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HM TREASURY<\/p>
<\/p>
<\/p>
<\/p>
Helen Goodman MP<\/p>
<\/p>
BISHOP AUCKLAND<\/strong><\/p> <\/p> To ask Mr Chancellor of the Exchequer, which Department has responsibility for calculating the estimated cost of the Garden Bridge announced in paragraph 3.45 of the National Infrastructure Plan 2013. 195395<\/p> <\/p> DANNY ALEXANDER<\/p> The Garden Bridge Trust has been established to take responsibility for this project. This includes the responsibility to produce a reliable cost estimate.<\/p> <\/p> Government have asked for a business case to be produced for the project in line with standard guidance. This will need to demonstrate that Government's support represents good value for money before a contribution to the construction cost is made.<\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/1535", "label" : {"_value" : "Biography information for Danny Alexander"}
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, "answeringMemberPrinted" : {"_value" : "Danny Alexander"}
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], "questionText" : "To ask Mr Chancellor of the Exchequer, which Department has responsibility for calculating the estimated cost of the Garden Bridge announced in paragraph 3.45 of the National Infrastructure Plan 2013.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/1484", "label" : {"_value" : "Biography information for Helen Goodman"}
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, {"_about" : "http://data.parliament.uk/resources/47033", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/47033/answer", "answerText" : {"_value" : " I refer the hon. Gentleman to the reply given to him on 8 October 2013, Official Report, Column 257W.<\/p> Since October, we have updated our advice on behaviour to re-emphasise the need for clear rewards and sanctions. We have outlined a range of sanctions that it is permissible for teachers to use to tackle challenging behaviour when it occurs. We have also been clear that schools should use rewards to praise and reinforce good behaviour.<\/p> In addition, we have produced a range of case studies showing good practice in how schools manage behaviour and bullying. The case studies provide examples of what effective schools do to integrate children with challenging behaviour into the school ranging from support through schools' pastoral systems to using art and modified curricula to support the inclusion of pupils with behaviour difficulties.<\/p> The new special educational needs (SEN) Code of Practice makes it clear that, while persistent disruptive or withdrawn behaviour does not necessarily mean that a pupil has SEN, schools should determine whether there are any causal factors, such as undiagnosed learning difficulties, difficulties with communication or mental health issues, so that support can be put in place for the pupil to stay at the school and make progress.<\/p> <\/p> <\/p>"}
, "answeringMember" : {"_about" : "http://data.parliament.uk/members/4097", "label" : {"_value" : "Biography information for Elizabeth Truss"}
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, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what recent steps he has taken to integrate better into schools children with challenging behaviour; and if he will make a statement.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
, "tablingMember" : {"_about" : "http://data.parliament.uk/members/3929", "label" : {"_value" : "Biography information for Simon Kirby"}
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, "tablingMemberPrinted" : [{"_value" : "Simon Kirby"}
], "uin" : "195367"}
, {"_about" : "http://data.parliament.uk/resources/47037", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/47037/answer", "answerText" : {"_value" : " The reforms made in Part 3 of the Children and Families Act 2014 will improve education for all pupils with special educational needs and disabilities (SEND). These reforms will ensure that there is a focus on identifying the individual needs and aspirations of children and young people with the full involvement of their families. The Act requires joint planning and commissioning of services across education, health and social care, so that these needs can be et more effectively.<\/p> The National Autistic Society acknowledges that pathological demand avoidance is increasingly becoming recognised as part of the autism spectrum. The Department for Education continues to fund the Autism Education Trust to provide training to early years, school and further education staff on autism. We also provide grant funding to organisations including Ambitious about Autism and the National Autistic Society in order to support implementation of the reforms.<\/p> <\/p>"}
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, "answeringMemberPrinted" : {"_value" : "Mr Edward Timpson"}
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, "legislature" : [{"_about" : "http://data.parliament.uk/terms/25259", "prefLabel" : {"_value" : "House of Commons"}
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], "questionText" : "To ask the Secretary of State for Education, what steps he is taking to improve the education of children with pathological demand avoidance.", "registeredInterest" : {"_value" : "false", "_datatype" : "boolean"}
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, {"_about" : "http://data.parliament.uk/resources/47039", "AnsweringBody" : [{"_value" : "Department for Education"}
], "answer" : {"_about" : "http://data.parliament.uk/resources/47039/answer", "answerText" : {"_value" : " According to the information that the Department for Education holds, we are aware that forty three early years providers, who have been granted full or partial exemptions from the learning and development requirements of the Early Years Foundation Stage (EYFS) framework, are in receipt of early education funding.<\/p> <\/p>