Asked by: Paul Kohler (Liberal Democrat - Wimbledon)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, how many appeals relating to special educational needs and disabilities were lodged with the First-tier Tribunal in each of the last five years.
Answered by Sarah Sackman - Minister of State (Ministry of Justice)
Information about appeals lodged with the First-tier Tribunal for Special Educational Needs and Disability (SEND) is published at: www.gov.uk/government/collections/tribunals-statistics.
Asked by: Alex Burghart (Conservative - Brentwood and Ongar)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 23 January 2026 to Question 105701 on Turing: Finance, whether the Turing scheme will continue in 2027-28; and what her target is for the number of outbound UK students using the Turing scheme in 2026-27.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, with applications for funding now open and closing at 16:00 on Monday 16 March. Looking ahead, we remain committed to international mobility. That’s why the UK has agreed association with Erasmus+ on better financial terms for the UK. Decisions on the Turing Scheme for future years will be shared in due course.
The Turing Scheme is a demand led, competitive programme, so providers can shape applications to the needs of their students. The department does not set targets for the number of Turing Scheme placements in each year as this is highly dependent on the numbers of students that individual providers intend to send, where they intend to go and how long they intend to go for. Instead, we allocate funding in a way that prioritises the participation of students from disadvantaged backgrounds and those with special educational needs and disabilities.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of designating Portage services as a targeted early years and SEND support offer across all local authorities; what steps she is taking to address regional variation in access to Portage provision; and what consideration she has given to providing (a) sustainable and predictable funding, (b) national training standards and (c) further research and evaluation to support the consistent delivery of evidence-based early intervention services.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Help for families of children with additional needs is central to the Best Start in Life Strategy, which spotlights high-quality, inclusive and joined-up services.
The department is considering delivery expectations for how Best Start Family Hubs (BSFHs) can deliver special educational needs and disabilities (SEND) support, alongside flexibility to meet community needs.
From April, BSFHs will receive funding to recruit a dedicated SEND practitioner for every hub to support parents, identify emerging needs sooner and coordinate services. Evaluation of BSFHs will build the evidence base to inform future reform.
We will fund partnerships between early years settings and schools to test and implement different approaches to improving transitions to reception, including for children with SEND. These will allow staff to spend time to share expertise, help parents and children build relationships with schools and help teachers spot issues early.
Plans for reform will be in the upcoming Schools White Paper.
Asked by: Tim Roca (Labour - Macclesfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps are being taken to help Cheshire East Council reduce its SEND assessment waiting times.
Answered by Georgia Gould - Minister of State (Education)
The department provides special educational needs and disabilities (SEND) support to local areas through a structured approach that balances support, challenge, and assurance. Through our SEND improvement support, a dedicated SEND Adviser is providing targeted advice and challenge to help Cheshire East Council streamline assessment pathways, ensure consistent decision‑making, and improve multi‑agency contributions so that assessments can be completed within statutory timeframes. The department, in collaboration with colleagues from NHS England in the North West, regularly engages with Cheshire East Local Area SEND Partnership to understand any further needs and provides support and challenge as appropriate, as well as monitoring progress.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to include one or more representatives of providers of home-to-school transport for pupils with special educational needs and disabilities on the SEND Ministerial Development Group.
Answered by Georgia Gould - Minister of State (Education)
The special educational needs and disabilities (SEND) ministerial development group brings together voices from across the SEND sector. This group considers a range of perspectives and tests potential solutions to the key challenges the SEND system faces to ensure that policy proposals are informed by the knowledge and experiences of children, their families and those working in the system.
Additional participants are invited on a rolling basis according to the topics under discussion. This approach allows the group to include expertise relevant to specific areas as appropriate.
Outside of the group, the department already holds bi-monthly forums to which all local authority home to school travel teams are invited to enable to them to share best practice and so that we understand the challenges they face.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, how much funding will be available for new special educational needs and disabilities schools through the Special Free Schools Programme in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
There are three planned special free schools in the county of Surrey. We are making a funding package available to the local authority so they can deliver the places planned for these schools themselves more quickly and with a greater focus on mainstream inclusion where appropriate. The total funding available to Surrey is up to £27 million.
For the two schools in Surrey that are closest to delivery, the local authority has a choice about whether to continue with the school or take the funding package. The department will fund the capital delivery of schools the local authority chooses to proceed with in the usual way.
Local authorities have until 27 February 2026 to make their decisions, and we will confirm the total funding for all local authorities, as well as the schools that are going ahead, in due course after that date.
We have also confirmed that £3 billion will be invested between 2025/26 and 2029/2030 to support local authorities to create places outside of the free schools programme. Local authority allocations for 2026/27 will be published in the Spring.
Asked by: Zöe Franklin (Liberal Democrat - Guildford)
Question to the Department for Education:
To ask the Secretary of State for Education, what her expected timeline is for publishing the Schools White Paper including the SEND reform package.
Answered by Georgia Gould - Minister of State (Education)
The department will publish the Schools White Paper early this year. It will set out our proposed reforms to the special educational needs and disabilities (SEND) system, underpinned by our belief that high standards and inclusion are two sides of the same coin.
To ensure these reforms are as effective as possible, and building on conversations to date, we launched a public engagement campaign spanning every region of the country. This put families at the heart of plans to create a reformed SEND system that will stand the test of time.
As part of this campaign, I have hosted regional face-to-face events across the country, run in partnership with the Council for Disabled Children. The department also set up a number of online events, including a panel of experts, in discussions covering the department’s five principles of reform. Further details can be found at: https://consult.education.gov.uk/send-reform-national-conversation/.
The experiences and insights shared during these engagement opportunities will be vital in ensuring that our proposals effectively deliver meaningful reforms for families.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what proposals they intend to take forward in the 10 Year Health Plan for England in relation to services for autistic people.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
The 10-Year Health Plan sets out to make the National Health Service fit for the future, by delivering three big shifts, from hospital to care in community, from analogue to digital, and from sickness to prevention. The plan will help to address health inequalities for disabled and autistic people by improving access to care, delivering care closer to home, and supporting the development of holistic care plans for those whose needs may require support from multiple health and care providers. We want autistic people’s access to, and experience of, healthcare services to be equitable, effective, and responsive to their needs.
The plan sets out the core principle of early intervention and support, including without the need for diagnosis, including specifically for children and young people, such as those with special educational needs and disabilities (SEND). It is clear about the importance of health services working in partnership with education settings and providing children and young people with early intervention and support to avoid needs escalating, where possible, building on learning from programmes such as Early Language Support for Every Child. We will set out our proposals for SEND reform in the upcoming Schools White Paper.
NHS England continues to support local systems to use a national framework and operational guidance to deliver improved outcomes in all-age autism assessment pathways. It has published national guidance on meeting the needs of autistic adults in mental health services and, to address physical health inequalities, is currently testing a combined health check in primary care for autistic people, those with a severe mental health condition and/or those people with a learning disability.
Asked by: Claire Young (Liberal Democrat - Thornbury and Yate)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of parents who have been prosecuted for their child's non-attendance at school have a child that has (a) Education, Health and Care Plan (EHCP) and (b) special educational needs and does not have a EHCP in each quarter of the last five years.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Data for prosecution of offences in England, including offences for non-attendance, is collected by the Ministry of Justice. The Department for Education does not collect data on the protected characteristics of the children of individuals who have been prosecuted for an offence related to their child’s non-attendance at school.
Nevertheless, we recognise that pupils with special educational needs and disabilities may face more complex barriers to school attendance and guidance requires schools to take a ’support first’ approach to tackling non-attendance for these pupils.
Our guidance makes clear that legal intervention, including prosecution, should only be considered where support has been exhausted, not engaged with or, in the cases of term-time holidays, not appropriate. We expect schools to work with these children and their families to remove any barriers to attendance and building strong and trusting relationships.
Asked by: Claire Young (Liberal Democrat - Thornbury and Yate)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to local authorities on the use of prosecutions for school non-attendance in cases where a pupil’s absence is related to special educational needs and disabilities.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department recognises that pupils with additional needs, such as special educational needs and disabilities, may face more complex barriers to school attendance, and our statutory guidance is clear that schools should take a sensitive, “support first” approach to supporting their attendance. The ’Working Together to Improve School Attendance’ guidance emphasises that schools and local authorities should be working with children and their families to remove any barriers to attendance and building strong and trusting relationships. It makes clear that legal intervention should only be considered when support has been exhausted, not engaged with, or in the cases such as term time holidays, not appropriate.
While some pupils may face additional challenges, we expect schools to have the same attendance ambitions for all pupils, and to put support in place where required.