Asked by: Hannah Spencer (Green Party - Gorton and Denton)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to publish the latest School Teachers' Review Body report on teacher’s pay; and what discussions she has had with head teachers and their representatives on (a) the publication date of that report and (b) the potential impact this date will have on the adequacy of the amount of time schools get to plan their budgets for September.
Answered by Georgia Gould - Minister of State (Education)
The government has received the School Teachers’ Review Body’s 36th Report. As is the case each year once the report is received, the government is now in the process of discussing the recommendations and will publish the report, in addition to the government’s response, and launch the statutory consultation as soon as those discussions have concluded, making every effort to give schools as much notice of the impact on school budgets as is possible.
Asked by: Siân Berry (Green Party - Brighton Pavilion)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her proposals for SEND reform, if she will give assurance to adopters and special guardians that their children, a majority of whom require active in-school additional support, which is currently funded through a patchwork of Pupil Premium Plus at school level and by individual EHCPs, will have their particular needs taken account of in her Department’s decisions on this issue.
Answered by Georgia Gould - Minister of State (Education)
As part of our reforms, we will ensure children get the right support in their early years setting, school, and college. We will do this by investing in new training for all staff, early intervention, better buildings and equipment, and making sure that every setting has access to expert professional support when it is needed.
The department's consultation ‘Adoption support that works for all’ sets out a vision for more predictable, joined up support for adoptive and kinship children, including stronger multi-disciplinary work across social care, health and education. The consultation runs until 5 May 2026 and the outcomes and next steps will be published later this year. For adoptive special guardianship children, this forms an important backdrop to the special educational needs and disabilities (SEND) proposals. More details on the consultation are available here: https://consult.education.gov.uk/adoption-and-special-guardianship-support-fund-team/adoption-support-that-works-for-all/supporting_documents/adoption-support-that-works-for-all-consultation-document-feb-2026pdf.
Alongside this, Individual Support Plans will be developed by settings, parents and young people, giving every child or young person receiving targeted or specialist support a clear and consistent record of their needs. This will be backed by £1.6billion funding flowing directly to schools, colleges and nurseries to meet needs earlier and get support in place, as part of the £4 billion more we are investing over three years.
We also want families’ voices and experiences to shape SEND policy and local delivery, ensuring families can influence decision-making around the support they receive. Nationally we will improve access to services by increasing investment in the national helpline. Additionally, we will continue to work with and expand parent carers in strategic partnership roles to support system-wide improvements.
We are consulting on the reforms proposed in the recently published “SEND reform: putting children and young people first”, and you can access the consultation here: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.
Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure access for pre-school children with additional needs to nursery places in (a) South Holland and the Deepings constituency and (b) Lincolnshire.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The government wants every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disabilities (SEND) reforms we announced in February will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams. The Best Start Family Hubs will begin rolling out in April 2026.
Alongside this, the department will work with local authorities, including local authority officers in Lincolnshire County Council, to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places, giving parents greater confidence that their children can access the early education and childcare they are entitled to.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of SATs on levels of school attendance of children with SEND.
Answered by Georgia Gould - Minister of State (Education)
The department has not identified evidence that SATs have a specific or disproportionate impact on the attendance of pupils with special educational needs and disabilities (SEND). Internal analysis indicates that overall attendance patterns for pupils with SEND remain consistent during the SATs assessment period.
Primary assessments are extensively trialled and reviewed by teachers and SEND specialists to ensure they are suitable for all and of appropriate difficulty, with modified papers and access arrangements available for pupils with SEND where needed.
The department’s ‘Working together to improve school attendance’ guidance makes clear that pupils with SEND have the same right to education and the same attendance ambition as their peers, and that schools and local authorities should provide appropriate support to enable their attendance, including during assessment periods.
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Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will publish modelling underpinning its projection that EHCP growth will slow by 2029–30 and then fall.
Answered by Georgia Gould - Minister of State (Education)
The department has made modelling information available in the ‘Background on projections’ annex published alongside the special educational needs and disabilities consultation. These projections are illustrative of our proposed policy approach and updated projections will be published following the consultation.
Asked by: Will Forster (Liberal Democrat - Woking)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she will review the statutory guidance on school attendance to allow exemptions for term-time holidays for children in foster care with complex needs and SEND when travel during peak holiday periods is not feasible.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
There are currently no plans to review our approach to term-time holidays. Schools may grant a leave of absence for exceptional circumstances at their discretion by judging each application on the specific facts. However, generally a holiday would not constitute an exceptional circumstance. The school year is structured so that there are opportunities for holidays outside of term-time. Schools and local authorities also have considerable flexibility to plan term dates themselves and hold INSET days and other occasional days at quieter times of the year, allowing parents and carers to plan breaks at times that suit them.
This government recognises there can be considerable additional pressures on some pupils and their parents and carers, including for children in foster care with complex needs. However, all children have a right to a full-time education and we do not believe the solution is to endorse additional time away from school.
Asked by: Esther McVey (Conservative - Tatton)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer on 12 March 2026 to question 117273, if she will provide financial assistance to schools to accommodate pupils from nearby private schools that have closed.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
School funding is increasing by £1.7 billion in 2026/27, meaning that core school budgets will total £67 billion, an increase on the £65.3 billion provided in 2025/26.
In 2026/27, the most deprived schools have, on average, attracted the largest per pupil funding amounts through the schools National Funding Formula.
Asked by: Mark Hendrick (Labour (Co-op) - Preston)
Question to the Department for Education:
To ask the Secretary of State for Education, what capital and revenue funding allocations have been made to local authorities in Lancashire for a) primary schools, b) secondary schools and c) specialist school places over the next 2 years.
Answered by Georgia Gould - Minister of State (Education)
Revenue funding through the Dedicated Schools Grant (DSG) for Lancashire in 2025/26 and 2026/27 financial years are presented in the table below. Funding for 2027/28 will be confirmed later this year.
Lancashire School Funding
Financial Year | 2025/26 | 2026/27 |
Overall DSG | £1,052,000,000 | £1,096,000,000 |
Mainstream primary Per Pupil | £5,627 | £5,939 |
Mainstream secondary Per Pupil | £7,088 | £7,440 |
High Needs Funding | £219 million | £235 million |
*Mainstream funding includes premises and excludes growth.
Local authorities meet the costs of special school places in their area through their high needs block funding in the DSG, with the total high needs funding for Lancashire set out above.
The methodology for the Inclusive Mainstream Fund was published on 25 March. This details distribution of the £400 million schools will receive in 2026/27 to prepare and deliver improved inclusion practice.
We have announced over £82 million of Basic Need capital grant funding to support Lancashire in creating mainstream school places needed due to forecasted growth in pupil numbers between May 2024 and September 2028. The £82 million will be paid across the 2023/24 to 2027/28 financial years.
In financial years 2025/26 and 2026/27, Lancashire has been allocated just under £19.7 million and just over £23.8 million respectively through High Needs Provision Capital Allocations.
Asked by: James Cleverly (Conservative - Braintree)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the aggregate monetary level of Dedicated Schools Grant High Need deficits that will not be written off by central Government.
Answered by Georgia Gould - Minister of State (Education)
The department has set out plans to address these deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained action in accordance with our new system set out today in the Schools White Paper. This will help to improve outcomes for children and bring costs under control through effective early intervention, stopping needs from escalating. Asking authorities to contribute the remaining 10% reflects the shared responsibility we all have in delivering a system that provides value for money and supports better outcomes for children and young people.
For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take an appropriate and proportionate approach though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved Local SEND (special educational needs and disabilities) reform plan.
Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of when mainstream schools will have the baseline staffing levels required to deliver the universal inclusion expectations set out in the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
Recruiting and retaining expert teachers is at the heart of the government’s Plan for Change, with good progress already being made: the teaching workforce has grown by 2,346 FTE between 2023/24 and 2024/25, in secondary and special schools; the schools where they are needed most.
We are investing £200 million in special educational needs and disabilities (SEND) training to upskill staff in every school, college and nursery over the course of this Parliament. This training will cover children with SEND in their earliest years, through to age 25.
We are providing around £1.8 billion over the next three years for local area partnerships, including local authorities and Integrated Care Boards (ICBs), to work together to develop a new ‘Experts at Hand’ offer, which will give schools direct access to support, advice, training and specialist expertise from professionals such as speech and language therapists (SaLTs), educational psychologists (EPs) and specialist teachers.
We are investing £15 million to establish new speech and language therapist advanced practitioners in every ICB geographical area, to get more SaLTs working in educational settings.
In addition, we will continue to train at least 200 EPs per year in 2026 and 2027, backed by £26m.
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