Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure (a) schools and (b) colleges are equipped to (i) identify and (ii) support (A) autistic girls and (B) autistic girls who mask symptoms.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.
The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.
Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.
The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to update SEND guidance to reflect current understanding of autism presentation in women and girls.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.
The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.
Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.
The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that autistic girls with (a) avoidant restrictive food intake disorder, (b) sensory sensitivities and (c) other additional needs are able to access inclusive learning environments.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.
The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.
Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.
The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to review (a) current school-based assessment and (b) referral systems for autism to reduce (i) misdiagnosis and (ii) late diagnosis in girls.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.
The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.
Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.
The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the diagnostic wait time on the educational outcomes of autistic (a) girls and (b) boys.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.
The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.
Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.
The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, whether the National Food Strategy will reference young people.
Answered by Daniel Zeichner - Minister of State (Department for Environment, Food and Rural Affairs)
We are developing an ambitious new food strategy to set the food system up for long term success. The strategy will deliver wide ranging improvements. Everyone including young people will benefit from a healthier, more affordable, sustainable and resilient 21st century UK food system that grows the economy, feeds the nation, nourishes people, and protects the environment, now and in the future. A number of food strategy outcomes are particularly important for young people touching on children's health, food education, and jobs and skills in the food sector.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, if his Department will include plans to ensure food partnerships in every area by 2030 in the National Food Strategy.
Answered by Daniel Zeichner - Minister of State (Department for Environment, Food and Rural Affairs)
The food strategy will articulate the outcomes we want from the food system, enabling the Government, civil society, and the food industry work to shared goals and priorities. Local and place-based approaches will have a key role to play in delivery of these outcomes. We will continue to work with partners across the food system as we develop our approach.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, whether her Department plans to allocate funding for furniture provision through the Crisis and Resilience Fund.
Answered by Alison McGovern - Minister of State (Department for Work and Pensions)
The new Crisis and Resilience Fund will be introduced from 1 April 2026. This represents the first ever multi-year settlement for locally delivered crisis support
We will be working closely with local authorities and external stakeholders on the detailed design of the Crisis and Resilience Fund and We will issue further information on our planned approach in due course.