Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of improved early intervention and diagnostic methodologies for children with special educational needs on levels of SEND provision in local authorities.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.

As set out in the SEND reform consultation document “Putting Children and Young People First”, the department will develop National Inclusion Standards. These will set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs, before those needs escalate. By 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.

In addition, government-backed research delivered by UK Research Innovation in partnership with the department will aim to develop and roll out approaches for the early identification, strengths and needs assessment, and support of children and young people with special educational needs.

The department and NHS England continue to track the progress that the Surrey Local Area Partnership is making following its Ofsted/CQC SEND inspection in September 2023, which found inconsistent experiences and outcomes for children and young people with SEND, alongside providing on-going advice, support and challenge.