Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for its policies of Welsh ALN reforms; and what steps she is taking to ensure that requirements for schools and settings to produce Individual Support Plans does not discourage the identification and support of children and young people with SEND.

I recently met senior officials from jurisdictions that have implemented special educational needs and disabilities (SEND) reforms to learn lessons and share best practice. This included senior officials from Wales, who talked about their Additional Learning Needs reforms.

We will continue to work with the devolved governments as we progress the proposals set out in the SEND consultation document, as well as preparations for future legislation, to ensure that legislative impacts are fully understood and addressed. Under our proposals we will introduce clearer statutory expectations on schools to identify and meet needs as early as possible, monitor progress closely and put timely support in place.

To underpin this, we are developing the National Inclusion Standards through an independent expert panel, providing practical, evidence-informed tools for identifying and supporting diverse needs. We would also place a duty on settings to produce an Individual Support Plan for any child or young person receiving targeted, targeted plus or specialist support. The introduction of Individual Support Plans will help to ensure children and young people with SEND receive the right provision, supported by earlier identification.