High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.

I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.

These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.

Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.

As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.

The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.

High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.

I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.

These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.

Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.

As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.

The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.

High-quality professional development is important for teachers and leaders at all stages of their careers to ensure they receive appropriate support and to enable them to constantly improve their practice. Decisions relating to teachers’ professional development rightly rest with schools, headteachers and teachers themselves as they are in the best position to judge their own requirements. We recommend that all Continuous Professional Development is underpinned by the 'Standard for teachers' professional development'.

I also refer the hon. Member to the answer my right hon. Friend, the Minister of State for School Standards, gave on 4 November to questions 7039, 7040, 7041, 7042 and 7632. These answers emphasised the department’s commitment to supporting schools and colleges in promoting good mental wellbeing, providing a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it, which can be especially important for children who have experienced trauma.

These answers given by my right hon. Friend, the Minister of State for School Standards, referred to the fact that, in November 2018, the department updated its advice on mental health and behaviour in schools. This advice directs schools towards information on how trauma and adverse childhood experiences, such as bereavement, can affect individual children. The advice also explains how schools can adapt their approach to support these pupils within the context of a school environment that sets clear expectations of behaviour and clear routines.

Schools also need to be able to have access to specialist mental health support where pupils need it. We are taking forward the proposals set out in our Green Paper ‘Transforming Children and Young People’s Mental Health Provision’. There are 3 core commitments that are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS Children and Young People’s Mental Health staff) and the piloting of a 4-week waiting time for access to specialist NHS children and young people’s mental health services.

As part of the Green Paper proposals, the government also committed to provide mental health awareness training for a member of staff from all state-funded secondary schools in England by March 2020. This programme is funded and managed by the Department of Health and Social Care. The Green Paper can be accessed via this link: https://www.gov.uk/government/consultations/transforming-children-and-young-peoples-mental-health-provision-a-green-paper.

The department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance they provide is accurate and includes the most relevant, up to date material, including material from the Department for Health in relation to mental health support. The Victims of Terrorism guidance also includes resources for teachers to use in the immediate aftermath of a terrorist incident.

It has not proved possible to respond to the hon. Member in the time available before Dissolution.

Stop and search helps to seize deadly weapons from our streets and is a vital tool in the fight against violent crime. We fully support the police in their use of this power to tackle serious violence and protect our communities from harm. There were over 9,300 offensive weapons arrests in 2018-19, a 20% increase on the previous year, and the Metropolitan Police Service believe that the increased use of stop and search is helping cut serious injuries among under 25s.

Rescue and rehoming centres carry out important work to ensure that unwanted and abandoned animals in the UK are offered the opportunity of a forever home. We advise those seeking to acquire a new dog to first consider adopting from a reputable dog rescue and rehoming centre. However, we appreciate that a number of prospective owners would like a puppy and may have a specific breed in mind. That is why in 2018 the Government updated and improved the regulations on dog breeding in England. This included introducing strict statutory welfare standards that all licensed dog breeders must meet. In addition, from 6 April 2020 it will be an offence for commercial third party sellers to sell puppies or kittens, which are defined as under the age of 6 months. These steps aim to improve the welfare of dogs.

The Government takes the matter of fireworks seriously. We understand the concerns that many people have about the potential for distress to be caused by fireworks to animals, including pets, livestock and wildlife. This is one of the reasons why there are existing laws in place to control firework availability and use by both the general public and professional display operators. Measures including age related restrictions, a curfew and a noise limit help to reduce disturbance to animals.

It is an offence under the Animal Welfare Act 2006 to cause any unnecessary suffering to an animal that is under a person’s control. The maximum penalty for such an offence is 6 months’ imprisonment and/or an unlimited fine.

We are aware of the recent report by Amnesty International on this issue. We have close and frequent dialogue with the Jordanian government on human rights, including women’s rights, and will raise the report in that context.

​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.

The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.

The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.

​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.

The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.

The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.

​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.

The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.

The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.

​The Department is committed to supporting schools to promote good mental wellbeing, provide a supportive environment for pupils experiencing problems and secure access to more specialist help for those who need it. This can be especially important for children who have experienced trauma. In November 2018, the Department updated its advice on Mental Health and Behaviour in Schools. It directs schools towards information on how trauma and adverse childhood experiences such as bereavement can affect individual children and how schools can adapt their approach to support these pupils within the context of a school environment which sets clear expectations of behaviour and clear routines. It also highlights the importance of continuous professional development to ensure staff have the knowledge and confidence to identify the early signs of mental health problems.

The Department is taking forward the proposals set out in our green paper ‘Transforming Children and Young People’s Mental Health Provision’. There are three core commitments, which are intended to support local areas to support children and young people’s mental health as quickly as possible.

The commitments will incentivise all schools and colleges to identify and train a Senior Mental Health Lead; to fund new Mental Health Support Teams (which will be supervised by NHS children and young people’s mental health staff) and the piloting of a four-week waiting time for access to specialist NHS children and young people’s mental health services. As part of the Green Paper proposals, the Government also committed to provide Mental Health Awareness Training for a member of staff from all state funded secondary schools in England by March 2020. This programme is funded and managed by DHSC.

The Department provides support for schools to help them manage their security effectively so that they can meet their obligations and ensure they have in place sensible and proportionate security policies and plans, covering various scenarios – including terrorism.  As part of our regular review, the Department has been working with educational institutions and local authorities to better understand what role it should play in supporting institutions to better prepare for and respond to a terrorist incident that affects the sector.  As a result, the Department has developed incident response guidance. This guidance signposts resources and highlights areas for consideration in the immediate aftermath and the days and weeks following a terrorist incident that affects pupils, students or staff. A key part of the guidance is signposting resources for those experiencing mental health issues as a result of terrorist incidents near their school or home. The Department works closely with the cross-government Victims of Terrorism Unit to ensure the guidance we provide is accurate and includes the most relevant, up to date material. We expect to publish this in November.

I refer the hon. Member for Coventry South to the answer I gave on 4 November 2019 to Questions 7039, 7040, 7041, and 7042.

The department wants university technical colleges (UTCs) to flourish so that they offer a high standard of education for young people who want to follow a technical pathway.

We have been supporting UTCs to improve their educational performance through a range of measures, including funding intensive support from a local teaching school and providing advice, guidance and challenge from experienced secondary education experts. We are also encouraging and supporting UTCs to join multi-academy trusts, which we believe is the best way to ensure they improve educationally, as well as helping improve their financial viability.

The department has also introduced several measures to support pupil recruitment in UTCs. Changes in the Technical and Further Education Act 2017 (known as the Baker Clause), introduced in January 2018, require maintained schools and academies to provide opportunities for providers of technical education, such as UTCs, to visit schools to talk to students in years 8-13, to inform them of their offer. UTCs are also now able to apply to the department to extend their age range to 11-19, further embedding them in their local education landscape, and widening the offer to local pupils.

Strong UTCs help young people progress into further education, employment and apprenticeships. In 2016, 87% of students who left a UTC progressed into a sustained destination after key stage 5, which is higher than the national average for all schools and colleges. 21% progressed into sustained apprenticeships, double the national average.

The Care Quality Commission (CQC) is the independent regulator of health and adult social care providers, including cosmetic surgery clinics, in England and has a key responsibility in the overall assurance of safety and quality of health and adult social care services.

All providers of regulated activities must be registered and follow the set of fundamental standards of safety and quality. The fundamental standards describe the basic requirements that providers should always meet, and outline the outcomes that service users should always expect.

The CQC regulates and assesses all providers of regulated activities by looking at five domains – whether they are safe, effective, caring, responsive to people’s needs and well-led.

Where the CQC finds cosmetic surgery services are providing substandard care, a range of enforcement powers have been and will continue where necessary to be used against these services. The CQC has a wide range of enforcement powers. These powers include but are not limited to immediate closure of a service, suspending a service, issuing Warning Notices and prosecuting providers.

The Care Quality Commission (CQC) is the independent regulator of health and adult social care providers, including cosmetic surgery clinics, in England and has a key responsibility in the overall assurance of safety and quality of health and adult social care services.

All providers of regulated activities must be registered and follow the set of fundamental standards of safety and quality. The fundamental standards describe the basic requirements that providers should always meet, and outline the outcomes that service users should always expect.

The CQC regulates and assesses all providers of regulated activities by looking at five domains – whether they are safe, effective, caring, responsive to people’s needs and well-led.

Where the CQC finds cosmetic surgery services are providing substandard care, a range of enforcement powers have been and will continue where necessary to be used against these services. The CQC has a wide range of enforcement powers. These powers include but are not limited to immediate closure of a service, suspending a service, issuing Warning Notices and prosecuting providers.

All children should have access to the support they need to keep them safe, provide them with a stable and nurturing home, and overcome challenges to achieve their potential. That is why at the Spending Round 2019, the government confirmed an additional £1 billion grant for adult and children’s social care in 2020-21 in addition to the continuation of all existing social care grants.

Local authorities core spending power is expected to rise from £46.2 billion to £49.1 billion in 2020-21, an estimated 4.3% real terms increase.

We also provide targeted help and support to drive improvement in local authorities. We are investing £20 million in regional sector-led improvement to get ahead of failure. Our strong ‘Partner in Practice’ authorities have already helped over 70 local authorities, getting upstream of the risk of failure, with work underway to broker support for many more.

Additionally, we are investing £2 million in improving leadership in children's services with support being delivered through the Local Government Association. In addition to the £84 million targeted fund, Autumn Budget made £410 million available to local authorities for adults and children’s social care in 2019-20.

We are spending a record £48 billion on the railway over Control Period 6 with a focus on making Britain’s railway more reliable and focused on passengers’ needs. The plans cover the five years from 1 April 2019. This represents a 17% increase in renewals spend from CP5 which will help cut delays caused by infrastructure failures, such as track defects.

This will allow Network Rail to be prepared for extreme weather and plan ahead to effectively minimise disruption. This will be achieved through a range of actions, including performing drainage work to reduce flood risk and working with specialist forecasters to keep Network Rail informed of severe weather risks and allow controllers to act.

The Department meets regularly with West Midlands Trains to discuss, amongst other issues, train performance. In addition, we have recently required the franchise to deliver a plan to improve train performance. We anticipate receiving this plan by the end of November and this will detail how performance will improve and return to the levels required under the Franchise Agreement.

Historic England, Government’s adviser on the historic environment, has published guidance on improving access to historic buildings for people with disabilities. The guidelines explain how to make a range of positive changes to historic places, while at the same time working within the wider principles of conservation.

Similarly, English Heritage is committed to enabling everyone to experience the historic places in its care. English Heritage offers free education visits at sites to a wide range of learners, including groups of children, young people or adults with special learning needs or disabilities. English Heritage operates a “carer gets in free” policy at all its properties.