Tag: Lord Addington

The below Parliamentary question was asked by Lord Addington on 2016-02-03.

To ask Her Majesty’s Government what role the National College for Teaching and Learning has in formulating the criteria for qualified teacher status.

Lord Nash

The National College for Teaching and Leadership (NCTL) had no role in the formulation of the Teachers’ Standards. The Teachers’ Standards were published by the Secretary of State in 2011.

The National College for Teaching and Leadership publishes the Initial Teacher Training (ITT) Criteria. These set out entry, training, management and quality assurance criteria with which all accredited providers of ITT must comply. Ofsted uses these criteria when it inspects ITT providers.

The Criteria are attached, and can be found at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/434608/ITT_criteria.pdf

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

To ask Her Majesty’s Government what is the timetable for the publication of the recommendations of the Department for Education’s independent expert group, led by Stephen Munday CBE, on improving the quality of initial teacher training courses in England.

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 2016-02-04.

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 2014-05-07.

To ask Her Majesty’s Government what assessment they have made of the preparedness of institutes of higher education to fulfil their duties to students under the Equality Act 2010 following changes to the Disabled Students Allowance.

Lord Ahmad of Wimbledon

Discussions are underway with the higher education sector to ensure they are ready to meet their legal duties under the Equality Act 2010 by 2015.

The Higher Education Funding Council for England (HEFCE) is currently undertaking a review of provision and support for disabled students in higher education.

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

To ask Her Majesty’s Government what progress has been made on defining complex needs for 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 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.