Written questions by Hayes.

What steps her Department is taking to ensure (a) support plans and (b) informal capability procedures are appropriately used to (i) improve staff performance and (ii) retain staff.

Awaiting answer.

What estimate she has made of the number of teachers placed on (a) support plans and (b) informal capability procedures in each of the last five years.

Awaiting answer.

If she will publish the full list of members of her Department’s SEND Development Group, the criteria for membership of this group and the dates on which the group has met.

The special educational needs and disabilities (SEND) Development Group was launched as part of the period of co-creation, which was announced in December 2025. The group is an informal engagement group led by myself, as Minister for Schools, to bring together a wider group of SEND stakeholders.The group’s objectives are:To input into the co-creation process by reviewing the department’s evidence and policy questions in line with SEND principles for reform.To provide feedback, policy ideas, and suggestions from a wide range of stakeholders.To ensure diverse perspectives, including those of parents, practitioners, campaign organisations, and strategic partners, are considered in SEND policy development.The group is attended by myself and our expert advisors Dame Christine Lenehan and Tom Rees. External attendees include representatives from the Council for Disabled Children (CDC), the Disabled Children’s Partnership (DCP), the National Network of Parents Carers Forums (NNPCF), the National Association for Special Educational Needs (NASEN), The Difference, Dingley’s Promise, The Athelstan Trust, Let Us Learn Too, The Global Black Maternal Health Institute, Aylsham Learning Federation, and the SEND Sanctuary. The group has recently been expanded to include the following.SEND representative stakeholders:CDCNASENLocal authorities:HaringeyAlternative Provision:Olive AcademiesEarly Years:Dingley’s PromisePost-16:Heart of Worcestershire CollegeIndividual voices from teacher workforce:Athelstan TrustEden Academy TrustAylsham High SchoolParent and carer groups:DCPLet Us Learn TooGlobal Child and Maternal HealthThe DifferenceChanging RealitiesNNPCFParentkindDepartmental advisors such as Christine Lenehan and Andrew O'Neil are also invited to this group, as are representatives from the Independent Panel.Alongside the Development Group, I have set up the Complex Needs Group to expand stakeholder conversations in the department. This group consists of the following.Parent voices:Parent carer representatives (NNPCF)Cause CommunicationsDepartmental SEN advisers:Tom ReesChristine LenehanNational disability charities:The Children’s TrustThe SEND SanctuaryAmbitious About AutismSpeak and Language UKSenseWellChildContactMencapSyndrome AssociationTogether for Short LivesChallenging Behaviour FoundationKidsCDCTeacher workforce:West Kirby Educational TrustChildren’s Hospital SchoolNatspecSunningdale SchoolLocal authorities:LeicestershireRochdaleHealth:National Health Service EnglandAcademic:Autism Studies at University of BirminghamDepartmental advisors such as Tom Rees, Christine Lenehan and Andrew O’Neil are invited to this group.The members of these groups all have independent positions outside of their contributions to the group and engage separately outside.Both of these groups will meet monthly during the consultation period.The National Conversation on SEND reached over 8,000 people to help shape the future of support for children and young people. The dates of the meetings are available in the published quarterly returns on Ministerial meetings: https://www.gov.uk/government/collections/dfe-ministers-quarterly-returns.

If she will publish the terms of reference of the Department’s SEND Development Group.

The special educational needs and disabilities (SEND) Development Group was launched as part of the period of co-creation, which was announced in December 2025. The group is an informal engagement group led by myself, as Minister for Schools, to bring together a wider group of SEND stakeholders.The group’s objectives are:To input into the co-creation process by reviewing the department’s evidence and policy questions in line with SEND principles for reform.To provide feedback, policy ideas, and suggestions from a wide range of stakeholders.To ensure diverse perspectives, including those of parents, practitioners, campaign organisations, and strategic partners, are considered in SEND policy development.The group is attended by myself and our expert advisors Dame Christine Lenehan and Tom Rees. External attendees include representatives from the Council for Disabled Children (CDC), the Disabled Children’s Partnership (DCP), the National Network of Parents Carers Forums (NNPCF), the National Association for Special Educational Needs (NASEN), The Difference, Dingley’s Promise, The Athelstan Trust, Let Us Learn Too, The Global Black Maternal Health Institute, Aylsham Learning Federation, and the SEND Sanctuary. The group has recently been expanded to include the following.SEND representative stakeholders:CDCNASENLocal authorities:HaringeyAlternative Provision:Olive AcademiesEarly Years:Dingley’s PromisePost-16:Heart of Worcestershire CollegeIndividual voices from teacher workforce:Athelstan TrustEden Academy TrustAylsham High SchoolParent and carer groups:DCPLet Us Learn TooGlobal Child and Maternal HealthThe DifferenceChanging RealitiesNNPCFParentkindDepartmental advisors such as Christine Lenehan and Andrew O'Neil are also invited to this group, as are representatives from the Independent Panel.Alongside the Development Group, I have set up the Complex Needs Group to expand stakeholder conversations in the department. This group consists of the following.Parent voices:Parent carer representatives (NNPCF)Cause CommunicationsDepartmental SEN advisers:Tom ReesChristine LenehanNational disability charities:The Children’s TrustThe SEND SanctuaryAmbitious About AutismSpeak and Language UKSenseWellChildContactMencapSyndrome AssociationTogether for Short LivesChallenging Behaviour FoundationKidsCDCTeacher workforce:West Kirby Educational TrustChildren’s Hospital SchoolNatspecSunningdale SchoolLocal authorities:LeicestershireRochdaleHealth:National Health Service EnglandAcademic:Autism Studies at University of BirminghamDepartmental advisors such as Tom Rees, Christine Lenehan and Andrew O’Neil are invited to this group.The members of these groups all have independent positions outside of their contributions to the group and engage separately outside.Both of these groups will meet monthly during the consultation period.The National Conversation on SEND reached over 8,000 people to help shape the future of support for children and young people. The dates of the meetings are available in the published quarterly returns on Ministerial meetings: https://www.gov.uk/government/collections/dfe-ministers-quarterly-returns.

What assessment has she made of the performance of her Department's Behaviour and Attendance Ambassadors Programme, with reference to absence and exclusions of pupils with SEND or mental ill health.

The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.

What assessment has she made of potential conflicts of interest for individuals and companies awarded contracts to deliver the Behaviour and Attendance Ambassador's Programme.

The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.

If she will publish the Equality Impacts Assessment made of the Behaviour and Attendance Ambassador's Programme.

The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.

What steps her Department is taking to ensure that blind and partially sighted students in further education (a) with and (b) without education, health and care plans are able to access (i) specialist vision impairment support and (ii) associated (A) trained professionals and (B) appropriate assistive technology; and what guidance her Department has to ensure that students without education, health and care plans are able to access that support.

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

What assessment her Department has made of the adequacy of levels of provision for blind and partially sighted students in further education (a) with and (b) without education, health and care plans (i) during the transition from school to further education and (ii) at other times; and what steps she is taking to improve accountability for ensuring (A) timely and (B) effective reasonable adjustments are (1) identified, (2) funded and (3) implemented.

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

What funding will be provided for the training of educational psychologists in 2026-27.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. The department is investing over £21 million to train 400 more educational psychologists, starting their training in September 2024 and September 2025. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023. As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments.Funding for future training is subject to confirmation following the spending review process.

When her Department will set out details of future funding for the training of educational psychologists beyond 2026-27.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. The department is investing over £21 million to train 400 more educational psychologists, starting their training in September 2024 and September 2025. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training in September 2023. As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments.Funding for future training is subject to confirmation following the spending review process.

What steps she is taking to review the thresholds for maintenance loans.

The government recognises the impact that the cost-of-living crisis has had on students. However, we need to ensure that the student funding system is financially sustainable.The government has increased maximum loans for living costs for full-time and part-time undergraduate students by 3.1% for the 2025/26 academic year. A 3.1% increase is in line with forecast inflation based on the RPIX inflation index.

What steps she is taking to ensure disadvantaged students have access to the financial support they need to remain in university.

The department wants to support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live and their personal circumstances.The government has increased maximum loans for living costs by 3.1% for the 2025/26 academic year, in line with forecast RPIX inflation. The government also provides means-tested non-repayable grants to low-income full-time students with children and adults who are financially dependent on them. Students with disabilities can apply for non-means tested disabled students’ allowance to support additional disability-related study costs. For the 2025/26 academic year, maximum dependants’ grants and disabled students’ allowance are being increased by 3.1%.Student Premium funding rates that are available through the Strategic Priorities Grant are being maintained for 2025/26 to support successful outcomes for students. All English higher education providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees must have an Access and Participation Plan approved by the OfS.

What assessment she has made of the average difference between (a) maintenance loan and (b) living costs for university students.

Through the student loan system, the highest levels of maintenance support are paid to students from the lowest income families, while those from more affluent families receive a smaller contribution towards their living costs. In addition to support for living costs from Student Finance England, students may be eligible for additional financial assistance from their university.The Student Income and Expenditure Survey 2021/22 reported on the average living costs for full-time and part-time English undergraduate students and across different demographic groups for the 2021/22 academic year. The survey, including all income and expenditure tables, can be found here: https://www.gov.uk/government/publications/student-income-and-expenditure-survey-2021-to-2022.

Whether her Department encourages schools to request a debriefing from their local ambulance service after a defibrillator or CPR resuscitation attempt.

In 2023, the department provided defibrillators to state-funded schools in England, where existing provision was not in place.The department recognises that individuals may need support following a resuscitation attempt. Our defibrillator guidance advises that should a rescuer require support after an incident, they may be able to request a debriefing from their local ambulance service, or they can seek support from their GP. More information is available at: https://www.gov.uk/government/publications/automated-external-defibrillators-aeds-in-schools.

Whether she is taking steps to prevent branches of fast food brands opening in (a) sixth-forms and (b) colleges.

The department is committed to raising the healthiest generation ever. We encourage a whole-school approach to healthy eating and would not expect fast food brands to be opening within sixth forms or colleges.All sixth forms which are part of a secondary school must follow the school food standards. The standards apply even if the sixth form section of the school is located in a separate building or on a separate site. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty, and we would expect food provided in the sixth form sections to follow the standards.Further education colleges in England are autonomous institutions, but local planning policies and college governance often restrict or discourage fast food outlets, especially if they conflict with health promotion efforts. The National Planning Policy Framework is clear that local planning authorities should refuse applications for hot food takeaways and fast food outlets within walking distance of schools and other places where children and young people congregate, unless the location is within a designated town centre.

What assessment she has made of the adequacy of schools' compliance with the School Food Standards.

It is important that children eat nutritious food at school and that schools comply with the school food standards.School governors and trustees have a responsibility to ensure compliance with the school food standards and should work with the headteacher and the senior leadership team to ensure the school is meeting its obligations.In November 2024, the department and National Governance Association launched an online training course on school food for governors and trustees. This training is designed to improve understanding of the school food standards and give governing boards confidence to hold their school leaders to account on their whole-school approach to food.We continue to work with the Food Standards Agency following the findings of the compliance pilot run by the department and the Food Standards Agency during the 2022/23 academic year.Additionally, to ensure the quality and nutritional value of meals, we are working with experts across the sector to revise the school food standards, so every school is supported with the latest nutrition guidance. As we revise the School Food Standards, we will consider approaches to compliance to ensure children get the healthy, nutritious meals they need.

With reference to the press release entitled Young Futures Hubs to launch offering vulnerable young people lifeline, published on 15 July 2025, when she plans to publish details of the local areas chosen to be early adopters of this programme.

To roll out Young Futures Hubs, we will first establish eight early adopter hubs supported by £2 million in this financial year. These, and work with local areas, will inform the longer-term development of the programme, including how quickly we move to a greater number of Young Futures Hubs. We will announce these eight areas later in the year.

Pursuant to press release entitled Young Futures Hubs to launch offering vulnerable young people lifeline, published on 15 July 2025, whether her Department is now leading on the design and implementation of Young Futures Hubs; and which other departments are involved in discussions.

The government is committed to rolling out a network of Young Futures Hubs. These will bring together services to help improve children and young people’s access to support to reduce crime and improve mental health and careers opportunities.The design and implementation of hubs is a cross-government endeavour. Expertise has been brought together from across departments, particularly the Department for Education, Department for Culture, Media and Sport, Home Office, Department of Health and Social Care, Ministry of Justice and Department for Work and Pensions, to deliver on this manifesto commitment.The government will be engaging with national and local partners, local communities and children and young people to explore options for the design and delivery of the hubs, ahead of the first hubs becoming operational this year.

Whether the market impact assessment for the Oak National Academy will be published alongside the independent review findings.

My right hon. Friend, the Secretary of State for Education is currently considering the findings of the independent review and market impact assessment of Oak National Academy. Both the findings of the review and the market impact assessment will be published in due course.