Question to the Department for Education:

To ask the Secretary of State for Education, if she will publish assessments of the impact of the proposed reforms to the Special Educational Needs and Disabilities system on workloads of teaching staff in (a) Yeovil constituency (b) Somerset and (c) England.

Through the department’s engagement with the sector, we have heard a clear and consistent message from teachers that the current system is not working and driving unnecessary and bureaucratic processes.

The department’s proposed reforms aim to create a more inclusive, responsive, and sustainable system that ensures all children and young people receive the support they need to thrive in education.

To drive inclusive practice across the workforce, we are investing £200 million of new funding to ensure that all teachers, educators, teaching assistants, support staff and leaders across early years, schools and post-16 settings can be trained to support pupils with special educational needs and disabilities.

We value the hard work of teachers and educators up and down the country and we have specifically designed our new continuing professional development courses to be flexible to work around their schedules. We know that best practice already exists across the system and the new training package will help take that further.

New National Inclusion Standards will also set out evidence-informed tools, strategies and approaches, which help educators to identify and support children and young people with additional needs.

We are also drawing on user-centred research with schools, settings, families and professionals, to design the Individual Support Plans, so that they serve to reduce workload for teachers and educators by bringing information together in one place and cutting down on duplicated recording.