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 help (a) reduce workload and (b) enhance professional development support for teachers in schools serving low income communities.
Answered by Catherine McKinnell
The department knows that the quality of teaching is the most important in-school factor for improving pupil outcomes, and that it is particularly important for pupils from disadvantaged backgrounds. Our scholarship funding for national professional qualifications, high-quality professional development for teachers and leaders, is targeted towards supporting participation from those working in schools with the highest levels of disadvantage.
The department is committed to tackling the major drivers of high workload and poor wellbeing for teachers in all schools, including those serving low-income communities, through wide-ranging reforms to the education system and supporting schools to harness technology to enhance time efficiency and reduce workload.
Our ‘Improve workload and wellbeing for school staff’ service shares resources that have worked in schools to reduce workload and improve staff wellbeing, developed by school leaders for school leaders. Further details on the service are available here: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/workload-reduction-toolkit/address-workload-issues/governance/prepare-a-governing-board-report/.
The department is also working closely with unions, employer representative organisations, school leaders and other key partners to identify where we can go further to address unnecessary workload, including through the Improving Education Together agreement.
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
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
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
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
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
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 her Department is taking to promote digital literacy education in schools to encourage the responsible use of mobile technology.
Answered by Catherine McKinnell
Within the computing curriculum pupils are taught to use technology safely, responsibly, respectfully and securely, to keep personal information private, to recognise unacceptable behaviour, and to understand where to seek support.
Within citizenship and relationships, sex and health education (RSHE), pupils learn how to identify misleading and malicious information and to counter the effects of negative and harmful news, events and information online.
The Curriculum and Assessment Review’s interim report states a renewed focus on digital literacy is key to responding to the rise of artificial intelligence. The department will consider how best to implement the Review’s recommendations following the final report.
The department’s ‘Mobile phones in schools’ guidance is clear that schools should prohibit the use of devices with smart technology throughout the school day to prevent disruption to pupils’ learning.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, whether funding for family hubs will be included in the Child Poverty Strategy.
Answered by Catherine McKinnell
Tackling child poverty is at the heart of this government’s mission to break down barriers to opportunity. The Child Poverty Taskforce meeting in January focused on the crucial role of local services, including family hubs, in reducing the impact of poverty.
Our new publication ‘Giving Every Child the Best Start in Life’ sets out that we are making a significant investment of over £500 million which will build back crucial family services and provide high quality support to parents and children from pregnancy to age five. Proposals include:
This publication is accessible at: https://www.gov.uk/government/publications/giving-every-child-the-best-start-in-life.
The Hubs will help tackle the stain of child poverty ahead of our ambitious Child Poverty Strategy, due to be published in the autumn.
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 that integrated family hubs are available to support families in local communities.
Answered by Janet Daby
On 11 June 2025, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025. This announcement confirmed departmental budgets for 2026/27 onwards and committed that the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.
On 7 July 2025, the government published the policy paper ‘Giving every child the best start in life’, which is available here: https://www.gov.uk/government/publications/giving-every-child-the-best-start-in-life.
This outlines the government’s commitment to delivering a new Best Start Family Service to bring together parenting, healthcare and education support services, as well as creating and funding Best Start Family Hubs in every local authority to give children the best start in life by strengthening and joining up family services.
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 family hubs are available in all areas.
Answered by Janet Daby
On 11 June 2025, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025. This announcement confirmed departmental budgets for 2026/27 onwards and committed that the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.
On 7 July 2025, the government published the policy paper ‘Giving every child the best start in life’, which is available here: https://www.gov.uk/government/publications/giving-every-child-the-best-start-in-life.
This outlines the government’s commitment to delivering a new Best Start Family Service to bring together parenting, healthcare and education support services, as well as creating and funding Best Start Family Hubs in every local authority to give children the best start in life by strengthening and joining up family services.