I refer the hon, Member for Cheadle to the answer of 2 July 2025 to Question 62189.

The department wants to drive a consistent and inclusive approach to supporting children and young people with special educational needs and disabilities (SEND) to achieve and thrive in mainstream settings through early identification, effective support, high-quality teaching and effective allocation of resources.

We are engaging extensively with stakeholders, including our Expert Advisory Group for Inclusion, on the best ways to drive inclusive practice and how to improve mainstream education outcomes and experiences for children and young people with SEND.

Details of the government's intended approach to SEND reform will be set out in a Schools White Paper in the autumn.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life.

The department funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach, which aims to secure understanding of key concepts. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small manageable steps, using representations to expose mathematical structure, and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

Professionals can access online training to develop their understanding how the curriculum support learners. This includes approaches to support learners who face barriers to understanding of maths, such as those with SEND or dyscalculia.

As the relevant local authority, Torbay Council is responsible for keeping provision for children and young people with special educational needs (SEN) in their area under review. They are also responsible for determining how many high needs places, funded at £10,000 per place, should be available at special schools in their area.

Torbay Council concluded that there is less need for special school places for children with moderate learning difficulties and asked for the number of high needs places in Combe Pafford School to be reduced for the 2025/26 academic year.

Local authorities should undertake detailed work to forecast the number of places they and neighbouring authorities will need in the forthcoming academic year. They should consult with their schools and colleges to plan where new placements will be needed, although this is not mandatory. The department understands that such consultations with Combe Pafford School commenced in January 2024.

For too long the education and care 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. 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 and NHS England have been supporting local areas to improve their SEND service delivery for a number of years. This includes a monitoring, support and challenge relationship following an inspection by Ofsted and the Care Quality Commission (CQC). Where a local authority does not meet its duties, we can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.

Wiltshire’s Ofsted and CQC Local Area SEND inspection, carried out in October 2024, identified positive experiences and outcomes for children and young people with SEND.

The report, which was published on 6 December 2024, included no Areas for Priority Action and highlighted that children and young people with SEND typically benefit from personalised provision delivered by dedicated staff from across education, health and social care, and when children and young people transition into school practitioners have a shared vision and commitment to inclusion.

Officials from the department and NHS England meet regularly with partners from the local area, including health, education, agencies, parent/carer, children and young people representatives, to review and reflect on the SEND services.

The department recognises the essential role that small, rural schools play in their communities. The national funding formula (NFF) accounts for the particular challenges, including those of providing for pupils with special educational needs (SEN), faced by small schools in rural areas through the lump sum and sparsity factors. The NFF lump sum for the 2025/26 financial year is set at £145,100 and provides a fixed amount of funding that is unrelated to the number of pupils in a school. In addition, eligible small, rural primary schools attract up to £57,400, and eligible secondary or all-through schools attract up to £83,400, in sparsity funding in 2025/26 through the NFF.

Where the cost of additional support for a pupil with SEN exceeds £6,000 per annum, the local authority provides the school with extra funding from its high needs budget. The department is providing £1 billion more for high needs budgets in 2025/26, bringing total high needs funding to over £12 billion, to help local authorities and schools with the increasing costs of supporting their pupils with complex needs. Of that total, Dorset County Council is being allocated over £60 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £4.1 million on the 2024/25 DSG high needs block, calculated using the high needs NFF.

The department recognises the essential role that small, rural schools play in their communities. The national funding formula (NFF) accounts for the particular challenges, including those of providing for pupils with special educational needs (SEN), faced by small schools in rural areas through the lump sum and sparsity factors. The NFF lump sum for the 2025/26 financial year is set at £145,100 and provides a fixed amount of funding that is unrelated to the number of pupils in a school. In addition, eligible small, rural primary schools attract up to £57,400, and eligible secondary or all-through schools attract up to £83,400, in sparsity funding in 2025/26 through the NFF.

Where the cost of additional support for a pupil with SEN exceeds £6,000 per annum, the local authority provides the school with extra funding from its high needs budget. The department is providing £1 billion more for high needs budgets in 2025/26, bringing total high needs funding to over £12 billion, to help local authorities and schools with the increasing costs of supporting their pupils with complex needs. Of that total, Dorset County Council is being allocated over £60 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £4.1 million on the 2024/25 DSG high needs block, calculated using the high needs NFF.

The department recognises the essential role that small, rural schools play in their communities. The national funding formula (NFF) accounts for the particular challenges, including those of providing for pupils with special educational needs (SEN), faced by small schools in rural areas through the lump sum and sparsity factors. The NFF lump sum for the 2025/26 financial year is set at £145,100 and provides a fixed amount of funding that is unrelated to the number of pupils in a school. In addition, eligible small, rural primary schools attract up to £57,400, and eligible secondary or all-through schools attract up to £83,400, in sparsity funding in 2025/26 through the NFF.

Where the cost of additional support for a pupil with SEN exceeds £6,000 per annum, the local authority provides the school with extra funding from its high needs budget. The department is providing £1 billion more for high needs budgets in 2025/26, bringing total high needs funding to over £12 billion, to help local authorities and schools with the increasing costs of supporting their pupils with complex needs. Of that total, Dorset County Council is being allocated over £60 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £4.1 million on the 2024/25 DSG high needs block, calculated using the high needs NFF.

The department wants to drive a consistent and inclusive approach to supporting children and young people with special educational needs and disabilities (SEND) through early identification, effective support, high-quality teaching and effective allocation of resources.

The department knows that effective early identification and intervention can reduce the impact that SEND may have on individuals in the long term. The Early Years Foundation Stage two-year old progress check and the Healthy Child Programme development review offer two valuable opportunities to identify additional needs for children aged two to three and put the right support in place for the children who need it.

The department has also introduced additional resources for early years educators to support children with developmental differences and needs, including a free online training module and SEND assessment guidance and resources.

To support settings to identify need early, the department is also strengthening the evidence base of what works to improve early identification in mainstream settings. The department has commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.

Reformed mathematics and English Functional Skills qualifications (FSQs) were introduced for first teaching from September 2019. As is standard practice, the department worked alongside Ofqual to evaluate the reforms in 2023. The department’s evaluation of FSQs found that the content of the qualifications is continuing to meet the needs of employers and learners. Ofqual’s concurrent evaluation found that the assessments are appropriate against this content but that awarding organisations need to make improvements in some areas, which the regulator is acting on.

Ofqual’s evaluation did hear reports of a lack of understanding around the availability and application of reasonable adjustments, and in some cases providers reported that students were not able to access appropriate reasonable adjustments. The regulator has considered this stakeholder feedback as part of a wider review of awarding organisations’ application of reasonable adjustments in vocational and technical qualifications, with a view to improving their practice.

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.

Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.

Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.

Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.

Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.

Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.

Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

The government aims to support all pupils with special education need and disabilities (SEND), including with autism, to achieve and thrive at school. High quality teaching and support is the single most important in-school factor in improving outcomes for pupils, including those with autism or other SEND.

While the department recognises the value of Oliver McGowan training, this training was developed for health and social care staff.

Within education settings, school staff can access a range of training as appropriate to their career stage. Training to support pupils with autism includes information on when to draw on the expertise of health and social care professionals.

Headteachers should also use their professional judgement to identify any further training for teaching staff they employ. This may include the Oliver McGowan Mandatory Training and specific specialisms for individual staff when that is relevant to them, the school and its pupils. This can also include the Universal Services (US) Programme.

The US programme brings together SEND-specific continuous professional development and support for the school and further education workforce. The programme aims to improve outcomes for children and young people, including those with autism, and aims to reach 70% of schools and colleges in England per year. The contract offers autism awareness training and resources. Over 185,000 professionals have received autism training from an Autism Education Trust training partner since the US programme launched in May 2022.