such as UTCs, to visit schools to talk to students in years 8-13, to inform them of their offer. UTCs are also now able to apply to the department to extend their age range to 11-19, further embedding them in their local education landscape, and widening the offer to local pupils.</p><p>Strong UTCs help young people progress into further education, employment and apprenticeships. In 2016, 87% of students who left a UTC progressed into a sustained destination after key stage 5, which is higher than the national average for all schools and colleges. 21% progressed into sustained apprenticeships, double the national average.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 04/11/2019 16:10:20 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1151389

	registered interest
	date	22/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Visual Impairment
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, how many councils have reduced funding for educational support for visually impaired children in England in the last three years.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	3534
	answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>Spending by local authorities on children and young people with additional needs is recorded in the local authority’s section 251 return. That does not break down spending by type of need, so we are unable to confirm the level of spending on visual impairment.</p><p>Since 2015-16, our high needs funding has risen from £5.2 billion to £6.3 billion. Next year, high needs funding will rise by £780 million to over £7 billion, with every local authority seeing a minimum funding increase of 8% per head of population aged 2 to 18 years old.</p><p> </p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 28/10/2019 14:48:27 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1151830

	registered interest
	date	23/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Special Educational Needs: Employment and Training
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps he is taking to increase the (a) quantity and (b) quality of employment and training opportunities for SEND students over the age of 16.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	4263
	answer	answer is ministerial correction date of answer 28/10/2019 answer text <p>The Special Educational Needs and Disabilities (SEND) Code of Practice explicitly states that all children and young people with SEND, whether or not they have an Education, Health and Care (EHC) plan, should be prepared for adulthood, including employment. We know that with the right preparation and support, the overwhelming majority of young people with SEND are capable of sustained paid employment. All professionals working with them should share that presumption and should provide the career advice and support that help young people to develop the skills and experience, and achieve the qualifications, that they need to succeed in their careers.</p><p>Work-based learning is available through personalised study programmes for all young people aged 16 to 19, or up to age 25 if the young person has an EHC plan. This includes:</p><ul><li>Supported Internships – these are structured study programmes, based primarily at an employer. They equip young people who have an EHC plan with the skills they need for work, through learning in the workplace. In December 2017, the department provided an additional £9.7 million to local authorities to train job coaches and establish supported internship forums, bringing together local partners to develop and deliver supported internships in their area.</li></ul><p> </p><ul><li>Traineeships - these support young people aged 16-24 (25 with an EHC plan) by providing quality training for young people who need to develop their skills and experience to access apprenticeships and other sustainable employment. The department is currently considering how the programme can provide a more effective pathway into apprenticeships. We are also considering greater flexibility and employer involvement in the design, whilst retaining what currently works.</li></ul><p> </p><ul><li>We have also taken steps to ensure apprenticeships are accessible to those with an EHC plan or legacy statement. This includes adjusting the minimum English and maths requirements to Entry Level 3 Functional Skills if they struggle to achieve the regular English and maths minimum requirements but can otherwise meet the occupational standards of the apprenticeship.</li></ul><p> </p><ul><li>We have also funded Mencap, to help colleges arrange work experience placements for learners with SEND.</li></ul><p> </p><p> </p><p> </p><p> </p><p>However, we know there is more to do and that is why in September, my right hon. Friend, the Secretary of State for Education announced a cross-government review of provision for children and young people with SEND, to ensure that they are supported to thrive and prepare for adulthood, including employment.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 28/10/2019 14:35:13 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1150952

	registered interest
	date	21/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Children: Social Services
	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 improved provision of services by local authorities for vulnerable children.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	2663
	answer	answer is ministerial correction date of answer 24/10/2019 answer text <p>All children, no matter where they live, should have access to the support they need to keep them safe, provide them with a stable and nurturing home, and overcome challenges to achieve their potential. That is why, at the Spending Round 2019, the government confirmed an additional £1 billion grant for adult and children’s social care in 2020-21. Overall, core spending power is expected to rise from £46.2 billion to £49.1 billion in 2020-21, an estimated 4.3% real terms increase.</p><p>However, funding to local government is only part of the solution. We are also implementing an extensive programme of reforms designed to deliver improved outcomes for these children, young people and families. This includes investing £84 million over the next 5 years in targeted, evidence-based interventions to improve the support provided to vulnerable children and their families and enable more children to stay at home thriving in stable family environments. On top of this, we have committed nearly £270 million since 2014 to drive improvement and innovation in children’s social care.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 24/10/2019 14:35:13 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1148987

	registered interest
	date	14/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Adoption: Ethnic Groups
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, what steps the Government is taking to encourage the adoption of children (a) from BAME backgrounds and (b) over the age of five.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	31
	answer	answer is ministerial correction date of answer 17/10/2019 answer text <p>The government has invested £645,000 to boost adoption recruitment during 2019-20. We have funded the sector through the National Adoption Recruitment Steering Group, which has run both the National Adoption Week campaign and wider recruitment projects to target potential adopters in their areas for the children they have waiting. This will include children from black, Asian and minority ethnic (BAME) backgrounds and children over the age of 5. Part of this work has included work with churches and mosques to encourage adopters from a range of different backgrounds.</p><p> </p><p>We are commissioning behavioural insights research to better understand the motivations and barriers for people who are interested in becoming foster carers or adopters. This piece of work is focused on wider recruitment but should give us insight into how we better engage adopters for children who are harder to place.</p><p> </p><p>In addition, at a recent No 10 roundtable, I gave commitments that the department will be:</p><ul><li><p>Exploring through the Adoption &amp; Special Guardianship Leadership Board decision making at Local Authority level and reported barriers to BAME families becoming adopters;</p></li><li><p>Reviewing how we can improve support in schools and in particular how designated teachers for adopted children and Virtual School Heads can best support adopted BAME children;</p></li><li><p>Improving working with BAME stakeholders, to ensure their viewpoints are included in policy development and implementation;</p></li><li><p>Asking Regional Adoption Agencies to create a national BAME recruitment strategy in collaboration with key stakeholders such as the voluntary sector organisation Homes for Good; and</p></li><li><p>Considering how best to ensure all their frontline social workers understand the law and are supportive of BAME families coming forward to adopt.</p></li></ul><p> </p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 17/10/2019 16:55:32 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham

1148988

	registered interest
	date	14/10/2019
	answering body	Department for Education
	answering dept id	60
	answering dept short name	Education
	answering dept sort name	Education
	hansard heading	Adoption: Disability
	house id	1
	legislature	25259 pref label House of Commons
	question text	To ask the Secretary of State for Education, whats steps the Government is taking to support children with disabilities (a) before and (b) after they are adopted.
	tabling member constituency	Coventry South
	tabling member printed	Mr Jim Cunningham
	uin	32
	answer	answer is ministerial correction date of answer 17/10/2019 answer text <p>Our ambition is for every child, no matter what challenges they face, to have access to a world-class education that sets them up for life. We introduced Education, Health and Care plans to provide personalised and tailored support for those children with more complex needs and have also announced £780 million additional funding in 2020-21, bringing the total funding for high needs to £7.2 billion.</p><p> </p><p>All children who were adopted, including children with disabilities, are also entitled to access the Adoption Support Fund (ASF) which can pay for essential therapeutic services. The ASF aims to ensure that these families receive good, timely support. Adopted children also attract Pupil Premium Plus funding of £2,300 per pupil for their schools, which can be used to support their educational outcomes.</p> answering member constituency Chippenham answering member printed Michelle Donelan question first answered 17/10/2019 16:07:42 answering member 4530 label Biography information for Michelle Donelan
	tabling member	308 label Biography information for Mr Jim Cunningham