The Government recently consulted on a range of options to restrict ground rents for existing leases. We asked questions about the impacts of the options on different stakeholder groups and how a cap would work in practice. This included questions on how freeholders use ground rent currently, and whether there are costs that freeholders meet through ground rent which are more appropriately suited to the service charge.

We are carefully considering the responses we have received and will set out next steps in due course.

The Government recently consulted on a range of options to restrict ground rents for existing leases. We asked questions about the impacts of the options on different stakeholder groups and how a cap would work in practice. This included questions on how freeholders use ground rent currently, and whether there are costs that freeholders meet through ground rent which are more appropriately suited to the service charge.

We are carefully considering the responses we have received and will set out next steps in due course.

The Government recently consulted on a range of options to restrict ground rents for existing leases. We asked questions about the impacts of the options on different stakeholder groups and how a cap would work in practice. This included questions on how freeholders use ground rent currently, and whether there are costs that freeholders meet through ground rent which are more appropriately suited to the service charge.

We are carefully considering the responses we have received and will set out next steps in due course.

The Government recently consulted on a range of options to restrict ground rents for existing leases. We asked questions about the impacts of the options on different stakeholder groups and how a cap would work in practice. This included questions on how freeholders use ground rent currently, and whether there are costs that freeholders meet through ground rent which are more appropriately suited to the service charge.

We are carefully considering the responses we have received and will set out next steps in due course.

Service charges should be transparent, reasonable and there should be a clear route to challenge or redress if things go wrong. The Leasehold and Freehold Reform Bill will help make this reality. Full details of the measures in the Bill can be found here: Leasehold and Freehold Reform Bill - Parliamentary Bills.

I share my right hon. Friend’s profound concern about death caused by either dangerous or careless driving. As he knows, it was the Conservative Government who created a criminal offence of death by careless driving.

I will just make two points. First, on 28 June 2022, the maximum penalty for the offence of death by dangerous driving was increased to life—previously, it was 14 years. Secondly, we have just agreed to extend the unduly lenient sentence scheme so that the complainant will have 28 days to put in their appeal to the Attorney General and the Solicitor General, who will have a further 14 days to contact the court. We hope that that will encourage more applications, and of course, we keep the category of offences under careful review.

I agree. That is why we are increasing fourfold the number of inspections, so that water companies are not marking their own homework. It is why we have the plan for water, introduced by the former Secretary of State, my right hon. Friend the Member for Suffolk Coastal (Dr Coffey), and significant additional investment. It is why we are taking tougher enforcement action, with the biggest ever criminal prosecution of water firms by the Environment Agency. It is also why we are taking action on things such as bonuses for companies that commit serious wrongdoing.

The Government is committed to supporting those with disabilities who may struggle to access physical books and therefore rely more heavily on audiobooks. In line with its statutory obligations under the Equality Act, the Government carefully considers the impact of VAT policy on those with disabilities

However, there is never any guarantee that any VAT cut is passed onto consumers. It is therefore not clear that cutting the VAT on audiobooks would benefit consumers, including those with disabilities.

The government does not currently have any plans to change the VAT treatment of audiobooks.

The Government is committed to supporting those with disabilities who may struggle to access physical books and therefore rely more heavily on audiobooks. In line with its statutory obligations under the Equality Act, the Government carefully considers the impact of VAT policy on those with disabilities.

However, there is never any guarantee that any VAT cut is passed onto consumers. It is therefore not clear that cutting the VAT on audiobooks would actually benefit consumers, including those with disabilities.

Given this, the government does not currently have any plans to change the VAT treatment of audiobooks.

The Government is committed to supporting those with disabilities who may struggle to access physical books and therefore rely more heavily on audiobooks. In line with its statutory obligations under the Equality Act, the Government carefully considers the impact of VAT policy on those with disabilities.

However, there is never any guarantee that any VAT cut is passed onto consumers. It is therefore not clear that cutting the VAT on audiobooks would actually benefit consumers, including those with disabilities.

Given this, the government does not currently have any plans to change the VAT treatment of audiobooks.

The External Wall System Review form (EWS1) is not a statutory requirement or Government process and we have agreed with the industry that this should be minimised.

The Royal Institution of Chartered Surveyors (RICS) have issued guidance on its use and application, including on the relevant expertise and qualification of the signatories of EWS1 forms. RICS are clear that anyone instructing an EWS1 must be satisfied that the signatory meets the requirements in their guidance.

The Department funds research through the National Institute for Health and Care Research (NIHR). This includes funding for the NIHR’s Great Ormond Street Hospital Biomedical Research Centre, which has carried out a study on sudden unexplained death in childhood, titled Autopsy Investigation of Sudden Unexpected Death in Childhood.

While it is not usual practice to ring-fence funds for particular topics or conditions, the NIHR welcomes funding applications for research into any aspect of human health, including sudden unexplained death in childhood. Applications are subject to peer review and judged in open competition, with awards being made on the basis of the importance of the topic to patients, health and care services, value for money, and scientific quality.

The Department apologies for the severe delay the Member has experienced in this case. Timely responses to Member’s correspondence is a priority for the department, with resources being aligned to ensure the department achieves this in all cases. A full response will be issued to the Member as a matter of urgency.

I refer the Rt hon. Member for Spelthorne to the answer I gave the Rt hon. Member on 19 February 2024, to Question 11788.

To further raise awareness of sudden unexplained death in childhood (SUDC), NHS England intends to update the When a Child Dies leaflet in collaboration with affected families, parents, and carers, as well as National Child Mortality Database colleagues and SUDC charities, including SUDC UK and relevant professional groups. The Department and NHS England also held a roundtable in July 2023, which brought together expert organisations to discuss possible ways to improve SUDC training and awareness, both collectively and within organisations.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.

The department recognises the importance of providing high-quality support for this group of children with very severe needs, and the work of special schools to provide these children and their parents with education and support that helps them prepare for adulthood. The department’s ambition for Special Educational Needs policy is for all children and young people, no matter what their Special Educational Needs and Disabilities (SEND) are, to receive the right support to succeed in their education and as they move into adult life.

The department knows that the development of communication for pupils with profound and multiple learning difficulties is critical, which is why the department places a huge emphasis on its teaching in special schools. For those pupils with profound multiple learning difficulties in special schools who are working below the level of the national curriculum and who are therefore not engaged in subject-specific study, the department has developed the ‘engagement model’ which is driven by a teacher assessment tool. This model has been designed to enable all pupils’ achievements and progress to be identified and celebrated, including the area of communication and interaction which is one of the four areas of need in the SEND code of practice. The model uses a holistic approach which takes into account their preferred ways of communicating, in recognition of the different barriers that each individual child can face to their communication skills.

Assistive technology (AT) such as alternative and augmentative communication (AAC) devices can remove barriers to learning for students with SEND. The department is committed to building the evidence base around the effective use of AT to ensure it understands the needs of staff and pupils. Following the promising results of a pilot training programme to increase mainstream school staff confidence with AT, the department extended the training to capture more detailed data on the impact on teachers and learners. The department will publish the impact report in May. The department is exploring the AT support needs of staff at special schools, including those working with pupils with profound and multiple learning disabilities (PMLD) and/or those using AAC.

All schools, including special schools, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage. This is particularly important in ensuring that schools are providing tailored support for pupils with profound and multiple learning difficulties that help with their communication.

More widely, the department is creating a new single national SEND and Alternative Provision (AP) system for identifying and meeting needs. This new single national system will set standards on what support should be made available in mainstream settings, as well as guidance on when specialist provision may be more appropriate for meeting a child or young person’s needs.

As part of this, the department is developing practitioner standards to provide advice to frontline professionals, including teachers and early years staff. The practitioner standards will set out evidence-based best practice in identifying and meeting individual needs. They will cover the areas of need in the SEND code of practice, including speech, language and communication needs.

Early Language Support for Every Child (ELSEC) is a two year pathfinder programme being co-led by the department and NHS England, and is one of the reforms being tested in the SEND and AP Change Programme. The programme will fund innovative workforce models to identify and support children and young people with Speech, Language and Communication Needs at an early stage and support them through universal and targeted interventions, to reduce exacerbation of need that might lead to a specialist speech and language therapy and/or Education, Health and Care plan referral.