Every school must publish a special educational needs (SEN) information report setting out how it implements its policy for pupils with SEN. Regulations set out what information must be included, so schools must describe their approach to teaching pupils with SEN and how they make adaptations to the curriculum for these pupils. It is for each school to determine the level of detail about these matters in the information it publishes.

Every local authority must also publish a local offer of its SEN provision. This should include the special educational provision made available to mainstream schools, including therapies such as speech and language therapy where they educate or train a child or young person.

The Department wants to see more pupils taking a language GCSE. Since September 2014, the reformed national curriculum makes it compulsory for pupils in maintained schools to be taught a modern or classical language in Key Stage 2. The Department introduced the English Baccalaureate (EBacc) performance measure in 2010, where entry into both modern and ancient language GCSEs counts towards the languages element of the EBacc.

The Department has introduced a number of programmes to increase participation in modern foreign languages (MFL). The £4.8 million MFL Pedagogy Pilot commenced in December 2018 and is managed by a Centre for Excellence. The Pilot is run through nine school-led hubs, is aiming to improve uptake and attainment in languages at Key Stages 3 and 4, and to share best practice, especially in disadvantaged areas. The Department has also launched a pilot project in languages undergraduate mentoring for secondary school pupils to increase participation in the subject, specifically targeting areas of high disadvantage to extend access to languages for all pupils.

The Department wants to see more pupils taking a language GCSE. Since September 2014, the reformed national curriculum makes it compulsory for pupils in maintained schools to be taught a modern or classical language in Key Stage 2. The Department introduced the English Baccalaureate (EBacc) performance measure in 2010, where entry into both modern and ancient language GCSEs counts towards the languages element of the EBacc.

The Department has introduced a number of programmes to increase participation in modern foreign languages (MFL). The £4.8 million MFL Pedagogy Pilot commenced in December 2018 and is managed by a Centre for Excellence. The Pilot is run through nine school-led hubs, is aiming to improve uptake and attainment in languages at Key Stages 3 and 4, and to share best practice, especially in disadvantaged areas. The Department has also launched a pilot project in languages undergraduate mentoring for secondary school pupils to increase participation in the subject, specifically targeting areas of high disadvantage to extend access to languages for all pupils.

The Foreign and Commonwealth Office (FCO) does not provide language training to ministers with international portfolios as a matter of course, but ministers can apply for FCO language training if they need it to conduct Government business.

The Government published the Integrated Communities Strategy Green Paper in March 2018, inviting views on our vision for building strong integrated communities where people – whatever their background – live, work, learn and socialise together, based on shared rights, responsibilities and opportunities. In February 2019, we published the Integrated Communities Action Plan alongside the Government’s response to the consultation on the Green Paper. This set out the actions that Government will take to create socially and economically stronger, more confident and integrated communities. These documents were published in English.

Assisting the public to understand the threat from extremism is the responsibility of the Home Office. The independent Commission for Countering Extremism published the findings from their call for evidence earlier this month, which was the first public consultation on extremism. The Commission’s full study into the threat we face from extremism and the current response, including advice on new policies to tackle it, will be published in the autumn in English and Welsh.

The department notes the British Council Language Trends 2019 Survey and wants to see more pupils take languages at GCSE and experience international opportunities, including those from disadvantaged backgrounds. We have included languages as a pillar within the English Baccalaureate school performance measure to address the sharp fall in take up following the decision to make the subject non-compulsory at key stage 4 in 2004. This has seen the proportion of pupils who take languages GCSE increase from 40% in 2010 to 46% last year, and we want to see these numbers increase.

In the department’s £4.8 million Modern Foreign Language (MFL) Pedagogy pilot programme, one of the 9 lead schools is in an Opportunity Area and another is in the Opportunity North East area. We have launched a pilot project in MFL undergraduate mentoring for secondary school pupils. This project specifically targets areas of high disadvantage to extend access to languages for all pupils and focuses on areas of low uptake. We are also piloting a financial incentive to improve the retention of MFL teachers in 25 local authorities that are most in need.

In partnership with the British Council, the department is offering thousands of young people the chance to take part in international exchanges and visits. Backed by £2.5 million, schools in England can apply for grants to take pupils aged 11 and above to visit partner schools around the world. The programme is principally focused on those from disadvantaged backgrounds and we want to encourage as many schools as possible to sign up for this opportunity.

​The Government has a longstanding policy of not commenting on intelligence matters.

Using foreign languages on Variable Message Signs (VMS) to provide roadworks information was piloted in early 2019 for a limited time on the M6 and A66 in Cumbria. There are no current plans to roll out the use of foreign languages on VMS in any other parts of the country.

Using foreign languages on Variable Message Signs (VMS) to provide roadworks information was piloted in early 2019 for a limited time on the M6 and A66 in Cumbria. There are no current plans to roll out the use of foreign languages on VMS in any other parts of the country.

Using foreign languages on Variable Message Signs (VMS) to provide roadworks information was piloted in early 2019 for a limited time on the M6 and A66 in Cumbria. There are no current plans to roll out the use of foreign languages on VMS in any other parts of the country.

Since September 2014, the reformed national curriculum makes it compulsory for pupils in maintained schools to be taught a modern or classical language in Key Stage 2. The Department introduced the English Baccalaureate (EBacc) performance measure in 2010 where entry into both modern and ancient language GCSEs count towards the languages element of the EBacc.

The modern foreign languages pedagogy pilot commenced in December 2018, managed by a Centre for Excellence and run through nine school-led hubs, is aiming to improve uptake and attainment in languages at Key Stages 3 and 4, and to share best practice especially in disadvantaged areas. We have also launched a pilot project in languages undergraduate mentoring for secondary school pupils to drive up participation in the subject, specifically targeting areas of high disadvantage to extend access to languages for all pupils.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sally Collier, to write directly to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

The department has several measures in place which aim to help reduce regional variation in the uptake of languages at GCSE and A level. In our £4.8 million Modern Foreign Language (MFL) Pedagogy pilot programme, one of the nine lead schools is in an Opportunity Area and another is in the Opportunity North East area. The department also launched a pilot project in MFL undergraduate mentoring for secondary school pupils. This project targets areas of high disadvantage to extend access to languages for all pupils and focuses on areas of low uptake.

Our new international school exchange programme is aimed at young people from disadvantaged backgrounds and areas. The department is also piloting a financial incentive to incentivise retention of MFL teachers in 25 local authorities that are most in need.

The proportion of pupils taking a language at GCSE declined after study of the subject was made non-compulsory at key stage 4 in 2004. 79% of pupils aged 15 in all schools took a language GCSE in 2000, but this had dropped to 43% of pupils at the end of key stage 4 in 2010. We have introduced the English Baccalaureate performance measure to halt this decline. Since 2010, the percentage of pupils in state-funded schools taking a language GCSE has increased from 40% in 2010 to 46% in 2018. The reformed national curriculum now makes it compulsory for pupils in maintained schools to be taught a foreign language in key stage 2.

We have no plans to deliver the service formerly available through UK Trade and Investment because we have made alternative arrangements. The Department for International Trade’s (DIT) regionally based international trade advisers ensure that companies they advise are aware of the importance of language and culture and, if needs are identified, they are brokered to private sector providers. Language and culture issues are also covered at regionally delivered events and DIT publishes nearly a hundred country guides on gov.uk that include cultural considerations in different countries.

Languages are now compulsory at key stage 2, and since the introduction of the English Baccalaureate in 2010, language take-up at GCSE has increased from 40% to 46% last year. Ofqual’s recent provisional data for the summer 2019 exam series showed that overall entries to modern foreign languages (MFL) summer GCSE exams increased by 4% compared to last year.

Under Ofsted’s new framework, which will be introduced in September, inspectors will be alert to signs of curriculum narrowing at key stage 3. If a school has a shortened key stage 3, inspectors will look to see that the school has made provisions to ensure that pupils still have the opportunity to study a broad range of subjects, commensurate with the national curriculum, in years 7-9.

The department is supporting schools to increase the number of pupils taking GCSEs in languages through several programmes. These include the £4.8 million MFL pedagogy programme, an undergraduate digi-mentoring scheme, the £10 million Mandarin Excellence Programme, and targeted communications activity at key points in the school year to encourage pupils to study languages.

The Shortage Occupation List (SOL) is set based on advice from the independent Migration Advisory Committee (MAC). Last July, the Government commissioned the MAC to undertake a full review of the current composition of the SOL. That review is now complete and was published on 29 May. The Government is grateful to the MAC for a comprehensive report, the content of which we are now considering.

Ofqual is the regulator of qualifications, examinations and assessments in England. Ofqual is conducting a comprehensive review of grading standards in GCSE French, German and Spanish to see if there is a compelling case for an adjustment to grading standards in these subjects. Ofqual’s review will consider statistical evidence, contextual data including trends in the numbers taking these subjects, and the quality of students’ work through looking at how GCSE grades relate to the Common European Framework of Reference for Languages. Ofqual is also gathering the views of subject experts and other stakeholders. Ofqual is due to report on this work in the autumn.

Ofqual has examined this issue in relation to grading standards in A level French, German and Spanish (and A level biology, chemistry and physics). Ofqual considered a significant body of evidence – published in 2018 in the form of 2 technical reports – and determined that there was not a compelling case to adjust grading standards in these qualifications. This can be found here and as attached:

https://www.gov.uk/government/publications/inter-subject-comparability.

We have no plans to fund the Lingo Flamingo project for England.

NHS England allocates funding to clinical commissioning groups (CCGs) and NHS England Specialised Commissioning which commission services on behalf of their local populations. It is for CCGs and Specialised Commissioning to decide how best to use the funding allocated to them in line with local healthcare needs and priorities, working with other local commissioners and organisations and taking account of National Institute for Health and Care Excellence guidelines.

We have no plans to make the application process available in every European language. The application for the EU Settlement Scheme is simple and straight forward.

The application process has been tested with users of different abilities and we have conducted research with those who do not read English. We have also published the scheme guidance in 26 different European languages.

In addition, there are now over 300 assisted digital centres where applicants can be supported through their application and we have awarded up to £9 million funding for 57 voluntary and community sector organisations across the UK to help reach more vulnerable or at risk EU citizens and their family members directly.