Written questions by Craft.

What guidance she provides to secondary schools on the identification of speech and language needs in children entering the school from primary education.

To ensure teachers can support children before needs escalate, we will develop National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs.The department is also introducing the Experts at Hand offer, backed by around £1.8 billion, to give schools direct access to support, advice, training, and specialist expertise from professionals including speech and language therapists (SaLTs) and specialist teachers. These experts will work alongside school staff, building skills and confidence to identify needs early and respond effectively. New SaLT advanced practitioners will be responsible for bridging the gap between clinical and education settings, so that more SaLTs are specifically supporting children and young people. We are also investing in upskilling SaLT support workers, who can provide some of the more routine support in mainstream settings.The department continues to invest in the Nuffield Early Language Intervention (NELI) programme, under the Best Start in Life strategy, which has demonstrated significant impact on oral language and early literacy, particularly for disadvantaged pupils. Evaluation has found that children who receive NELI make, on average, four months of additional progress in oral language skills, and seven months for those children on free school meals. Funding has been confirmed until the 2028/29 academic year (subject to further spending rounds).The government is also investing £200 million to give every teacher the training they need to better support pupils with special educational needs and disabilities (SEND). This new training offer will cover children with SEND in their earliest years through to age 25, restoring parents’ confidence that their children will be supported throughout every stage of their education. This new inclusion training offer builds on improvements to existing programmes, such as the new Initial Teacher Training and Early Career Framework, which contains significantly more content on adaptive teaching and supporting pupils with SEND.

Pursuant to the answer of 2 December 2025 to question 91065, what engagement she has undertaken with BSL signers regarding Artificial Intelligence approaches to British Sign Language.

We are currently researching the artificial intelligence tools that are available on the market and what they can provide for users. Once this research has concluded, we will engage with British Sign Language signers which will help inform next steps.

Pursuant to the answer of 2 December 2025 to question 91065, for what identified needs is she considering whether Artificial Intelligence approaches to British Sign Language might form a solution.

The department is currently assessing what artificial intelligence tools have been developed in this space. Once we have assessed the landscape, we will reach out to relevant stakeholders to discuss whether the tools we have identified can solve those problems.

Pursuant to the answer of 2 December 2025 to question 91065, what tools have been or are being assessed to deliver Artificial Intelligence approaches to British Sign Language.

The department has predominantly looked at text to British Sign Language translation tools, reviewing information from the main players in this field, Signapse, Robotica and Silence Speaks and engaging with our primary supplier for generative articifical intelligence, Microsoft.

What steps (a) her Department and (b) its public bodies are taking to (i) develop and (ii) use artificial intelligence approaches to British Sign Language.

The department's internal AI team have recently begun the process of looking at the development of AI solutions that can enhance accessibility for British Sign Language (BSL).We are assessing available tools and looking to adapt them to fit the identified needs. Our aim is to ensure equitable access and compliance with the BSL Act 2022. We will be taking a phased approach to demonstrate value, and aim to position the department as a leader in inclusive, AI-driven education.There are opportunities to use AI to accelerate the creation of accessible content across public services. If public bodies trial the use of AI in approaches to BSL, they would be required to conform with both Web Content Accessibility Guidelines and the Service Standard, and must conduct research with disabled people, including Deaf users and, where appropriate to the service provision, those who use sign language or a sign language interpreter to interact with the service.

What assessment she has made of the adequacy of the statutory framework for home-to-school transport for post-16 learners with SEND.

I refer my hon. Friend for Thurrock to the answer of 11 September 2024 to Question 4162.

What steps her Department is taking to ensure that post-16 learners with SEND are able to access transport to education settings.

I refer my hon. Friend for Thurrock to the answer of 11 September 2024 to Question 4162.

What assessment she has made of the availability of speech and language interventions in early years settings.

Early language skills are vital to enable children to thrive in the early years and later in life, including for all aspects of later attainment in school.To support these vital skills, the department has funded settings to undertake evidence-based continuous professional development programmes as part of the Early Years Education Recovery Programme, including those focused on speech, language and communication, via a national network of Early Years Stronger Practice Hubs. The Early Years Professional Development Programme phase 3 (PDP3) provides early years educators with training on communication and language, early mathematics and personal, social and emotional development. The programme was designed to ensure early years educators have the skills they need to support young children’s development in the areas that can make a significant difference to long term development and attainment, helping to strengthen children’s foundations for learning and enable them to be school-ready by the time they reach reception.We have also invested over £20 million on the Nuffield Early Language Intervention (NELI), improving the language skills of reception age children who need it most following the pandemic. NELI is an evidence-based programme targeting reception aged children needing extra support with their speech and language development.The evaluation of NELI delivery and impact since 2020, which was published by the Education Endowment Foundation (EEF) in September 2023, shows outstanding results. The evaluation evidences the programme improved the development of oral language skills by four months’ progress for pupils receiving the intervention. Children eligible for free school meals (FSM) made seven months’ additional progress compared to children eligible for FSM that did not receive the intervention. The EEF evaluation can be found here: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/nuffield-early-language-intervention-neli#:~:text=In%20September%202023%2C%20the%20impact,took%20part%20in%20the%20evaluation.In addition to this work, and in partnership with NHS England, the department is funding the Early Language and Support for Every Child pathfinders within the Change Programme. The project funds Integrated Care Boards to trial new ways of working to better identify and support children with speech, language and communication needs in early years settings.

What steps she is taking to help children with SEND to access breakfast clubs.

The government has taken decisive action by announcing in the King’s Speech that, under the Children’s Wellbeing and Schools Bill, every state funded school in England with primary-aged pupils will offer a breakfast club. This includes special schools and alternative provision. Departmental officials are working closely with schools and sector experts to develop a breakfast club programme that meets the needs of all children, including those with special educational needs and disabilities (SEND).On 23 September 2024, my right hon. Friend, the Chancellor of the Exchequer, announced that up to 750 state funded schools with primary aged pupils will begin delivering free breakfast clubs from summer term 2025. Special schools and alternative provision schools were invited to take part in the early adopter scheme. The selected schools will be announced in due course. The funding will allow these schools to run free breakfast clubs for their pupils, starting in the summer term as part of a ‘test and learn’ phase to inform delivery of a national rollout. This will include testing approaches to supporting children with SEND.The department recognises that there will be barriers, such as staffing and transport, to opening breakfast clubs for some schools, including special schools and alternative provision. The early adopter programme will allow us to test and learn how best to overcome such barriers and refine the department’s support and advice to schools to ensure the programme works for these schools.