Tag: Lord Addington

The below Parliamentary question was asked by Lord Addington on 2016-02-04.

To ask Her Majesty’s Government whether they intend to enact in full the recommendations from the Department for Education’s independent expert group, led by Stephen Munday CBE.

Lord Nash

Ministers of the Department for Education are awaiting the report from Stephen Munday’s independent expert group on the content of initial teacher training, which is expected this spring. The Government will consider the group’s recommendations carefully and determine how they should be taken forward.

The below Parliamentary question was asked by Lord Addington on 2016-02-11.

To ask Her Majesty’s Government whether they are aware of any evidence that being taught by teachers trained in inclusive pedagogy is of benefit to pupils both with and without special educational needs.

Lord Nash

In order to be awarded qualified teacher status (QTS), trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEN, and are able to use and evaluate distinctive teaching approaches to engage and support them. The most important factor, as recognised by Ofsted, in supporting the best outcomes for all pupils with and without SEND, is the quality of teaching. All students benefit from high quality teaching supported by rigorous monitoring and good assessment, with specialist teachers where required.

The below Parliamentary question was asked by Lord Addington on 2016-02-11.

To ask Her Majesty’s Government whether they are aware of any evidence that being taught by teachers specifically trained in support and identification of special educational needs has a negative impact on pupils who do not have a special educational need.

Lord Nash

In order to be awarded qualified teacher status (QTS), trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEN, and are able to use and evaluate distinctive teaching approaches to engage and support them. The most important factor, as recognised by Ofsted, in supporting the best outcomes for all pupils with and without SEND, is the quality of teaching. All students benefit from high quality teaching supported by rigorous monitoring and good assessment, with specialist teachers where required.

The below Parliamentary question was asked by Lord Addington on 2016-02-11.

To ask Her Majesty’s Government what assessment they have made of the most commonly occurring learning difficulties with which a teacher is expected to deal in the classroom.

Lord Nash

The Department uses the School Census to assess the prevalence and type of special educational need (SEN) in schools. In January 2015, moderate learning difficulty was the most common type of SEN recorded by schools. Autistic spectrum disorder was the most common need for those with a statement or Education Health and Care (EHC) plan.

The below Parliamentary question was asked by Lord Addington on 2016-02-11.

To ask Her Majesty’s Government what estimate they have made of the percentage of pupils in an average class who will have some form of special educational need.

Lord Nash

The percentage of children with special educational needs is collected in the January schools census.

In January 2015, 14.4% of pupils attending state funded primary schools and 14.3% attending state funded secondary schools were identified as having some form of special educational need. These figures include pupils with a statement of special educational needs, an Education, Health and Care plan, or children who receive SEN support. This figure does not include pupils who attend special schools or pupils who attend independent schools. Nationally, 15.4% of all pupils were identified as having special educational needs in January 2015.

There has been a decline in the proportion of children with SEN since 2010 when 21.1% of pupils had SEN. This has occurred because the number of pupils with SEN without statements/ EHC plans has declined, due to more accurate identification of those with SEN following implementation of the SEND reforms.

The below Parliamentary question was asked by Lord Addington on 2016-02-11.

To ask Her Majesty’s Government what is the minimum required number of trained special educational needs support staff within a school.

Lord Nash

In order to be awarded qualified teacher status (QTS), all teacher trainees must satisfy the Teachers’ Standards, which include a requirement that they have a clear understanding of the needs of all pupils, including those with SEN, and are able to use and evaluate distinctive teaching approaches to engage and support them.

Schools are responsible for deciding what external support to seek and for setting their own priorities for the continuous professional development of their staff. The SEN and Disability code of practice makes it clear that high quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN. Schools should review, and, where necessary, improve teachers’ understanding of strategies to identify and support vulnerable pupils and their knowledge of the SEN more frequently encountered.

The SEN and disability local offer, published by each local authority, must include arrangements in schools for securing expertise among teachers and other professionals to support pupils with SEN or disabilities. This should include professional development to secure that expertise.

All mainstream schools, including Academies and free schools, and mainstream nursery schools are required to designate a member of staff, a SENCO, to co-ordinate provision for pupils with special educational needs. That person must be a qualified teacher. If that person has been a SENCO for less than twelve months, he or she must achieve a National Award in Special Educational Needs Co-ordination within three years of appointment.

The below Parliamentary question was asked by Lord Addington on 2016-02-24.

To ask Her Majesty’s Government how many times since 2006 government-commissioned reports have recommended that more teacher training is necessary in the field of special educational needs to satisfy the duty to meet the needs of pupils with special educational needs.

Lord Nash

All initial teacher training (ITT) courses must ensure that trainee teachers can meet the teachers’ standards at the appropriate level. This includes having a clear understanding of the needs of all pupils, including those with special educational needs (SEN). Teachers must also be able to adapt teaching to the needs of all pupils and have an understanding of the factors that can inhibit learning and how to overcome them.

An independent review of ITT, carried out by Sir Andrew Carter, and published in January 2015, found that there is considerable variability in ITT course content across the system, and cites SEN among areas where there are gaps in a range of courses.

In response to the Carter Review, the Government has commissioned an independent working group made up of expert representatives from the sector, including an SEN specialist, to develop a framework of core ITT content. The group is expected to report to Ministers in spring 2016.

Further guidance on teacher’s standards is available on GOV.UK.

The below Parliamentary question was asked by Lord Addington on 2014-06-04.

To ask Her Majesty’s Government what definition of severity for those with dyslexia or specific learning difficulties will be used to justify continued support under the Disabled Students’ Allowance.

Lord Ahmad of Wimbledon

Extensive discussions are underway with a wide range of stakeholders to help inform the Disabled Students’ Allowances (DSA) Guidance for 2015/16, due this autumn. The guidance will set out the conditions under which DSA will apply. Students will continue to undergo individual study needs assessments, but their needs will be met by DSA and Higher Education Institutions through their duties under the Equality Act.

The below Parliamentary question was asked by Lord Addington on 2014-06-04.

To ask Her Majesty’s Government how personal histories of recognised special educational needs will be taken into account when making assessments of eligibility for the Disabled Students’ Allowance.

Lord Ahmad of Wimbledon

There are no proposed changes to the current process of assessment. All applicants for the Disabled Students’ Allowances (DSAs) will undertake a study needs assessment and independent study needs assessors will provide recommendations, giving due regard to personal histories of recognised special educational needs, where these have been provided. The support and strategies recommended by assessment centres will be provided by a combination of reasonable adjustments by Higher Education Institutions and DSAs.

The below Parliamentary question was asked by Lord Addington on 2014-06-04.

To ask Her Majesty’s Government what process they will put in place in order to gather information regarding the assessment of eligibility for the Disabled Students’ Allowance.

Lord Ahmad of Wimbledon

There are no proposed changes to the current process of assessment. All applicants for the Disabled Students’ Allowances (DSAs) will undertake a study needs assessment and independent study needs assessors will provide recommendations, giving due regard to personal histories of recognised special educational needs, where these have been provided. The support and strategies recommended by assessment centres will be provided by a combination of reasonable adjustments by Higher Education Institutions and DSAs.