27th July 2018

Department for Education

Response to the select committee report on the children and young people's mental health green paper, 25th July

The response welcomes the Committees’ inquiry, which provided helpful insights during thev consultation period. It acknowledges many of the concerns which the Committees heard during the course of the inquiry, including the need for the Green Paper proposals to integrate into the existing world of provision and services around children and young people; the need to join up with existing work across government; and the importance of the proposals having a positive impact on vulnerable groups.

However, it rejects the Committees’ assertion that the plans lack ambition in terms of scale and pace; the government believes its proposals are genuinely transformational and will take time to roll-out in a meaningful and useful way. Estimates suggest that at full roll-out, the brand new Mental Health Support Teams could comprise up to 8,000 new staff.

Transforming children and young people’s mental health provision: a green paper: Government Response to the consultation, 25th July

Next steps include:

Offer training for a lead in every school by 2025.

Roll-out our ‘Mental Health Services and Schools Link Pilot’; a programme the Department of Education and NHS England have already commenced, which is joining up schools, colleges and NHS mental health services for children and young people

Provide Mental Health Support Teams which will form part of the health and care workforce strategy which will be published later in 2018.

Four week waiting time- From 2018, the four week waiting time pilot areas will seek to plan for and then provide access to evidence-based treatment on average within four weeks. Pilots will take place in a number of CCGs that are hosting trailblazers, but are likely to cover a greater area and population than that covered by the Mental Health Support Teams, given the large range of numbers of schools in different sized CCGs.

Continue with plan for trailbalzers-Respondents felt that there was a need for a clear framework for implementation across trailblazer sites. Many respondents said it was essential for the trailblazer programme to be robustly evaluated and that practice and interim lessons learnt should be shared with others. In the first wave of trailblazers, between ten and 20 areas will be recruited to be fully operational by the end of 2019. We want to ensure that the first wave of trailblazers cover as wide a range of local characteristics as possible to ensure that we can thoroughly test the delivery model and learn lessons to inform future roll-out.

Guidance to parents and carers-Research has beencommissioned, which will report later this year, to help improve understanding of how the information and policies that schools are required to publish reflect activity to support pupils’ mental health and wellbeing, as well as reflecting their approaches to developing respectful school communities. The findings will inform decisions about how schools can be supported to use existing requirements on them to strengthen their work in these areas.

Support schools to evidence work they do- As part of the implementation, the government will identify and baseline the existing support already on offer to children and young people, and use this to ensure the Green Paper proposals add to, rather than replace what is already there. An expert group has been convened, including colleagues from Ofsted, to discuss how best to support schools and colleges to measure the impact of what they do, taking account of their individual needs and circumstances.

Anne Longfield, the Children’s Commissioner for England, responding to the Government’s latest plans on children’s mental health services, said:

“While I welcome the Government’s commitment to developing a new children’s mental health workforce in schools over the coming years, I remain extremely concerned that significant improvements for all children are many years away. Five years is a lifetime to a child, and even under these new plans the majority of children will see little improvement over the course of their secondary school life. Too many children will still not be able to get help or will be waiting an unacceptably long time for treatment……’

Free holiday activities and meals for disadvantaged families, 27th July

A series of projects, backed by £2 million of government funding, will be run across the country including the North East, Birmingham and London, providing activities such as free football classes, play sessions and cooking classes.

These projects, running across the summer, will also provide free meals for the most disadvantaged families who may rely on the free school meals they receive during term time.

The announcement is the latest in a series of government backed schemes to help disadvantaged children. These include the £2.25 billion pupil premium, free school meals and most recently a £26 million investment to kick-start or improve breakfast clubs in at least 1,700 schools.

£1million to improve life skills for young people in Doncaster, 23rd July

A £1 million programme to improve access to sports, arts and culture for 5,000 disadvantaged young people across Doncaster has been launched by Education Secretary Damian Hinds.

Young people from some of the most deprived parts of the town will have access to free extra-curricular activities and healthy meals over the summer holidays including competitive sport, cooking classes and outdoor pursuits. The programme will help broaden young people’s horizons, giving them the opportunity develop lifelong skills in leadership and teamwork, as well as helping build character, resilience and confidence so they can become successful adults.

Curriculum programme pilots to reduce time spent planning lessons, 26th July

A multi-million pound fund to make it easier for teachers to find high-quality lesson plans and resources and cut unnecessary workload has been launched today by School Standards Minister Nick Gibb.

The first round of £7.7million Curriculum Fund will provide grants to schools to help them share teaching resources with other schools, saving teachers from having to repeatedly create lessons plans from scratch.

Curriculum fund programme pilot, form and guidance, 26th July 

New Council for Internet Safety in the UK, 26th July

Expanding the scope of the UK Council for Child Internet Safety (UKCCIS), and guided by the government’s Internet Safety Strategy, UKCIS will work to improve the online safety in the UK, particularly the needs of groups who are often disproportionately targets of online abuse.

Today the Government has opened the application process to appoint members of the UKCIS Executive Board, offering experienced and committed organisations or individuals the chance to help make the UK the safest place in the world to be online.

UKCIS will bring together a partnership of more than 200 organisations representing government, regulators, industry, law enforcement, academia and charities.

Reducing teacher workload: evaluating the impact, 24th July (published 21stJuly 2018)- updated with an example of establishing a school workload group'.

Reducing teacher workload, 24th July 2018- published 21st July -updated with 'Working together on workload: planning' video to 'Reducing teacher workload' policy paper.

National funding formula for schools and high needs, 24th July

The documents set out the details of how funding is distributed through the formulae, including changes to the formulae for 2019 to 2020.

High needs funding is funding for children and young people with special educational needs or disabilities who need extra support at school, college or alternative provision settings.

Details include:

  • Per pupil funding will be maintained in 2018-19 and 2019-20, and will be more than 50% higher in 2020 than it was in 2000

  • A new approach for allocating funding to local authorities to support schools with significant in-year pupil growth, which brings this funding into the formula rather than allocating it on a historical basis. This document sets out the details of changes in 2019-20.

  • To provide stability for local authorities and schools through the transition, in 2018-19 and 2019-20 each local authority will continue to set a local schools formula, in consultation with local schools. These local formulae determine individual schools’ budgets in their areas.

  • The structure of the schools national funding formula in 2019-20 is not changing.

  • Three key areas of the formula in 2019-20, in line with the approach and commitments set out last year include:

The minimum per pupil funding levels – the minimum per pupil funding level for secondary schools will increase to £4,800 and the minimum per pupil funding level for primary schools will increase to £3,500.

The funding floor – the funding floor will increase to ensure that all schools will attract at least a 1% gain per pupil against their 2017-18 baselines.

The gains cap – the gains cap will increase to 6.09% per pupil against 2017-18 baselines. We have used a compounded figure so that underfunded schools can gain a further 3% on top of the 3% they gained in 2018-19.

National funding formula tables for schools and high needs: 2019 to 2020, 24th July 2018

These tables are mainly for schools and local authorities. They cover the updated national funding formulae (NFF) allocations for 2019 to 2020 and the fully implemented NFF. The NFF summary table sets out the combined effect of all the formulae at local authority level.

National funding formula tables for schools and high needs: 2018 to 2019- updated since September 2017 to include 2018 to 2019 and added text to explain that it has been replaced by new 2019 to 2020 content.

Free school meals: supplementary grant 2018 to 2019, 24th July

The free school meals supplementary grant will provide schools with extra funding. It will help them meet the higher costs of providing extra meals before the lagged funding system catches up.

This guidance is for schools and local authorities. It sets out the details of how this grant will be calculated.

Early education and childcare workforce: level 2 qualifications: government Response to consultation, 26th July

Next steps

The level 2 criteria will be used by awarding organisations to develop new qualifications for delivery from September 2019.

They will enable early years workers and employers to recognise suitable level 2 training and qualifications more easily.

From 1 September 2019 early years practitioners will be required to undertake level 2 qualifications that meet these criteria.

DfE will add the approved qualifications to its online Early Years Qualifications List - https://www.gov.uk/guidance/early-years-qualificationsfinder

The new level 2 early years criteria will not be applied retrospectively. Qualifications will be assessed against the criteria in place when they were awarded.

Department for Education- Statistics

Special educational needs in England: January 2018, 26th July 2018

The percentage of pupils with special educational needs has increased to 14.6% (from 14.4%)

The percentage of pupils with a statement or EHC plan has increased to 2.9%

The most common primary types of needs have remained the same from 2017:

  • 0% of pupils on SEN support have Moderate Learning Difficulty as a primary type of need in January 2018.

  • 2% of pupils with a statement or EHC plan have Autistic Spectrum Disorder as a primary type of need in January 2018.

Pupils with special educational needs remain more likely to be eligible for free school meals - 25.8% compared to 11.5% of pupils without special educational needs. Pupils with statements or EHC plans are more likely to be eligible for free school meals than pupils on SEN support (30.9% compared to 24.5%).

Phonics screening check and key stage 1 assessments: England 2017- updated with amended KS1 metadata file in 'Underlying data', 26th July


Education in England: Annual Report 2018, Hutchinson et al., 25th July: Education Policy Institute

The annual report considers how the disadvantage gap has changed since 2011 and how it varies across the country. The report also looks at how pupils from different backgrounds perform, and, for the first time, looks at the post-16 routes taken by disadvantaged students and their peers. The underlying causes of educational disadvantage are also examined – with several policy recommendations proposed.

Overall findings:

  • There is little change in the gap in school attainment between disadvantaged pupils and their peers. In early years and primary phases, the gap is 4.3 and 9.4 months respectively.

  • On the best measure of the disadvantaged gap at the end of secondary education (the English Language and Maths gap), there has been a significant slowdown in the rate of gap closure over the last few years – threatening the ambition of significantly greater social mobility.

  • For the most persistently disadvantaged pupils, there has been no closure at all in the (English and Maths), disadvantaged gap since 2011.

  • At secondary level, the disadvantage gap across all GCSE subjects closed faster than in previous years, standing at 18.4 months in 2017 (compared to 19.3 months in 2016).

  • However the apparent narrowing of the disadvantage gap is caused largely by more disadvantaged pupils entering more ‘academic’ subjects – which have historically had smaller disadvantage gaps. This appears to be a result of recent government reforms – the English Baccalaureate and Progress 8 measures.

  • Research indicates that these accountability reforms are more likely to be the cause of a reduction in the size of the gap than improvements in pupil performance.

  • Comparing the routes of disadvantaged students and non-disadvantaged students after they finish their GCSEs, post-16 education is becoming more segregated- A higher proportion of non-disadvantaged pupils are entering sixth forms, compared to disadvantaged pupils.

Cluster randomized trial of the classroom SCERTS intervention for elementary students with autism spectrum disorder (CSI), Morgan et al., Journal of Consulting and Clinical Psychology, Vol 86(7), Jul 2018, 631-644

Sixty schools with 197 students with autism spectrum disorder (ASD) in 129 classrooms were randomly assigned to CSI or ATM. Mean student age was 6.79 years (SD 1.05) and 81.2% were male. The cluster randomized trial (CRT) evaluated the efficacy of the Classroom Social, Communication, Emotional Regulation, and Transactional Support (SCERTS) Intervention (CSI) compared with usual school-based education with autism training modules (ATM).CSI teachers were trained on the model and provided coaching throughout the school year to assist with implementation. A CRT, with students nested within general and special education classrooms nested within schools, was used to evaluate student outcomes.

The CSI group showed significantly better outcomes than the ATM group on observed measures of classroom active engagement with respect to social interaction. The CSI group also had significantly better outcomes on measures of adaptive communication, social skills, and executive functioning with Cohen’s d effect sizes ranging from 0.31 to 0.45.

The findings support the preliminary efficacy of CSI, a classroom-based, teacher-implemented intervention for improving active engagement, adaptive communication, social skills, executive functioning, and problem behavior within a heterogeneous sample of students with ASD. This makes a significant contribution to the literature by demonstrating efficacy of a classroom-based teacher-implemented intervention with a heterogeneous group of students with ASD using both observed and reported measures.


The SEND Governance Review Guide, Driver youth Trust

Commissioned by Whole School SEND and co-funded between the DfE and Driver Youth Trust in partnership with governance leaders, the guide, drawing upon the six features of effective governance, sets out a framework for how to ensure that learners with SEND access high-quality provision.

The SEND Governance Review Guide is based on the SEND Review Guide framework. The guide is suitable for all educational settings – including mainstream and special schools, post-16 provision and Alternative Provision.

The aim of the Review Guide is to ensure that all boards are able to have a positive impact in their setting. The SEND Governance Review Guide is free to download here

International -Wales


Youth support services in Wales: The value of youth work, 25th July :Estyn

The report provides a general evaluation of the quality of services for 11 - 25 year-olds.  These services include open access youth clubs, community-based projects, and more targeted support for young people facing difficulties with securing employment and training, poverty, domestic abuse, sexual exploitation, mental health or homelessness.

While there is a wide range of youth support services available across Wales, many young people either do not know about them or have difficulty getting access to professional youth work. Reduced funding and competing policy priorities have also changed the way services are structured and targeted. Often, their spread and location means that those living in a rural area may not have the same range of opportunities and services available to them as those living in urban areas, or face unreliable internet access to online services.

The report recommends that the Welsh Government, local authorities and their partners should renew a commitment to professional youth work. This can be achieved by putting young people’s rights at the heart of their work, listening to what they need and involving them in decisions. The report includes case studies describing particular projects that have overcome barriers in providing youth support services.

Estyn’s report is the first in a series arising from a joint project examining issues around support for young people in Wales. This project is being carried out by Estyn, Care Inspectorate Wales, Healthcare Inspectorate Wales and the Wales Audit Office working together as Inspection Wales. 

Achievement for All Areas for consideration

Special educational needs in England: January 2018, 26th July 2018

Pupils with special educational needs remain more likely to be eligible for free school meals - 25.8% compared to 11.5% of pupils without special educational needs. Pupils with statements or EHC plans are more likely to be eligible for free school meals than pupils on SEN support (30.9% compared to 24.5%).

Schools working with Achievement for All secure better outcomes for pupils eligible for free school meals who have an identified SEN.