Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what her Department's timetable is for bringing forward plans to reform SEND provision.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.
We are aware of the challenges in the current SEND system, and the government is urgently considering how it needs to be reformed. However, these are complex issues which need a considered approach to deliver sustainable change.
The department is working closely with experts on reforms, including appointing a strategic advisor for SEND, who is playing a key role in convening and engaging with the sector, including leaders, practitioners, children and families.
The department has also established an expert advisory group for inclusion to improve the mainstream education outcomes and experiences for those with SEND, and a Neurodivergence Task and Finish Group to provide a shared understanding of what provision and support in mainstream educational settings should look like for neurodivergent children and young people within an inclusive system.
The department is working at pace to address these challenges and will be setting out our plans to do so in due course.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what the status is of each of the 19 special free schools that have been in pre-opening phase since 2021 or prior.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
For those schools that have been in the pre-opening phase since 2021 or prior, the department is engaging with local authorities and trusts in the usual way and progressing work in line with our vision for the special educational needs (SEN) system.
As the hon. Member for Twickenham will appreciate, pipeline projects are at different stages of development and the department is prioritising operational decisions on those that are due to open in the shorter term. The department is, however, pleased to note that one of those 19 schools, Carew Academy, has recently officially opened and pupils have moved in as of April 2025.
The government is clear it wants to make sure all children with special educational needs and disabilities receive the support they need to achieve and thrive. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.
As with all government investment, special and alternative provision free school projects will be subject to value for money consideration through their development, in line with the government’s vision for the SEN system.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to respond to Question 49038 tabled by the hon. Member for Twickenham on 29 April 2025.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The response to Written Parliamentary Question 49038 was published on 16 May 2025.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how many applicants for the Adoption and Special Guardianship Support fund were unsuccessful in each year since 2015.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The table below shows the number of rejected applications for the adoption and special guardianship support fund by financial year:
Financial Year | Rejected Applications |
2015/16 | 11 |
2016/17 | 93 |
2017/18 | 48 |
2018/19 | 24 |
2019/20 | 0 |
2020/21 | 0 |
2021/22 | 0 |
2022/23 | 0 |
2023/24 | 1 |
2024/25 | 0 |
The reduction in rejected applications is largely the result of improved systems, and of close working between local authorities, Regional Adoption Agencies and the department’s delivery partner to address queries and support re-work of applications. This means that, although some applications are withdrawn for a range of reasons, few are ultimately rejected.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has produced an impact assessment for the recently announced changes to grants available under the Adoption and Special Guardianship Support Fund.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The new criteria for the adoption and special guardianship support fund will enable as many children and families as possible to access the available funding. The department always assesses the impact of changes on vulnerable children. This includes reviewing the equalities impact assessment.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the accessibility of SEN information reports for parents and guardians who (a) have and (b) do not have SEND.
Answered by Catherine McKinnell - Minister of State (Education)
The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.
The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.
A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made a recent assessment of the potential merits of combining SEND policy and SEN information reports.
Answered by Catherine McKinnell - Minister of State (Education)
The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.
The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.
A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance she has issued to support schools on writing accessible SEN information reports.
Answered by Catherine McKinnell - Minister of State (Education)
The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.
The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.
A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department holds on the readability of school SEN Information Reports.
Answered by Catherine McKinnell - Minister of State (Education)
The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.
The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.
A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions she has had with Ofsted on (a) SEN information reports and (b) changes to the inspection framework for (i) schools and (ii) colleges.
Answered by Catherine McKinnell - Minister of State (Education)
Ministers and departmental officials have regular discussions with Ofsted on a wide range of matters, including special educational needs and the proposed reforms to the inspection of schools and colleges.