Neil Duncan-Jordan

For too long the education system has not met the needs of all children, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve. The department knows that parents have struggled to get the right support for their children, particularly through long and difficult education, health and care (EHC) plan processes.

Schools, further education colleges, sixth form colleges and 16 to 19 academies are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need.

All schools should apply the ‘graduated approach’ outlined in the SEND Code of Practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. The Code can be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.

If necessary, a local authority can be asked to carry out an EHC needs assessment. If a local authority is planning to undertake an assessment of a child or young person’s SEN, it will be to help to ensure that they receive appropriate support both now and in the future. They will do this by looking at what difficulties the child or young person is encountering, assessing the support that is currently in place and considering what else may be needed. The local authority will involve appropriate professionals from the school or college, health and social care in this assessment, to obtain as complete a picture as possible of the child or young person’s needs.

This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is working closely with experts on reforms, recently appointing a Strategic Advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families as we consider the next steps for the future of SEND reform.

Under the Children and Families Act (2014), it is a legal requirement that all local authorities have a Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) to ensure families are provided with the support they need to participate in discussions about their own support, such as their or their child's education, health and care plan and more strategic discussions about the wider support on offer locally, for example the special educational needs and disabilities (SEND) local offer.

The department funds training and support for SENDIASS services through a contract with specialist charities which support parents and carers of children with SEND. This contract is led by Contact, a national charity who we also fund to run a national telephone helpline, offering impartial information, support and advice on SEND to families.

This government is committed to encouraging schools to set up special educational needs (SEN) units or resourced provision to increase capacity in mainstream schools. These are SEN provisions within mainstream schools, formally recognised by the local authority and which receive high needs funding.

In December 2024, the department announced £740 million of capital investment to allow more pupils with special educational needs and disabilities (SEND) to achieve and thrive in mainstream schools, including through SEN units and resourced provision.

SEN units and resourced provision have an important role to play in a more inclusive mainstream system, enabling children to benefit from and remain part of mainstream education and wider school life whilst still receiving the additional support that they need.

The department knows that there are many excellent examples of mainstream schools delivering specialist provision through SEN units and resourced provision and that schools and local authorities are interested in setting up more of this type of provision. We will work with the sector to increase capacity and extend best practice across the system.

The within school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. Supporting expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child.

All teachers are teachers of special education needs and disabilities (SEND), and the department is committed to ensuring that all pupils receive excellent support from their teachers.

The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND.

Our recruitment and retention reforms will support all teachers. Consideration of SEND underpins both the Initial Teacher Training (ITT) and early career framework (ECF), and they have been designed around how to support all pupils to succeed.

We recently reviewed the mandatory ITT core content framework alongside the ECF and the new framework includes significantly more content related to adaptive teaching and supporting all pupils with SEND.

Headteachers use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

To further support the needs of pupils and students with SEND, the department has funded the Universal Services programme, backed by almost £12 million. It brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

The department does not hold this information but surveys of teachers such as the most recent ‘School Readiness Survey’ conducted by Kindred², found that one in four children start reception not toilet trained.

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all registered early years providers in England must meet to ensure that children have the knowledge and skills they need to start school.

The EYFS framework includes seven educational programmes, which are high level curriculum summaries, under each statutory area of learning that must shape the early years curriculum. Personal, social and emotional development (PSED) is one of the three prime areas of learning in the EYFS. Children’s PSED is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Through adult modelling and guidance, children are expected to learn how to look after their bodies and manage personal needs independently.

The EYFS Profile statistics on teacher assessments of children’s development at the end of the academic year in which children turn five shows that, in 2023/24, 82.9% of children were at the expected level of development for the PSED area of learning, further information can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/early-years-foundation-stage-profile-results/2023-24.

The department will continue to collaborate with the Department of Health and Social Care to consider what further steps can be taken to help improve the level of toilet training among children starting school.

The department does not hold this information but surveys of teachers such as the most recent ‘School Readiness Survey’ conducted by Kindred², found that one in four children start reception not toilet trained.

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all registered early years providers in England must meet to ensure that children have the knowledge and skills they need to start school.

The EYFS framework includes seven educational programmes, which are high level curriculum summaries, under each statutory area of learning that must shape the early years curriculum. Personal, social and emotional development (PSED) is one of the three prime areas of learning in the EYFS. Children’s PSED is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Through adult modelling and guidance, children are expected to learn how to look after their bodies and manage personal needs independently.

The EYFS Profile statistics on teacher assessments of children’s development at the end of the academic year in which children turn five shows that, in 2023/24, 82.9% of children were at the expected level of development for the PSED area of learning, further information can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/early-years-foundation-stage-profile-results/2023-24.

The department will continue to collaborate with the Department of Health and Social Care to consider what further steps can be taken to help improve the level of toilet training among children starting school.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. There are a number of strong links between reading for pleasure and attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development.

It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.

Given this autonomy, the department does not collect information on the number of school libraries or school librarians. ​​There are currently no plans to make it a statutory requirement for primary schools to have a library, although we will continue to keep this matter under review.

​The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. There are a number of strong links between reading for pleasure and attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development.

It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.

Given this autonomy, the department does not collect information on the number of school libraries or school librarians. ​​There are currently no plans to make it a statutory requirement for primary schools to have a library, although we will continue to keep this matter under review.

​The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.

​​High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.

​We know that reading for pleasure is hugely important and brings a range of benefits. There are a number of strong links with attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure with other positive effects, such as expanding pupils’ knowledge about the world and about language, as well as their understanding of subject-specific academic and technical vocabulary.

​​Further, pupils who read regularly report heightened levels of social and emotional wellbeing. For many, reading is a form of relaxation, a place to escape everyday challenges, or a source of entertainment. Reading allows readers to adopt new perspectives, develop empathy and become more socially conscious.

​​In recognition of this, the department has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure with a further £23 million committed for the 2024/25 academic year to support this work. Further, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently, but also develops a genuine love of reading.

​​The current national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information.

​​The government has established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.

Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes, supporting crime prevention and enabling young people to thrive. The department will make use of existing structures and build upon the successes of existing provision, partnerships and support. By having a more cohesive and integrated approach, with strategic centre points coordinating activity, we will reach more young people.

Officials from across a range of departments are working together, using evidence of what works, to start to shape how the Young Futures Hubs will work in practice. We will require input and expertise from across the sector to design these hubs and will be engaging with local communities, the police, charities and other key partners to seek views on the design of the programme and explore options for their delivery. This includes considerations of the most suitable locations as well as how best to engage with those young people who would benefit most from their support.

We will provide further detail on the future timelines for delivery as the work develops.

Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes, supporting crime prevention and enabling young people to thrive. The department will make use of existing structures and build upon the successes of existing provision, partnerships and support. By having a more cohesive and integrated approach, with strategic centre points coordinating activity, we will reach more young people.

Officials from across a range of departments are working together, using evidence of what works, to start to shape how the Young Futures Hubs will work in practice. We will require input and expertise from across the sector to design these hubs and will be engaging with local communities, the police, charities and other key partners to seek views on the design of the programme and explore options for their delivery. This includes considerations of the most suitable locations as well as how best to engage with those young people who would benefit most from their support.

We will provide further detail on the future timelines for delivery as the work develops.

This government’s ambition is that all children and young people with special educational needs and disabilities receive the right support to succeed in their education and as they move into adult life. The department is committed to improving inclusivity and expertise in mainstream schools.

The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme brings together integrated care boards, local authorities and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodiverse children and their families. PINS deploys specialists from health and education workforces to build teacher and staff capacity to identify and meet the needs of neurodiverse children in around 1,600, or 10%, mainstream primary schools. The programme is being evaluated and the learning will inform future policy development around how schools support neurodiverse children.

The Spending Review for 2025/26 has been allocated and business planning is underway so that programmes can be given certainty about funding as soon as possible.

The government has a central mission to break down barriers to opportunity for every child.

The government has inherited a trend of rising child poverty and widening attainment gaps for children eligible for free school meals and their peers. Child poverty has increased by 700,000 since 2010, with over four million children now growing up in a low-income family. The government is committed to delivering an ambitious strategy to reduce child poverty, by tackling the root causes and giving every child the best start at life. To support this, a new ministerial taskforce has been set up to develop a Child Poverty Strategy, which will be published in spring 2025. The taskforce will consider a range of policies in assessing what will have the greatest impact in driving down rates of child poverty. As with all policies, the government keeps the approach to free school meals under review.

An uplift to the per-meal rate for universal infant free school meals and further education free meals was announced on 4 December 2024. The uplifted meal rate will be increased from £2.53 to £2.58 for 2024 to 2025, backdated to the start of the academic year.

To support the provision of benefits-related free school meals (FSM), the government provides funding at £490 per eligible FSM pupil per year as a factor value within the national funding formula. This value will be increasing to £495 per eligible FSM pupil in 2025/26.

This government has inherited a growing tide of unmet need amongst children and young people.

The government does not forecast the number of school-aged pupils with complex needs as a specific category, but has produced national level estimates of the number of all children and young people with education, health and care (EHC) plans. As noted in the National Audit Office report, the department’s central estimate is that, without policy interventions, the number of EHC plans will nearly double from approximately 518,000 in 2022/23 to just over 1,000,000 in 2032/33.

Starting from summer 2023, for the first time, the department has collected data from local authorities on capacity in special schools and special educational needs (SEN) units and resourced provision (attached to mainstream schools), which have been published on GOV.UK. This shows that the government has inherited a landscape of rising demand for specialist provision within mainstream and special schools which is not being met. There were 148,000 special school places reported, with an additional 9,000 places reported in SEN units and 18,000 in resourced provision. Around 63% of special schools are at or over capacity. On average schools that are over capacity have around 12% more pupils than reported capacity.

Therefore, the department understands that many children and young people with special educational needs and disabilities (SEND) still struggle to find a suitable school placement that is close to their home and meets their needs.

That is why earlier this month, the department announced £740 million in high needs capital funding for 2025/26. Local authorities can use this funding to adapt classrooms to be more inclusive and accessible and create specialist facilities within mainstream schools, alongside continuing to support placements in special schools for pupils with the most complex needs. It will pave the way for the government’s wide-ranging long term plans for reform to help more pupils with SEND to have their needs met in mainstream schools.

This government is committed to providing support for care leavers to ensure they have the practical and emotional support they need as they move towards independence. The department intends to legislate, when parliamentary time allows, to ensure all local authorities consider whether care leavers (up to age 25) in their area require Staying Close support and, if their welfare requires it, provide that support.

Evaluation of the initial Staying Close pilots found clear improvements in outcomes for care leavers, including a 20% improvement in mental health outcomes, a 13% reduction in the number of young people who were not in education, employment or training (NEET), and a 21% reduction in anti-social behaviour. The independent evaluations also found that Staying Close supported young people to develop and build the skills needed to prepare for independent living. Feedback showed that young people’s life skills had improved after six months of participating in the project and that young people felt happier in themselves, had better stability in their accommodation and there was increased participation in activities, whether education, employment or wider activities.

The department has commissioned the Centre for Homelessness Impact to undertake a further evaluation of Staying Close’s impact. This is due to report in early 2025.

The government supports the use of supported lodgings for care leavers. When working with the young person to review their individual needs and a suitable package of support through Staying Close they will be able to decide the best form of accommodation together. Any decisions should be tailored to the needs of the young person to help develop their confidence and skills for independent living and for their emotional health and wellbeing.