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 school behaviour and reward systems on the needs of vulnerable pupils, including those affected by Adverse Childhood Experiences and neurodivergent conditions; and whether guidance will be issued to support more trauma informed approaches.

Answered by Paul Waugh - Parliamentary Under-Secretary (Department for Education)

The department recognises that behaviour and reward systems should meet the needs of all pupils, including vulnerable pupils, those affected by adverse childhood experiences, and pupils with special educational needs and disabilities or neurodivergent conditions. The department’s ‘Behaviour in schools’ guidance supports schools to develop lawful, proportionate and reasonable behaviour policies that promote good behaviour while reflecting pupils’ individual needs and circumstances. The guidance is available at: https://www.gov.uk/government/publications/behaviour-in-schools--2.

Schools must also comply with the Equality Act 2010 and the Education and Inspections Act 2006, including by making reasonable adjustments for disabled pupils and avoiding unlawful discrimination. Rewards and sanctions should be applied fairly and consistently, with appropriate adjustments for pupils with additional needs.

In the schools White Paper, ‘Every child achieving and thriving’, the department outlines plans to update the ‘Behaviour in schools’ guidance and publish refreshed, evidence-led behaviour resources, practical tools and case studies. This work provides an opportunity to consider how guidance can further support inclusive approaches to behaviour management.

Question to the Foreign, Commonwealth & Development Office:

To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what recent assessment his Department has made of the potential implications for its policies of (a) the release of political prisoners detained following the post-election unrest in Tanzania, (b) restrictions on freedom of expression and media access in that country and (c) the adequacy of consular support available to British nationals in Tanzania.

Answered by Kirsty McNeill - Minister of State (Foreign, Commonwealth and Development Office)

The violence that took place during Tanzania's October 2025 elections, including reports of widespread extrajudicial killings and the concealment of bodies, was shocking. The Presidential Commission of Inquiry found evidence that at least 518 people were killed and acknowledged the possibility the actual figure was higher. UN experts pointed to other estimates of potentially thousands of victims. Together with like-minded partners, we have called for the Commission's findings to be published in full and for those responsible for the killing of civilians to be held to account. We have pressed for the Criminal Investigation Commission that is now underway to be transparent and inclusive.

The Government continues to raise the issue of political prisoners, including the case of opposition leader Tundu Lissu, through Ministerial channels and the British High Commission. We are closely monitoring the ongoing harassment, abduction and intimidation of opposition, journalists and civil society actors, as well as the censorship of major media houses, undermining freedom of expression. Our Travel Advice is regularly updated to assist British Nationals in Tanzania, and full consular support is offered at the British High Commission in Dar es Salaam.

Question to the Foreign, Commonwealth & Development Office:

To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what assessment his Department has made of the adequacy of casualty statistics reported following post-election violence in Tanzania in October 2024; and what steps he is taking to press the Tanzanian authorities to publish the findings of the Presidential Commission of Inquiry.

Answered by Kirsty McNeill - Minister of State (Foreign, Commonwealth and Development Office)

The violence that took place during Tanzania's October 2025 elections, including reports of widespread extrajudicial killings and the concealment of bodies, was shocking. The Presidential Commission of Inquiry found evidence that at least 518 people were killed and acknowledged the possibility the actual figure was higher. UN experts pointed to other estimates of potentially thousands of victims. Together with like-minded partners, we have called for the Commission's findings to be published in full and for those responsible for the killing of civilians to be held to account. We have pressed for the Criminal Investigation Commission that is now underway to be transparent and inclusive.

The Government continues to raise the issue of political prisoners, including the case of opposition leader Tundu Lissu, through Ministerial channels and the British High Commission. We are closely monitoring the ongoing harassment, abduction and intimidation of opposition, journalists and civil society actors, as well as the censorship of major media houses, undermining freedom of expression. Our Travel Advice is regularly updated to assist British Nationals in Tanzania, and full consular support is offered at the British High Commission in Dar es Salaam.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of establishing a standardised methodology for identifying special educational needs and disabilities, ahead of the roll-out of the Inclusive Mainstream Fund and other targeted SEND funding announced in the Schools White Paper.

Answered by Georgia Gould - Minister of State (Education)

The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.

To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.

In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure schools apply a consistent, nationally defined methodology for identifying and determining whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan, in the context of the Schools White Paper.

Answered by Georgia Gould - Minister of State (Education)

The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.

To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.

In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the National Inclusion Standards being developed as part of the Schools White Paper will include a standardised, nationally defined methodology for schools to identify and determine whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan.

Answered by Georgia Gould - Minister of State (Education)

The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.

To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.

In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to schools on adapting physical and structured learning environments for pupils whose prefrontal cortex development has been impacted by trauma; and what steps she is taking to ensure that sensory and cognitive triggers do not lead to disciplinary action.

Answered by Georgia Gould - Minister of State (Education)

This government is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND).

To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30, to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.

This funding is expected to fund a transformative expansion of inclusion bases, as well as adaptations to improve the accessibility and inclusivity of mainstream settings. It can also be used to create special school places for pupils with the most complex needs.

We have published dedicated Inclusive Education Estates Guidance to support local authorities and settings to identify high-impact adaptations in mainstream settings and enhance the inclusivity and accessibility of the physical environment.

Question to the Department for Energy Security & Net Zero:

To ask the Secretary of State for Energy Security and Net Zero, what steps her Department is taking to remove regulatory barriers while maintaining high safety standards for domestic battery technologies.

Answered by Michael Shanks - Minister of State (Department for Energy Security and Net Zero)

The Government is committed to ensuring that safety requirements for domestic battery systems are effective and proportionate. The Department is sponsoring the British Standards Institution's review of PAS 63100, the specification for domestic battery installations. The review will be guided by a steering group of industry, consumer, installer and safety representatives to help ensure that requirements remain evidence-based, proportionate and effective in maintaining safety.

Question to the Department for Education:

To ask the Secretary of State for Education, how Ofsted’s new inspection framework will evaluate schools’ provision for vulnerable pupils, including those with Adverse Childhood Experiences; and whether inspectors will be required to consider the impact of behaviour and reward systems on pupil wellbeing and inclusion.

Answered by Georgia Gould - Minister of State (Education)

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Basingstoke directly and a copy of his reply will be placed in the Libraries of both Houses.

Found: Resolved, Luke Murphy to be discharged from the Treasury Committee and Ms Julie Minns to be nominated

Found: Date interest ended: 28 July 2024 (Registered 29 July 2024) Luke Murphy 30 October 2024: Register