Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 14 July (HL1474), how they plan to ensure that necessary healthcare provision in education settings, including postural management, is assessed, commissioned and delivered under appropriate clinical governance by the relevant NHS bodies; how they will distinguish between healthcare provision and provision that educates or trains a child and is therefore treated as special educational provision under section 21(5) of the Children and Families Act 2014; and what assessment they have made of whether SEND training for school staff will transfer NHS responsibilities to education settings.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.
Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.
Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how necessary health provision will be identified, commissioned and secured for children and young people with cerebral palsy, and others with significant long-term health needs, who do not have an education, health and care plan, particularly in the context of reforms intended to reduce reliance on such plans.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Section 21 of the Children and Families Act 2014 is clear that healthcare provision is only deemed to be special educational provision if it educates or trains a child or young person. Such decisions are made on a case-by-case basis, as set out in paragraph 9.74 of the ‘Special educational needs and disability code of practice: 0 to 25 years’.
Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate. While training may be necessary as part of delegation arrangements, it does not of itself transfer responsibility. The department is working with the Department for Health and Social care to produce guidance on clinical healthcare in schools.
Local authorities and integrated care boards must work together to put joint commissioning arrangements in place to ensure sufficient services and provision are available to meet the needs of children and young people in their area, both those with education, health and care plans and those without. This would include children and young people with cerebral palsy.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 14 July (HL1473), what mechanisms are in place to ensure that (1) the expert panel is publicly accountable, and (2) the wider community can submit feedback on the standards and specialist provision packages being developed.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The independent expert panel has been appointed to oversee the development of the National Inclusion Standards and Specialist Provision Packages. The panel will draw on evidence from academics, education leaders and practitioners, the Education Endowment Foundation, health and social care professionals, and UKRI. They will promote high-quality, evidence-based practice, to ensure accountability and alignment across the system.
The panel will also engage with stakeholders from the wider community, including children, young people, families, practitioners, local authorities and representative organisations to make sure their recommendations are informed by a wide range of views and lived experience. A parent engagement group to support the panel's work is being established.
The panel will publish their recommendations on draft Specialist Provision Packages for the department and the Department of Health and Social Care to decide on. The departments will be accountable for decision-making on the Specialist Provision Packages.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to ensure children and young people, regardless of background, can access dance as part of a broad and enriching education that supports wellbeing as well as attainment.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Dance forms part of the PE curriculum, which is a compulsory foundation subject at all four key stages, and GCSE dance or equivalent technical award at key stage 4.
In response to the Curriculum and Assessment Review, the government committed to reviewing how dance is reflected within the PE curriculum to provide greater specificity and support more consistent, high-quality teaching. Alongside this, the new National Centre for Arts and Music Education and PE and School Sport Partnerships Network will help schools access high-quality dance opportunities by connecting them with specialist expertise, resources and support. Together, this will strengthen teacher confidence and competence in delivering dance, helping more pupils benefit from high-quality provision.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question
To ask His Majesty's Government what assessment they have made of the social and economic value generated by dance participation, including potential savings to health and social care services.
Answered by Baroness Twycross - Parliamentary Secretary (Cabinet Office)
The Government recognises that participation in culture and the arts, including dance, generates substantial social and economic value. Dance is a vital part of the cultural ecology, contributing to improved physical health, mental wellbeing and social connection, which collectively help to alleviate pressures on health and social care services.
Government commissioned research by Frontier Economics, published in November 2024 estimates that regular adult cultural participation provides benefits of £992 per person and £18.6 billion annually in societal benefits. One of the models relating to extra-curricular activities for children (which includes dance) estimates society-wide benefits totalling £230m per year. Participatory arts support prevention, reduce health service demand, and improve productivity and quality of life.
Additionally, ‘The Social Value of Movement and Dance’ report estimates that dance and movement participation generates £3.5 billion in annual social value in the UK. By improving physical health, mental wellbeing and social connectedness, this saves health services approximately £430 million annually by reducing service demand. The report highlights wider economic benefits, including increased productivity, reduced loneliness and stronger community cohesion.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what steps they are taking to maximise the contribution of dance and the arts to the NHS prevention programme, including through collaboration between the Department for Culture, Media and Sport and the Department of Health and Social Care.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
Dance is recognised within the Chief Medical Officer’s Guidelines on Physical Activity as a form of physical activity that can improve health at every stage of the life course. Dance is a broad discipline of creative activity from ballet to street dance, and the evidence of potential health benefits spans informal dancing through structured dance classes to clinical dance therapies.
The Department of Health and Social Care is working with partners including the Department for Culture, Media and Sport, Arts Council England, and the National Centre for Creative Health to understand and develop the evidence base and consider the policy implications for creative health to improve health outcomes and support delivery of the 10-Year Health Plan.
One specific example of the evolving collaboration is that in Spring 2026, NHS South West worked with Let’s Dance and Parkinson’s UK to raise awareness of the evidence of impact of dance on both physical and mental health symptoms of Parkinson’s disease through targeted amplification of the national Let’s Dance campaign to patients and clinicians. This work was amplified nationally, and further work is being take forward to explore further scaling for the 2027 Let’s Dance campaign.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what assessment they have made of the role of dance and the wider cultural sector in improving public health outcomes and reducing health inequalities; and what discussions they have had across government departments on this topic.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
The Department of Health and Social Care is working with partners including the Department for Culture, Media and Sport, Arts Council England, and the National Centre for Creative Health to understand and develop the evidence base and consider the policy implications.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether professionals with specific expertise of (1) cerebral palsy, (2) Augmentative and Alternative Communication, and (3) Assistive Technology, will be part of the national expert panel developing the national standards and specialist support packages.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The National Inclusion Standards will set out what ordinarily available provision should be in every setting across the 0 to 25 system, whilst Specialist Provision Packages will provide comprehensive, evidence-based packages of support for those children and young people with the most complex needs.
The department has appointed an independent panel of experts, selected for their skills, knowledge, and professional standing, and led by education and health co-chairs, to develop and review the Standards and Packages. The panel includes education specialists, research experts and health professionals with occupational therapy and speech, language and communication expertise. The panel will engage with stakeholders to make sure their recommendations are informed by a wide range of views and lived experience
We are committed to upskilling staff to use assistive technology to support children and young people with special educational needs and disabilities (SEND) including cerebral palsy. We have invested over £1.6 million to pilot assistive technology lending libraries through the SEND and alternative provision change programme, allowing up to 3,800 mainstream settings to borrow technology and ‘try before they buy’. We have also launched new introductory assistive technology training materials, helping every teacher to feel confident using digital tools to support children and young people with SEND.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government when they intend to publish their response to the public consultation SEND reform: Putting Children and Young People First.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The Schools White Paper and SEND consultation document, published on 23 February 2026, set out our proposed changes to improve support for children and young people with special educational needs and disabilities (SEND) across the 0 to 25 system. The SEND consultation ran for 12 weeks and closed on 18 May.
To ensure these reforms work in practice, we are committed to co-designing them with children, families and professionals, and testing and refining our proposals collaboratively. Ministers are holding regular meetings with campaigners and disabled children’s organisations to hear a range of views and perspectives on the proposed reforms.
We are carefully reviewing and taking into account the nearly 10,000 responses received through the consultation and continuing to engage widely on our proposals. We will publish a response to the consultation in due course and bring forward legislation at the earliest opportunity as set out in the King’s Speech.
Asked by: Baroness Fraser of Craigmaddie (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how Special Educational Needs and Disabilities (SEND) expertise in the private, voluntary and independent specialist sectors will be protected and utilised under the SEND reforms.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The private, voluntary and independent specialist sectors play an important role in supporting children and young people with special educational needs and disabilities (SEND) across the 0-25 system.
The department has engaged extensively with providers and representative organisations from across the specialist sector throughout the development of our proposed SEND reforms, including those working in early years and post-16 provision. We are carefully reviewing all consultation responses and continuing to engage widely on our proposals. To ensure reforms work in practice, we are committed to co-designing them with children, families and professionals, and testing and refining our proposals collaboratively. Ministers are holding regular meetings with campaigners and disabled children’s organisations to hear a range of views and perspectives on the proposed reforms.