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 potential merits of additional powers for Ofsted to respond in cases where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.
Answered by Georgia Gould - Minister of State (Education)
Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).
As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.
Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.
We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.
The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what powers Ofsted have to respond where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.
Answered by Georgia Gould - Minister of State (Education)
Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).
As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.
Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.
We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.
The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what powers does she have to help ensure schools comply with (a) paragraph 6.81 of the SEN Code of Practice and (b) Equality Act 2010.
Answered by Georgia Gould - Minister of State (Education)
The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.
The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.
The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.
The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.
There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.
We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has she taken to help ensure schools comply with (a) paragraph 6.81 of the SEN Code of Practice and (b) Equality Act 2010.
Answered by Georgia Gould - Minister of State (Education)
The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.
The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.
The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.
The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.
There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.
We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the cost of providing written guidance to schools on how to write accessible SEN Information Reports.
Answered by Georgia Gould - Minister of State (Education)
The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.
The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.
The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.
The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.
There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.
We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how much funding was originally made available for the provision of the planned 92 new special and AP free schools that were commissioned by the previous Government and were subject to a value for money review by this Government.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.
For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.
Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how much alternative funding has been provided to the local authorities who have decided to not proceed with the building of the proposed special and AP free schools, following the review of planned special and AP free schools.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.
For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.
Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how much alternative funding has been provided to the local authorities of the 18 cancelled special and AP free schools, to create specialist spaces in mainstream schools.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.
For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.
Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how much has been spent on the Early Years Foundation Stage Profile in each of the last five years; and how many children have gone through that assessment in each of the last five years.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The early years foundation stage profile assessment (EYFSP) is undertaken by teachers at the end of the academic year in which children turn five, usually reception year. No fee is charged per child for the EYFSP. Any costs incurred by schools would primarily relate to staff time in connection with undertaking the assessment and submitting the data to their local authority. The department does not collect data on the time spent to complete the assessment at school level or time spent processing the data by local authorities.
The number of children assessed under the EYFSP in the last five years is available alongside further details on GOV.UK at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cf4c5896-b574-421b-70de-08de5e4c1b9a.
The 2020/21 EYFSP data collection was cancelled because of the coronavirus pandemic, so the department does not hold information for that year.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how many pupils are currently studying GCSE choices not compatible with the new Progress 8 framework.
Answered by Georgia Gould - Minister of State (Education)
The government is proposing improvements to the Progress 8 model that balance a strong academic core with breadth and student choice, reflecting the importance of a curriculum that supports high standards. Pupils currently studying GCSE courses have selected options under the existing Progress 8 model which influences behaviour and the options that schools make available to their pupils.
The government will consult on the proposed Progress 8 model in due course and expects to include further information on likely impact. Schools will have time to take the revised measure into account when determining subject choices for pupils who will start their GCSEs in September 2027.