Written questions by Dance.

What assessment he has made of the potential merits of using arts and crafts groups to help support cancer (a) treatment and (b) recovery.

We are committed to ensuring that all cancer patients are offered a Holistic Needs Assessment and Personalised Care and Support Planning, ensuring care is focused on what matters most to each person. This is being delivered in line with the NHS Comprehensive Model for Personalised Care, empowering people to manage their care and the impact of their cancer, and maximise the potential of digital and community-based support.We are supporting those experiencing cancer with access to psychosocial support, which can include NHS Talking Therapy services and evidence-based psychological therapies for people with anxiety disorders and depression. In addition, NHS England has published service specifications for providers of children and young people’s cancer services, including reducing physical, emotional, and psychological morbidity arising from treatment.We recognise the importance of using the voluntary and community sector to provide a range of holistic support offers for patients’ wellbeing and mental health. Social prescribing is a key component of the National Health Service’s Universal Personalised Care and is a way for general practices or local agencies to refer people to a Social Prescribing Link Worker. Social prescribing link workers focus on ‘what matters to me’ and connect people to community groups and statutory services for practical and emotional support, including arts-based activities.

What assessment he has made of the potential merits of increasing financial support for nurse-led arts and crafts groups for patients (a) with and (b) recovering from cancer.

We are committed to ensuring that all cancer patients are offered a Holistic Needs Assessment and Personalised Care and Support Planning, ensuring care is focused on what matters most to each person. This is being delivered in line with the NHS Comprehensive Model for Personalised Care, empowering people to manage their care and the impact of their cancer, and maximise the potential of digital and community-based support.We are supporting those experiencing cancer with access to psychosocial support, which can include NHS Talking Therapy services and evidence-based psychological therapies for people with anxiety disorders and depression. In addition, NHS England has published service specifications for providers of children and young people’s cancer services, including reducing physical, emotional, and psychological morbidity arising from treatment.We recognise the importance of using the voluntary and community sector to provide a range of holistic support offers for patients’ wellbeing and mental health. Social prescribing is a key component of the National Health Service’s Universal Personalised Care and is a way for general practices or local agencies to refer people to a Social Prescribing Link Worker. Social prescribing link workers focus on ‘what matters to me’ and connect people to community groups and statutory services for practical and emotional support, including arts-based activities.

What plans he has to improve early interventions for young people with severe mental health issues.

We recognise the importance of early intervention, and that too many children and young people, including those with severe mental health issues, are not getting the support or care they need. That is why we will recruit 8,500 additional mental health workers across child and adult services, to reduce delays and provide faster treatment, whilst also helping to ease pressure on the busy mental health services.We will provide access to a specialist mental health professional in every school, so that mental health conditions can be identified early on and prevented from developing into more serious conditions in later life.In addition, NHS England is currently refreshing guidance on children and young people's eating disorders. The refreshed guidance will highlight the importance of awareness and early recognition of eating disorders within schools, colleges, primary care, and broader children and young peoples’ mental health services.

What assessment her Department has made of the potential impact of reducing funding for level 7 healthcare apprenticeships on skills shortages in the NHS; and what discussions she has had with the Secretary of State for Health and Social Care on that funding.

I refer the hon. Member for Yeovil to the answer of 28 March 2025 to Question 39819.

Food and Rural Affairs, if he will reconvene the Responsible Dog Ownership Working Group.

Defra is continuing to work with the police, local authorities and animal welfare groups to explore measures to reduce dog attacks and promote responsible dog ownership across all breeds of dog. We are currently considering the best way to take forward the Responsible Dog Ownership Taskforce.

What assessment her Department has made of the potential impact of reducing funding for level 7 apprenticeships on the number of chartered town planners in local government.

I refer the hon. Member for Yeovil to the answer of 20 January 2025 to Question 23140.

What assessment her Department has made of the potential impact of reducing funding for level 7 healthcare apprenticeships on the NHS long-term workforce plan.

I refer the hon. Member for Yeovil to the answer of 28 March 2025 to Question 39819.

What assessment her Department has made of the potential impact of reducing funding for level 7 healthcare apprenticeships on the number of advanced clinical practitioners in the NHS.

I refer the hon. Member for Yeovil to the answer of 28 March 2025 to Question 39819.

What plans she has to improve the (a) mental health and (b) wellbeing of teachers in Somerset.

I refer the hon. Member for Yeovil to the answer of 14 February 2025 to Question 29516.

What plans she has to improve teacher (a) recruitment and (b) retention in Somerset.

High quality teaching is the most important in-school factor to a child’s educational outcomes. Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. This is why the department will recruit 6,500 new expert teachers, get more teachers into shortage subjects, support areas that face recruitment challenges and tackle retention issues. To deliver this pledge we are resetting the relationship with the sector to ensure teaching is once again a valued and attractive profession.We agreed a 5.5% pay award for teachers this year, 2024/25, and we have increased the funding available for bursaries for trainee teaches to £233 million from 2025/26, to support teacher trainees with tax-free bursaries of up to £29,000 and scholarships of up to £31,000 in some shortage subjects. The department has also expanded its school teacher recruitment campaign, ‘Every Lesson Shapes a Life’, and the further education teacher recruitment campaign ‘Share your Skills’.A successful recruitment strategy starts with a strong retention strategy, and in addition to recruiting high quality teachers, we want to ensure teachers stay and thrive in this profession. New teachers of mathematics, physics, chemistry and computing in the first five years of their careers will now receive a targeted retention incentive of up to £6,000, after-tax, if working in disadvantaged schools. There are six schools in the Yeovil constituency where teachers are eligible for targeted retention incentives.The department has also taken steps to improve teachers’ workload and wellbeing, to support retention and help re-establish teaching as an attractive profession. This includes opportunities for greater flexible working, such as allowing planning, preparation and assessment time to be undertaken remotely, and making key resources to support wellbeing, developed with school leaders, available to teachers​.The department is also funding bespoke support provided by flexible working ambassador schools and multi-academy trusts, ensuring schools are capturing the benefits of flexible working, whilst protecting pupils’ face-to-face teacher time.Malmesbury School of the Athelstan Trust is the flexible working ambassador school providing local, tailored peer support for Yeovil schools.High quality continuing professional development is also key to ensuring the retention of an effective teaching workforce. Through the revised Initial Teacher Training and Early Career Framework, new teachers will benefit from at least three years of evidence-based training, across initial teacher training and into their induction. The department has also launched an updated suite of national professional qualifications (NPQs) for teachers and school leaders at all levels, from those who want to develop expertise in high quality teaching practice to those leading multiple schools across trusts. Teaching School Hubs play a significant role in delivering the initial teacher training, the early career framework and NPQs. The Five Counties Teaching School Hubs Alliance is a partnership of Teaching School Hubs supporting teacher training and development across Somerset, South Gloucestershire, Bath and Bristol.

What estimate she has made of the number of inmates with dyslexia in prisons in (a) Somerset, (b) the South West and (C) the UK.

His Majesty’s Prisons and Probation Service (HMPPS) offers screening to prisoners upon entry to prison to help identify any additional needs they may have, including those associated with dyslexia. We would not attribute any additional needs that are identified during the screening process to a specific clinical condition but do encourage individuals to self-declare any conditions or needs they consider themselves to have.HMPPS held data does not distinguish the specific types of learning needs of prisoners, so cannot identify those with dyslexia from other learning needs. However, the data from initial screening offered upon entry to prison, which indicates the number of learners in prison with a learning difficulty or disability can be found here: https://www.gov.uk/government/collections/prison-education-and-accredited-programme-statistics.

What steps she is taking to help dyslexic inmates improve their (a) reading and writing skills and (b) employment prospects.

His Majesty’s Prisons and Probation Service (HMPPS) offers screening to prisoners upon entry to prison for neurodiversity needs including needs associated with dyslexia. This helps us identify any additional needs they may have that might impact their ability to engage with the regime or learning opportunities in the prison. We would not attribute any additional needs that are identified during the screening process to a specific condition but do encourage individuals to self-declare any conditions or needs they consider themselves to have.The Prisoner Education Service is in the process of procuring a new Additional Needs Indicator screening tool that will identify many of the traits and needs associated with dyslexia. This screening will be offered to all prisoners without a previous record of completing the new tool as part of introduction to education following reception into prison. Where needs are identified, appropriate support and reasonable adjustments can be put in place.HMPPS takes a needs-led approach to supporting individuals with additional learning needs, such as dyslexia. To improve support for prisoners the Neurodiversity Support Manager (NSM) role has been rolled out across the prison service. NSMs implement a whole prisons approach to neurodivergence. They are responsible for improving processes to identify and support prisoner' needs and ensuring neurodivergent prisoners can access education, skills, and work opportunities within the prison.Formal literacy teaching follows national accredited qualifications which must follow quality standards laid down by awarding organisations. All prisons have reading strategies, and we have established a national reading panel, including experts from the British Dyslexia Association. Reader pens, which help those with low literacy levels including those with dyslexia, are available across the estate for Governors to purchase, and use is widespread.The NSM role provides additional support for learners with neurodivergent needs such as dyslexia to access both education and work. After screening, a Personal Learning Plan is created. These provide people who work with a prisoner information about the prisoner’s needs, goals and achievements. We are broadening prisoner employment pathways through an apprenticeship programme that can be used in open prisons. The Department for Education has recently announced that the requirements for English and maths qualifications for learners over 19 to access apprenticeships will be optional. This will support more prisoners with additional learning needs such as dyslexia to access apprenticeships.

What steps she is taking to provide screening for dyslexia in prisons.

His Majesty’s Prisons and Probation Service (HMPPS) offers screening to prisoners upon entry to prison for neurodiversity needs including needs associated with dyslexia. This helps us identify any additional needs they may have that might impact their ability to engage with the regime or learning opportunities in the prison. We would not attribute any additional needs that are identified during the screening process to a specific condition but do encourage individuals to self-declare any conditions or needs they consider themselves to have.The Prisoner Education Service is in the process of procuring a new Additional Needs Indicator screening tool that will identify many of the traits and needs associated with dyslexia. This screening will be offered to all prisoners without a previous record of completing the new tool as part of introduction to education following reception into prison. Where needs are identified, appropriate support and reasonable adjustments can be put in place.HMPPS takes a needs-led approach to supporting individuals with additional learning needs, such as dyslexia. To improve support for prisoners the Neurodiversity Support Manager (NSM) role has been rolled out across the prison service. NSMs implement a whole prisons approach to neurodivergence. They are responsible for improving processes to identify and support prisoner' needs and ensuring neurodivergent prisoners can access education, skills, and work opportunities within the prison.Formal literacy teaching follows national accredited qualifications which must follow quality standards laid down by awarding organisations. All prisons have reading strategies, and we have established a national reading panel, including experts from the British Dyslexia Association. Reader pens, which help those with low literacy levels including those with dyslexia, are available across the estate for Governors to purchase, and use is widespread.The NSM role provides additional support for learners with neurodivergent needs such as dyslexia to access both education and work. After screening, a Personal Learning Plan is created. These provide people who work with a prisoner information about the prisoner’s needs, goals and achievements. We are broadening prisoner employment pathways through an apprenticeship programme that can be used in open prisons. The Department for Education has recently announced that the requirements for English and maths qualifications for learners over 19 to access apprenticeships will be optional. This will support more prisoners with additional learning needs such as dyslexia to access apprenticeships.

Food and Rural Affairs, with reference to the oral contribution by the hon. Member for Yeovil during the Ministerial Statement on Sustainable Farming Incentive on 12 March 2025, if he will visit farmers in Yeovil constituency to discuss this matter.

The Secretary of State believes in the importance of continued engagement with the sector and has spoken with several farmers since his appointment. He will be happy to speak to those in the Yeovil Constituency.

Communities and Local Government, what plans she has to improve (a) transparency and (b) professionalism in the leasehold sector in Somerset.

I refer the hon. Member to the Written Ministerial Statement made on 21 November 2024 (HCWS244).

What steps she plans to take to help train employers to (a) recognise and (b) support employees with (i) dyslexia and (ii) neurodivergent conditions.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What assessment she has made of barriers faced by dyslexic adults in the workplace.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What plans she has to support the diagnosis of dyslexia in adults in the workplace.

Neurodivergent people bring many positive benefits to workplaces but face particular barriers to employment, which is reflected in a poor overall employment rate. As a government, we want to support all forms of neurodiversity in the workplace, including dyslexia, by encouraging employers to adopt neuro-inclusive working practices so that everyone can thrive at work well before diagnosis.On 29 January this year, the Government launched an independent panel of academics with expertise and experiences of neurodiversity to advise us on boosting neurodiversity awareness and inclusion at work. Many of the panel are diagnosed or identify as neurodivergent and/or have familial experience alongside their professional experience and expertise.The panel will consider the reasons why neurodivergent people have poor experiences in the workplace, and a low overall employment rate. Recommendations are expected to include employer actions that can support the inclusion of neurodivergent people, including in recruitment and day to day workplace practices.Employers have a key role to play. Our support to employers includes the online Support with Employee Health and Disability service, to support employers managing health and disability in the workplace. This includes questions of disclosure and equipping employers to feel confident having conversations about health and disability. The Disability Confident scheme also signposts employers to expert resources which support the employment of disabled people, including neurodivergent people.The Department of Education has invested £1.34 billion in the 2024/25 academic year in education and skills training for adults through the Adult Skills Fund (ASF). Education and Skills Funding Agency funded ASF includes funds for Learning Support, which helps providers to meet the additional needs of learners with learning difficulties and/or disabilities, including the costs of reasonable adjustments as set out in the Equality Act 2010. Learning Support can cover a range of needs including an assessment for dyslexia.Adults who wish to be assessed for dyslexia are advised to contact a local or national dyslexia association for advice. Further information on dyslexia assessments, can be found on the NHS.uk website: Dyslexia - Diagnosis - NHS

What plans she has to support technical colleges to provide specialist support for dyslexic students in (a) Somerset and (b) the South West.

We are the department for opportunity. As part of this we are committed to help every learner to achieve and thrive, through excellent teaching and high standards. This includes a focus on children and young people with special educational needs and disabilities (SEND).The SEND Code of Practice is clear that all children and young people with SEND should be prepared for adulthood.Preparation for adulthood means higher education and/or employment, independent living, participation in society and being as healthy as possible in adult life.All local authorities must set out the support available to help children and young people with SEND move into adulthood as part of their local offer.All education and training providers, including Technical Colleges, and other related service providers, have a duty to make reasonable adjustments for disabled people, so they are not disadvantaged compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under section 20 of the Equality Act 2010, which is available at: https://www.legislation.gov.uk/ukpga/2010/15/section/20.There is a range of support on offer for dyslexic students. Students should discuss their needs with the college or education provider before the course begins. They will assess needs by consulting the student, their previous school and (if appropriate, and with permission) parents. Over the age of 16, the student should be fully involved in the discussions around special educational needs support.The college must explain what support they will provide to meet the person’s individual learning needs. They should regularly review this support, keep records of the student’s progress and discuss this with them.Support can include the use of additional time for tasks and exams, assistive technology, specialist tuition, note-takers and one-to-one or small group learning support.The British Dyslexia Association offers advice and guidance on how students should be supported, which is available at: https://www.bdadyslexia.org.uk/advice/educators.Disability Rights UK have information available which describes how reasonable adjustments can be provided for students with disabilities. This can be accessed at: https://www.disabilityrightsuk.org/resources/adjustments-disabled-students-and-apprentices.

What plans she has to improve specialist teacher training on supporting dyslexic students in secondary schools.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools, and is working with families and education and care experts to deliver this in the best interests of all children and to improve parents’ trust. High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND or from disadvantaged backgrounds, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND such as dyslexia. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status. The ITT Core Content Framework and Early Career Framework (ECF), for trainee and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching. From September 2025, they will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE). The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework, including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils, including those with dyslexia. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children. The department recognises that continuous improvement is essential and has recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.