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Special Educational Needs

Volume 499: debated on Wednesday 11 November 2009

To ask the Secretary of State for Children, Schools and Families pursuant to the answer of 9 February 2009, Official Report, columns 1730-1W, on special educational needs, how many pupils in each category were classified as gifted and talented. (256860)

The available information is shown in the table.

Academies: Number of pupils in national curriculum year groups 10 and 11 who had a statement of special educational needs, had unstatemented special educational needs and are gifted and talented1,2—position in January each year 2007 to 2009, England

Academies

Number of pupils who had a statement of special educational needs and who were gifted and talented

Number of pupils who had unstatemented special educational needs and who were gifted and talented

Number of schools

Year group 10

Year group 11

Year group 10

Year group 11

2007

46

10

3

60

40

2008

83

10

10

220

190

2009

133

20

10

380

360

1 Excludes dually registered pupils.

2 Information on gifted and talented status is available from 2007.

3 Denotes figures of less than five.

Note:

Pupil numbers have been rounded to the nearest 10.

Source:

School Census

To ask the Secretary of State for Children, Schools and Families how many letters his Department has written to head teachers on special educational needs in the last 12 months; and if he will place a copy of each such letter in the Library. (258648)

The Department has sent two letters to schools specifically about special educational needs (SEN) over the past year: The Exchequer Secretary wrote to schools on 22 January 2009 about improving outcomes for children with SEN and tackling bullying; and the Department wrote to schools in a letter dated 27 January 2009 about children with SEN from service families. These letters have been placed in the House Libraries.

In addition, SEN and disability featured in the Secretary of State's annual ‘back to school’ letter to head teachers in September 2008. This letter emphasised the priority he attaches to narrowing the attainment gap in outcomes for disadvantaged children, including those with SEN.