1 10 Dangerous Dogs 2015-03-16T16:52:48.76Z Camborne and Redruth George Eustice false 2015-03-16 Biography information for George Eustice <p>The number of prohibited dogs exempted to named keepers are detailed in the table below.</p><p> </p><p> </p><p> </p><p> </p><p> </p><p><strong>Numbers of exempted dogs transferred to keepers for each month from January 2012 to February 2015</strong></p><p> </p><p> </p><p> </p><table><tbody><tr><td> </td><td><p><strong>2012</strong></p></td><td><p><strong>2013</strong></p></td><td><p><strong>2014</strong></p></td><td><p><strong>2015</strong></p></td></tr><tr><td><p><strong>January</strong></p></td><td><p>0</p></td><td><p>5</p></td><td><p>1</p></td><td><p>1</p></td></tr><tr><td><p><strong>February</strong></p></td><td><p>1</p></td><td><p>3</p></td><td><p>0</p></td><td><p>2</p></td></tr><tr><td><p><strong>March</strong></p></td><td><p>2</p></td><td><p>2</p></td><td><p>0</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>April</strong></p></td><td><p>0</p></td><td><p>1</p></td><td><p>1</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>May</strong></p></td><td><p>2</p></td><td><p>3</p></td><td><p>1</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>June</strong></p></td><td><p>4</p></td><td><p>2</p></td><td><p>3</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>July</strong></p></td><td><p>4</p></td><td><p>3</p></td><td><p>6</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>August</strong></p></td><td><p>3</p></td><td><p>1</p></td><td><p>2</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>September</strong></p></td><td><p>0</p></td><td><p>1</p></td><td><p>2</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>October</strong></p></td><td><p>4</p></td><td><p>0</p></td><td><p>0</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>November</strong></p></td><td><p>4</p></td><td><p>1</p></td><td><p>1</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>December</strong></p></td><td><p>2</p></td><td><p>1</p></td><td><p>3</p></td><td><p>N/A</p></td></tr><tr><td><p><strong>Total</strong></p></td><td><p><strong>26</strong></p></td><td><p><strong>23</strong></p></td><td><p><strong>20</strong></p></td><td><p><strong>3</strong></p></td></tr></tbody></table><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p><p> </p> 2015-03-09 Environment, Food and Rural Affairs To ask the Secretary of State for Environment, Food and Rural Affairs, how many prohibited types of dogs have been exempted to named keepers in each month in each year since 2012; and if she will make a statement. Henry Smith false Crawley Biography information for Henry Smith 226683 Department for Environment, Food and Rural Affairs 13 House of Commons 1 Environment, Food and Rural Affairs 2015-03-09 Education 226684 60 1 2015-03-16T17:23:18.6Z Crewe and Nantwich Mr Edward Timpson false 2015-03-16 Biography information for Edward Timpson <p>Our reforms create an expectation that schools will provide transparent information about what they are doing to support pupils with special educational needs and disabilities (SEND) and engage with parents to shape the support their child receives.</p><p> </p><p> </p><p> </p><p>All schools are required to publish an SEN Information Report. This should explain the implementation of their SEN policy. It should be easily accessible by young people and parents and should use clear, straightforward language. This information must be linked to the Local Offer published by local authorities.</p><p> </p><p> </p><p> </p><p>Schools must have regard to the SEND Code of Practice and must use their best endeavours to identify and address the needs of all pupils with SEND. Ofsted have a central role in holding schools to account for the support that is provided. The school inspection framework places an emphasis on how schools meet the needs of pupils with SEND, the quality of teaching and the progress made by those pupils.</p><p> </p><p> </p><p> </p><p>We are funding voluntary and community sector organisations to support schools to implement the Code of Practice. This includes the development of the SEND Gateway, a “one stop shop” for all schools to access high quality information, resources and training funded by Government and developed by voluntary and community organisations. This can be accessed online at: <a href="http://www.sendgateway.org.uk/" target="_blank">www.sendgateway.org.uk</a>. In addition, we are funding the Achievement for All programme to provide leadership support to schools to embed the reforms.</p><p> </p><p>Ensuring parents have information about the new system and access to advice and support is a priority for the Government. All local authorities, by law, must provide children and young people with SEN or disabilities, and their parents, with information and advice.</p><p> </p> 226685 Crawley To ask the Secretary of State for Education, what steps her Department is taking to reassure parents that schools are following the Special Educational Needs Code of Practice. Education Henry Smith false Special Educational Needs Department for Education false 2015-03-16T17:23:18.697Z Crewe and Nantwich Mr Edward Timpson false 2015-03-16 <p>Our reforms create an expectation that schools will provide transparent information about what they are doing to support pupils with special educational needs and disabilities (SEND) and engage with parents to shape the support their child receives.</p><p> </p><p> </p><p> </p><p>All schools are required to publish an SEN Information Report. This should explain the implementation of their SEN policy. It should be easily accessible by young people and parents and should use clear, straightforward language. This information must be linked to the Local Offer published by local authorities.</p><p> </p><p> </p><p> </p><p>Schools must have regard to the SEND Code of Practice and must use their best endeavours to identify and address the needs of all pupils with SEND. Ofsted have a central role in holding schools to account for the support that is provided. The school inspection framework places an emphasis on how schools meet the needs of pupils with SEND, the quality of teaching and the progress made by those pupils.</p><p> </p><p> </p><p> </p><p>We are funding voluntary and community sector organisations to support schools to implement the Code of Practice. This includes the development of the SEND Gateway, a “one stop shop” for all schools to access high quality information, resources and training funded by Government and developed by voluntary and community organisations. This can be accessed online at: <a href="http://www.sendgateway.org.uk/" target="_blank">www.sendgateway.org.uk</a>. In addition, we are funding the Achievement for All programme to provide leadership support to schools to embed the reforms.</p><p> </p><p>Ensuring parents have information about the new system and access to advice and support is a priority for the Government. All local authorities, by law, must provide children and young people with SEN or disabilities, and their parents, with information and advice.</p><p> </p> 226684 60 Education 2015-03-09 Special Educational Needs Department for Education 1 Crawley 226685 Education To ask the Secretary of State for Education, what steps her Department is taking to ensure that schools implement the provisions of the Special Educational Needs and Disability Code of Practice. Henry Smith Crawley 2015-03-09 60 2015-03-16T16:46:41.89Z Crewe and Nantwich Mr Edward Timpson false 2015-03-16 <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> 226686 Education 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. Dyslexia Department for Education false 1 Henry Smith Education 4 0