Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure local authorities follow the appropriate procedures for SEND practices and EHCP reviews.
Answered by Georgia Gould - Minister of State (Education)
The department recognises that the education, health and care (EHC) plan review process can be a stressful time in the lives of children and families and that this can have an impact on their mental health.
We expect local authorities to work closely with families when reviewing EHC plans, to support them in the process and to make decisions in a timely fashion, as they are required to do by law. The current Ofsted and Care Quality Commission area special educational needs and disabilities (SEND) inspection framework includes inspecting practice on reviews.
The department has consulted on proposals to strengthen the SEND system. In this, we proposed making the EHC plan reviews process clearer, more reflective of the voice of the family, and bringing in the right expertise and knowledge of experts. We also proposed changing the frequency of reviews for school-age children, alongside more frequent reviews of the Individual Support Plan.
Families would continue to have the right to appeal to the tribunal about the local authorityâs decision to maintain, amend or cease a plan following a review of an EHC plan. We would also update the inspection framework to align to the clarified statutory roles that local authorities and integrated care boards will have in relation to children and young people with SEND.
We carefully assessed the impact of all our proposals and this is included in our published âSEND reform: equalities impact assessmentâ and SEND reform child's rights impact assessment which are available here: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/supporting_documents/send_reform_equalities_impact_assessment_pdf and https://assets.publishing.service.gov.uk/media/69985b75047739fe61889ebe/SEND_reform_child_s_rights_impact_assessment.pdf.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of the system of EHCP reviews on the mental health of children and families.
Answered by Georgia Gould - Minister of State (Education)
The department recognises that the education, health and care (EHC) plan review process can be a stressful time in the lives of children and families and that this can have an impact on their mental health.
We expect local authorities to work closely with families when reviewing EHC plans, to support them in the process and to make decisions in a timely fashion, as they are required to do by law. The current Ofsted and Care Quality Commission area special educational needs and disabilities (SEND) inspection framework includes inspecting practice on reviews.
The department has consulted on proposals to strengthen the SEND system. In this, we proposed making the EHC plan reviews process clearer, more reflective of the voice of the family, and bringing in the right expertise and knowledge of experts. We also proposed changing the frequency of reviews for school-age children, alongside more frequent reviews of the Individual Support Plan.
Families would continue to have the right to appeal to the tribunal about the local authorityâs decision to maintain, amend or cease a plan following a review of an EHC plan. We would also update the inspection framework to align to the clarified statutory roles that local authorities and integrated care boards will have in relation to children and young people with SEND.
We carefully assessed the impact of all our proposals and this is included in our published âSEND reform: equalities impact assessmentâ and SEND reform child's rights impact assessment which are available here: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/supporting_documents/send_reform_equalities_impact_assessment_pdf and https://assets.publishing.service.gov.uk/media/69985b75047739fe61889ebe/SEND_reform_child_s_rights_impact_assessment.pdf.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Transport:
To ask the Secretary of State for Transport, what steps her Department is taking to improve road safety for motorcyclists.
Answered by Justin Madders - Parliamentary Under-Secretary (Department for Transport)
Everyone who uses our roads has a right to feel safe, including motorcyclists. With that in mind, the Department included motorcyclists in the new Road Safety Strategy. The Strategy sets an ambitious target to reduce the number of people killed or seriously injured on British roads by 65% by 2035. Improving motorcycle safety is an integral part of that aim.
As part of the Road Safety Strategy, the Government launched a consultation on an ambitious package of reforms to the training, testing and licensing regime for Category A moped and motorcycle licences in Great Britain.
This consultation, which opened on 7 January and closed on 11 May, will help inform a targeted review of the training, testing and licensing regime.
As set out in the Road Safety Strategy, the government is now supporting further PRIME pilot trials in additional regions across the country. PRIME is a targeted road safety initiative designed to help motorcyclists negotiate sharp bends more safely. These pilots will be subject to the necessary technical approvals. The Department for Transport will also ensure that all participating authorities undertake robust monitoring and evaluation so that the effectiveness and safety benefits of PRIME can be fully assessed.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to facilitate special consideration by exam boards for pupils and students affected by sustained strike activity at educational bodies.
Answered by Georgia Gould - Minister of State (Education)
Special consideration is available where a student experiences a temporary illness, injury or other unforeseen event immediately before or during an exam or assessment that significantly affects their performance. It is intended to address disruption at the time of the assessment itself and can only be awarded where a student was fully prepared for the assessment.
Special consideration does not apply to wider disruption to a studentâs learning, including disruption caused by teacher absence or strike action. As the independent regulator of exams and assessments, Ofqualâs legal framework is clear that qualifications must reflect what students know, understand and can do at the time of their assessment.
Throughout any strike action, schools and colleges should take the necessary steps to ensure that students are supported and prepared for their exams, this may include prioritising school places for exam year students or offering catch up lessons and additional revision sessions.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to provide mitigation in examination results for pupils and students affected by sustained strike activity.
Answered by Georgia Gould - Minister of State (Education)
Special consideration is available where a student experiences a temporary illness, injury or other unforeseen event immediately before or during an exam or assessment that significantly affects their performance. It is intended to address disruption at the time of the assessment itself and can only be awarded where a student was fully prepared for the assessment.
Special consideration does not apply to wider disruption to a studentâs learning, including disruption caused by teacher absence or strike action. As the independent regulator of exams and assessments, Ofqualâs legal framework is clear that qualifications must reflect what students know, understand and can do at the time of their assessment.
Throughout any strike action, schools and colleges should take the necessary steps to ensure that students are supported and prepared for their exams, this may include prioritising school places for exam year students or offering catch up lessons and additional revision sessions.
Asked by: Cameron Thomas (Independent - Tewkesbury)
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 sustained strike activity at educational bodies on pupils and students.
Answered by Georgia Gould - Minister of State (Education)
Strike action is damaging to pupilsâ education and the department encourages unions and employers to work together constructively to resolve disputes. Through the departmentâs âHandling strike action in schoolsâ guidance, we provide advice to headteachers to take all reasonable steps to keep schools open for as many pupils as possible and minimise the impact on childrenâs education. Departmental officials and ministers regularly engage with trade unions on a wide range of issues, including matters relating to the workforce and supporting good industrial relations.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to minimise the impact upon pupils and students of sustained strike activity at educational bodies.
Answered by Georgia Gould - Minister of State (Education)
Strike action is damaging to pupilsâ education and the department encourages unions and employers to work together constructively to resolve disputes. Through the departmentâs âHandling strike action in schoolsâ guidance, we provide advice to headteachers to take all reasonable steps to keep schools open for as many pupils as possible and minimise the impact on childrenâs education. Departmental officials and ministers regularly engage with trade unions on a wide range of issues, including matters relating to the workforce and supporting good industrial relations.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with trade unions involved in sustained strike activity at educational bodies.
Answered by Georgia Gould - Minister of State (Education)
Strike action is damaging to pupilsâ education and the department encourages unions and employers to work together constructively to resolve disputes. Through the departmentâs âHandling strike action in schoolsâ guidance, we provide advice to headteachers to take all reasonable steps to keep schools open for as many pupils as possible and minimise the impact on childrenâs education. Departmental officials and ministers regularly engage with trade unions on a wide range of issues, including matters relating to the workforce and supporting good industrial relations.
Asked by: Cameron Thomas (Independent - Tewkesbury)
Question to the Department for Transport:
To ask the Secretary of State for Transport, whether her Department has reviewed the eligibility requirements for riders progressing from a 50cc motorcycle to a 125cc motorcycle.
Answered by Justin Madders - Parliamentary Under-Secretary (Department for Transport)
The Government has announced a consultation on a package of reforms to the training, testing and licensing regime for category A moped and motorcycle licences in Great Britain.
The consultation, opened on 7 January and closed on 11 May 2026. The responses are currently being analysed. Further information about the consultation is available on GOV.UK