Adam Dance

The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special and alternative provision schools cater to those with the most complex needs.

The funding announced at the last Spending Review means a significant investment in the support available for special educational needs and disabilities (SEND) pupils within mainstream schools. This will support the government’s plan to deliver an excellent, inclusive education for every child, with a world class curriculum and highly trained, expert teachers.

The special educational needs coordinator (SENCO) must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ ensures SENCOs receive high quality, evidence-based training and equips them with the knowledge and skills to work with other leaders to create an inclusive environment where everyone feels welcome, safe and that they belong. Since going live, over 10,500 members of the school workforce have started their SENCO NPQ journey.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities (SEND). That is why we are already investing over £21 million to train 400 more educational psychologists over two cohorts, starting their studies in 2024 and 2025. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023.

As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments.

The department is also working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with SEND.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.

We will build a system which is grounded in evidence, identifies and supports need at the earliest opportunity, and ensures families can secure support swiftly without a fight. There will always be a legal right to additional support for children and young people with SEND.

We are continuing to engage closely with children, parents and experts as we develop plans to ensure all children and young people get the outcomes and life chances they deserve.

The department continues to support improvements in special educational needs and disabilities (SEND) provision in Somerset, including in Yeovil.

This financial year, Somerset Council received £8.4 million through the High Needs Provision Capital Allocation to expand specialist provision and improve accessibility in mainstream schools.

Six primary schools in Yeovil are also participating in the Partnerships for Inclusion of Neurodiversity in Schools programme. This initiative brings together health and education professionals, and expert parent carers, to strengthen whole school SEND provision, upskill staff, and improve outcomes for neurodivergent pupils.

The department and NHS England continue to engage with the Somerset SEND partnership and are occasional observers to their SEND partnership board to support system-wide improvement.

We also support educational outcomes through academy trust oversight and regional improvement for standards and excellence initiatives.

The government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed.

The Children’s Wellbeing and Schools Bill contains provisions requiring local authorities to maintain registers of children who are not in school. These registers are intended to aid local authorities in identifying children who are missing education and support them.

The department is aware of the importance of protecting personal data. Existing laws, including the Data Protection Act and UK-GDPR, will apply to all data that is processed as part of the duty to maintain registers. These laws put in place robust restrictions on data collection, storage and sharing as well as respecting the rights of the individuals to access, rectification and erasure. However, there are circumstances where data sharing is essential, particularly when it concerns a child’s safety or wellbeing. The Bill provides a restricted list of individuals and agencies with whom data may be shared, solely for the purposes of safeguarding a child’s education or welfare. Any breach of these protections by a local authority could be subject to penalties or regulatory action by the Information Commissioner.

We will outline in statutory guidance how local authorities must balance the need to share data for safeguarding and educational support purposes with individuals’ right to privacy.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education.

Schools, further education colleges, sixth form colleges, and 16 to 19 academies are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their ‘best endeavours’ to make sure that a child or young person who has SEN gets the support they need.

All schools should apply the ‘graduated approach’ that is outlined in the ‘SEND code of practice: 0 to 25 years’, which means identifying a child’s needs, planning appropriate support, implementing and reviewing the support regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. The code of practice can be found at: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.

To support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings. For example, evidence reviews from University College London have recently been published. These will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

The duty to conduct education, health and care (EHC) needs assessments, and to issue EHC plans if required, rests with the local authority.

The department monitors and works closely with local authorities that have issues with the EHC needs assessment and plan process. Where there are concerns about a local authority’s capacity to make improvements, we ensure that the cause of problems is identified and an effective recovery plan is implemented.

A joint local area inspection of Somerset’s special educational needs and disabilities services, undertaken by Ofsted and Care Quality Commission (CQC) in March 2020, identified nine areas of significant weakness. Following actions taken, the CQC and Ofsted revisited in November 2022 and confirmed that sufficient progress had been made in seven areas, including the timeliness and quality of EHC plans. Somerset produced an Accelerated Progress Plan to address the two remaining areas. With specialist support from special educational needs and disabilities advisors, sufficient progress was made on these areas and the plan was stepped down in February 2025.

The government offers a range of training options, including apprenticeships and BTECs, to support employers of all sizes in the hospitality sector to benefit from and develop the skilled workforces they need.

Local Skills Improvement Plans (LSIPs) give small and medium businesses a stronger role in identifying local skills issues and working collaboratively with skills providers and other local stakeholders to resolve them. From October, Business West and Somerset Chamber of Commerce will begin the process of developing a new 3-year LSIP for Somerset, which includes the Yeovil constituency.

The department and Skills England engage regularly with the hospitality sector, including industry bodies such as UK Hospitality, regarding training for the sector and the government’s plans for skills.

To support apprenticeships in small and medium-sized enterprises the government pays full training costs for young apprentices aged 16 to 21, and for apprentices aged 22 to 24 who have an education, health and care (EHC) plan or have been, or are, in local authority care, when they undertake apprenticeships with non-levy paying employers.

The government also continues to pay £1,000 to both employers and providers for apprentices aged 16 to 18, and for apprentices aged 19 to 24 who have an EHC plan or have been, or are, in local authority care.

School funding is increasing by £3.7 billion in financial year 2025/26. In May, the department announced that it is providing schools with £615 million in additional funding to support them with overall costs, including the costs of the 4% schools teacher pay award and the 3.2% local government services pay award in respect of support staff in financial year 2025/26.

Somerset local authority (which allocates funding for schools in Yeovil constituency) is receiving £418.4 million for mainstream schools in financial year 2025/26 through the Dedicated Schools Grant, an increase of 2.4% per pupil compared to financial year 2024/25. On top of that, all schools will receive additional funding through the Schools Budget Support Grant, to support them with overall costs, including the costs of teacher and support staff pay awards.

Schools will be expected to find approximately the first 1 percentage point of pay awards through improved productivity and smarter spending to make every pound count. This is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services. Schools are not alone in making these decisions, and the department is supporting them through a suite of existing and new productivity initiatives. Our Energy for Schools service, for example, enabled the 400 schools who participated to save on average 36% compared to their previous contracts.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school.

​It is for individual schools to decide how best to provide and maintain a library service for their pupils. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.

The Dormant Assets strategy, published on 2 June 2025, announced that more than £130 million from the Dormant Assets scheme will be allocated to support the provision of services, facilities or opportunities to meet the needs of young people. Some of this will be used to invest in helping to foster a culture of reading for pleasure amongst disadvantaged children and young people in the spaces and places that matter to them, including schools, youth clubs and other settings like early years providers and libraries, through targeted intervention and increased access to reading material.

Additionally, the English Hubs programme is dedicated to improving the teaching of reading, and they deliver the Transforming School Reading Cultures programme, as part of the English Hubs continuous professional development offer. For schools in the Yeovil constituency, the local English Hub is Cornerstone Hub.

The department is determined to restore confidence in the system of support for children and young people with special educational needs and disabilities (SEND), so that all children and young people get the chance to achieve and thrive in their education. Our aim is to improve educational outcomes.

The department is working with and listening to parents, local authorities, SEND organisations, education settings and others on how best we can strengthen the SEND system. We want to deliver better support for these vulnerable children and young people and their parents, and we are committed to getting this right. We will continue with this engagement over the summer, in preparation for consultation on a Schools White Paper in the autumn.

We have made no decisions yet on the future of education, health and care plans. There will, however, always be a legal right to additional support for children and young people with SEND.

The department is determined to restore confidence in the system of support for children and young people with special educational needs and disabilities (SEND), so that all children and young people get the chance to achieve and thrive in their education. Our aim is to improve educational outcomes.

The department is working with and listening to parents, local authorities, SEND organisations, education settings and others on how best we can strengthen the SEND system. We want to deliver better support for these vulnerable children and young people and their parents, and we are committed to getting this right. We will continue with this engagement over the summer, in preparation for consultation on a Schools White Paper in the autumn.

We have made no decisions yet on the future of education, health and care plans. There will, however, always be a legal right to additional support for children and young people with SEND.

The department is determined to restore confidence in the system of support for children and young people with special educational needs and disabilities (SEND), so that all children and young people get the chance to achieve and thrive in their education. Our aim is to improve educational outcomes.

The department is working with and listening to parents, local authorities, SEND organisations, education settings and others on how best we can strengthen the SEND system. We want to deliver better support for these vulnerable children and young people and their parents, and we are committed to getting this right. We will continue with this engagement over the summer, in preparation for consultation on a Schools White Paper in the autumn.

We have made no decisions yet on the future of education, health and care plans. There will, however, always be a legal right to additional support for children and young people with SEND.

All state-funded schools, including those in Yeovil, are required to teach first aid as part of the statutory health education curriculum, as part of relationships, sex and health education (RSHE). This includes dealing with common injuries, calling the emergency services and administering CPR, including developing an understanding of the purpose of defibrillators.

The department is currently reviewing the RSHE curriculum, including establishing whether any additional content is needed.

This government’s ambition is that all children with special educational needs receive the right support to succeed in their education.

We have established a neurodivergence task and finish group, chaired by Professor Karen Guldberg from Birmingham University, to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings. Additionally, the Expert Advisory Group (EAG) for inclusion, led by Tom Rees, is providing sector-led advice on inclusive education practice.

The department introduced the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme in 2024. The programme deploys health and education specialists to build teacher and staff capacity to identify and better meet the needs of neurodivergent children in mainstream primary schools and was delivered in over 1650 (around 10%) of all mainstream primary schools in its first year.

Building on this success, the programme has been extended for the 2025/26 financial year to a further cohort of around 1200 additional mainstream primary schools.

The programme is being evaluated, and learning from delivery of PINS approach is informing policy development around how schools support neurodivergent children.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with special educational needs and disabilities (SEND), and we are committed to ensuring that all pupils receive excellent support from their teachers, including those with dyscalculia.

We have commissioned evidence reviews from University College London to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0-25) with different types of needs, including cognition and learning needs such as dyscalculia.

The ‘What Works in SEND’ programme will soon begin researching educational needs assessment tools used by schools to identify the needs of neurodivergent children.

​​The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.

​The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.

The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.

​This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.

​​The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.

​The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.

The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.

​This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.

​​The Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, is actively considering the needs and challenges faced by all pupils in accessing the national curriculum and making sure that they are all able to achieve high and rising standards.

​The review is thoroughly examining the key challenges to attainment faced by children and young people in mainstream education, including those with special educational needs and disabilities, such as dyslexia, dyscalculia and attention deficit hyperactivity disorder.

The Review is committed to ensuring all pupils have access to a broad curriculum and achieve positive outcomes.

​This government remains committed to enhancing inclusivity within mainstream schools and the review’s final report and recommendations will be published in autumn, at which point the government will respond.

​​This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

​The Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.

​The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.

​​This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

​The Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.

​The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.

​​This government’s ambition is to deliver an excellent, inclusive education for every child with a world class curriculum and highly trained, expert teachers. In November 2024, the department established the Neurodivergence Task and Finish Group, who will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings. We have also commissioned evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

​The Maths Hubs programme, which is funded by the department, is a school-led network aimed at improving the teaching of mathematics for all pupils in publicly-funded schools. It covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils. Boolean Maths Hub works with schools, academies and colleges to support the continuous improvement of mathematics education across the west of England, including Somerset.

​The National Centre for Excellence in the Teaching of Mathematics offers a Further Education Mastery Specialist Programme for post-16 GCSE mathematics resit and Functional Skills Maths teachers. This programme, delivered through Maths Hubs, aims to develop teachers' expertise in teaching for mastery approaches and enable them to support others in their institutions.

I refer the hon. Member for Yeovil to the answer of 13 June 2025 to Question 57098.

The independent Curriculum and Assessment Review is ongoing and is evaluating the existing national curriculum and statutory assessment system in England to ensure they are fit for purpose. The Review wants to ensure an assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods, whilst maintaining the important role of examinations. The Review’s final report and recommendations will be published in the autumn, at which point the government will respond.

The government is committed to increasing awareness and use of assistive technology (AT) in primary schools across England, including in the Yeovil constituency and Somerset.

Firstly, the department is investing in high-quality research to identify barriers to and opportunities for AT use in schools, so that we have a strong evidence base for AT and are able to pilot approaches. This is key to giving schools the right support they need. We published the most recent research report for special schools and colleges in May entitled ‘Developing a competency framework for effective assistive technology training’. The report can be found here: https://www.gov.uk/government/publications/developing-a-competency-framework-for-effective-assistive-technology-training.

From September 2025, teachers will receive training on effective AT use as part of their initial teacher training. Our programme of research can also inform the development of workforce training aimed at equipping teachers with the necessary skills to effectively use AT.

Secondly, the government is working to improve the multi-agency working of all those involved in supporting pupils to get the AT that they require. The department will soon publish research undertaken with local authority special educational needs teams and local authority health teams, AT suppliers, schools and colleges to identify effective practices when working together to meet pupil need.

Finally, the government is investing £20 million this year to ensure schools can access a fibre internet connection, which includes 27 schools across Somerset. Our investment in infrastructure will ensure that schools can fully harness the opportunities of AT.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND code of practice makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label, such as dyslexia. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. In keeping with this, the department has no current intentions to pursue a condition-specific approach.

However, we recognise that the early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND code of practice makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label, such as dyslexia. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. In keeping with this, the department has no current intentions to pursue a condition-specific approach.

However, we recognise that the early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

The department continues to reform qualifications so they have clearer routes to higher education or skilled employment and are, where applicable, aligned to occupational standards designed by employers. 140 reformed qualifications at levels 2 and 3 have been approved for next academic year.

There are a wide range of technical and functional pathways in all areas of the country, including Somerset. These include:

• T levels, a high-quality technical education option for young people, including a valuable workplace industry placement which prepares them work.

• Higher Technical Qualifications, occupation-focused level 4-5 qualifications, approved and quality marked as providing the skills demanded in the workplace by employers.

• Apprenticeships, including widening the offer into a growth and skills offer which will include new foundation apprenticeships, giving more young people a foot in the door at the start of their working life.

• Skills Bootcamps, giving learners the chance to build sector-specific skills with a job interview on completion.

• Free Courses for Jobs, giving learners the chance to access high value level 3 qualifications.

• Functional Qualifications in English, mathematics and digital, available to learners for whom a GSCE is not the right qualification path, designed with employers in mind and taught depending on the needs of the learner.

All independent and state boarding schools must have regard to the ‘Keeping children safe in education’ guidance and must meet the national minimum standards for boarding schools. Section 22 of those standards sets out the requirements of schools in relation to educational guardians appointed by a school.

Parents of international child students who make private educational guardianship arrangements for their children should ensure that they apply due diligence to any arrangements.