Asked by: Calum Miller (Liberal Democrat - Bicester and Woodstock)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to answer Questions (a) 36322, (b) 36323 and (c) 36324, tabled by the hon. Member for Bicester and Woodstock on 6 March 2025.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The answers to Written Parliamentary Questions 36322, 36323 and 36324 were published on 20 March 2025.
Asked by: Calum Miller (Liberal Democrat - Bicester and Woodstock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that the time taken to confirm Adoption Support Fund funding does not lead to gaps in therapy provision for adopted children with additional needs.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department will shortly be finalising business planning decisions on the allocation of the department’s budget for the next financial year. All decisions regarding the future of the adoption and special guardianship support fund (ASGSF), including issues linked to inflation, are being considered as part of these discussions. An announcement will be made as soon as possible. We will always consider the impact of decisions on vulnerable children.
To ensure there are no gaps in therapy, including for children with additional needs, ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are approved, therapy which starts during March 2025 may therefore continue into the next financial year under previously agreed transitional funding arrangements.
Asked by: Calum Miller (Liberal Democrat - Bicester and Woodstock)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the time taken to confirm the Adoption Support Fund budget on children receiving therapy through that fund.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department will shortly be finalising business planning decisions on the allocation of the department’s budget for the next financial year. All decisions regarding the future of the adoption and special guardianship support fund (ASGSF), including issues linked to inflation, are being considered as part of these discussions. An announcement will be made as soon as possible. We will always consider the impact of decisions on vulnerable children.
To ensure there are no gaps in therapy, including for children with additional needs, ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are approved, therapy which starts during March 2025 may therefore continue into the next financial year under previously agreed transitional funding arrangements.
Asked by: Calum Miller (Liberal Democrat - Bicester and Woodstock)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of linking the Adoption Support Fund annual funding cap to inflation.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department will shortly be finalising business planning decisions on the allocation of the department’s budget for the next financial year. All decisions regarding the future of the adoption and special guardianship support fund (ASGSF), including issues linked to inflation, are being considered as part of these discussions. An announcement will be made as soon as possible. We will always consider the impact of decisions on vulnerable children.
To ensure there are no gaps in therapy, including for children with additional needs, ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are approved, therapy which starts during March 2025 may therefore continue into the next financial year under previously agreed transitional funding arrangements.
Asked by: Calum Miller (Liberal Democrat - Bicester and Woodstock)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce legislation for the provision of (a) early screening for neurodivergent conditions and (b) improved teacher training in those conditions.
Answered by Catherine McKinnell - Minister of State (Education)
The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with neurodiverse conditions.
We have established a neurodivergence task and finish group, which includes a range of experts including clinicians, scientists and academics, education experts and third sector organisations. This group is chaired by Professor Karen Guldberg from Birmingham University and is working closely with the department to help improve inclusivity and expertise in mainstream settings in a way that works for neurodivergent children and young people. This includes considering the use of needs-assessment and screening tools by educational professionals.
High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards, which set clear expectations that teachers must understand the needs of all pupils, including those with SEND, such as neurodiversity, to be recommended for the award of qualified teacher status.
The ITT Core Content Framework and Early Career Framework (ECF), for trainee and Early Career Teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025, these will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025, all ECTs will be entitled to a two-year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement (ECTE).
The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, including those with neurodiversity. We have edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children, particularly those with SEND.
We recognise that continuous improvement is essential and have recently committed to a full review of the ECTE in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.