Written questions by Taylor.

What steps her Department is taking to shorten the time between a child’s SEND diagnosis and them receiving their Education, Health and Care Plan (EHCP) in Hertfordshire.

We know some families face challenges with education, health and care (EHC) plans, and we understand how urgently they need to be addressed. This government’s priority is improving outcomes for children and young people with special educational needs and disabilities (SEND), ensuring they receive the opportunities and support to achieve and thrive in their education.The department has been working closely with Hertfordshire local authority since its local area SEND inspection in July 2023 to address areas for improvement. Data from November 2025 shows Hertfordshire is now above the national average on EHC plan timeliness, with 94% of plans issued within deadlines.We are continuing to engage closely with children and young people, parents and experts as we develop plans to ensure all children and young people get the outcomes and life chances they deserve. We will share more information on plans for reform in a full Schools White Paper in the new year.

What steps she is taking to increase uptake among schools for Universal SEND Services in Hertfordshire.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.All teachers are teachers of SEND, and high-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve at school.Consideration of SEND underpins the Initial Teacher Training (ITT) Core Content Framework (CCF) and the Early Career Framework (ECF), both of which were developed with input from sector experts to outline the mandatory training for new teachers. The frameworks have been designed to support all pupils to succeed, including those pupils identified within the four areas of need set out in the SEND code of practice. Headteachers are provided the flexibility to use their professional judgement to identify any further training, including in specific specialisms.All mainstream schools must have a special educational needs coordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring that SENCOs consistently receive high-quality, evidence-based training. This is crucial given the central role SENCOs play in supporting pupils with SEND.The department’s Universal SEND Services programme offers free SEND-specific continuing professional development for the school and further education workforce. It is delivered by National Association for Special Educational Needs (Nasen). The department works closely with Nasen to ensure the programme supports professionals across all of England. Since the programme commenced in May 2022, school and college staff have completed over 15,500 online training modules.

What assessment she has made of the potential merits of mandated Continuing Professional Development activities for increasing Special Educational Needs and Disability services in Hertfordshire.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.All teachers are teachers of SEND, and high-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve at school.Consideration of SEND underpins the Initial Teacher Training (ITT) Core Content Framework (CCF) and the Early Career Framework (ECF), both of which were developed with input from sector experts to outline the mandatory training for new teachers. The frameworks have been designed to support all pupils to succeed, including those pupils identified within the four areas of need set out in the SEND code of practice. Headteachers are provided the flexibility to use their professional judgement to identify any further training, including in specific specialisms.All mainstream schools must have a special educational needs coordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring that SENCOs consistently receive high-quality, evidence-based training. This is crucial given the central role SENCOs play in supporting pupils with SEND.The department’s Universal SEND Services programme offers free SEND-specific continuing professional development for the school and further education workforce. It is delivered by National Association for Special Educational Needs (Nasen). The department works closely with Nasen to ensure the programme supports professionals across all of England. Since the programme commenced in May 2022, school and college staff have completed over 15,500 online training modules.