{ "format" : "linked-data-api", "version" : "0.2", "result" : {"_about" : "http://eldaddp.azurewebsites.net/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&answeringDeptId=60", "definition" : "http://eldaddp.azurewebsites.net/meta/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&answeringDeptId=60", "extendedMetadataVersion" : "http://eldaddp.azurewebsites.net/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&answeringDeptId=60&_metadata=all", "first" : "http://eldaddp.azurewebsites.net/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&_page=0&answeringDeptId=60", "hasPart" : "http://eldaddp.azurewebsites.net/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&answeringDeptId=60", "isPartOf" : "http://eldaddp.azurewebsites.net/answeredquestions.text?tablingMemberPrinted.=Henry+Smith&answeringDeptId=60", "items" : [{"_about" : "http://data.parliament.uk/resources/1682994", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1682994/answer", "answerText" : {"_value" : "
The courses designated for Higher Education student finance are set out in secondary legislation.To attract funding, students studying in England must generally be undertaking a course leading to a designated qualification at a provider registered with the Office for Students (OfS).<\/p>
<\/p>
Registration with the OfS is a requirement in place to provide assurance to the Secretary of State for Education that students are receiving a high-quality academic experience and value for money.<\/p>
<\/p>
Flying schools are welcome to apply to be on the OfS register. The funding available for designated programmes, which include pilot training, does not normally extend to costs associated with the commercial pilot\u2019s licence and flying experience.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/3985", "label" : {"_value" : "Biography information for Robert Halfon"} } , "answeringMemberConstituency" : {"_value" : "Harlow"} , "answeringMemberPrinted" : {"_value" : "Robert Halfon"} , "dateOfAnswer" : {"_value" : "2024-01-24", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2024-01-24T17:03:12.243Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2024-01-17", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Aviation: Training"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether she will consider designating pilot flight training as a higher educational course for the purpose of student loans.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "10090"} , {"_about" : "http://data.parliament.uk/resources/1675737", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1675737/answer", "answerText" : {"_value" : "
Early identification of needs is critical to improving outcomes for children and young people with Special Educational Needs and Disabilities (SEND) and the department understands that early intervention can reduce the impact that a Special Educational Need (SEN) or disability may have in the long term.<\/p>
The SEND Code of Practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all children and young people and provide support where it is needed, including arranging diagnostic tests where appropriate.<\/p>
To support all teachers in meeting these expectations, the department is implementing teacher training reforms. These reforms are designed to ensure that teachers have the skills to support all pupils to succeed, including those with SEND. Since 2020, the Initial Teacher Training Core Content Framework (CCF) has included content on adapting teaching to the strengths and needs of all pupils. The department is conducting a review of the CCF and Early Career Framework, which will consider further opportunities to improve how the frameworks support new teachers to meet the needs of pupils with SEND.<\/p>
The department\u2019s Universal Services (US) contract brings together SEND-specific continuous professional development and support for the teaching workforce to improve outcomes for children and young people. This includes autism awareness training and resources. Over 100,000 professionals have undertaken autism awareness training since the US programme launched.<\/p>
The department has also committed to funding training for up to 7,000 early years staff to gain an accredited Level 3 early years SENCO qualification.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4761", "label" : {"_value" : "Biography information for David Johnston"} } , "answeringMemberConstituency" : {"_value" : "Wantage"} , "answeringMemberPrinted" : {"_value" : "David Johnston"} , "dateOfAnswer" : {"_value" : "2023-12-11", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-12-11T17:35:03.157Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-12-05", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Special Educational Needs"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what steps her Department is taking to screen pupils for special educational needs and disabilities in primary schools.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "900565"} , {"_about" : "http://data.parliament.uk/resources/1649732", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1649732/answer", "answerText" : {"_value" : "
The Government is committed to improving outcomes for all pupils no matter their gender, and raising attainment for pupils is at the heart of this Government\u2019s agenda.<\/p>
The Department funds and supports large scale evaluation and research into improving education and attainment through the Educational Endowment Foundation (EEF), which aims to build a high quality evidence base on what is proven to be successful in education practice, and to support schools, colleges and early years providers to access and effectively mobilise this evidence to raise attainment of disadvantaged 2 to 19 year olds. The Department recently re-endowed the EEF with £137 million in 2022 to continue to build the evidence base until at least 2032. This funding will cement the EEF\u2019s role as a central, long-term feature of the education landscape for at least the next decade.<\/p>
Evidence from formal assessments, and recent reports from the Education Policy Institute and Rising Stars showed that attainment for all pupils, including boys, fell during the COVID-19 pandemic.<\/p>
Between its introduction in 2012 and the last assessments before the pandemic in 2019, attainment in the phonics screening check has increased significantly for boys and girls. In 2019, 78% of boys and 85% of girls met the expected standard by Year 1, compared to 54% of boys and 62% of girls in 2012. In 2022, following the pandemic, attainment in the phonics screening check was down by 6% for both boys and girls. 72% of boys met the expected standard compared to 79% of girls.<\/p>
At Key Stage 2, the proportion of pupils meeting the expected standard in reading, writing and mathematics increased between 2016 and the last assessments before the pandemic in 2019. 65% of pupils met the expected standard in all three subjects in 2019 (60% of boys, 70% of girls), compared to 53% in 2016 (50% of boys, 56% of girls). In 2022, following the pandemic, attainment fell among both girls and boys in all subjects except reading. However, the fall was slightly larger for girls. Girls continue to outperform boys in all subjects except mathematics.<\/p>
At Key Stage 4 more girls enter the full English Baccalaureate than boys, and girls continue to do better than boys across all headline attainment measures. The gap for the percentage achieving grades 5 and above in English and mathematics has narrowed from 6.6% in 2018/19 and 7.6% in 2020/21, to 5.7% in 2021/22. The widening between 2019 and 2021 was driven by girls seeing a larger increase (9.2% vs 8.2%), but the narrowing to 2022 was caused by girls having a larger decrease than boys (3.1% vs 1.2%).<\/p>
In response to this, the Department is continuing to take action to support schools, including increasing core schools funding at the Autumn Statement 2022. The additional funding announced in the Autumn Statement will mean that the core schools budget is a net £2 billion higher than published at Spending Review 2021 in each of 2023/24 and 2024/25.<\/p>
The Department continues to deliver the proposals set out in the Schools White Paper, which aim to improve outcomes for all pupils, including boys. This includes providing an excellent teacher for every child, securing high standards in curriculum, behaviour and attendance, and providing targeted support for every pupil who needs it.<\/p>
For teachers, the Department remains committed to delivering £30,000 starting salaries to attract and retain the very best teachers. In addition, the Department will deliver 500,000 teacher training and development opportunities by the end of 2024 and have recently announced a £181 million incentive package for initial teacher training. This package of support will secure more high quality teaching, which is the single most important in school factor on attainment.<\/p>
The Department continues to promote the use of phonics (supported by the English Hubs Programme) and support schools to offer a high quality, knowledge rich curriculum, both of which are critical to ensuring boys are able to achieve well in later life. The Government has also transformed the way mathematics is taught in schools based on the best available international evidence, including approaches from the highest performing countries in the world. Reform of the mathematics curriculum was accompanied by the introduction of a National Centre for Excellence in the Teaching of Mathematics, which is now working with a network of 40 mathematics hubs to help local schools improve the quality of their teaching through the £100 million Teaching for Mastery programme. In addition, the Government has established the Oak National Academy, setting aside up to £43 million over the next three years to support it to provide high quality resources to schools.<\/p>
The Department continues to support schools through the Pupil Premium, National Tutoring Programme and Recovery Premium. More than £1 billion is available to support tutoring up to 2023/24, with a further £1 billion of Recovery Premium funding in the 2022/23 and 2023/24 academic years.<\/p>
The Department continues to assess the impact of these specific programmes where possible and to consider their combined impact on attainment outcomes for pupils overall, alongside the large scale research and evaluation of the EEF.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2023-07-11", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2023-07-11T15:05:33.223Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2023-07-03", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Education: Boys"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether her Department plans to take steps to implement large-scale evaluation of the interventions aimed at increasing boys' learning in educational settings.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "192067"} , {"_about" : "http://data.parliament.uk/resources/1546354", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1546354/answer", "answerText" : {"_value" : "
The Department has completed a compliant tendering process for the supply of defibrillators for schools through Crown Commercial Services Framework RM6157.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/111", "label" : {"_value" : "Biography information for Nick Gibb"} } , "answeringMemberConstituency" : {"_value" : "Bognor Regis and Littlehampton"} , "answeringMemberPrinted" : {"_value" : "Nick Gibb"} , "dateOfAnswer" : {"_value" : "2022-12-06", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-12-06T16:28:03.793Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-11-29", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Schools: Defibrillators"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what her planned timetable is for opening the tendering process for the supply of defibrillators for schools.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "98714"} , {"_about" : "http://data.parliament.uk/resources/1467366", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1467366/answer", "answerText" : {"_value" : "
In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, the department announced it would establish a single, national SEND and AP system. This will set clear standards for provision, processes and systems, clear roles and responsibilities, and set strengthened accountabilities at every level to drive up outcomes and improve consistency for children and young people with SEND.<\/p>
The proposals aim to drive national consistency in how needs are assessed, identified, and met across education, health, and care through the introduction of national standards. These are intended to provide clarity and consistency in the types of support that should be available for children and young people with SEND or those who require AP, including access to specialist professionals.<\/p>
The department knows the value that mainstream schools place on high-quality, accessible specialist advice. This includes advice from educational psychologists and qualified teachers of visually impaired children and young people. The SEND and AP Green Paper sets out the department\u2019s vision for an inclusive education system to ensure that all children and young people, including those with sight loss, have timely access to specialist services and support.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4423", "label" : {"_value" : "Biography information for Will Quince"} } , "answeringMemberConstituency" : {"_value" : "Colchester"} , "answeringMemberPrinted" : {"_value" : "Will Quince"} , "dateOfAnswer" : {"_value" : "2022-06-16", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "11644"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-16T17:12:29.88Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-01", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Special Educational Needs: Visual Impairment"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, if he will make an assessment of the potential merits of the use of specialist professions for children with sight loss as part of the SEND review.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "11643"} , {"_about" : "http://data.parliament.uk/resources/1467367", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1467367/answer", "answerText" : {"_value" : "
In the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, the department announced it would establish a single, national SEND and AP system. This will set clear standards for provision, processes and systems, clear roles and responsibilities, and set strengthened accountabilities at every level to drive up outcomes and improve consistency for children and young people with SEND.<\/p>
The proposals aim to drive national consistency in how needs are assessed, identified, and met across education, health, and care through the introduction of national standards. These are intended to provide clarity and consistency in the types of support that should be available for children and young people with SEND or those who require AP, including access to specialist professionals.<\/p>
The department knows the value that mainstream schools place on high-quality, accessible specialist advice. This includes advice from educational psychologists and qualified teachers of visually impaired children and young people. The SEND and AP Green Paper sets out the department\u2019s vision for an inclusive education system to ensure that all children and young people, including those with sight loss, have timely access to specialist services and support.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4423", "label" : {"_value" : "Biography information for Will Quince"} } , "answeringMemberConstituency" : {"_value" : "Colchester"} , "answeringMemberPrinted" : {"_value" : "Will Quince"} , "dateOfAnswer" : {"_value" : "2022-06-16", "_datatype" : "dateTime"} , "groupedQuestionUIN" : {"_value" : "11643"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-06-16T17:12:29.927Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-06-01", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Special Educational Needs: Standards"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, whether he plans to include a right to access specialist professionals, such as habilitation workers, in the planned SEND national standards.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "11644"} , {"_about" : "http://data.parliament.uk/resources/1463487", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1463487/answer", "answerText" : {"_value" : "
The department recognises the critical value of science, technology, engineering, and maths (STEM) in driving the economy and productivity. Ensuring that anyone, regardless of their background,\u202fcan\u202fpursue a career in a STEM occupation is a key priority for this government.<\/p>
Apprenticeships are a great way for people to receive high-quality training and begin, or progress in, a successful STEM career. The department has put employers at the heart of our apprenticeship system, empowering them to design the standards they need with the help of the Institute for Apprenticeships and Technical Education. There are over 340 employer-designed apprenticeship standards in STEM, including Cyber Security Technician at level 3, Space Engineer Technician at level 4 and Aero Space Engineer (degree) at level 6.<\/p>
It is encouraging to see that in the 2021/22 academic year, there were 66,000 apprenticeship starts in STEM, making up 32.3% of all apprenticeship starts that year.<\/p>
The department continues to promote apprenticeships in schools through the Apprenticeship Support & Knowledge programme and is working with our Apprenticeship Diversity Champions Network of influential employers such as Siemens, Bombardier, and Rolls-Royce to promote best practices in recruiting and retaining people from all backgrounds in STEM apprenticeships.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4613", "label" : {"_value" : "Biography information for Alex Burghart"} } , "answeringMemberConstituency" : {"_value" : "Brentwood and Ongar"} , "answeringMemberPrinted" : {"_value" : "Alex Burghart"} , "dateOfAnswer" : {"_value" : "2022-05-24", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-05-24T11:41:27.653Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-05-17", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "STEM Subjects: Apprentices"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, what assessment his Department has made of the impact of 19,000 apprentices contributions in the aerospace, defence, security and space sectors on the promotion of STEM throughout the UK.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "3560"} , {"_about" : "http://data.parliament.uk/resources/1462787", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1462787/answer", "answerText" : {"_value" : "
Children and young people with special educational needs and disabilities (SEND) are a priority and where a local area is deemed to be underperforming, either by way of inspection or concerns raised, the department will not hesitate to intervene in cases of systemic and/or persistent failure. For example, we may issue a formal improvement notice or use powers under Section 497A of the Education Act 1996 to issue a statutory direction directing the council to take any further actions we deem necessary, which may include requiring the responsible local authority to work with a SEND commissioner.<\/p>
Where families wish to seek redress or otherwise resolve disagreements about Education, Health and Care needs assessments or plans, they have the option to do so via disagreement resolution, mediation, or by registering an appeal with the first-tier tribunal (SEND). The department is currently consulting on proposals to strengthen this system in the SEND and AP Green Paper.<\/p>"} , "answeringMember" : {"_about" : "http://data.parliament.uk/members/4423", "label" : {"_value" : "Biography information for Will Quince"} } , "answeringMemberConstituency" : {"_value" : "Colchester"} , "answeringMemberPrinted" : {"_value" : "Will Quince"} , "dateOfAnswer" : {"_value" : "2022-05-23", "_datatype" : "dateTime"} , "isMinisterialCorrection" : {"_value" : "false", "_datatype" : "boolean"} , "questionFirstAnswered" : [{"_value" : "2022-05-23T10:05:07.76Z", "_datatype" : "dateTime"} ]} , "answeringDeptId" : {"_value" : "60"} , "answeringDeptShortName" : {"_value" : "Education"} , "answeringDeptSortName" : {"_value" : "Education"} , "date" : {"_value" : "2022-05-13", "_datatype" : "dateTime"} , "hansardHeading" : {"_value" : "Special Educational Needs"} , "houseId" : {"_value" : "1"} , "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"} } ], "questionText" : "To ask the Secretary of State for Education, with reference to the Answer of 27 April 2022 to Question 156423 on special educational needs, if his Department will take steps to (a) intervene when service providers do not meet their legal duties to families with disabled children and (b) provide redress in those cases to affected families.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"} , "tablingMember" : {"_about" : "http://data.parliament.uk/members/3960", "label" : {"_value" : "Biography information for Henry Smith"} } , "tablingMemberConstituency" : {"_value" : "Crawley"} , "tablingMemberPrinted" : [{"_value" : "Henry Smith"} ], "uin" : "1500"} , {"_about" : "http://data.parliament.uk/resources/1458742", "AnsweringBody" : [{"_value" : "Department for Education"} ], "answer" : {"_about" : "http://data.parliament.uk/resources/1458742/answer", "answerText" : {"_value" : "
It firmly remains a priority for my right hon. Friend, the Secretary of State for Education, that local authorities and other providers fulfil their statutory duties in providing the right support at the right time for children and young people with SEND and their families. The Secretary of State is committed to holding them to account where these statutory obligations are not met.<\/p>
From May 2016, Ofsted and the Care Quality Commission (CQC) began inspecting local areas (including local authorities and other commissioners and service providers) on their effectiveness in fulfilling their duties for children and young people who have SEND.<\/p>
Under the current framework, Area SEND inspections consider how effectively the local area identifies and meets the needs of different groups of children and young people who have special educational needs or a disability, as defined in the Children and Families Act 2014 and set out in the SEND Code of Practice. The inspections also consider how effectively the local area improves the outcomes of these children and young people. They may also provide evidence for local areas to receive appropriate external support and intervention.<\/p>
The department has commissioned CQC and Ofsted, with the support of the Department of Health and Social Care, to develop a new area SEND inspection framework to launch after the existing inspection cycle has finished. Taking account of learning from the first cycle, this framework will include a greater focus on the experience of children and young people with SEND and their families and give more prominence to the quality integration and commissioning of education, health, and care services.<\/p>
The SEND and AP Green Paper proposes to strengthen accountability measures, including through Ofsted and CQC inspections and strengthened oversight via the department's new Regions Group.<\/p>
<\/strong><\/p>"}
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