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To ask His Majesty's Government how the proposals in the SEND reform: putting children and young people first consultation will ensure that dyslexic children can achieve and thrive in mainstream schools.
To ask His Majesty's Government how the proposals in the SEND reform: putting children and young people first consultation will ensure that dyslexic children can achieve and thrive in mainstream schools.
The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.
We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.
Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.
To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.
We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.
The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.
We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.
To ask His Majesty's Government what steps they are taking to address the attainment gap at GCSE for dyslexic pupils.
To ask His Majesty's Government what steps they are taking to address the attainment gap at GCSE for dyslexic pupils.
The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.
We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.
Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.
To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.
We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.
The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.
We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.
To ask His Majesty's Government what steps they are taking to ensure that the needs of dyslexic children in classrooms are addressed following the SEND reform: putting children and young people first consultation.
To ask His Majesty's Government what steps they are taking to ensure that the needs of dyslexic children in classrooms are addressed following the SEND reform: putting children and young people first consultation.
The department’s reforms are designed to enable all children and young people with special educational needs and disabilities (SEND) including those with dyslexia to succeed.
We are providing £1.6 billion of additional funding to mainstream settings through an Inclusive Mainstream Fund to help settings identify commonly occurring needs and take meaningful steps to improve everyday support. Schools and colleges will also be able to direct funding to develop targeted support for those who need them, such as group interventions, without formal assessment or diagnosis.
Clear statutory duties for schools will also be introduced to identify and meet needs as early as possible and ensure the progress of children and young people is monitored to ensure timely and effective interventions.
To ensure teachers, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs, we are investing £200 million of new funding to upskill staff and promote an inclusive culture.
We have also introduced a range of measures to support high-quality teaching of reading and writing, including for pupils with SEND and dyslexia and those at risk of falling behind. This includes the English Hubs programme and the publication of both the reading and writing frameworks.
The Curriculum and Assessment Review considered how the curriculum and assessment system can better support the progress and attainment of all pupils, including those with SEND. In its response, the government committed to developing evidence-led resources to support curriculum adaptation, embedding high-quality adaptive teaching and formative assessment throughout teacher training, and working with Ofqual and exam boards to ensure accessibility is fully considered in the development of qualifications, including GCSEs.
We are carefully reviewing and considering all responses submitted to the SEND Reform consultation and continue to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity.
My Lords, I thank my noble friend Lord Foster for bringing this subject before us. It is a difficult one. We all know why it is a difficult one. If you are taking money out of somebody’s pocket for gambling, it is not there for other subjects. It can become...
My Lords, I thank my noble friend Lord Foster for bringing this subject before us. It is a difficult one. We all know why it is a difficult one. If you are taking money out of somebody’s pocket for gambling, it is not there for other subjects. It can become...
My Lords, I congratulate the Minister on being in her place, although a debate when you have 10 Back-Benchers behind you, all firing shots at the back of your neck, may not be the most welcome way of coming back. They may not all be killing blows, but they are...
My Lords, I congratulate the Minister on being in her place, although a debate when you have 10 Back-Benchers behind you, all firing shots at the back of your neck, may not be the most welcome way of coming back. They may not all be killing blows, but they are...
My Lords, the Government have announced a policy. That is great, but we have had other policies in this area before. What guidance can we get so that the Government are tapping into those established organisations—we have heard about the uniformed officers, but there are also the national governing bodies in sports—which have an incentive to ensure that these things continue to run? What are the Government doing to ensure that those who are already in the field have a guarantee that for the next few years they will get extra help?
My Lords, the Government have announced a policy. That is great, but we have had other policies in this area before. What guidance can we get so that the Government are tapping into those established organisations—we have heard about the uniformed officers, but there are also the national governing bodies in sports—which have an incentive to ensure that these things continue to run? What are the Government doing to ensure that those who are already in the field have a guarantee that for the next few years they will get extra help?
As I said, we will publish the criteria in due course, but I assure the noble Lord that we worked with young people and sector experts in co-producing the strategy Youth Matters. Those voices from the sector were at the heart of how we created the strategy and they will be part of the conversation going forward.
My Lords, this was a Bill where the only disagreement we had was that we did not think the Government were brave enough with their own ideas. It does not often happen that we actually get through to a position, and I think we did. Just to remind ourselves, we...
My Lords, this was a Bill where the only disagreement we had was that we did not think the Government were brave enough with their own ideas. It does not often happen that we actually get through to a position, and I think we did. Just to remind ourselves, we...
My Lords, if the Government are serious about expanding arts opportunities, along with other opportunities outside the core curriculum, do they accept that they not only have to be aggressive about recruiting teachers but must make sure that they reach those groups who cannot get there through the private sector? If you want equality, you have to have teachers in schools across the board who are reaching those communities that do not usually access private teaching. Is this a priority? Where does it fit in with the national centre for the arts?
My Lords, if the Government are serious about expanding arts opportunities, along with other opportunities outside the core curriculum, do they accept that they not only have to be aggressive about recruiting teachers but must make sure that they reach those groups who cannot get there through the private sector? If you want equality, you have to have teachers in schools across the board who are reaching those communities that do not usually access private teaching. Is this a priority? Where does it fit in with the national centre for the arts?
The noble Lord is absolutely right. Schools provide children who cannot access it through private means the opportunity to benefit from music and instrumental education. Through the national enrichment framework that the Government recently published, we will make sure there are more opportunities in the school day for children to take part in music and learn instruments.
My Lords, I am afraid I could have predicted some of the lines of this debate. Indeed, in the first speech, we heard the noble Baroness, Lady Evans, saying how dreadful everything is. The response from the noble Lord, Lord Rooker, reminded me of a guard dog having its tail...
My Lords, I am afraid I could have predicted some of the lines of this debate. Indeed, in the first speech, we heard the noble Baroness, Lady Evans, saying how dreadful everything is. The response from the noble Lord, Lord Rooker, reminded me of a guard dog having its tail...
To ask His Majesty's Government how the "Experts at Hand" service will support classroom teachers to use evidence-based strategies to identify and support pupils with dyslexia.
To ask His Majesty's Government how the "Experts at Hand" service will support classroom teachers to use evidence-based strategies to identify and support pupils with dyslexia.
To ask His Majesty's Government how their SEND reforms will ensure (1) early identification of children with dyslexia, and (2) equality in access to support in every school.
To ask His Majesty's Government how their SEND reforms will ensure (1) early identification of children with dyslexia, and (2) equality in access to support in every school.
To ask His Majesty's Government what steps they are taking to ensure that teachers are supported and resourced to support children with dyslexia, and to support their increased focus on inclusion for learners with SEND.
To ask His Majesty's Government what steps they are taking to ensure that teachers are supported and resourced to support children with dyslexia, and to support their increased focus on inclusion for learners with SEND.
My Lords, I thank the noble Lord, Lord Parkinson, for reading out the list of groups that have backed these amendments; I was
always terrified that I was going to miss one or two of them. We will take it as read that the noble Lord got it right. I...
My Lords, I thank the noble Lord, Lord Parkinson, for reading out the list of groups that have backed these amendments; I was
always terrified that I was going to miss one or two of them. We will take it as read that the noble Lord got it right. I...
Moved by
Lord Addington
10: Clause 3, page 2, line 35, leave out “three” and insert “two”
Member’s explanatory statement
This amendment, and others in the name of Lord Addington, would remove the requirement for events covered by the Sporting Events Framework to not be regularly hosted in the UK.
Moved by
Lord Addington
10: Clause 3, page 2, line 35, leave out “three” and insert “two”
Member’s explanatory statement
This amendment, and others in the name of Lord Addington, would remove the requirement for events covered by the Sporting Events Framework to not be regularly hosted in the UK.
My Lords, the noble Lord, Lord Parkinson, has clearly been reading over my shoulder at some point. I am afraid that, if we knew we were dealing with the same team, with the same leadership, maybe we would have considered not voting. I feel a little churlish—but only a little....
My Lords, the noble Lord, Lord Parkinson, has clearly been reading over my shoulder at some point. I am afraid that, if we knew we were dealing with the same team, with the same leadership, maybe we would have considered not voting. I feel a little churlish—but only a little....
Moved by
Lord Addington
11: Clause 3, page 2, line 38, leave out subsection (3)
Member's explanatory statement
This amendment, and others in the name of Lord Addington, would remove the requirement for events covered by the Sporting Events Framework to not be regularly hosted in the UK.
12: Clause 3, page 3, line 1,...
Moved by
Lord Addington
11: Clause 3, page 2, line 38, leave out subsection (3)
Member's explanatory statement
This amendment, and others in the name of Lord Addington, would remove the requirement for events covered by the Sporting Events Framework to not be regularly hosted in the UK.
12: Clause 3, page 3, line 1,...
My Lords, this is an interesting set of amendments. I think the most appealing one in the context of the Bill is from the noble Lord, Lord Harlech. There is a general principle that might be better addressed in other legislation that goes further. I will be interested to hear...
My Lords, this is an interesting set of amendments. I think the most appealing one in the context of the Bill is from the noble Lord, Lord Harlech. There is a general principle that might be better addressed in other legislation that goes further. I will be interested to hear...
My Lords, I have Amendment 17 in this group, but before I speak to it, I thank the Government for many of their amendments. They have clearly listened to the problems raised. Generally speaking, this has been a Bill of good relationships. We had a meeting on Amendment 17 and...
My Lords, I have Amendment 17 in this group, but before I speak to it, I thank the Government for many of their amendments. They have clearly listened to the problems raised. Generally speaking, this has been a Bill of good relationships. We had a meeting on Amendment 17 and...
Moved by
Lord Addington
17: After Clause 7, insert the following new Clause—
“Duty to bring forward proposals on unauthorised ticketing activity
(1) Within six months of the day on which this Act is passed, the Secretary of State must carry out and lay before Parliament a review on—
(a) the operation and effectiveness of...
Moved by
Lord Addington
17: After Clause 7, insert the following new Clause—
“Duty to bring forward proposals on unauthorised ticketing activity
(1) Within six months of the day on which this Act is passed, the Secretary of State must carry out and lay before Parliament a review on—
(a) the operation and effectiveness of...
My Lords, I appreciate that the Government think that they are doing something, but we have been waiting too long. I think we need something in the Bill to encourage this. I beg to move.
My Lords, I appreciate that the Government think that they are doing something, but we have been waiting too long. I think we need something in the Bill to encourage this. I beg to move.