Oral Answers to Questions

Jo Platt Excerpts

Monday 20th October 2025 Commons Chamber

[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.