Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what (a) responsibilities and (a) powers SEND practitioners will have in Best Start Family Hubs.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is investing over £200 million over three years to strengthen the special educational needs and disabilities offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to support children with additional needs and families from the earliest stages. The practitioners will offer practical, hands‑on advice about their child’s development and help families identify emerging needs much earlier and guide parents on what those signs mean and the next steps to take. They will also help run, or link families into, early support sessions in Hubs, such as toddler groups that promote speech and language. By joining up support across services, the practitioners will ensure families do not have to navigate services alone.
We have published the Best Start Family Hubs and Healthy Babies guidance for local authorities, which sets out the role expectations and funding remit, ahead of April 2026 delivery. This guidance can be found at: https://assets.publishing.service.gov.uk/media/69c6be4acdfd19de13d0f810/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.docx.pdf.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the government has conducted an assessment of the number and availability of trained professionals needed to meet the Experts at Hand plan published in the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
I refer my hon. Friend, the Member for Poole to the answer of 24 March 2026 to Question 121419.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assistance her Department provides for young people seeking employment upon leaving school.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Young people must continue in education or training until their 18th birthday and may do so through full-time study, full-time work or volunteering combined with part-time learning, or an apprenticeship, while local authorities hold statutory duties to identify and support those needing help, including young people who are not in education, employment or training.
Apprenticeships allow young people to earn and learn. Employers receive financial support to hire young apprentices, including up to £2,000 for small and medium sized enterprises taking on 16 to 24-year-old new starters. Foundation apprenticeships were introduced in August 2025, to give young people a route into critical sectors.
Through the Careers and Enterprise Company, the department is supporting schools to deliver high quality, employer-led careers advice, giving young people clearer insight into the full range of pathways available. We are also bridging the gap between education and work with our commitment to two weeks’ worth of work experience for every secondary pupil.
The Post 16 Education and Skills White Paper set out major reforms, including new Vocational Levels alongside A Levels and T Levels, a further study pathway with a Foundation Certificate, and an occupational pathway with an Occupational Certificate to support progression into study, work or apprenticeships.
For those who want to move into work after they are 18 but cannot find work, the Department for Work and Pensions is strengthening support through the Youth Guarantee, supported by £2.5 billion of investment to create 500,000 opportunities for young people to earn and learn. This includes the delivery of eight Youth Guarantee trailblazers in England, the expansion of Youth Hubs to more than 360 areas across Great Britain, and the introduction of a new Youth Guarantee Gateway in jobcentres, providing more intensive support to 16 to 24-year-olds.
Together these measures demonstrate the government’s commitment to backing young people.
Asked by: Peter Bedford (Conservative - Mid Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what was the total value of non-contractual severance payments across the department in 2023, 2024 and 2025.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
I refer the hon. Member for Mid Leicestershire to the answer of 7 April 2026 to Question 121697.
Asked by: Luke Evans (Conservative - Hinckley and Bosworth)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to engage with the autism community to ensure that public opinion is captured for the SEND Reform White Paper without the need to provide a written submission to the consultation.
Answered by Georgia Gould - Minister of State (Education)
On Monday 23 February, we launched a full 12-week consultation on our special educational needs and disabilities (SEND) reforms because we want to hear directly from people across the country who have an interest in these reforms and build on our national conversation.
There are three ways that we are ensuring we capture the views of those who are part of the SEND community. First, we are hosting a series of online and in-person events throughout the consultation period, including sessions delivered in partnership with the Council for Disabled Children. More information on these sessions will be advertised in the coming weeks.
Second, we are engaging with a range of SEND organisations, including autism organisations, and representatives of those organisations will also be on ministerial engagement groups. Members of our Expert Advisory Group for Inclusion, SEND Development Group, and Complex Needs Group have autism expertise, and we also plan to engage with representatives from other organisations that specialise in autism at our planned deep dives. We are also engaging with academics in this space. Finally, we continue to engage with young people, including those with autism, on the consultation as we did pre-publication.
Third, the department has a dedicated mailbox for SEND reform consultation responses and is accepting non-written as well as written responses to consultation questions. The mailbox is available at: SENDreform.CONSULTATION@education.gov.uk.
The consultation, including accessible versions, can be accessed here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.
Asked by: Lord Pack (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Anderson of Stoke-on-Trent on 24 March (HL15443), what steps the Department for Education has taken in the last year to meet its legal duty to keep under review the question of when uncommenced legislation that falls within its area of responsibility should be brought into force.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
In the past year, we have committed in Parliament to undertake the required post-legislative scrutiny of the Children’s Wellbeing and Schools Bill. This will include considering the coming into force of measures, where not yet commenced.
The department will, as part of its usual process, continue to periodically review legislation within its area of responsibility as part of policy development.
Asked by: Gill Furniss (Labour - Sheffield Brightside and Hillsborough)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the equity of the Early Years funding formula on families and childcare providers in Sheffield.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department uses the early years national funding formulae (EYNFF) to allocate early years entitlement funding to local authorities in a fair and transparent way.
The formulae ensure each area receives a base rate for each age group individually, regardless of location or individual need. On top of this, additional needs funding is allocated to reflect the proportion of children in each area who are disadvantaged, have English as an additional language, or have more complex special educational needs, recognising the higher costs of supporting these groups. An area cost adjustment is also applied to account for local variations in staffing and premises costs.
Through this approach, the department aims to ensure funding reflects children’s needs and local cost pressures throughout England, including in Sheffield.
We have committed to reviewing early years funding, including the national funding formulae, to ensure funding continues to match needs. We will consult the sector on changes by summer 2026.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to streamline the process of safeguarding referrals from schools to local authorities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Through the Children’s Wellbeing and Schools Bill, we are strengthening the role of education and childcare in multi-agency safeguarding arrangements to better protect children from abuse, neglect, and exploitation.
All schools must also have regard to the ‘Keeping children safe in education’ statutory guidance when carrying out their duties to safeguard and promote the welfare of children. Part one of this guidance sets out what all staff need to know and do if they have any concerns about a child, including the process for making referrals to local authority children’s social care and for statutory assessments.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve access to Portage services.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
On 23 February, the government published its ‘Every Child Achieving and Thriving’ White Paper where we announced new investment of over £200 million over three years to strengthen the special educational needs and disabilities (SEND) offer in Best Start Family Hubs. This includes funding for a family-facing practitioner in every hub to support children with additional needs and their families from the earliest stages.
Our reforms to the SEND system will give families a more joined up local offer, with Best Start Family Hubs, early years settings, local authorities and health partners working together to ensure children with SEND and their families get the support they need. Portage services play an important role in supporting children with additional needs and Best Start Family Hubs will join up local services and build capacity through partnership working in every community.
Best Start Family Hubs guidance was published on 30 March and is available here: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.
Asked by: Ben Obese-Jecty (Conservative - Huntingdon)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to page 22 of her Department's consultation document entitled SEND Reform: Putting Children and Young People First, CP1509, when will schools in Huntingdonshire have to publish a legal Inclusion Strategy.
Answered by Georgia Gould - Minister of State (Education)
In the recent consultation ‘SEND reform: putting children and young people first’, the government proposed holding schools to account on how they will take meaningful steps to invest in inclusion through a published Inclusion Strategy.
On 25 March 2026, the department published the inclusive mainstream fund (IMF) methodology alongside best practice for schools. These documents provided detail on the requirement on schools to produce an Inclusion Strategy, along with information on how the IMF will be allocated to support schools’ inclusive practice. More information on how to produce an effective and ambitious Inclusion Strategy will be published soon.