Written questions by Mohamed.

With reference to her Department's White Paper entitled Every Child Achieving and Thriving, published on 23 February 2026, how much of the teacher training will be delivered in person; who will deliver the training; and how will the training be funded.

The ‘Every Child Achieving and Thriving’ White Paper set out proposals for a package of professional development on special educational needs and disabilities, backed by over £200 million of funding. The department is currently in the design phase, listening to feedback coming through the special educational needs and disabilities consultation and working with a wide range of experts to identify what will be most impactful in supporting settings to be more inclusive. More information on the structure of the training will be released in due course.The department has confirmed that the courses for teachers and leaders in schools and colleges will include a mixture of flexible online self-study sessions and live facilitated sessions, which may be in-person or online to support access. We have also announced a package of materials for schools and colleges to support the development and delivery of in-house, in-person training.We will adhere to public sector procurement regulations to select suitable providers to deliver the different elements of the package.

If she will publish all (a) analysis, (b) impact assessments and (c) internal summaries of stakeholder responses used to inform decisions on SEND reform proposals.

On Monday 23 February, we launched a 12‑week national consultation on our special educational needs and disabilities (SEND) reforms, so we can hear directly from people across the country with an interest in these changes.To do this, we are building on our national conversation and delivering one of the broadest engagement programmes we have ever run, bringing together professionals, families, children, and young people to help shape these reforms.We are hosting a series of online and in‑person events throughout the 12-week consultation period, including sessions delivered in partnership with the Council for Disabled Children (CDC). This includes:​9 regional events,​24 children and young people–led sessions (including those delivered with CDC), and​6 information webinars for health, education, local authority leaders, social care and parent carers.​Since ​the Consultation launched, there have been more than 100 engagement events across a broad spectrum of sectors.​​The consultation, including an equalities impact assessment and children’s right impact assessment of the reform proposals, can be accessed at: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first. We will publish a response once the consultation has closed.

What consideration her Department has given to the findings and recommendations of relevant select committee inquiries on SEND provision when developing recent reform proposals.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

What assessment she has made of the adequacy of consultation undertaken in the development of proposed reforms to the Special Educational Needs and Disabilities system, particularly in relation to proposals on the role of tribunals.

The department is consulting extensively on the full set of proposals set out in the ‘SEND Reform: Putting Children and Young People First’ consultation document, during the 12-week consultation period. We welcome and will carefully consider comments and representations on all aspects of the consultation paper and subjects related to the proposed reforms, including on the role of the special educational needs and disabilities (SEND) tribunal.In addition to the online consultation, we are undertaking a national public engagement programme to ensure that families, practitioners and settings can engage meaningfully on the proposals. Ministers have established the SEND Development Group and the Complex Needs Group to provide expert challenge from local authorities, parent groups and campaigners.This engagement activity ensures broad, balanced and representative engagement while following consultation principles around transparency, accessibility and fairness.

Whether she has received representations on the (a) adequacy and (b) scope of consultation on SEND reforms; and what steps she has taken in response.

Listening to the views of families and experts has been critical as the department has developed special educational needs and disabilities (SEND) reforms, and it is more important than ever now our formal consultation is open.As is set out clearly on GOV.UK, we welcome views across the full set of proposals relating to SEND reform and we will consider views on all aspects of SEND reform.

Whether any policy decisions relating to SEND reform were taken prior to the conclusion of formal consultation exercises; and whether stakeholders were informed where consultation did not extend to specific proposals.

Listening to the views of families and experts has been critical as the department has developed special educational needs and disabilities (SEND) reforms, and it is more important than ever now our formal consultation is open.As is set out clearly on GOV.UK, we welcome views across the full set of proposals relating to SEND reform and we will consider views on all aspects of SEND reform.

If she will make it her policy to publish the number and proportion of responses to the consultation entitled SEND reform: putting children and young people first, published on 23 February 2026, that supported the proposed changes to tribunal arrangements.

On Monday 23 February, we launched a 12‑week national consultation on our special educational needs and disabilities (SEND) reforms, so we can hear directly from people across the country with an interest in these changes.To do this, we are building on our national conversation and delivering one of the broadest engagement programmes we have ever run, bringing together professionals, families, children, and young people to help shape these reforms.We are hosting a series of online and in‑person events throughout the 12-week consultation period, including sessions delivered in partnership with the Council for Disabled Children (CDC). This includes:​9 regional events,​24 children and young people–led sessions (including those delivered with CDC), and​6 information webinars for health, education, local authority leaders, social care and parent carers.​Since ​the Consultation launched, there have been more than 100 engagement events across a broad spectrum of sectors.​​The consultation, including an equalities impact assessment and children’s right impact assessment of the reform proposals, can be accessed at: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first. We will publish a response once the consultation has closed.

What assessment her Department has made of the potential impact of proposed changes to SEND tribunal arrangements on the ability of families to challenge local authority decisions.

The ‘Special educational needs and disabilities (SEND) reform: putting children and young people first’ consultation document explains our proposals for reforming the SEND Tribunal as part of broader SEND reform.The department expects more disputes to be resolved much earlier through mediation without the need for a Tribunal appeal, meaning that children and young people get the support they need more quickly. However, we are also clear that the SEND Tribunal will remain an important legal backstop for families who disagree with decisions made by a local authority regarding not undertaking a needs assessment, the outcome of an assessment, the specialist provision package identified, and/or the placement named in an education, health and care plan.We also propose measures to improve local authority accountability to act on Tribunal judgments and improve their decision-making processes where the Tribunal finds against them. These measures should give parents confidence that local authorities will get more decisions right first time in future.The department will set out further detail following the consultation.

How many children with Education, Health and Care Plans are not currently receiving education in formal school settings; and what steps she is taking to consider this cohort in the development of SEND policy reforms.

Information on the placements of children and young people with an education, health and care (EHC) plan, including those not in formal education settings, is published annually here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. The most recent data was published on 26 June 2025 and the next publication is scheduled for summer 2026.

Whether the Government assessed the efficacy of reforms to SEND provision in Wales when developing her Department's White Paper entitled Every Child Achieving and Thriving, published on 23 February 2026.

I refer the hon. Member for Dewsbury and Batley to the answer of 8 April 2026 to Question 119168.

Whether her Department has made an assessment of the risk that schools could be discouraged from identifying children with SEND due to inadequate resourcing and capacity under the proposed reforms to the SEND system.

I refer the hon. Member for Dewsbury and Batley to the answer of 20 April 2026 to Question 119169.

What steps her Department is taking to ensure that the views of families of children with SEND, including those expressed through consultation responses and stakeholder engagement, are reflected in the final policy proposals relating to SEND reform.

The department’s ongoing 12-week consultation is underpinned by an engagement programme designed to ensure the views of families are at the heart of our special educational needs and disabilities (SEND) reforms. Working with the Council for Disabled Children, we are delivering a national programme of nine regional events, dedicated sessions led by children and young people, and bespoke webinars for parents, carers and the sector.To ensure a broad range of representation, we have established two ministerially led groups, the SEND Development Group and the Complex Needs Group, which meet monthly to provide strategic challenge.These efforts are supported by weekly policy 'deep dives' with experts and parent representatives to explore specific themes like mainstream inclusion and assessments.Engagement is also continuing with children and young people, ensuring that our proposals are tested by those with direct and lived experience.All insights gathered through these channels, alongside formal consultation responses, will be analysed to shape final policy proposals.

With reference to her Department's White Paper entitled Every Child Achieving and Thriving, published on 23 February 2026, whether she has made an assessment of the number and availability of trained professionals needed to deliver the proposed Experts at Hand service.

I refer the hon. Member for Dewsbury and Batley to the answer of 24 March 2026 to Question 121419.

Whether the Government plans to introduce any additional safeguards to ensure that changes to student loan repayment terms do not have retrospective adverse impacts on existing borrowers.

Plan 2 student loans were devised by previous administrations and students in England starting degrees under this government have different arrangements. Since the 2023/24 academic year, new students in England receive their loans on Plan 5 terms and conditions, not on Plan 2 terms. As Plan 2 loans are not available for prospective students in England, there is no impact on existing borrowers.Students sign the terms and conditions of student loans before any money is paid to them. Student loans already contain borrower protections. For example, repayments are linked to income, not to the amount borrowed or interest applied. Repayments are made at a constant rate of 9% above the earnings threshold. Borrowers earning under the earnings threshold are not required to make repayments. Any outstanding loan, including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.Student finance and higher education funding is a complex, interconnected system, and we are considering a range of options to make the system fairer. However, funding arrangements must be considered to ensure they are fiscally responsible.

If she will commission an independent review into how student finance products, including Plan 2 loans, are communicated to prospective students, with particular regard to transparency and informed consent.

Plan 2 student loans were devised by previous administrations and students in England starting degrees under this government have different arrangements. Since the 2023/24 academic year, new students in England receive their loans on Plan 5 terms and conditions, not on Plan 2 terms. As Plan 2 loans are not available for prospective students in England, there is no impact on existing borrowers.Students sign the terms and conditions of student loans before any money is paid to them. Student loans already contain borrower protections. For example, repayments are linked to income, not to the amount borrowed or interest applied. Repayments are made at a constant rate of 9% above the earnings threshold. Borrowers earning under the earnings threshold are not required to make repayments. Any outstanding loan, including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.Student finance and higher education funding is a complex, interconnected system, and we are considering a range of options to make the system fairer. However, funding arrangements must be considered to ensure they are fiscally responsible.

What assessment her Department has made of the adequacy of information provided to 17–18-year-old students entering higher education in 2012 on the interest rate structure of Plan 2 student loans, including the application of Retail Price Index plus up to 3%.

Plan 2 loans were designed and implemented by previous governments. Prospective students had wide access to information across a range of platforms before submitting their applications.Plan 2 loans interest rates are applied at the Retail Price Index (RPI) only, then variable up to RPI +3% depending on earnings. Repayments are calculated solely on earnings, and not on the amount borrowed or the rate of interest applied. Crucially, any outstanding loan and interest is written off at the end of the loan term, and debt is never passed on to family members or descendants.

What guidance was issued to higher education institutions and the Student Loans Company on communicating to prospective students the potential for future changes to the terms and conditions of Plan 2 student loans.

Plan 2 student loans were designed and implemented in 2012 by previous governments, and students in England starting degrees under this government have different arrangements. This government therefore cannot comment on guidance that was provided to higher education institutions (HEIs) and Student Loans Company (SLC) regarding plan 2 loans.However, both the SLC and HEIs had access to the terms and conditions of student loans available for prospective students prior to their application for financial support at the time of their studies.

What assessment she has made of the potential impact of Plan 2 student loan interest rates on borrowers, particularly in relation to (a) long-term debt balances and (b) the ability of borrowers to (i) access mortgages and (ii) manage the cost of living.

The size of outstanding student loans does not prevent access to a mortgage, and student loan balances do not appear on borrower credit records, therefore the total size of a student’s debt is not considered in a mortgage application.Monthly student loan repayments are considered alongside other living costs as part of the affordability check for mortgage applications along with other fixed monthly outgoings, but monthly repayments are not linked to the size of the outstanding loan.Student loan repayments are income linked, not to the amount borrowed or interest applied, and are fixed at 9% above the earnings threshold. Borrowers earning below the earnings threshold are exempt from repayments. Outstanding loans, including accrued interest, are cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

What assessment her Department has made of the potential impact of the sale of the qualifications arm of City & Guilds on qualification fees, provision, workforce employment and other aspects of the further education sector.

Following the sale of City and Guilds Ltd, we understand that organisation will continue to deliver qualifications within the further education sector and work constructively with providers as usual. As the regulator of qualifications, Ofqual has responsibility for ensuring that recognised awarding organisations meet their obligations on qualifications quality and public confidence. We understand that Ofqual also monitors qualifications prices and publishes this data annually.

If she will review the policy of automatic off-rolling to ensure a formal review and hearing occurs before any decision is made.

This government is clear that off-rolling in any form is unacceptable, and we will continue to work closely with Ofsted to tackle it.Pupils may leave a school roll for many reasons, including permanent exclusion, transfer to another school or change of circumstances. All schools are legally required to notify the local authority when a pupil’s name is removed from the admissions register.The law is clear a pupil’s name can only be deleted from the admission register on the grounds prescribed in Regulation 9 of the School Attendance (Pupil Registration) (England) Regulations 2024.