Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that Education, Health and Care Plans include (a) measurable and (b) enforceable targets.
Answered by Catherine McKinnell
Local authorities must ensure that education, health and care (EHC) plans comply with the Children and Families Act 2014 and the special educational needs and disability (SEND) code of practice.
The code states that EHC plans must detail the outcomes sought for the child or young person. These should be specific and measurable, and the plan should be used to monitor a child or young person’s progress towards them and their longer term aspirations.
Plans must be reviewed by the local authority at a minimum every 12 months.
Reviews must consider whether the outcomes and supporting targets remain appropriate and may include setting new interim targets for the coming year or agreeing new outcomes.
Ofsted and the Care Quality Commission carry out joint inspections of area SEND arrangements. These will consider the effectiveness of local SEND arrangements, including whether children and young people with SEND are well prepared for their next steps.
Where a local authority does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that rural areas are not disproportionately impacted by the rollout of the expanded childcare offer, in the context of levels of (a) job availability and (b) childcare capacity in rural areas.
Answered by Stephen Morgan - Government Whip, Lord Commissioner of HM Treasury
The department is working closely with all local authorities on the rollout of the expanded childcare offer. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing, including impacts to rural areas. Where local authorities report sufficiency challenges, we support the local authority, where needed, through our childcare sufficiency support contract.
To support delivery of the expansion, our national recruitment campaign urges the public to ‘Do something BIG’ and consider working in nurseries or pre-schools, as a childminder, or in wraparound care roles. On average, the campaign website receives over 37,000 visits weekly, which directs potential applicants to the Department for Work and Pension’s ‘Find a Job’ vacancy platform to search for early years roles.
To address childcare capacity, schools could apply for up to £150,000 of capital funding in autumn 2024 to create or expand a school-based nursery, creating up to 6,000 places with most available from September 2025. This is the first stage in a long-term commitment to expand school-based nurseries across England.
The latest data shows there are over 5,800 more providers delivering childcare entitlements than last year, the first increase in five years, and the biggest increase since data became available in 2018. This comes alongside an 18,000 increase in the number of staff delivering the entitlements in private, voluntary and independent nurseries. This is backed by significant government investment totalling over £8 billion for early years entitlements in 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she plans to take to (a) improve early identification of SEND needs and (b) reduce waiting times for diagnosis and support.
Answered by Catherine McKinnell
The department knows that early identification and intervention is critical in improving the outcomes of children and young people with a special educational need or disability (SEND). An inclusive education system requires moving away from the current reliance on labels and diagnoses before support materialises. It needs to be able to accurately assess children and young people’s learning and development, and to effectively support their educational needs with evidence-based responses. To support this, the department is strengthening the evidence base of what works to improve early identification in all types of settings, including through commissioning evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff.
In addition, each Best Start Family Hub will have a children and family services professional specifically trained in working to support parents of children with additional needs. This will help identify children with SEND who may need extra help early on, making links with local early years settings and health services.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to help increase early identification of SEND needs; and reduce waiting times for (a) diagnosis and (b) support in West Dorset constituency.
Answered by Catherine McKinnell
The department knows that early identification and intervention is critical in improving the outcomes of children and young people with a special educational need or disability (SEND). An inclusive education system requires moving away from the current reliance on labels and diagnoses before support materialises. It needs to be able to accurately assess children and young people’s learning and development, and to effectively support their educational needs with evidence-based responses. To support this, the department is strengthening the evidence base of what works to improve early identification in all types of settings, including through commissioning evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff.
In addition, each Best Start Family Hub will have a children and family services professional specifically trained in working to support parents of children with additional needs. This will help identify children with SEND who may need extra help early on, making links with local early years settings and health services.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support the provision of specialist SEND services in mainstream schools in West Dorset constituency.
Answered by Catherine McKinnell
The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.
The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.
The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.
Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to increase the number of new SEND schools in West Dorset constituency.
Answered by Catherine McKinnell
The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.
The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.
The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.
Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent steps her Department has taken to support the provision of specialist SEND services in mainstream schools.
Answered by Catherine McKinnell
The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.
The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.
The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.
Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to increase the number of new SEND schools.
Answered by Catherine McKinnell
The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.
The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.
The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.
Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that approved funding for SEND school facility upgrades is released without delay.
Answered by Catherine McKinnell
The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.
Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.
The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.
The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.
Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.
Asked by: Edward Morello (Liberal Democrat - West Dorset)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support rural childcare providers to recruit qualified staff.
Answered by Stephen Morgan - Government Whip, Lord Commissioner of HM Treasury
The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change.
The latest early years census data reports a 7.2% increase in the number of workers between 2024/25, to 272,500 staff. This represents an increase of 18,200 workers, which is the biggest increase we’ve seen since the data became available in 2018.
We are supporting recruitment through our national ‘Do something BIG’ campaign, with a dedicated website setting out information on qualifications and linking to job vacancies, alongside financial incentives to attract and retain educators in areas of most need, including some rural areas. In addition, we are working with the Department for Work and Pensions to promote and raise awareness of early years careers through the Jobcentre Plus network. We are working with local authorities and mayoral strategic authorities to create new routes into the workforce through skills bootcamps and funding early years initial teacher training, while our delivery support contractor, Childcare Works, is supporting local authorities and providers with one-to-one targeted support, including in rural areas.