SEND Provision: Kent

Georgia Gould Excerpts

Wednesday 12th November 2025 Westminster Hall

[The Minister for School Standards (Georgia Gould)]

It is an honour to serve under your chairship, Sir John. I congratulate my hon. and learned Friend the Member for Folkestone and Hythe (Tony Vaughan) on securing this important debate and bringing the voices of young people, parents and teachers in Kent into Parliament so powerfully.

I am grateful to all the Kent MPs who have engaged so widely with their constituents. I have received many letters and reports from those here and others who could not attend today, setting out some of the concerns we have heard. Some key themes, which I have heard time and again, include parents feeling that they have to battle through the system in order to get support; the lack of early intervention and help; and concerns about communication and parents not being listened to.

I was pleased to see Members from further afield—from Wokingham and even Northern Ireland—join the debate. It is telling that we saw more representation here today from Northern Ireland than we did from Reform, which is running Kent county council. I share some of the concerns that I think Members collectively have raised about the language being used by national Reform politicians—language about the system being “hijacked” and attacking parents and sometimes children. It is very difficult for families to have confidence when their legitimate fight for support for their children is being attacked.

I am deeply committed to working alongside families. I assure the hon. Member for South Devon (Caroline Voaden) that I wholeheartedly understand the urgency and the need for reform. As I have said before, I ran a council and I saw every day the huge pressures in the system. I have talked to parents, young people and teachers across the country and heard some of the same stories and concerns. We need to change things, but, as the hon. Member said, we need to work with them, because we saw what happened when the system did not really think about the consequences of decisions. The last Government left office talking about a “lose, lose, lose” system, but we want a system that allows young people to thrive, gives parents confidence in their children’s support and allows teachers and other professionals to give young people the support they need. We are working intensively with parents, teachers and other parts of the system to get this right.

We will bring forward our wider reforms as quickly as we can, but we are not waiting for those reforms in order to act. We have already begun making changes, including creating new places in special schools through a £740 million capital investment for 2025-26, of which £24 million has been allocated to Kent county council. We have heard about the need to have resource bases in communities so children do not have to travel for support, so that investment is incredibly important. I will write to the hon. Member for Meriden and Solihull East (Saqib Bhatti) about the free schools that he mentioned, and I am sure that he will follow up if that is not speedy enough.

We are investing in multimillion-pound programmes such as the partnerships for inclusion of neurodiversity in schools and early language support for every child—new partnerships at a local level that bring together support—and reinvesting in early intervention, because we know how important early years support is for young people’s long-term outcomes. We are making sure, as we roll out the Best Start hubs, that there is specialist SEND support in them to intervene and support families as early as possible. We have worked with Ofsted to create changes in accountability and we are firmly focused on inclusion within the school system. It should not be possible for people to get a good mark from Ofsted if they are not delivering on inclusion.

As I have said, we are taking forward further work around co-creation, working with families and experts around the country, to make sure that we are getting reform right. However, we have already set out some clear principles: supporting early intervention and help; moving to greater inclusion so that more children can be educated locally, close to their families; ensuring fairness, because I have heard from many about a postcode lottery and different support in different parts of the country; and ensuring that the support that is in place is well evidenced and consistent. This is a shared endeavour that includes health, local government, schools and communities. We all need to work together to support young people to thrive.

We heard in some contributions about interventions that have already happened within Kent. Kent’s SEND services were inspected by Ofsted and the Care Quality Commission in January 2019. That inspection identified nine significant areas of weakness requiring the local area to produce a written statement of action. A visit in 2022 judged that the area had not made sufficient progress in addressing any of its weaknesses. The council was issued with an improvement notice in March 2023. The progress was closely monitored and in August 2024, following a robust review, the Department lifted the improvement notice on the basis that Kent county council had met the conditions set out within it.

I assure the Members who raised concerns about the improvement notice being lifted that it does not mean that scrutiny has been lifted. We are working very closely to maintain that oversight of services and drive further improvement to make sure that every young person with special educational needs has access to high-quality services. That includes regular review meetings, attendance at Kent’s SEND partnership boards, close working with NHS England and the continued support of a DFE-commissioned SEND adviser. We take seriously all the points that have been made today.

[Dr Lauren Sullivan]

I am grateful for the assurance that scrutiny is still in operation. How can constituents and parents find out about the improvement plan and the scrutiny so that they feel that the pressure is still on?

[Georgia Gould]

As an action from today, I commit to write to MPs setting out more detail about that continuing scrutiny so that they can share it with their constituents.

Wider questions were raised about the curriculum and assessment review and ensuring that the curriculum and the provision in school support inclusion. I hope that my hon. Friend has read the Government’s response, which talks about not only some of the pressures that she mentioned, but the importance of enrichment. In Camden, whose council I used to lead, there is a school that has a phrase: “School should be unmissable”. We want to ensure that young people have high standards and the academic basis that they need, but also experiences in the arts, the outdoors and civic education. Those wider reasons to come to school are so important for a broad range of young people.

I thank Members for this important debate. It is an ongoing conversation and I welcome all the contributions that have been made. I am very committed to working cross-party on this issue: I had a meeting with the hon. Member for Yeovil (Adam Dance) this morning to talk about his advocacy and I will continue to hear from Members on both sides of the House. This is about the future of our young people and it is critical that we get it right, so I am keen to hear from everyone and to work in partnership with parents and young people. I look forward to continuing this conversation in Kent and beyond.

Support for Dyslexic Pupils

Georgia Gould Excerpts

Tuesday 11th November 2025 Westminster Hall

[The Minister for School Standards (Georgia Gould)]

It is a pleasure to serve under your chairship, Ms Butler. I am sure you will cough at the appropriate time if I am going on.

I thank my hon. Friend the Member for Broxtowe (Juliet Campbell) and the hon. Member for Yeovil (Adam Dance) for securing this important debate. As others have said, they are both really important champions on this issue. The hon. Member for Broxtowe has huge experience from their previous life in training teachers and parents, and they have brought that into their work for the APPG. Since I have had the privilege of taking on this role, I have seen the hon. Member for Yeovil at almost every debate, which I think says something about their passion. The way that they speak about their own experience and the challenges they have overcome is inspiring for many young people. As we have heard from many across the Chamber, dyslexic people and parents of dyslexic children are important voices in the debate, and this place is stronger as a result.

I appreciate the constructive tone of everyone in the Chamber. As has been said, this is a critical issue for many young people around the country. In my own experience as a council leader, I have seen the huge challenges in the system and am deeply motivated to change it. We are not waiting for the schools White Paper: interventions are already happening to support the SEND system. Mention was made of Ofsted; changes to include inspection on inclusion are already happening. Changes are being made to teacher training to help teachers support young people with SEND, in particular on adaptive teaching. We have invested an extra £1 billion this financial year into the high-needs block and an extra £740 million into specialist places across the system. Those changes are happening, but we recognise the need for wider reform. I support the desire to work cross-party and we wish to hear from Members across the House to help us shape those proposals and to scrutinise them as we go forward.

On the issue of dyslexia, which Members spoke about powerfully, recently I attended a parliamentary reception hosted by the British Dyslexia Association, where we heard some of the stark research referred to in the debate. The statistic that stays with me is the 70% of children and young people who feel bad about themselves because of their dyslexia. Earlier, we heard a powerful story about Lucy and her experiences. At the event, I spoke about my dad’s experience. He was severely dyslexic and failed his 11-plus, later leaving school with only one A-level. He talked to me about how he felt like a failure at school, but he was one of the most creative and brilliant people I have known.

I have heard from too many young people who still feel that same way so many years on—that sense, which someone described as humiliation, that they are not good enough and that their huge creativity and contributions are not recognised. That has to change. This debate and the ideas we have heard are important within that. On Thursday, I will visit the constituency of my hon. Friend the Member for Bracknell (Peter Swallow), who was present earlier, where the British Dyslexia Association is based, to meet young people to hear their experience, to feed into the White Paper. As I said, however, we are not waiting and work is already happening to improve things on dyslexia while we look at the wider reforms.

I want to start with the focus on reading that we heard about, and on identifying needs around reading. Many MPs talked about early identification, which is vital. We heard about phonics and some of the great successes with that: 80% of young people pass their phonics screening checks, but 20% of young people do not. Putting in more support and intervention for those young people is a key priority for us. In the curriculum assessment review response, we set out a new reading test for all pupils in year 8. That is focused on identifying young people who are struggling at key stage 3, because given some of the statistics, by the time we get to GCSEs, it is too late.

[Adam Dance]

On reading, does the Minister agree that teaching assistants are vital? Without teaching assistants, I would not have got through education. To this day, if someone gives me a book to read, it daunts me; I have probably only ever read one or two books to the end in my whole life, because it takes me so much time. Does she agree that teaching assistants are important to help with reading?

[Georgia Gould]

I do agree. Teaching assistants play a vital role in supporting children with special educational needs, which can include reading, and there is good evidence that that support is working. Today, we have heard about some of the huge challenges, but I want to mention a school I visited in Amber Valley, which had brilliant support for young people struggling with reading.

I spoke to a child who said that, in the transition into year 7, he had had the reading age of a four or a five-year-old. He talked about trying to access the curriculum, but getting increasingly frustrated and not listening. The school had put in place a small nurture group, focused on supporting young people with reading, with a range of children—some had dyslexia and some did not. He is now 14, and that extra support and intervention means that he is fully accessing the curriculum and thriving. That was a teacher-led intervention.

[Wera Hobhouse]

We must also not forget that there is so much pleasure from reading, when we can read. Not to take away from attainment, but people receive a whole world of pleasure from reading and we should not forget that.

[Georgia Gould]

I could not agree more. As the daughter of a publisher, that was very much the mantra that I was brought up on. Reading gives us access to so many different worlds and brings so much joy; the Government are taking forward the National Year of Reading to inspire young people to enjoy reading, as well as accessing the full curriculum. That is why we are strengthening existing programmes and introducing new ones to ensure that all children can secure the essential skills of reading and writing.

I have talked about phonics; in the academic year 2024 to 2025 the Government launched a new Reading Ambition for All training programme for primary school teachers. The programme aims to improve reading outcomes for children who need additional support, including those with dyslexia, drawing on the latest research about how children learn to read and the effective approaches to teaching those who need specific adaptions. Following its pilot year, we are now working with the British Dyslexia Association to refine the programme to further support children with dyslexia. We expect the new programme to reach more than 600 schools.

The Government’s reading framework, which was updated in 2023, includes guidance on teaching reading to pupils with additional learning needs and offers guidance for schools on providing pupils with timely, focused support related to their needs. We are also working on a writing framework. Those who saw the curriculum assessment review will have seen the focus on oracy within it and the links between reading, writing and speaking.

The Government’s Reading Ambition for All programme is delivered by our 34 English hubs. It was launched in 2018 and builds on the work of the last Government. Those English hubs are dedicated to improving the teaching of reading, with a focus on supporting children who are making the slowest progress in reading, many of who come from disadvantaged backgrounds—as we have heard today. Those hubs are outstanding at teaching early reading. Since its launch, the English hubs programme has provided targeted support to over 3,000 schools across England. This year, the English hubs are delivering intensive support to over 1,200 partner schools, reaching over 140,000 pupils in reception and year 1. Some £26.6 million has been committed for the English hubs programme this academic year. We know how important the transition from primary to secondary is and that is a key area of focus for support.

Today’s debate has focused on early identification, intervention and the importance of early support. We know how critical that is for outcomes. The SEND code of practice makes it clear that meeting the needs of children with SEN should not require a diagnostic label. We want teachers to be able to offer support at the earliest possible point and where it is needed regardless. In an inclusive education system, settings should be confident in accurately assessing children’s and young people’s learning and development and meeting their educational needs with evidence-informed responses. We have had a good discussion about some of the areas where the evidence is strong, but also areas where we need to see more evidence, including around assistive technology. I welcome the focus on evidence and research, which is something that the Government are committed to.

Recently published evidence reviews from University College London will help to drive inclusive practice. It highlights what the best available evidence suggests along with the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The What Works in SEND research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

In closing, the depth and thoughtfulness of this debate has been incredibly important. As we look to reform the special educational needs system, I hope to discuss all these issues further. I am meeting the hon. Member for Yeovil tomorrow, and I hope we can have further conversations about some of the ideas that were set out today. As we move towards publication of the White Paper, which sets out a broader strategy for young people with special educational needs, I hope that it will build on the important issues raised today about teacher training and early intervention. We are determined to deliver reforms that stand the test of time, rebuild the confidence of families and, crucially, ensure that all young people are thriving at and enjoying school, and getting the support that they need.

Holidays During School Term Time

Georgia Gould Excerpts

Monday 27th October 2025 Westminster Hall

[The Minister for School Standards (Georgia Gould)]

It is a privilege to serve under your chairship, Ms Lewell. I thank the hon. Member for Keighley and Ilkley (Robbie Moore) for his thoughtful and nuanced introduction to the debate. It was brilliant to hear that he consulted a whole range of parents, headteachers and others. He set us up for what has been a very thoughtful discussion, with views from Members on all sides of the debate.

We have heard how passionately people feel about the importance of holidays to families. Many families, for a variety of reasons, wish to avoid busier and more expensive periods. I thank Natalie Elliott for her work on raising these issues and for ensuring that they could be debated here. A number of young people have joined us in the Public Gallery—during their half-term—and I commend them for being part of the discussion.

[Luke Myer (Middlesbrough South and East Cleveland) (Lab)]

Does the Minister agree that the blame should sit not with hard-working parents who just want affordable family time, or with school leaders who want pupils not to miss out on education, but with the predatory travel companies we have heard about, which jack up their prices when term time is finished?

[Georgia Gould]

I thank my hon. Friend for making that point and all hon. Members who have done copious research on the various travel companies and prices at different times. I hope that those companies watch the debate and hear the strength of feeling. The Chair of the Education Committee, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), made a suggestion that I welcome and will explore further, because it is important that they hear about the impact on many families.

We have heard about not only the importance of family life, but how critical school attendance is for children and young people. Sadly, we still face an absence epidemic in this country. The shadow Minister, the hon. Member for Meriden and Solihull East (Saqib Bhatti), has been collegiate today, so I will point out only gently that had the Conservative Government listened to their education recovery commissioner and invested what was needed to support children post covid, we might not be in such a perilous position, with one in five children persistently absent, missing the equivalent of a day each fortnight.

We are committed to tackling the problem. As we have heard from many, absence is one of the biggest barriers to opportunity, damaging learning, health and wellbeing, future earnings and employment. Each day of lost learning can do serious harm. That is why we will not allow pupils to miss 10 days of school without good reason. However, that does not mean that we are not committed to working alongside families. This Government introduced the national framework for penalty notices, which defines a “support first” approach, working alongside families.

The shadow Minister asked what the Government have done to reduce absence. Thanks to hard work and partnership, there has been progress: more than 5 million more days were spent in school last year than the year before. That is the biggest improvement in a decade, but we remain a long way off pre-pandemic levels of attendance.

If children are not in school, it does not matter how effective or well supported teaching and learning are; they will not benefit. We are working hard to ensure that school is the best place to be for every child. We heard about some of the interventions on the cost of living crisis, free breakfast clubs, the extension of free school meals and the 30 hours of free childcare, which have made a meaningful difference for families. We are also supporting better mental health through access to specialist mental health professionals in every school, and inclusion for children with special educational needs and disabilities within mainstream settings right across age ranges.

We want to continue to work with families of children with special educational needs. We heard about how those families face some of the biggest issues with persistent absence and about how important that partnership is. I am happy to meet my hon. Friend the Member for Amber Valley (Linsey Farnsworth) and her constituent, whose petition led to this debate, to talk about that in more detail, given the importance of hearing from families as we think about support for young people with SEND.

I have to admit to being somewhat surprised to hear the hon. Member for Great Yarmouth (Rupert Lowe) championing the views of parents. I had wondered whether he agreed with the hon. Member for Boston and Skegness (Richard Tice) that SEND provision is

“being hijacked by…parents who are abusing the system, taking it for a ride.”

I wholeheartedly disagree with that and want to work with parents.

[Linsey Farnsworth]

On that point, is the Minister also concerned about local authorities such as Derbyshire county council, whose leader is parroting the sentiments of the hon. Member for Clacton (Nigel Farage) about “overdiagnosis” of SEND? All the families in my constituency that face SEND issues are at their wits’ end trying to get the support that they need, against the backdrop of a council that, on the face of it, does not believe in their plight.

[Georgia Gould]

I am very concerned by that. I welcome the fact that so many more young people are being diagnosed and getting their needs met. In previous generations, they might never have received that support. I am very concerned about that language.

I also want to echo the points that have been made across the Chamber about the strength of the evidence on attendance. Recent research shows that just an extra 10 days out of school halves a pupil’s chance of getting a grade 5 in English and maths, compared with a similar child with strong attendance. We have also seen research showing that children who are persistently absent during their GCSEs earn £10,000 a year less by the age of 28. Based on the most recent census data, a child who misses 10 days of school each year for a two-week holiday, and also has the average number of days off for sickness and medical appointments, will have missed the equivalent of a full year of school by the time they finish year 11 at age 16. That is worth repeating: a child who takes a fortnight’s term-time holiday each year, and also has the average number of days off due to illness, will miss a full school year over the course of their education. We should be very concerned about that.

My hon. Friend the Member for Amber Valley also made a point about consistency of application. The national framework is designed to improve consistency. I hope that new data in January will tell us about our progress in removing the postcode lottery. In the year prior to the introduction of the framework, 26 out of 153 local authorities accounted for half of all penalty notices issued. Our work is intended to reduce that inconsistency.

There were a range of questions about flexibility in term time. Schools and local authorities have flexibility to plan term dates and to hold inset days and other occasional days at less busy times of the year, which can help families plan breaks at times that suit them. I know, for example, of councils that have trialled a two-week half-term in October or slightly shifted their summer holidays. Those flexibilities exist at the moment.

We also heard of concerns about the ability of young people with special educational needs to travel at busy periods. I am aware of steps taken by the travel industry to improve their experience, with airports and airlines increasing their autism awareness and producing procedures for affected families. That is an important area to explore further.

I thank all Members for their contributions, and I hope we can continue this conversation. I acknowledge the strength of feeling expressed during the debate. The Government are determined to support children to attend school. As we heard, lack of attendance is one of the biggest barriers to supporting children to achieve and thrive, and it particularly impacts those from disadvantaged backgrounds. We will continue to work with parents, teachers, schools and local authorities to raise attendance levels and support opportunity.

Oral Answers to Questions

Georgia Gould Excerpts

Monday 20th October 2025 Commons Chamber

[Mr Tom Morrison (Cheadle) (LD)]

3. What steps her Department is taking to help improve the special educational needs and disabilities system in Cheadle.

[The Minister for School Standards (Georgia Gould)]

As part of our plan for change, we are determined to improve the SEND system across the country so that every child has access to the best opportunities. We are committed to improving inclusivity and expertise in mainstream schools through the earlier identification of needs, as well as to ensuring that special schools cater to those with the most complex needs.

[Mr Morrison]

Paul and Ellie are children with special educational needs in a primary school in Bramhall. Their parents, like many across Cheadle, have reached out to me for help. Their SEND provision has been suddenly taken away. Paul and Ellie’s parents are now considering withdrawing them from mainstream schooling. Parentkind research shows that more than one in three parents of children with special educational needs say that their needs are not being sufficiently met. Paul and Ellie’s parents deserve much more certainty and clarity, so can the Minister confirm when they will bring forward the schools White Paper and, with it, the crucial information on the SEND reforms for anxious parents?

[Georgia Gould]

I have heard so many stories like Paul and Ellie’s, and I am so sorry about the experiences they have had. That is why it is so important that we are already taking action to invest in mainstream inclusion, to improve teacher training and to support early identification, and it is why we are investing £740 million to support schools to provide more specialist places. We are already taking that action, and we are working very closely with parents around the country, like Paul and Ellie’s, to bring forward a wider set of reforms.

[Jo Platt (Leigh and Atherton) (Lab/Co-op)]

4. What steps her Department is taking to improve support for children with special educational needs and disabilities in mainstream schools.

[The Minister for School Standards (Georgia Gould)]

By prioritising early intervention, training and inclusive support in mainstream schools, we are expanding the capacity to deliver timely, consistent and high-quality SEND provision. This will improve support for children and families. We are engaging with children, parents and experts about the challenges in the system and how we can work together to make sure that every child has the right support when they need it.

[Jo Platt]

I thank the Secretary of State for visiting Golborne All Saints during the summer. As she saw, it is a shining example of inclusive education in action. As we mark ADHD Awareness Month, will the Minister outline the potential impact of the curriculum review on children with ADHD, and how that can become standard for all children with SEND, so that every child can thrive in a nurturing environment?

[Georgia Gould]

The Secretary of State was telling me just this morning what a wonderful visit she had to Golborne All Saints Catholic primary and pre-school, and about the amazing practice there. I read with interest the report from my hon. Friend’s constituents at her recent SEND roundtable. The review is looking closely at what affects children’s learning in mainstream schools, including those with SEND, ADHD and those without a formal diagnosis, making sure that every pupil can access a broad and balanced curriculum.

[Sir Oliver Dowden (Hertsmere) (Con)]

Elstree village school in my constituency is an excellent example of a small and nurturing school that specialises in supporting children with special educational needs. Sadly, we have recently been informed that Hertfordshire county council is considering closing the school. Will the Minister join me in sending a clear message to Herts county council that they should reconsider that decision and prioritise the needs of children with special educational needs in mainstream schools?

[Georgia Gould]

I have been very clear that we want to invest in early intervention and nurturing provision for children with special educational needs. If the right hon. Member would send me more details of the case, I would be happy to look into it.

[Ms Julie Minns (Carlisle) (Lab)]

I recently held two events, with professionals and with families, on the subject of SEND in my Carlisle constituency. Their concerns are very much backed up by figures that show that Cumberland is spending less per pupil on those with education, health and care plans, and that there are fewer specialist education places in and around Carlisle and north Cumbria than the rest of the country. Can the Minister tell me how I can work with the Department for Education to increase the number of specialist education places in my constituency?

[Georgia Gould]

One of the best parts of my new role has been getting letters from people across the House who have had conversations with their communities. They bring stories of challenges but also of some of the great practice that is happening around the country. I read my hon. Friend’s letter about those challenges with interest, and I am committed to working alongside her. As I set out, we have invested £740 million to increase the number of specialist places around the country. I look forward to a conversation about how that can benefit her constituency.

[Lincoln Jopp (Spelthorne) (Con)]

The previous Schools Minister, the hon. Member for Newcastle upon Tyne North (Catherine McKinnell), was so excited to hear from me about Manor Mead special school in my constituency that she undertook to visit it. Sadly, she had to cancel that visit and has now clearly moved on to other things, so would the new Schools Minister like to visit Manor Mead special school and see the fantastic work being done there?

[Georgia Gould]

I am proud to follow on from the previous Schools Minister, and would be delighted to visit that school with the hon. Member.

[Perran Moon (Camborne and Redruth) (Lab)]

On Friday, I attended a meeting in Cornwall of the National Association of Head Teachers. We discussed the adversarial nature of the SEND system for all stakeholders. As we develop a system that focuses on inclusion, does the Minister agree that a key indicator of its success must be that it drives out the combative environment that was allowed to flourish under 14 years of Conservative failure?

[Georgia Gould]

My hon. Friend is absolutely right. I have spoken to too many parents who have had to fight so hard just to get the support that their children need. The support should be available when children need it, which is why we are so determined to invest in early intervention and to back parents to get the support they need.

[Dame Caroline Dinenage (Gosport) (Con)]

The number of EHCPs being maintained by Hampshire county council is rising exponentially, but the funding is simply not keeping pace with the demand and the cost. Surprisingly, the proportion of pupils receiving SEND support in mainstream schools is going down, which demonstrates to me that teachers simply do not feel sufficiently supported to support those children. The last Government introduced the Oliver McGowan mandatory training in neurodivergence for all health and care professionals. I met the Minister’s predecessor to discuss introducing a similar programme for education professionals. Would the Minister look again at how that programme could support teachers who are struggling in some of the most difficult educational circumstances?

[Georgia Gould]

The Government have invested an extra £1 billion into the high-needs block, and we have changed the teacher training package to ensure that it includes material on supporting children with special educational needs. The PINS programme—partnerships for inclusion of neurodiversity in schools—is working across the NHS and education to provide more training for teachers on neurodiversity. We are absolutely aware that teacher training is a huge issue and will continue to listen to ideas from both sides of the House.

[Lloyd Hatton (South Dorset) (Lab)]

As I have made clear in this Chamber on numerous occasions, in my part of the world there are sadly far too few specialist school places for children with SEND. Headteachers across Weymouth and Portland have made clear to me that only with a new special school will we be able to deal with this problem. Given the urgent need, will the Minister work with me behind the scenes, by hook or by crook, to open a new SEND school at the Osprey Quay site in Portland in my constituency?

[Georgia Gould]

My hon. Friend has already reached out to me several times to advocate for his constituents and the importance of specialist places. I very much look forward to working with him to increase provision in his constituency.

[Sarah Green (Chesham and Amersham) (LD)]

On Friday, I met primary schools in my constituency that are accommodating in their classrooms children who they are not set up for. One school had to convert its library for two children for whom the main classroom setting is overwhelming, and a second had to do the same for its IT department. What reassurance can the Minister give those teachers and schools that they will get the funding and resources they need to accommodate children with additional needs?

[Georgia Gould]

I have visited bespoke resource centres. I was recently in a resource centre in Southwark that provides that kind of brilliant provision. The £740 million we have set out is exactly to provide more specialist places that allow children to get the right support they need, often within mainstream schools and within their local communities.

[Mr Speaker]

I call the shadow Minister.

[Saqib Bhatti (Meriden and Solihull East) (Con)]

I welcome the Minister once again to her place. SEND is a huge issue for every parliamentarian in this House, but for months parents and children across the country have been left in the dark with no clarity as to how the Government will support children with special educational needs. There has been much speculation that EHCPs might be scrapped—speculation caused by the Labour Government—and the Minister gave no answers in the packed Westminster Hall debate before the recess. I wrote to her after that debate. That was over a month ago, and I have yet to receive a letter providing any clarity. Will she give clarity to the parents she speaks about, confirm when the White Paper might be published and tell us whether the Government will be amending the 2014 legislation and scrapping EHCPs?

[Georgia Gould]

The previous Government had 14 years to deliver this reform. Where was any of this urgency when they were in power? I ran a council in which I saw every day the broken system we were left to operate—the one that the last Conservative Secretary of State for Education called “lose, lose, lose”. I can assure the hon. Gentleman that this is urgent for me. I have seen the problems and heard stories from across the House about the challenges that we face. We are determined to work with families, teachers and experts to get the reforms right and ensure that we do not make the mistakes that the previous Government made.

[Dr Danny Chambers (Winchester) (LD)]

5. What steps her Department is taking to help improve the SEND system.

[Kim Johnson (Liverpool Riverside) (Lab)]

7. What steps she plans to take to reform SEND provision.

[The Minister for School Standards (Georgia Gould)]

As we have already heard today and in a packed Westminster Hall debate last month, too many children and families are being let down by the current SEND system. We want children to have support when they need it, without a battle. We are already investing in early intervention and early inclusion; there is new support for SEND in the early years and £740 million available for specialist places.

[Dr Chambers]

In 2024, fewer than half of education, health and care plans were issued within the 20-week limit. Five months is a huge chunk of a child’s life, and parents of Winchester tell me every single week about how hard they have to fight to get the support that their child needs and is entitled to. What steps are the Government taking to ensure that EHCPs are issued in a timely manner?

[Georgia Gould]

Parents and children should not have to wait for support; they should have it when they need it. We are working closely with councils with waiting lists to improve provision and, if necessary, to bring in specialist SEND advice. We will continue to push on that.

[Kim Johnson]

I welcome the Minister’s response and the £740 million investment into the sector. However, although Liverpool has improved waiting times for EHCPs, there remains a shortage of specialist school places and necessary support. Some 8,000 children in Liverpool now require an EHCP—that figure has doubled over the past three years—but almost half of them are educated in mainstream schools that do not meet their needs. More children with SEND are excluded from school and sent into inadequate pupil referral units and alternative provision. What steps will the Government take to ensure that SEND reforms deliver real improvements for families in Liverpool Riverside, and that no child is excluded from education because of a lack of services?

[Georgia Gould]

I recently saw some brilliant specialist provision in a neighbouring Liverpool constituency, but I know that, for too many children in Liverpool and across the country, waiting lists are too long for them to get the support they need. That is why we have already started investing in early intervention. Where there are concerns about a local authority’s capacity to make improvements, we will help them to identify barriers and put in place an effective recovery plan. This year’s high needs funding increase will help mainstream and special schools with the cost of supporting pupils.

[Dr Neil Shastri-Hurst (Solihull West and Shirley) (Con)]

I have spoken to many anxious parents whose children have not been in receipt of an EHCP or local authority funding but would historically have benefited from independent education provision because of their SEND needs. One of their concerns is that such provision can no longer be afforded because of the imposition of 20% VAT on those schools. On behalf of those parents, I implore the Government to look at that again and do a U-turn.

[Georgia Gould]

Would the Conservatives support cutting breakfast clubs? Would they support reducing the expansion of free school meals? Would they sack teachers? Those are some of the things being invested in because we made that decision. We are determined to provide support for children with special educational needs wherever they need it. We want children to be able to go to their local schools, but we will support them with their needs.

[Mr Speaker]

I call the Chair of the Education Committee.

[Helen Hayes (Dulwich and West Norwood) (Lab)]

My Committee’s recent inquiry on SEND found that, although support from health services is critical in enabling many children with special educational needs and disabilities to access education, health is often not represented at the table and there are no effective mechanisms to hold health services to account for the vital role that they play. What engagement does my hon. Friend the Minister have with her Department for Health and Social Care counterparts to ensure that health services play their full part in supporting and enabling children’s education?

[Georgia Gould]

I am grateful to my hon. Friend for her leadership of the incredibly detailed Education Committee report, which I read with interest. I know how much expertise went into that, and how many conversations there were with parents; there is so much rich information in it. I agree that the partnership with health is essential, and that is something I am focused on. To give children and young people the best opportunities, we must work across Government to support young people with special educational needs.

[Anneliese Midgley (Knowsley) (Lab)]

6. What steps her Department is taking to ensure that it meets its target of two thirds of young people participating in higher-level learning.

--- Later in debate ---

[Sarah Owen (Luton North) (Lab)]

9. When the British Sign Language GCSE will be available in schools.

[The Minister for School Standards (Georgia Gould)]

This is a really important qualification that is a step forward in opening up British Sign Language. However, the GCSE is a new qualification, and a lot of work is going into ensuring that the new assessment works for a wide range of students. Ofqual has consulted on its proposed assessment arrangements and expects to publish its final qualification rules this autumn.

[Sarah Owen]

[In British Sign Language: I thank the Secretary of State for her commitment to introducing a GCSE in BSL.] Beyond qualifications, what work is being done to ensure that deaf children and their whole families can access BSL teaching without cost, especially in the early years, when their deaf babies’ brains are developing language skills?

[Georgia Gould]

I thank my hon. Friend for her question and her passion for opening opportunities for deaf children. I hope she can support me to be able to answer questions in kind at future oral parliamentary questions. Funding is available through the adult skills fund for qualifications focusing on British Sign Language up to and including level 2. I welcome the opportunity to meet my hon. Friend to discuss this issue further.

[Matt Vickers (Stockton West) (Con)]

10. What steps her Department is taking to support vocational training for people aged under 19.

--- Later in debate ---

[Catherine Atkinson (Derby North) (Lab)]

T4. I was delighted to welcome the Education Secretary to St Mary’s Catholic primary school in Derby, the greenest school in the country, where every classroom looks out on to green spaces. We are also lucky to have the stunning River Derwent flowing through our city, which children can paddle, walk and row along. What assessments have been made of the benefits to children of having access to nature as part of their education?

[The Minister for School Standards (Georgia Gould)]

That sounds idyllic, and I hope I can follow the Secretary of State on a visit to that beautiful school. Improving connection to nature helps to address key priorities in the opportunity mission, and we are supporting the University of Oxford’s assessment of the impact of nature-based programmes in secondary schools.

[Mr Speaker]

I call the Liberal Democrat spokesperson.

--- Later in debate ---

[Andrew George (St Ives) (LD)]

T2.  I acknowledge that the Government have inherited local government finance and SEND requirements in what is probably their worst crisis in history. However, Cornwall has faced one of the steepest—indeed, the steepest—demands for education, health and care plans in recent years, and one of the greatest SEND needs, as well as one of the lowest levels of high-needs funding. Would the Schools Minister be prepared to meet me, along with fellow MPs from Cornwall and representatives of the local education department, in order to avoid further crises?

[Georgia Gould]

The Government have put £1 billion into the high-needs block to support children with special educational needs, but I want to hear from Members from around the country about their ideas for reforms, and I am happy to meet the hon. Member and colleagues.

[Peter Swallow (Bracknell) (Lab)]

T7. Let me first declare that I chair the all-party parliamentary group for schools, learning and assessment and the APPG on social mobility. Businesses, schools and young people in Bracknell Forest all tell me that essential skills such as financial, digital and media literacy, creative problem-solving, communication and collaboration are more important than ever, but are not formally recognised or measured. How can we help young people to succeed by developing and recognising those essential skills?

[Georgia Gould]

I look forward to working with the APPG. We agree that we need to equip young people with key knowledge and skills to adapt to a rapidly changing world, and the curriculum and assessment review will say more about the wider curriculum.

[Clive Jones (Wokingham) (LD)]

T5. According to a survey carried out by campaigners from the adoption and special guardianship support fund, just 40% of respondents believed that the previous £5,000 fair access limit was sufficient to meet their children’s needs. Following its reduction to £3,000, 71% reported a reduction in the number of therapy sessions. What will the Minister do, as a matter of urgency, to address the detrimental impacts of the changes to the ASGSF?

--- Later in debate ---

[Claire Young (Thornbury and Yate) (LD)]

Time and again in my constituency surgeries, I hear stories of children’s needs going unrecognised and unsupported for years. Given the aim of increasing mainstream inclusion, what are the Government doing to ensure that all teachers receive comprehensive SEND training?

[Georgia Gould]

Teacher training is an incredibly important part of mainstream inclusion and, from this September, we have changed the core teacher training to ensure that it includes SEND content. We are also supporting early years provision to have specialist SEND support, alongside the wider work to support mainstream inclusion.

[Luke Akehurst (North Durham) (Lab)]

T10. Sacriston academy, a primary school in my constituency, has ceilings held up by scaffolding joists. The classrooms, built in 1910, are unusable due to water penetration through the ceilings and walls. Can the Minister say when the funding might be available to repair the school, after 14 years of Tory neglect?

--- Later in debate ---

[Shockat Adam (Leicester South) (Ind)]

Over 50% of parents of children who have special educational needs have admitted to neglecting their own health because they are too busy prioritising the health of their children. What is the Minister doing to ensure that parents’ health and mental wellbeing are being prioritised in this very adversarial process?

[Georgia Gould]

I, too, have heard from too many parents who have had to give up their jobs or fall behind on their health, as the hon. Member has set out, because they are having to fight in a very adversarial system. We are determined to reform the system so that support is available at the earliest opportunity for young people, so that parents can collaborate with schools and are supported, and we are rebuilding the support around families.

[Yuan Yang (Earley and Woodley) (Lab)]

Last month, I held a SEND community consultation in south-east Reading in my constituency, attended by over 60 parents, children and local experts. We all agreed that the current system is broken, and one of the young people, Megan, spoke about the feeling of being let down by the system and constantly fighting a never-ending battle. Does the Minister agree that too many children are in Megan’s position, and will she set out how the upcoming SEND White Paper will improve the lives of those children?

[Georgia Gould]

I read with interest my hon. Friend’s report of that constituency conversation, which contained many creative ideas, and we are determined to work with young people and parents to get these reforms right.

[Aphra Brandreth (Chester South and Eddisbury) (Con)]

Following the tragic murder of her daughter Brianna, Esther Ghey has dedicated herself to making our schools safer. I have just come from an event that she is hosting in Parliament, at which she is calling for a statutory ban on smartphones in classrooms. Will the Minister for Children and Families, the hon. Member for Whitehaven and Workington (Josh MacAlister), make time to attend today’s event and make it clear whether he supports a statutory phone-free education for all children?

--- Later in debate ---

[Joe Robertson (Isle of Wight East) (Con)]

Schools on the Isle of Wight have some of the most serious challenges to levels of attainment. The Isle of Wight council is a small unitary authority with unique challenges in an area disconnected from the UK mainland. What will the Government do to better support education on the Isle of Wight, rather than resort to top-down education views that do not cater for the unique pressures faced by my constituents and our children?

[Georgia Gould]

We are determined to have high standards for children in every part of the country. I am very happy to talk to the hon. Member about his specific concerns for that community.

[Jayne Kirkham (Truro and Falmouth) (Lab/Co-op)]

Mainstream schools in my constituency are taking steps to provide their own inclusive, in-house SEND provision. Penair secondary school has been creating a forest school on its land, and some of my heads have expressed their desire to create area resource base units in their schools. Does the Minister agree that such types of mainstream, inclusive provision could provide a way forward, and will she come down to Cornwall, maybe when she meets us, to see it?

[Georgia Gould]

I have seen amazing examples of how this kind of provision can bring children back into mainstream classrooms and cause them to start to enjoy school and achieve again. I would be very happy to meet my hon. Friend and visit the school that has been set up.

[Ian Roome (North Devon) (LD)]

I have visited many schools in North Devon, and many are facing the dilemma of whether to fund essential maintenance or to lay off teaching assistants. What is the Minister doing to ensure that adequate funding reaches rural schools so that they do not have to cut teaching staff in order to balance the books?

[Chris Webb (Blackpool South) (Lab)]

In Blackpool, too many young people needing SEND placements have been sent outside the borough, often an hour away. There is a proposal on the table for two new SEND schools in Blackpool with 120 places, but it seems to be in limbo. Will the Minister agree to meet me to discuss this and how we can get adequate support for our great young people?

[Georgia Gould]

This Government want every child able to be educated in their community, not having to travel long distances. That is why we have set out the £740 million investment in specialist places. I am very happy to meet my hon. Friend to discuss the circumstances.

[Lewis Cocking (Broxbourne) (Con)]

The Equality and Human Rights Commission has said that the Secretary of State needs to speed up publication of the guidance on single-sex spaces used by trans people in schools, so can the Secretary of State confirm that the guidance will be published before the conclusion of Labour’s deputy leadership contest, or will she continue to forsake female-only spaces for her own political ambitions?

Educational Assessment System Reform

Georgia Gould Excerpts

Wednesday 15th October 2025 Westminster Hall

[The Minister for School Standards (Georgia Gould)]

It is an honour to serve under your chairmanship, Ms Lewell. I thank my hon. Friend the Member for Hertford and Stortford (Josh Dean) for securing this debate. I know how much work he has done on supporting youth mental health, along with YoungMinds and its wider campaigns. I thank him for his championing of young people. I also thank everyone who took the time to write to the Government’s curriculum and assessment review. I was pleased to hear so many hon. Members talking about conversations they have been having with young people, especially families with children with special educational needs, and bringing their voices to the Chamber—particularly the moving story of Taylor and their experiences. I am glad to hear that they are now thriving.

So many of the contributions have focused on how our education system is not working for some young people. It is true that, on average, we have moved up the league tables, but we have also seen a growing gap for so many young people. It is a disgrace that only a quarter of disadvantaged young people get a grade 5 in their GCSEs. There are too many of those young people who do not get to access all the opportunities that come with it. We have heard time and again, in an absolutely packed Chamber here, how young people with special educational needs are being left behind. As a Government, we want high standards for every student, and no child to be left behind. We want that to be part of our education system.

[Sam Carling]

I wonder whether the Minister has the same experience as I do. When I speak to employers in North West Cambridgeshire, I hear time and again that young people do not have the skills for the workplace and that the education system has not left them with the right mindset and abilities. Is something going direly wrong with the metrics that the Conservatives have left us with when they talk about how we have had one of the best systems in the world?

[Georgia Gould]

One of the really damning statistics is how many young people are not in education, employment or training at the end of the education system. We cannot afford to leave any child behind. Every child needs the best start and to achieve at school. That is what this Government are focused on.

[Rachael Maskell]

Will the Minister look at how young people can develop a portfolio around their learning as you would with professional development as an adult and in employment, so that they can map that journey and use it as part of the assessment portfolio that they could gather as they move through their education?

[Georgia Gould]

The Government are absolutely committed to high standards in English and math and the core learning that young people have, but we also want to see young people have a broad experience at school. I have heard the passion of so many hon. Members talking about the arts. I am a former leader of Camden council, where we heavily invested in the arts to make sure that every pupil had access to learning an instrument and the power that brings. We heard about the collaboration and the joy that the arts bring, and the need to ensure that they are taught well and to a high standard. So, I am absolutely committed to that breadth of education and to making sure that that goes through the education system.

Before I talk about assessment, which is the main topic of discussion today, I want to stress that I hear the depth of concern about young people’s mental health—not just from Members here today, but from the young people that I speak to, who talk about the anxiety and stress of being a teenager and the pressures of the huge amount of information that they are getting, and say that we need to address that as a Government.

It is troubling to see any young person struggle with their wellbeing. It can impact every aspect of a young person’s life, from their relationships and confidence to their ability to learn and thrive in school, as we have heard today. Too many young people have struggled to access the support they need and therefore ended up with the kind of deep anxiety and unacceptable mental health concerns that we have heard about when they face challenges, such as when exams are coming up. We need to make sure that we have the right mental health support for young people when they face challenges.

We want to make sure that help is there early by providing access to specialist mental health professionals in every school and expanding mental health support teams. We estimate that 60% of pupils in schools and further education will be covered by a mental health support team by April 2026—up from 52% in April 2025. Our goal is for all pupils to have access to mental health support in school by 2029-30. To support education staff, my Department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing. Across the system, we are recruiting 8,500 new mental health support staff to support both children and adults. We also recognise how important it is to listen to young people to understand their experiences and make sure that the support that we offer truly meets their needs.

Turning to assessment, it is important to state that well-designed assessments play a critical role in supporting young people to develop and demonstrate their achievement at school. As the curriculum and assessment review interim report states:

“Effective assessment is a crucial component of a high performing education system.”

Members will appreciate that I cannot pre-empt the conclusions and final recommendations of the review while it is still in progress. The review’s final report is due to be published in the coming weeks, at which point the Government will respond on the issues of assessment and accountability that Members have raised.

I want to address some of the concerns that have been raised this afternoon and give reassurance that many of these issues are being looked at carefully in the review. Starting with concerns about primary assessments, including SATs, these assessments help to make sure that pupils are building the core knowledge and skills they need to succeed as they transition to secondary school and throughout their lives. SATs are carefully developed to ensure that they are accessible, but I recognise that the experience can feel stressful for some young people, as we have heard today.

Schools should not be overpreparing children for these assessments and we must be mindful of the pressure that they can have on children. They should not lead to the kinds of stories that we heard today of children feeling that they had to give up different activities because of the stress and pressure they were feeling. It is incumbent on schools to ensure that young people have the skills and knowledge that they need, but also to continue to provide breadth. Members will know that the changes to Ofsted’s accountability make it clear that we want to see a wider focus on inclusion as well as a focus on attainment.

[Lee Barron]

My point is that it is not the schools and the way in which the schools are applying exams; the schools are doing what they can to protect the children. The problem is that the children know they are coming. The children feel the pressure point of the exams coming up. That is why they start to feel how they feel. The reason I can say that is that my daughter is 10, and she is the one who turned down going to the football because she has to revise for her SATs. Parents are trying to manage that situation. But that is the reality. They know it is coming. They feel the pressure point. It is not the school.

[Georgia Gould]

Sorry, I was not trying to suggest that it was, but it is important that, collectively, we create an environment where children know that this assessment is not a pressure on them as an individual, but part of a wider accountability, and that young people should continue to do all the things that bring them joy. That is part of the ongoing conversation we need to have. As I said, we know that there are areas where improvements can be made. We have heard that today. The Department will consider the review’s final recommendations alongside the voices of those calling for change.

As young people move through their secondary education, the stakes understandably become higher. That is why some people argue that if we removed exams, we would take away a lot of the pressure that young people face.

Motion lapsed (Standing Order No. 10(6)).

Children with SEND: Assessments and Support

Georgia Gould Excerpts

Monday 15th September 2025 Westminster Hall

[The Minister of State, Department for Education (Georgia Gould)]

I thank the hon. Member for South Cotswolds (Dr Savage) for introducing the debate. The strength of feeling expressed by everyone in the room shows how important it is; I feel that the voices of children and families from every part of the country were heard in the Chamber today. It was such a powerful discussion, partly because so much work has gone on to set up listening exercises in constituencies and hear voices around the country. My hon. Friend the Member for Dartford (Jim Dickson) said that a report was coming to the Secretary of State, and many have written in. I would like to take the time to meet those who have spent so much time with their constituents and hear directly from them. I know that one or two minutes is not enough time to get across the depth of these issues and the depth of concern.

I look forward to the publication of the Education Committee report this week. The Committee’s Chair, my hon. Friend the Member for Dulwich and West Norwood (Helen Hayes), spoke powerfully about it and I know that it was deeply researched. I hope that I can spend time with her to hear her findings.

I thank the parents who have sat through the debate in the Public Gallery for bringing their voices into the room. I know how hard it is for many parents of children with special educational needs to travel. Even if they are not in the room today, the voices of the more than 125,000 parents who signed the petition have been heard.

[Victoria Collins (Harpenden and Berkhamsted) (LD)]

From the SEND rally to the petition and the Lib Dems’ SEND summit in Hertfordshire today, those voices are being heard. I thank the Minister, who met Rachel and Siouxsie from my constituency today. Siouxsie has developmental language disorder and often feels invisible. Will the Minister guarantee that voices such as hers truly will be heard and that children’s individual needs will be brought forward for proper provision?

--- Later in debate ---

[Georgia Gould]

Siouxsie gave me a flag by which to remember young people with speech and language issues. That will be in my office, and I will think about those young people every day in this job. I am grateful to all the organisations and parents who have met me. I am also grateful to my hon. Friend the Member for Thurrock (Jen Craft), who hosted a really powerful roundtable and drop-in earlier so that I could hear from amazing schools that are leading inclusive practice, want to do this work and want to work with the Government.

I ran a council for seven years and spent 14 years in local government. I met so many parents in my own borough and many others who told me the problems with the system, which we have heard about really powerfully today. I met parents who could see that issues were starting early but were not listened to and had to fight for support. I met parents who found that there was no support available until there was a diagnosis. We heard so many stories of the months, and sometimes years, that parents and young people have had to wait. I met parents who found that not only education but wider services, such as playgrounds and youth services, were not set up for their children, or were living in very overcrowded housing and found it difficult to manage their children’s needs. I met parents who could not find local schools that could meet their children’s needs and parents—we heard examples of this today—who had had to give up work to be able to support their children.

I have met children who do not feel comfortable going to school because of their experiences when they were younger; one talked to me earlier about the trauma she had from having to go to a school that was not set up to meet her needs.

[Tom Gordon]

Will the Minister give way?

[Georgia Gould]

I will make some progress as we do not have much time and there were so many different comments.

I have heard from young people who found when applying for college that their EHCP had not been updated since they were very young and colleges said they could not meet their needs. Some of the stories that are hardest to hear are those of people who have had to fight every single year, whose child is now 18, and who can see all the missed opportunities and feel so deeply let down, and of children have lost confidence in the support available.

Too many parents feel they have to arm up for battle when interacting with the system. They do not want to resort to the tribunal, but sometimes feel that is the only way to get support. My hon. Friend the Member for Mansfield (Steve Yemm) said that parents are exhausted. So many parents say that they are exhausted by having to fight and, heartbreakingly, that they feel broken by the system. I wholeheartedly agree with my hon. Friend the Member for Walthamstow (Ms Creasy), who criticised the comments by the Reform leadership attacking parents who are just fighting for their children to get the support that they need. I know parents will never give up, because they want to support their children.

We cannot start this discussion without acknowledging how many children and families have been badly let down by the system. Many within the system are also struggling: teachers who do not feel like they have the right training or support to meet need in the classroom, as we heard from so many Members today; schools that want more specialist support, such as speech and language therapy, for their children but do not have access to it; and local authorities that did not get the investment they needed to build a local offer and so are paying for expensive private provision far away from communities.

[Gregory Stafford]

I thank the Minister for outlining many of the problems in the system. She has now had six out of her 10 minutes and she has not told us what the Government are going to do. Can I press her to tell us what the Government are actually going to do?

[Georgia Gould]

I think it is just very important that we hear from parents. When I spoke to them yesterday, one of the things they said was that it is critical that they hear from the Government that we understand the challenges that they face before we move forward.

There is also some amazing practice going on, and we heard about it today: schools that are supporting children and young people, and teaching assistants who are investing in that support. We heard the wonderful example from Colne Valley, where neurodiversity training has been put in place.

[Daisy Cooper]

On that point, will the Minister give way?

[Georgia Gould]

I am going to make progress.

This morning I visited a school that is doing amazing work to provide support in the classroom, in mainstream provision, for children and young people. The children I meet have big dreams and deserve the chance to thrive. The Secretary of State for Education has made it absolutely clear that under this Government no child will be left behind, and we will reform the system so that children with special educational needs are at the heart of the education system. There will always be a legal right to additional support for children and young people with special educational needs.

As I approach this new role, there are a number of principles guiding me. First, the voices of children, young people and their families, and of teachers and those supporting them, must be at the forefront of reform.

[Adam Dance]

Will the Minister give way?

[Georgia Gould]

I will make progress, because we do not have much time.

Over the last year, the Secretary of State and my predecessor have spent a huge amount of time with families to make sure that their voices are heard. Secondly, children should get support when they need it, as early as possible.

[Adam Dance]

Will the Minister give way? It will take 10 seconds.

[Georgia Gould]

I will.

[Adam Dance]

With my ten-minute rule Bill, I have given the Minister good ideas to take forward. Will she look at including them in the White Paper?

[Georgia Gould]

I heard the hon. Member introduce his Bill. He spoke so powerfully about his personal journey, and this House is a better place because he is in it. The points he raised about investing in teacher training across the board are critical and have to be part of the future.

The second principle, which we have heard about from almost every speaker, is that children need to get support when issues first appear; early intervention has to be the basis of reform. Thirdly, children with special educational needs should not have to go miles away from their families and communities to get the right support. We need to invest in support within our communities.

Finally, support for young people to thrive is not just for schools. I have heard the words “collaboration” and “co-design” so many times in this debate. It is about play, it is about youth clubs, it is about local health services; it is about workplaces that celebrate neurodiversity. We are talking about one in five of our young people: we all know somebody who has special educational needs, and those individuals bring so much creativity and so many ideas.

[Saqib Bhatti]

Will the Minister give way? It will take five seconds.

[Georgia Gould]

I have 29 seconds left.

It is really important to acknowledge that in 14 years of local government I saw so many families let down. My commitment, as we move forward, is to work with the parents who have turned up and the parents who signed the petition to get this right for families and to set out reforms that will really transform young people’s lives.