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1627160

registered interest
date	11/05/2023
answering body	Department for Work and Pensions
answering dept id	29
answering dept short name	Work and Pensions
answering dept sort name	Work and Pensions
hansard heading	Employment: Disability
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to the remarks by the Minister of State for the Department of Work and Pensions in evidence to the House of Commons Work and Pensions Select Committee on 3 May, when the root and branch review of the Disability Confident scheme will take place.
tabling member printed	Lord Addington
uin	HL7767
answer	answer is ministerial correction date of answer 25/05/2023 answer text <p>In 2021, we began a review of the Disability Confident scheme which was announced in the National Disability Strategy (NDS). In January 2022, the High Court declared the NDS was unlawful because the UK Disability Survey, which informed it, was held to be a voluntary consultation that failed to comply with the legal requirements on public consultations. The Secretary of State wanted to minimise the risk of acting inconsistently with the Court’s declaration, therefore, we paused a limited number of policies referred to in the strategy, including work directly related to the Disability Confident review. The Secretary of State has successfully obtained permission to appeal this decision. The Court of Appeal hearing is due to take place on 28 and 29 June 2023.</p><p> </p><p>The Minister for Disabled People, Health and Work is exploring what additional steps we can take, whilst respecting the Court’s decision and awaiting the outcome of the appeal.</p> answering member printed Viscount Younger of Leckie question first answered 25/05/2023 11:39:53 answering member 4169 label Biography information for Viscount Younger of Leckie
tabling member	3453 label Biography information for Lord Addington

1613027

registered interest
date	20/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Standards
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what communications the Department for Education plans for local authorities, schools and parents where the national standards as outlined in their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800) will be trialled. explaining how that Plan complies with existing legislation and guidance, in particular the Equalities Act 2010, the Children and Families Act 2014 and the SEND Code of Practice.
tabling member printed	Lord Addington
uin	HL7314
answer	answer is ministerial correction date of answer 03/05/2023 answer text <p>The new National Standards will build on the comprehensive legal framework relevant to children and young people with Special Educational Needs and Disabilities (SEND) by clarifying what good evidence-based provision looks like, who is responsible for securing it and from what budgets.</p><p>The department has heard through the SEND and Alternative Provision Green Paper how important it is that National Standards are evidence-based and that children, young people and their families are able to feed into the development process. We are setting up a steering group of cross sector representatives, that will include parent-carer representatives, to oversee the development of standards. The department will test the National Standards in the context of our £70 million Change Programme to ensure they are iterated and set up for success.</p><p>The development of the National Standards may require updates to both the legislation on SEND and to the SEND Code of Practice. The department will publish the National Standards in full for consultation.</p><p> </p> answering member printed Baroness Barran grouped question UIN HL7254 question first answered 03/05/2023 16:25:47 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612578

registered interest
date	19/04/2023
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 Schemes
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government where an individual adult who has been identified with a special educational need caused by a recognised disability, or a parent or guardian of such an individual, can find information about the process of transferring from education into work.
tabling member printed	Lord Addington
uin	HL7252
answer	answer is ministerial correction date of answer 04/05/2023 answer text <p>The department wants to provide all young people with Special Educational Needs and Disabilities (SEND) with good opportunities that allow them to transition from education into a fulfilling adult life.</p><p>On 2 March 2023, the department published the SEND and Alternative Provision (AP) Improvement Plan, in response to the Green Paper published in March last year. This outlines the government’s mission for the SEND and AP system to fulfil children and young people’s potential, build parents’ trust and provide financial sustainability.</p><p>The department committed to developing good practice guidance to support consistent, timely, high-quality transitions for children and young people with SEND and in AP. This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings, including into employment.</p><p>We are also supporting the Department for Work and Pensions (DWP) to develop and pilot an Adjustments Passport that will help to smooth the transition into employment and support people changing jobs. The Adjustments Passport will capture the in-work support needs of the individual and the pilots will establish whether the passport can reduce the need for assessments where needs remain the same. This will empower the passport holder to have a more confident conversation with potential employers about workplace adjustments.</p><p>Schools and colleges are expected to develop and improve their careers provision for young people in line with the world-class Gatsby Benchmarks, addressing the individual needs of each pupil, and seeking to raise the career aspirations of students with SEND. A new £2.6 million careers programme will deliver targeted, age-appropriate careers support in over 2,200 primary schools, to encourage children to think about future jobs, raise aspirations and challenge stereotypes, including those about people with disabilities.</p><p>To ensure children and young people with SEND are aware of their options, careers guidance for pupils with SEND should take account of the full range of relevant education, training and employment opportunities, such as traineeships and apprenticeships, supported internships or routes into higher education.</p><p>For those with an Education, Health, and Care (EHC) plan, there must be a specific focus from Year 9 onwards on preparing the young person for adulthood, including employment, as part of their EHC plan’s annual review. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.</p><p>The National Careers Service offers free, up-to-date, impartial information, advice and guidance on careers, skills, and the labour market in England. It helps people realise their full potential and supports social mobility by working with individuals to motivate them and develop their understanding of the full range of options open to them, whatever their background or circumstances. There's more information available at: <a href="https://nationalcareersservice.direct.gov.uk/" target="_blank">https://nationalcareersservice.direct.gov.uk/</a>.</p><p>DWP is running a series of programmes to support learning disabled people into employment, including the Work and Health Programme, Intensive Personalised Employment Support and Local Supported Employment. They are also working with employers via Disability Confident to increase their capacity to recruit, retain and support learning disabled employees.</p><p>Furthermore, Access to Work is a demand led, discretionary DWP grant that supports the recruitment and retention of disabled people in sustainable, paid employment.</p><p>The grant provides personalised support, including workplace assessments, travel to and in work, support workers, specialist aids and equipment including vehicle adaptations to enable disabled people and those with a health condition, to move into or retain employment. AtW can fund up to £66,000 worth of flexible, personalised support per person per year.</p><p> </p> answering member printed Baroness Barran grouped question UIN HL7253 question first answered 04/05/2023 12:54:05 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612579

registered interest
date	19/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs: Vocational Guidance
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what plans they have to ensure that those with an identified special educational need receive careers guidance, from the point of identification, that explains how to access government-provided workplace support for those special educational needs and disabilities throughout their adult working lives.
tabling member printed	Lord Addington
uin	HL7253
answer	answer is ministerial correction date of answer 04/05/2023 answer text <p>The department wants to provide all young people with Special Educational Needs and Disabilities (SEND) with good opportunities that allow them to transition from education into a fulfilling adult life.</p><p>On 2 March 2023, the department published the SEND and Alternative Provision (AP) Improvement Plan, in response to the Green Paper published in March last year. This outlines the government’s mission for the SEND and AP system to fulfil children and young people’s potential, build parents’ trust and provide financial sustainability.</p><p>The department committed to developing good practice guidance to support consistent, timely, high-quality transitions for children and young people with SEND and in AP. This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings, including into employment.</p><p>We are also supporting the Department for Work and Pensions (DWP) to develop and pilot an Adjustments Passport that will help to smooth the transition into employment and support people changing jobs. The Adjustments Passport will capture the in-work support needs of the individual and the pilots will establish whether the passport can reduce the need for assessments where needs remain the same. This will empower the passport holder to have a more confident conversation with potential employers about workplace adjustments.</p><p>Schools and colleges are expected to develop and improve their careers provision for young people in line with the world-class Gatsby Benchmarks, addressing the individual needs of each pupil, and seeking to raise the career aspirations of students with SEND. A new £2.6 million careers programme will deliver targeted, age-appropriate careers support in over 2,200 primary schools, to encourage children to think about future jobs, raise aspirations and challenge stereotypes, including those about people with disabilities.</p><p>To ensure children and young people with SEND are aware of their options, careers guidance for pupils with SEND should take account of the full range of relevant education, training and employment opportunities, such as traineeships and apprenticeships, supported internships or routes into higher education.</p><p>For those with an Education, Health, and Care (EHC) plan, there must be a specific focus from Year 9 onwards on preparing the young person for adulthood, including employment, as part of their EHC plan’s annual review. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.</p><p>The National Careers Service offers free, up-to-date, impartial information, advice and guidance on careers, skills, and the labour market in England. It helps people realise their full potential and supports social mobility by working with individuals to motivate them and develop their understanding of the full range of options open to them, whatever their background or circumstances. There's more information available at: <a href="https://nationalcareersservice.direct.gov.uk/" target="_blank">https://nationalcareersservice.direct.gov.uk/</a>.</p><p>DWP is running a series of programmes to support learning disabled people into employment, including the Work and Health Programme, Intensive Personalised Employment Support and Local Supported Employment. They are also working with employers via Disability Confident to increase their capacity to recruit, retain and support learning disabled employees.</p><p>Furthermore, Access to Work is a demand led, discretionary DWP grant that supports the recruitment and retention of disabled people in sustainable, paid employment.</p><p>The grant provides personalised support, including workplace assessments, travel to and in work, support workers, specialist aids and equipment including vehicle adaptations to enable disabled people and those with a health condition, to move into or retain employment. AtW can fund up to £66,000 worth of flexible, personalised support per person per year.</p><p> </p> answering member printed Baroness Barran grouped question UIN HL7252 question first answered 04/05/2023 12:54:05 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612580

registered interest
date	19/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800), how they intend to address any confusion about the status of pre-existing legislation in areas where the National Standards will be trailed.
tabling member printed	Lord Addington
uin	HL7254
answer	answer is ministerial correction date of answer 03/05/2023 answer text <p>The new National Standards will build on the comprehensive legal framework relevant to children and young people with Special Educational Needs and Disabilities (SEND) by clarifying what good evidence-based provision looks like, who is responsible for securing it and from what budgets.</p><p>The department has heard through the SEND and Alternative Provision Green Paper how important it is that National Standards are evidence-based and that children, young people and their families are able to feed into the development process. We are setting up a steering group of cross sector representatives, that will include parent-carer representatives, to oversee the development of standards. The department will test the National Standards in the context of our £70 million Change Programme to ensure they are iterated and set up for success.</p><p>The development of the National Standards may require updates to both the legislation on SEND and to the SEND Code of Practice. The department will publish the National Standards in full for consultation.</p><p> </p> answering member printed Baroness Barran grouped question UIN HL7314 question first answered 03/05/2023 16:25:47 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612581

registered interest
date	19/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800) which states that most pupils going into AP have a special educational need, what structure they expect to put in place for identifying what specific special educational needs individuals pupils have; and in what timeframe.
tabling member printed	Lord Addington
uin	HL7255
answer	answer is ministerial correction date of answer 04/05/2023 answer text <p>This government supports Alternative Provision (AP) schools to use their specialist skills and experience to asses the special educational needs of individual pupils referred to them. The department would expect such assessments to be made quickly but, given the variability in individual need, the department believes it would not be appropriate to set a single timeframe for this assessment.</p><p>As set out in the Special Educational Needs and Disability (SEND) and AP Improvement Plan, published in March, it is the department’s intention that AP schools will work closely in partnership with mainstream settings to provide high-quality, targeted support and one-to-one interventions. This will build capacity in mainstream schools to identify and support needs early, reducing the numbers of preventable exclusions and expensive long-term placements, and leading to improvements in children’s wellbeing and outcomes.</p><p>The department will invest in the workforce across education, health and care to build the capacity of the specialist workforce and to improve confidence and expertise in supporting children and young people with SEND promptly and effectively.</p><p>The department is implementing high-quality teacher training reforms which begin with initial teacher training and continues into early career teaching, through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND and in AP schools.</p> answering member printed Baroness Barran grouped question UIN HL7256 question first answered 04/05/2023 12:56:23 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612582

registered interest
date	19/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government, further to their Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan (CP 800) which states that most pupils going into AP have a special educational need, what additional continuous professional development will be provided to teachers in the sector to deal with the most common conditions.
tabling member printed	Lord Addington
uin	HL7256
answer	answer is ministerial correction date of answer 04/05/2023 answer text <p>This government supports Alternative Provision (AP) schools to use their specialist skills and experience to asses the special educational needs of individual pupils referred to them. The department would expect such assessments to be made quickly but, given the variability in individual need, the department believes it would not be appropriate to set a single timeframe for this assessment.</p><p>As set out in the Special Educational Needs and Disability (SEND) and AP Improvement Plan, published in March, it is the department’s intention that AP schools will work closely in partnership with mainstream settings to provide high-quality, targeted support and one-to-one interventions. This will build capacity in mainstream schools to identify and support needs early, reducing the numbers of preventable exclusions and expensive long-term placements, and leading to improvements in children’s wellbeing and outcomes.</p><p>The department will invest in the workforce across education, health and care to build the capacity of the specialist workforce and to improve confidence and expertise in supporting children and young people with SEND promptly and effectively.</p><p>The department is implementing high-quality teacher training reforms which begin with initial teacher training and continues into early career teaching, through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with SEND and in AP schools.</p> answering member printed Baroness Barran grouped question UIN HL7255 question first answered 04/05/2023 12:56:23 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612076

registered interest
date	18/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Special Educational Needs
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what plans they have to identify those with special educational needs who are not in receipt of an education, health and care plan, so that they receive appropriate support throughout their educational career.
tabling member printed	Lord Addington
uin	HL7185
answer	answer is ministerial correction date of answer 03/05/2023 answer text <p>The department knows that quality teaching is the most important in-school factor in improving outcomes for all children, particularly those with Special Educational Needs and Disabilities (SEND).</p><p>Since September 2020, all new teachers have benefitted from at least three years of evidence-based professional development and support, starting with Initial Teacher Training (ITT) that is based on the ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF). All ITT courses and ECF-based training programmes are designed to support trainee and early career teachers to demonstrate that they meet the Teachers' Standards at the appropriate level.</p><p>The department is reviewing and revising the ITT CCF and ECF into more closely combined frameworks. These would cover the first three years or more at the start of a teacher’s career and articulate what trainee and new teachers need to know and need to know how to do. This work includes identifying opportunities to identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils with SEND.</p><p>The department’s SEND and Alternative Provision (AP) Improvement Plan, published in March 2023, has committed to developing a longer-term approach for teaching assistants to ensure their impact is consistent across the system and the different responsibilities they take on, including in training in speech and language interventions.</p><p>In partnership with NHS England, we are funding the Early Language and Support for Every Child pathfinders within our £70 million Change Programme. This will fund nine Integrated Care Boards and one of the local areas within each of our nine Regional Expert Partnerships to trial new ways of working. This is to better identify and support children with speech and language needs in early years and primary schools.</p><p>The Improvement Plan also outlines how National Standards will set out the types of support that should be available as standard, based on the best available evidence. This will enable a full range of needs to be better supported. Practice Guides will set out evidence-based best practice in meeting individual needs. We will start by building on existing best practice and will publish three practice guides by the end of 2025.</p> answering member printed Baroness Barran question first answered 03/05/2023 15:15:28 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612077

registered interest
date	18/04/2023
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	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what steps are being taken to ensure that those in initial teacher training will be able to identify pupils with moderate difficulties arising from conditions such as dyslexia, dyscalculia, dyspraxia, attention deficit disorder and autism.
tabling member printed	Lord Addington
uin	HL7186
answer	answer is ministerial correction date of answer 03/05/2023 answer text <p>The department understands that quality teaching is the most important in-school factor in improving outcomes for all children, particularly those with additional needs. From September 2020, all new teachers have benefited from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF).</p><p>All ITT courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 1, that teachers must set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions. As well as Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with Special Educational Needs and Disabilities (SEND), and be able to adapt teaching to respond to those strengths and needs.</p><p>The department will be conducting a review this year of the CCF and ECF to identify how the frameworks can equip new teachers to be more confident in meeting the needs of pupils with SEND.</p> answering member printed Baroness Barran question first answered 03/05/2023 12:50:29 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington

1612078

registered interest
date	18/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pupils: Assistive Technology
house id	2
legislature	25277 pref label House of Lords
question text	To ask His Majesty's Government what plans they have to ensure that all schools have access to assistive technology for any pupil who would benefit from it as a result of a disability or special educational need.
tabling member printed	Lord Addington
uin	HL7187
answer	answer is ministerial correction date of answer 03/05/2023 answer text <p>All schools have duties under the Equality Act 2010 to make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them from being put at a substantial disadvantage. If a pupil has an Education, Health and Care (EHC) plan, the school must work with the local authority to ensure that all the relevant duties under the 2014 Children and Families Act are met, including securing Special Educational Provision (SEP), which may include the provision of assistive technology.</p><p>Children and young people with Special Educational Needs (SEN) have more access to assistive technology, following investment in remote education and accessibility features which can reduce or remove barriers to learning. The department has expanded training to increase school staff awareness of assistive technology and, in particular, to increase awareness of assistive technology that is already available or can easily be obtained, such as text-to-speech tools. Impact data from this programme will provide a fuller picture of how training can support the wider continuous professional development for learners with SEN.</p><p> </p><p> </p><p> </p> answering member printed Baroness Barran question first answered 03/05/2023 15:43:54 answering member 4703 label Biography information for Baroness Barran
tabling member	3453 label Biography information for Lord Addington