To ask the Secretary of State for Children, Schools and Families (1) what steps his Department is taking to ensure schools adhere to regulations on the use of social, behavioural and psychological interventions in conjunction with the prescription of Ritalin to treat attention deficit hyperactivity disorder; (147678)

Local authorities, schools, early education settings and those who help them—including health and social services—must have regard to the special educational needs (SEN) code of practice (2001), These bodies must fulfil their statutory duties towards children with SEN in the light of the guidance in the code of practice.

Although there are no regulations on interventions, ‘Managing Medicines in Schools and Early Years Settings’ DfES/DH (2005) is designed to help all schools and all early years settings and their employers develop policies on managing medicines, and to put in place effective management systems to support individual children with medical needs. It provides specific advice on the supply, possession and administration for controlled drugs such as methylphenidate (commercial name Ritalin). Where a child has an ongoing health need, including medicines, schools are advised to produce an individual health care plan for a child with medical needs that identifies the level of support that is needed.

The SEN code and ‘Managing Medicines’ guidance make clear that education staff should work closely with, and take advice from health professionals to form the whole ‘package’ of support required for children taking medicines as a means of managing a special educational need or disability.

In order to be awarded qualified teacher status, all trainee teachers must demonstrate that they understand their responsibilities under the code, know how to seek advice from specialists on less common types of SEN, can differentiate their teaching to meet the needs of pupils, including those with SEN, and can identify and support pupils who experience behavioural, emotional and social difficulties.

We are proposing that from September 2007 the standards for qualified teacher status will be strengthened to require teachers to know and comply with current legislation on the well-being of children and young people, to know and understand the role of others when dealing with children who have SEN or disabilities, and to communicate effectively with parents and carers.

The current induction standards require newly qualified teachers to demonstrate that they can plan effectively to meet the needs of pupils in their classes with SEN, with or without a statement. The standards also demand that they work collaboratively with both other teachers and specialists to ensure that provision is suitable for SEN pupils. The revised standards framework will reinforce, build on and strengthen the current standards surrounding SEN.

All schools receive a school development grant which they are able to use to support improvements in any aspect of teaching and learning. A wide variety of courses are available covering SEN, ranging from awareness-raising through to in-depth studies leading to specific qualifications. It is, however, a matter for individual teachers, other staff and their schools to determine their own particular training and development needs. Local authorities may retain a proportion of this grant, under certain conditions, to provide specific training and development of SEN.

We are also launching later this year an inclusion development programme (IDP) which will deliver continuing professional development for teachers and other staff, in key areas of SEN. The opening round will focus on children with speech, language and communication needs and dyslexia as the ability to communicate is fundamental to learning and progression. The IDP will subsequently address behavioural, emotional and social difficulties, including children with ADHD.