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The below Parliamentary question was asked by Steve McCabe on 2014-06-24.

To ask the Secretary of State for Education, what guidance his Department gives teachers and those working in schools on responding to a violent student with special educational needs.

Elizabeth Truss

We have issued advice to schools on the use of reasonable force, which makes clear that teachers have a specific power to use reasonable force to prevent pupils from causing injury to themselves or others, causing damage to property or from causing disorder. While there is no requirement for schools to have a policy on the use of force, we say that it is good practice to do so. Our advice says that any school policy on the use of reasonable force should acknowledge their legal duty to make reasonable adjustments for disabled children and children with special educational needs (SEN). Whether or not to physically intervene is down to the professional judgement of the staff member concerned and should always depend on individual circumstances and the needs of the individual pupil.

Additionally, we have laid before Parliament a new 0-25 SEN and Disability Code of Practice. This makes it clear that schools should seek to identify whether there are any factors, such as undiagnosed special educational needs, that might underlie disruptive behaviour. We also issued advice on Behaviour and Mental Health in June 2014 to help teachers differentiate between pupils that are simply behaving badly, and behaviour – whether it is disruptive, withdrawn, anxious, depressed or otherwise – that may be related to an unmet mental health need. This advice also outlined how these children can be supported.

The below Parliamentary question was asked by Steve McCabe on 2014-06-24.

To ask the Secretary of State for Education, what guidance his Department gives schools and teachers on online abuse from a student towards a teacher.

Elizabeth Truss

Guidance to schools about online abuse by pupils towards teachers is set out in our advice document, ‘Preventing and Tackling Bullying’. This guidance signposts schools to ‘Digizen.Org’ who offer a range of advice and support for school staff. Schools can also access a range of practical resources from the UK Safer Internet Centre.

The below Parliamentary question was asked by Steve McCabe on 2014-06-24.

To ask the Secretary of State for Education, what assessment he has made of the provision of advice for students with special educational needs.

Mr Edward Timpson

The Department for Education, in partnership with the Council for Disabled Children, has worked directly with a number of young people, including students, with special educational needs and disabilities (SEND). Their views have helped shape the reforms to the current SEND system to ensure it meets their needs – including how they would like to receive information and advice. Arrangements for providing information, advice and support for young people are set out in the SEND Code of Practice which was laid before Parliament on 11 June 2014.

From this September, local authorities will be required to provide information and advice directly to children and young people with SEND as well as to parents. Staff working directly with children and young people should be trained to support and work in partnership with them. Local information and advice services should direct young people to specialist support to help them prepare for employment, independent living (including housing) and participation in society. It should also provide access to careers advice where needed.

The below Parliamentary question was asked by Steve McCabe on 2014-06-24.

To ask the Secretary of State for Education, what guidance he has issued to schools on the role of special educational needs coordinators in decisions on spending the pupil premium.

Mr Edward Timpson

The Department for Education has not issued guidance to schools on the role of the Special Educational Needs Co-ordinator (SENCO) in decisions on how to spend the Pupil Premium. We expect that schools will want to involve the SENCO in determining how to use the Pupil Premium to fund support for those pupils with special educational needs who are economically deprived, looked after by the local authority or who have left care via adoption or other routes.

It should also be noted that the draft 0-25 Special Educational Needs and Disability (SEND) Code of Practice states that the SENCO, headteacher and governing body or proprietor should consider their strategic approach to meeting special educational needs in the context of the total resources available to the school, including any resources targeted at particular groups, such as the Pupil Premium. The draft SEND Code of Practice was laid before Parliament on 11 June 2014 and must be approved by Parliament before it comes into force on 1 September 2014.