Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the national standards underpinning transitional support provided to young people with SEND.

For too long the education and care system has not met the needs of all children and young people, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.

This government’s ambition is that all children and young people with SEND receive the right support to succeed in their education and develop the skills they need as they move into adult life. We are committed to improving inclusivity and expertise in mainstream settings, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need.

The department is working closely with experts on reforms and recently appointed Dame Christine Lenehan as Strategic Advisor for SEND. Dame Christine will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as the department considers the next steps for the future of SEND reform.

Successful transitions must be well-planned. Poor support for and around transitions was a clear theme in the issues raised when the previous government consulted on the SEND and alternative provision green paper of March 2022.

All local authorities must set out the support available to help children and young people with SEND prepare for and transition to adulthood as part of their local offer. This should be co-produced with children, young people, and their families to ensure it meets local needs.

For children and young people with an education, health, and care (EHC) plan, there must be a focus from year 9 onwards on preparing the young person for adulthood as part of their plan’s annual review. This focus must continue until the young person’s EHC plan ceases. Planning for the transition to adulthood should result in clear outcomes being agreed that are ambitious and stretching, and which are tailored to the needs and interests of the young person.

Ofsted undertook a thematic review into ‘Preparation for Adulthood’ this year to find out the extent to which local area partners are working together effectively to prepare children and young people with SEND for adulthood. The report’s findings are expected to be published soon.