Thank you, Minister. It's encouraging to hear you talk about the ongoing safeguarding of children that are at home and I assume, within that, appropriate referral mechanisms are still in place if teachers or anybody has any particular concern about a child. Similarly, with special educational needs, whereas some of those children benefit clearly from a one-to-one provision in a school, and they may not respond as well to remote working, or remote contact, with an SEN advisor, are you considering in any way any relaxation of the lockdown rule in particular for those children in terms of them being able to access the support that they need for their particular educational needs?
Well, first of all, Dawn, you're absolutely right: my expectation is that schools should remain in contact with children and continue to identify vulnerable children, and schools should continue to refer children to children's services if they have any concerns, and that would also, of course, be the case for youth workers who may be keeping in contact with children. So, there is a professional expectation on all those that are working with our children and young people that, despite the circumstances they find themselves in, they should continue to report and refer cases if they see anything or hear or are told anything that makes them concerned about a child's welfare and safety. With regard to children with additional learning needs, I am aware that that can present a number of challenges to families and children, and perhaps Steve Davies could give some further details. We have been keen to work with local authorities to ensure specialist provision, where that is appropriate—so, if I could give you an example of my own local authority in Powys, they have two specialist centres available for children with more profound additional learning needs, and those centres are available—recognising, however, that, even with the provision of specialist hubs, it can be a challenge for some children with additional learning needs to find themselves outside of a routine. Hubs are often staffed on a rota basis and therefore children could be faced with staff that they are unfamiliar with. So, even when local authorities—and the vast, vast majority of them do—have specialist services in place, sometimes that might not be the best thing for a child's health and well-being. But perhaps Steve can give us further details of the conversations that have been taking place with directors of education to ensure that children with additional learning needs have access to the hubs and specialist support. Steve.
Yes, myself and colleague Albert Heaney—colleague-director—have been in regular touch with directors of education and directors of social services to make sure that these children and young people's needs are catered for. We are very aware of all of the special schools—profound and multiple learning difficulties, EBD schools and pupil referral units—that have been kept open in their own way, but also, in some cases, as hubs, to deliver those services for those children's needs, and we're pleased that the directors and the local authorities have responded so constructively. So, we have the details of every school that's open, the pupils who are attending, and we are clear that the risk assessments that the Minister referred to for children with special needs, as well as wider vulnerable groups—they are having risk assessments to make sure that, where there is a need identified for a pupil that is not currently attending a hub, then the local authority can be working with that child and with the parents.
Thank you, Steve. Dawn.