Oral Answers to Questions

Yuan Yang Excerpts

Monday 2nd March 2026 Commons Chamber

[Bridget Phillipson]

My hon. Friend is absolutely right. That is why, as I set out, we are making changes to ensure that there are smoother transitions for service children—for example, by making both education, health and care plans and individual support plans digital—but there is still more that we need to do. All of us across this House have a responsibility to ensure that those who serve our country receive the best possible education and care for their children. I would be very happy to discuss this further with my hon. Friend or any other Members who have a local constituency concern in this area.

[Yuan Yang (Earley and Woodley) (Lab)]

2. What recent assessment she has made of the effectiveness of the system for supporting children with special educational needs and disabilities.

[The Minister for School Standards (Georgia Gould)]

On Monday, my right hon. Friend the Secretary of State for Education set out ambitious SEND reforms to ensure the system works better for families and children across England. It is clear that families, and the teachers and wider staff trying to support them, have been failed by the system, and that that has had a profound impact on children and young people’s education and wellbeing. We are determined to work with families and professionals around the country to build a system in which children’s needs are met quickly and families do not have to battle because the right inclusive mainstream and specialist support will be available in their communities. We want to hear from young people, parents, teachers and all those who support them, so I ask everyone in the Chamber to bring the voices of their constituents to our consultation.

[Yuan Yang]

Secondary school students with special educational needs have told me of their struggles with academy trusts in south Reading and Shinfield that have failed to properly prioritise inclusion. Will the Minister set out how the schools White Paper will address that on the part of multi-academy trusts? Will she consider visiting Hartland high school and Oakbank school in my constituency to see the progress they have made on that front?

[Georgia Gould]

Accountability is a key part of our reforms, which is why Ofsted is now focused on inclusion. We have also brought in Ofsted inspections for multi-academy trusts. I very much enjoyed meeting one of my hon. Friend’s local academies, which is doing brilliant work, but I recognise that we need to put in the right resource and accountability to ensure that that is happening everywhere. I am always delighted to see best practice.

Oral Answers to Questions

Yuan Yang Excerpts

Monday 20th October 2025 Commons Chamber

[Georgia Gould]

I, too, have heard from too many parents who have had to give up their jobs or fall behind on their health, as the hon. Member has set out, because they are having to fight in a very adversarial system. We are determined to reform the system so that support is available at the earliest opportunity for young people, so that parents can collaborate with schools and are supported, and we are rebuilding the support around families.

[Yuan Yang (Earley and Woodley) (Lab)]

Last month, I held a SEND community consultation in south-east Reading in my constituency, attended by over 60 parents, children and local experts. We all agreed that the current system is broken, and one of the young people, Megan, spoke about the feeling of being let down by the system and constantly fighting a never-ending battle. Does the Minister agree that too many children are in Megan’s position, and will she set out how the upcoming SEND White Paper will improve the lives of those children?

[Georgia Gould]

I read with interest my hon. Friend’s report of that constituency conversation, which contained many creative ideas, and we are determined to work with young people and parents to get these reforms right.

School Accountability and Intervention

Yuan Yang Excerpts

Monday 3rd February 2025 Commons Chamber

[Catherine McKinnell]

I will answer the right hon. Gentleman’s three questions in reverse order. On the first, I think parents are perfectly capable of understanding a more complex report card than one word. I also disagree with his characterisation of the changes. We are very much about harnessing all the great things that academies have achieved, including the great reforms, improvements and innovations that they have pioneered. We want to spread that right across our school system. The purpose of the report cards is to shine a light on all that great practice so that it can be spread more widely, and to shine a particular spotlight on where improvement is needed, to deliver it as quickly as possible. How Ofsted will deliver is a matter for Ofsted, and if he wishes to respond to its consultation, I am sure his views would be welcome.

[Yuan Yang (Earley and Woodley) (Lab)]

I thank the Minister for her remarks, particularly about the funding for regional improvement teams in schools. Two weeks ago, my constituents in Shinfield and Whitley received the devastating news that their local secondary school, Oakbank, had received its worst ever Ofsted report. Parents and former staff at that school have asked me how the Anthem schools trust, which has failed not just schools in my constituency but several others in recent years, can be held to account. Will the Minister set out how the new accountability framework will put in place safeguards against failing multi-academy trusts?

[Catherine McKinnell]

I share my hon. Friend’s concerns. I do not know the details of the specific school, but a school judged by Ofsted to require special measures will still receive structural intervention. If it is a maintained school, it will become an academy. If it is already an academy, which I believe this school is, it will be transferred to a new and stronger trust. In the shorter term, while the RISE teams are focusing on stuck schools and on building their capacity, a school requiring significant improvement will, by default, continue to receive structural intervention. We propose that from September 2026 a school in that category will receive mandatory targeted intervention from RISE. Schools will be supported much more quickly to drive those improved outcomes for children, without having to wait for structural intervention.