Written questions by Morello.

What assessment she has made of trends in the level of (a) national progression rates from foundation to other low-level courses in colleges and (b) employment outcomes from those rates.

Progression rates for further education achievers aged 16+ at Below Level 2 and Essential Skills into sustained further learning (by level of learning destination) between 2018/19 and 2022/23 in i) England, ii) Dorset and iii) the South West are shown in the following tables:i) https://explore-education-statistics.service.gov.uk/data-tables/permalink/3acffd22-b6d1-481d-b22c-08de39895a0e.ii) https://explore-education-statistics.service.gov.uk/data-tables/permalink/9b40b83c-6389-4dd5-b22d-08de39895a0e.iii) https://explore-education-statistics.service.gov.uk/data-tables/permalink/de6ade41-7b19-4818-4a4b-08de398c3998.The department does not publish data on employment outcomes for learners progressing to other lower-level learning from foundation courses, but it does publish sustained employment outcome rates for learners achieving at Below Level 2 and in Essential Skills between 2018/19 and 2022/23 in England, as shown in the following table: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa7ce8db-5a14-4898-4a4c-08de398c3998.These statistics are available in the ‘Further education outcomes’ publication. This answer is based on the latest statistics that were released on 18 December 2025 and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcomes/2022-23. The next update to this series will be published in November 2026.

What assessment her Department has made of trends in the level of progression rates from foundation to other low-level courses in colleges in the South West.

Progression rates for further education achievers aged 16+ at Below Level 2 and Essential Skills into sustained further learning (by level of learning destination) between 2018/19 and 2022/23 in i) England, ii) Dorset and iii) the South West are shown in the following tables:i) https://explore-education-statistics.service.gov.uk/data-tables/permalink/3acffd22-b6d1-481d-b22c-08de39895a0e.ii) https://explore-education-statistics.service.gov.uk/data-tables/permalink/9b40b83c-6389-4dd5-b22d-08de39895a0e.iii) https://explore-education-statistics.service.gov.uk/data-tables/permalink/de6ade41-7b19-4818-4a4b-08de398c3998.The department does not publish data on employment outcomes for learners progressing to other lower-level learning from foundation courses, but it does publish sustained employment outcome rates for learners achieving at Below Level 2 and in Essential Skills between 2018/19 and 2022/23 in England, as shown in the following table: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa7ce8db-5a14-4898-4a4c-08de398c3998.These statistics are available in the ‘Further education outcomes’ publication. This answer is based on the latest statistics that were released on 18 December 2025 and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcomes/2022-23. The next update to this series will be published in November 2026.

What recent assessment she has made of the potential impact of moving from early years to primary school on children in West Dorset constituency.

Starting school is a big step, and the department wants every child in reception to feel confident, supported and ready to learn. Preparing children for this transition should be a partnership between parents, early years settings, health services and schools.Reception is a vital foundation year that sets children up for success. That’s why we are expanding support through tailored improvement offers, helping parents feel confident in their child’s progress, and strengthening teaching in early literacy and numeracy.From September 2026, schools will benefit from specialist training and support, reaching around 10,000 more children. Our regional improvement for standards and excellence teams have made reception a national priority, offering universal, enhanced and intensive support to schools.The department is also funding new partnerships between schools and nurseries to improve transitions, strengthen relationships and share best practice. This joined-up approach will help children feel ready and at home in the classroom.Finally, the department is enhancing professional development, including more early years content in the national professional qualification (NPQ) for headship, new training for reception teachers, and more places on the NPQ in early years leadership.Together, these measures will ensure every child gets the best possible start to their school journey.

What steps her Department is taking to improve support for children transitioning from early years education to primary school in West Dorset constituency.

Starting school is a big step, and the department wants every child in reception to feel confident, supported and ready to learn. Preparing children for this transition should be a partnership between parents, early years settings, health services and schools.Reception is a vital foundation year that sets children up for success. That’s why we are expanding support through tailored improvement offers, helping parents feel confident in their child’s progress, and strengthening teaching in early literacy and numeracy.From September 2026, schools will benefit from specialist training and support, reaching around 10,000 more children. Our regional improvement for standards and excellence teams have made reception a national priority, offering universal, enhanced and intensive support to schools.The department is also funding new partnerships between schools and nurseries to improve transitions, strengthen relationships and share best practice. This joined-up approach will help children feel ready and at home in the classroom.Finally, the department is enhancing professional development, including more early years content in the national professional qualification (NPQ) for headship, new training for reception teachers, and more places on the NPQ in early years leadership.Together, these measures will ensure every child gets the best possible start to their school journey.

Whether her Department plans to increase support for schools to assist children in the early stages of primary education in West Dorset constituency.

Starting school is a big step, and the department wants every child in reception to feel confident, supported and ready to learn. Preparing children for this transition should be a partnership between parents, early years settings, health services and schools.Reception is a vital foundation year that sets children up for success. That’s why we are expanding support through tailored improvement offers, helping parents feel confident in their child’s progress, and strengthening teaching in early literacy and numeracy.From September 2026, schools will benefit from specialist training and support, reaching around 10,000 more children. Our regional improvement for standards and excellence teams have made reception a national priority, offering universal, enhanced and intensive support to schools.The department is also funding new partnerships between schools and nurseries to improve transitions, strengthen relationships and share best practice. This joined-up approach will help children feel ready and at home in the classroom.Finally, the department is enhancing professional development, including more early years content in the national professional qualification (NPQ) for headship, new training for reception teachers, and more places on the NPQ in early years leadership.Together, these measures will ensure every child gets the best possible start to their school journey.

What steps her Department is taking to educate schoolchildren about the dangers of far-right extremist ideologies online.

It is important that children and young people have the appropriate skills to remain resilient to misinformation and disinformation, and to extremist content. ‘Keeping children safe in education’ is statutory guidance which provides schools and colleges with robust information on how to protect pupils and students online.Online safety is also taught through compulsory national curriculum subjects such as relationships, sex and health education, computing and citizenship education. These subjects teach pupils a number of skills relating to staying safe online as well as ensuring that pupils are digitally literate, including being able to effectively evaluate and apply information online.The department publishes comprehensive advice and has made a range of resources freely available on our Educate Against Hate website, supporting teachers across all sectors to educate children and young people about the risks of all types of extremism and radicalisation. We also have a team of regional co-ordinators who work directly with education institutions in England to provide advice, support and training to ensure providers are well equipped to prevent children and young people from being drawn into terrorism.

What assessment she has made of the potential merits of increasing the level of funding for the holiday activities and food programme for local authorities in (a) rural areas and (b) West Dorset constituency.

Through our Plan for Change, the government is committed to giving every child the best start in life. On 28 August 2025, we confirmed over £600 million for the holiday activities and food (HAF) programme for the next three financial years, from 2026/27. This equates to just over £200 million each year.We will communicate specific regional funding allocations in due course to ensure that children across the country can participate in HAF.Local authorities and their providers have flexibility about how they deliver provision to best serve the needs of children and families in their area. The department encourages all local authorities to have a rich mix of provision catering for children with different interests and of different ages. There should also be good geographical spread across the local authority but with increased supply in areas with higher levels of families eligible for free school meals.The multi-year funding commitment will provide local authorities with security and flexibility, enabling more strategic planning, innovation, and long-term partnerships to support increased value for money. Alongside the funding allocation we will also issue our updated guidance, which sets out how this funding can be used and builds on what we are learning from the very best provision across the country.

Whether her Department plans to increase the level of funding for the Holiday activities and food programme for children in (a) rural areas and (b) West Dorset constituency.

Through our Plan for Change, the government is committed to giving every child the best start in life. On 28 August 2025, we confirmed over £600 million for the holiday activities and food (HAF) programme for the next three financial years, from 2026/27. This equates to just over £200 million each year.We will communicate specific regional funding allocations in due course to ensure that children across the country can participate in HAF.Local authorities and their providers have flexibility about how they deliver provision to best serve the needs of children and families in their area. The department encourages all local authorities to have a rich mix of provision catering for children with different interests and of different ages. There should also be good geographical spread across the local authority but with increased supply in areas with higher levels of families eligible for free school meals.The multi-year funding commitment will provide local authorities with security and flexibility, enabling more strategic planning, innovation, and long-term partnerships to support increased value for money. Alongside the funding allocation we will also issue our updated guidance, which sets out how this funding can be used and builds on what we are learning from the very best provision across the country.

What discussions her Department has had with local authorities on increasing the availability of holiday club spaces in (a) rural areas and (b) West Dorset constituency through the holiday activities and food programme.

Through our Plan for Change, the government is committed to giving every child the best start in life. On 28 August 2025, we confirmed over £600 million for the holiday activities and food (HAF) programme for the next three financial years, from 2026/27. This equates to just over £200 million each year.We will communicate specific regional funding allocations in due course to ensure that children across the country can participate in HAF.Local authorities and their providers have flexibility about how they deliver provision to best serve the needs of children and families in their area. The department encourages all local authorities to have a rich mix of provision catering for children with different interests and of different ages. There should also be good geographical spread across the local authority but with increased supply in areas with higher levels of families eligible for free school meals.The multi-year funding commitment will provide local authorities with security and flexibility, enabling more strategic planning, innovation, and long-term partnerships to support increased value for money. Alongside the funding allocation we will also issue our updated guidance, which sets out how this funding can be used and builds on what we are learning from the very best provision across the country.

If she will make an assessment of the potential merits of issuing guidance to (a) local authorities and (b) holiday club providers on enabling families to retain holiday club places without having to pay for additional weeks they do not intend to use.

Through our Plan for Change, the government is committed to giving every child the best start in life. On 28 August 2025, we confirmed over £600 million for the holiday activities and food (HAF) programme for the next three financial years, from 2026/27. This equates to just over £200 million each year.We will communicate specific regional funding allocations in due course to ensure that children across the country can participate in HAF.Local authorities and their providers have flexibility about how they deliver provision to best serve the needs of children and families in their area. The department encourages all local authorities to have a rich mix of provision catering for children with different interests and of different ages. There should also be good geographical spread across the local authority but with increased supply in areas with higher levels of families eligible for free school meals.The multi-year funding commitment will provide local authorities with security and flexibility, enabling more strategic planning, innovation, and long-term partnerships to support increased value for money. Alongside the funding allocation we will also issue our updated guidance, which sets out how this funding can be used and builds on what we are learning from the very best provision across the country.

What steps her Department is taking to educate schoolchildren about the dangers of radicalisation ideologies online in rural areas.

It is important that children and young people have the appropriate skills to remain resilient to misinformation and disinformation, and to extremist content. ‘Keeping children safe in education’ is statutory guidance which provides schools and colleges with robust information on how to protect pupils and students online.Online safety is also taught through compulsory national curriculum subjects such as relationships, sex and health education, computing and citizenship education. These subjects teach pupils a number of skills relating to staying safe online as well as ensuring that pupils are digitally literate, including being able to effectively evaluate and apply information online.The department publishes comprehensive advice and has made a range of resources freely available on our Educate Against Hate website, supporting teachers across all sectors to educate children and young people about the risks of all types of extremism and radicalisation. We also have a team of regional co-ordinators who work directly with education institutions in England to provide advice, support and training to ensure providers are well equipped to prevent children and young people from being drawn into terrorism.

Whether she plans to maintain the legal right to additional support for children with SEND.

This government’s ambition is that every child or young person in our country deserves the best possible educational experience, one that is academically stretching, where every child or young person feels like they belong, and that sets them up for life and work. There will always be a legal right to the additional support that children with SEND need.This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families, which is why we are launching a further period of listening and engagement, testing our proposals with parents, teachers and experts in every region of the country, so that lived experience and partnership are at the heart of our solutions.We know that families need change, and that is exactly why it is critical we get this right. The department will set out the full Schools White Paper in the new year, building on existing work to create a system rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

Pursuant to the Answer of 24 July 2025 to Question 66057 on Special Educational Needs: Reform, when her Department plans to make a decision on the future of Education, Health and Care Plans.

This government’s ambition is that every child or young person in our country deserves the best possible educational experience, one that is academically stretching, where every child or young person feels like they belong, and that sets them up for life and work. There will always be a legal right to the additional support that children with SEND need.This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families, which is why we are launching a further period of listening and engagement, testing our proposals with parents, teachers and experts in every region of the country, so that lived experience and partnership are at the heart of our solutions.We know that families need change, and that is exactly why it is critical we get this right. The department will set out the full Schools White Paper in the new year, building on existing work to create a system rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

What steps her Department is taking to support the provision of specialist SEND services in mainstream schools in West Dorset constituency.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

Whether her Department plans to increase the number of new SEND schools in West Dorset constituency.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

Whether her Department is taking steps to increase the number of new SEND schools.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

What recent steps her Department has taken to support the provision of specialist SEND services in mainstream schools.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

What steps she is taking to ensure that approved funding for SEND school facility upgrades is released without delay.

The department know that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. The government committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs.Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and special educational needs (SEN) units. We are encouraging schools and local authorities to set up more of these provisions to increase capacity in mainstream schools. We will work with the sector to increase capacity and extend best practice across the system, so that every child or young person with SEND can access a suitable school placement.The department has published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools and to create special school places for pupils with the most complex needs. Of this funding, Dorset has received £5 million in July. We also continue to work very closely with the local authority and trust leaders on proposals to establish, and expand, high quality resource bases and SEN unit provision.The department has also invested £22 million in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme. PINS deploys specialists from both health and education workforces in mainstream primary schools. The aim is to build teacher and staff capacity to identify and better meet the needs of neurodivergent children, including pupils with autism. The PINS programme is being evaluated, and the learning will inform future policy development around how schools support neurodivergent children.Across the Dorset integrated care board (ICB) footprint, 37 schools took part in PINS in 2024/25 and will continue to receive support to embed their learning over 2025/26. The ICB is in the process of recruiting an additional 30 new schools for 2025/26.

What plans she has to help increase early identification of SEND needs; and reduce waiting times for (a) diagnosis and (b) support in West Dorset constituency.

The department knows that early identification and intervention is critical in improving the outcomes of children and young people with a special educational need or disability (SEND). An inclusive education system requires moving away from the current reliance on labels and diagnoses before support materialises. It needs to be able to accurately assess children and young people’s learning and development, and to effectively support their educational needs with evidence-based responses. To support this, the department is strengthening the evidence base of what works to improve early identification in all types of settings, including through commissioning evidence reviews from University College London, which will highlight the most effective tools, strategies and approaches for teachers and other relevant staff.In addition, each Best Start Family Hub will have a children and family services professional specifically trained in working to support parents of children with additional needs. This will help identify children with SEND who may need extra help early on, making links with local early years settings and health services.

What steps her Department is taking to ensure that Education, Health and Care Plans include (a) measurable and (b) enforceable targets.

Local authorities must ensure that education, health and care (EHC) plans comply with the Children and Families Act 2014 and the special educational needs and disability (SEND) code of practice.The code states that EHC plans must detail the outcomes sought for the child or young person. These should be specific and measurable, and the plan should be used to monitor a child or young person’s progress towards them and their longer term aspirations.Plans must be reviewed by the local authority at a minimum every 12 months.Reviews must consider whether the outcomes and supporting targets remain appropriate and may include setting new interim targets for the coming year or agreeing new outcomes.Ofsted and the Care Quality Commission carry out joint inspections of area SEND arrangements. These will consider the effectiveness of local SEND arrangements, including whether children and young people with SEND are well prepared for their next steps.Where a local authority does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement.