Department for Education

Questions from the Department for Education:

41-60 of 124 results
Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What have been the impact and effectiveness of the AP Specialist Taskforces and SAFE Taskforces programmes? What are the implications for spreading and scaling the models? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What are the risk factors for children’s involvement in serious violence and what interventions and approaches are most effective in reducing it? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. What are the characteristics of the SEND and AP workforce? What are the barriers to SEND and AP staff recruitment and retention, and how can we overcome these? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How do we create a SEND and AP system that better meets the needs of children and their families? Building on the SEND and AP improvement plan, we would like to better understand local delivery, partnership working in the system, cost and financial stability. What does good provision look like and how can we share best practice? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can children and young people with SEND and in AP be best supported in important transitions, including into post-16 education and adulthood? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we improve the education experiences and outcomes for children and young people with SEND or in AP? How do we best identify needs and level of need, what are the benefits of early intervention, and what are appropriate outcomes to measure for this group? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support children and young people with special educational needs and disabilities (SEND) and those who attend Alternative Provision (AP)? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can schools/colleges effectively measure the impact of these approaches? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support children and young people with developing resilience and mental health through their schooling? What programmes and approaches are most effective and why? Department for Education, 2024
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Vulnerable Children: Support the most disadvantaged and vulnerable children and young people through high-quality local services, so that no one is left behind. How can we best support and promote mental health and wellbeing in schools, colleges and higher education? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. How can we best develop tools to assess development before school-age, so we can measure important changes in educational outcomes over time and understand the relative impact of Early Childhood Education and Care (ECEC) and home learning environment? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. What are the characteristics of additional needs for children in the early years, with specific consideration of neurodiversity, speech and language, and mental health interventions? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. How do we better provide for additional needs in the early years, with specific consideration of neurodiversity, speech and language, and mental health. Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. What are the barriers to early years staff (including childminders) recruitment and retention and how can they be addressed? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. How can high quality training and support for the early years workforce improve child outcomes? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. What work in improving the supply, demand and quality of both provision and the underlying workforce in early years? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. What offers would further incentivise parents, particularly from disadvantaged communities, to take up childcare and get back into work? This should include building a local level understanding of supply and demand, costs, and provider profit margins. Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. How do we improve parental access to, and engagement with, family services? How do we improve connections and relationships between parents and professionals (e.g. through parental networks)? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. How effective are the Family Hubs pilots in improving outcomes for young children and their families? What works best to engage families and deliver services? Department for Education, 2024
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Early Years and Family Support: Provide the best start in life through high-quality early education and childcare to raise standards and help parents to work. What can we do to support children and their families develop well from birth before entering formal education (and to the start of adulthood for those with SEND)? Department for Education, 2024
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