Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to including a tiered assessment model within the education, health and care plan process.

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.