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The below Parliamentary question was asked by Lord Ouseley on 2016-01-11.

To ask Her Majesty’s Government what assessment they have made of the Ofsted report highlighting a 60 per cent increase in the number of children who have died as a result of abuse and neglect in the past year.

Lord Nash

The death of any child is a tragedy. We want all children at risk of abuse or neglect to be identified early, to have timely and proportionate assessments of their individual needs, and to have the right services provided at the right time.

The Ofsted statistical release, Serious Incident Notifications from local authority children’s services 2015, reports a 17 percent increase in the number of cases of child death being notified to Ofsted compared to the previous year. The rise in numbers of deaths reported to Ofsted does not necessarily indicate a rise in the number of child deaths. The official figures for the number of child deaths in 2014-2015 will be published by Office for National Statistics (ONS) later in the year.

The Ofsted statistical release contains experimental data, based on information supplied by local authorities about serious incident notifications. What constitutes a serious incident is set out in statutory guidance, Working Together 2015. The Ofsted report is just one of a range of data sources relating to serious incidents involving children. It is not, however, the official source of data on child deaths, which is collected by the ONS. The Government also publishes reviews of homicide and child deaths, which together enable a more accurate assessment of the number and causes of child death.

The below Parliamentary question was asked by Lord Ouseley on 2016-01-11.

To ask Her Majesty’s Government, in the light of the Prime Minister’s commitment to tackle race inequality in the labour market, what action they propose to end the current situation identified by the Resolution Foundation that the black and minority ethnic group find it twice as hard to secure employment as their white counterparts.

Baroness Williams of Trafford

The Equality Act 2010 protects all individuals against racial and other forms of discrimination in the workplace. The Prime Minister has underlined the Government’s commitments to increasing racial diversity in the workplace in his 2020 Vision in which he made a commitment to increase BAME employment by 20% by 2020. The Government is aware of the forthcoming report by the Resolution Foundation and will study its recommendations carefully when it is published.

The below Parliamentary question was asked by Lord Ouseley on 2016-01-11.

To ask Her Majesty’s Government what guidance they give to academies about having education, health and care plans in order to stop them from turning away children with special needs.

Lord Nash

It is vital that young people with special education needs and disabilities (SEND) are supported throughout their education so that they develop the knowledge and skills they need to fulfil their potential.

The School Admissions Code ensures that academies operate a fair admissions policy for all children with SEND. Section 1.8 of that Code requires admission authorities to ‘ensure that their arrangements will not disadvantage unfairly, either directly or indirectly, a child from a particular social or racial group, or a child with a disability or special educational needs.’ These provisions apply to admission authorities for all state-funded mainstream schools, including academies.

Once a school (of any type) is open, anyone can object to the Schools Adjudicator if its admission policy breaches these requirements. This is in addition to their right to seek redress through the courts for any breach of equalities legislation, since disability is a protected characteristic under the Equality Act 2010. Parents also have the right to refer disability discrimination cases to the First Tier Tribunal (SEN & Disability) to seek redress if their issues cannot be resolved locally.

In addition, all schools, including academies, must adhere to the statutory guidance, the ‘Special Educational Needs and Disability Code of Practice: 0-25 years’.

The Code of Practice is clear that parents are asked to express a preference for a school, as part of the process for agreeing an education and health care (EHC) plan for their child. The local authority must name the parents’ preferred school in the EHC plan, unless it is unsuitable for the child’s age, aptitude, ability and special educational needs; or if placing the child at the preferred school would be incompatible with the efficient education of others or the efficient use of the authority’s resources. The local authority must consult the school before naming it in the EHC plan.

If an academy is named in an EHC plan, it is obliged to admit that child or young person.

The below Parliamentary question was asked by Lord Ouseley on 2016-01-11.

To ask Her Majesty’s Government how they intend to address the shortfall of trainee teachers in business studies, social science, and design and technology.

Lord Nash

Teaching continues to be a popular career choice for both graduates and career changers, and last year we recruited 1,000 more secondary teachers overall than in the previous year. We recognise, however, that recruitment is more difficult in some subjects than others, which is why we offer generous financial incentives in those subjects where more teachers are needed to meet demand.

We continue to support recruitment to Design and Technology initial teacher training through bursaries of up to £12,000. Subject knowledge enhancement courses are also available for those candidates who need to refresh or boost their knowledge of Design and Technology prior to commencing teacher training.

Bursaries are designed to incentivise applications in subjects where it is difficult to recruit, and where the Department’s teacher supply model tells us that we need to attract more applicants.

The below Parliamentary question was asked by Lord Ouseley on 2016-01-11.

To ask Her Majesty’s Government whether they have any plans to put mental health on the national curriculum for primary school children, as advocated by the Young People’s Mental Health Advisory Group.

Lord Nash

The new national curriculum, introduced in September 2014, does not attempt to represent the sum total of everything that should be taught in schools. It only prescribes the essential knowledge that should be taught, leaving schools greater flexibility to teach over and above what the national curriculum requires and to decide how to teach the essential content that is prescribed. It is also places greater trust in teachers to cover topics important for their community, including mental health.

Mental health and wellbeing is part of the non-statutory programme of study for Personal, Social, Health and Economic (PSHE) education, produced by the PSHE Association. To help schools deliver this, we funded the PSHE Association to produce guidance and lesson plans to support age-appropriate teaching about mental health. Further support for teachers and other professionals who work with children and young people is available through the Government funded MindEd site[1].

[1] MindEd can be accessed at the following link: https://www.minded.org.uk/

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