1. What support is the Welsh Government providing for autistic pupils in school settings in Wales? OQ56257

Thank you, Mark. I recognise that the uncertainty arising from the circumstances we are facing as a result of the current pandemic is particularly challenging for children and young people with additional learning needs, including autism. I remain committed to supporting learners, parents and carers during this extremely difficult time.

Thank you. When the Welsh Government first advised schools to close in response to the COVID-19 outbreak, it stated that this was with the exception of making provision for children who are vulnerable, or whose parents are critical to the COVID-19 response. Welsh Government guidance states that vulnerable children includes those with care and support or support plans and those with statements of special educational needs. However, I was then contacted by several affected Flintshire families—but not by families anywhere else—denied provision on the incorrect grounds that their parents also had to be key workers. The council there only backed down several weeks later after I obtained a definitive statement from the Welsh Government. How do you therefore respond to the solicitor representing families across Wales who has contacted me stating they have a legal case, raising the issue of when an autistic child should be schooled at home or in the special school that the child normally attends—the child's parents want the child to go to school, as they can't cope—and asking does the Welsh Government guidance allow children with autism SEN or additional learning needs to attend school if home schooling is a problem for parents?

Thank you, Mark. Quite rightly, as you identify, schools continue to provide education on site for vulnerable children and children of critical workers. The two are mutually exclusive; you do not need to be a child with additional learning needs and the child of a key worker to access that provision. And I am very grateful to all of those involved in our special schools and our pupil referral units, as well as our mainstream schools, for providing that support at this time. I'm glad to hear, Mark, that our correspondence to you regarding the contents of our guidance was helpful in assisting your constituents, and I would urge you to write to me once again with the case that you outline. There is considerable flexibility with regard to vulnerability, but we are very clear that, where at all possible, vulnerable children should be able to access face-to-face learning. But, if you would like to write to me, I will do my very best to endeavour to help you once again. 

Question 2 [OQ56264] and question 3 [OQ56269] have been withdrawn. Question 4—Gareth Bennett.