Written questions by Davies.

How many MP surgeries Ministers in her Department have had with MPs (a) in the period July 2024 to January 2025 and (b) since January 2025.

Awaiting answer.

What discussions she had with the Secretary of State for Culture, Media and Sport on the adequacy of the provision of sport in schools in East Grinstead and Uckfield constituency.

Awaiting answer.

How many full-time equivalent schoolteachers were employed in East Grinstead and Uckfield Constituency in (a) 2024 and (b) 2025.

Information on the school workforce in England, including the full-time equivalent for teachers in state-funded schools by parliamentary constituency and local authority, is published in the ‘School workforce in England’ statistical publication which is a...

How many full-time equivalent schoolteachers were employed in West Sussex in (a) 2024 and (b) 2025.

Information on the school workforce in England, including the full-time equivalent for teachers in state-funded schools by parliamentary constituency and local authority, is published in the ‘School workforce in England’ statistical publication which is a...

How many full-time equivalent schoolteachers were employed in East Sussex in (a) 2024 and (b) 2025.

Information on the school workforce in England, including the full-time equivalent for teachers in state-funded schools by parliamentary constituency and local authority, is published in the ‘School workforce in England’ statistical publication which is a...

How many times Ministers from her Department have attended UK conferences, trade shows and exhibitions in each year since 2023.

Ministers regularly meet with external stakeholders and attend external events to discuss a variety of issues, and these are recorded on GOV.UK on a quarterly basis in arrears.

What consultation is she undertaking with the education sector on producing guidance for schools on the implementation of ISPs in order to ensure they deliver the outcomes intended in the SEND White Paper.

The special educational needs and disabilities (SEND) reform proposes a duty on schools and colleges to produce an Individual Support Plan (ISP) for every child or young person who receives targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.The ISP will be tailored in line with the layers of support, with guidance to support settings in creating high quality plans. We are consulting widely on proposals to reform the SEND system, including with the education sector, children, young people and families, teachers and leaders and schools and trusts. The consultation, which includes specific questions on ISPs, is available at: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.It is also essential to update the 0-25 SEND Code of Practice (the Code) to ensure it reflects the changes we are proposing across the SEND system. We will undertake a separate, full public consultation on proposed changes to the Code, in line with statutory requirements. We will share further details on this following the government’s response to the SEND Consultation.

What assessment she has made of the adequacy of the SEND funding allocation system for children in West Sussex.

The government is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of this, West Sussex Council is being allocated over £140 million through the high needs funding block of the dedicated schools grant (DSG), an increase of over £11 million on their 2024/25 DSG high needs block.The operation of the high needs funding system is currently under review. The department's aim is to establish a fair education funding system that directs funding to where it is needed, taking account of the different levels of need in different parts of the country, and to enable improved support for children and young people with SEND in line with the reforms that we intend to set out in a White Paper in the autumn.

When she plans to set out her planned timetable for the urgent review of the 2014 Reforms to the SEND Code of Practice.

I refer the hon. Member for East Grinstead and Uckfield to the answer of 9 July 2025 to Question 64225.

Whether she plans to take steps to help reduce regional differences in SEND funding.

The government is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. This brings total high needs funding for children and young people with special educational needs and disabilities (SEND) to over £12 billion. Of this, West Sussex Council is being allocated over £140 million through the high needs funding block of the dedicated schools grant (DSG), an increase of over £11 million on their 2024/25 DSG high needs block.The operation of the high needs funding system is currently under review. The department's aim is to establish a fair education funding system that directs funding to where it is needed, taking account of the different levels of need in different parts of the country, and to enable improved support for children and young people with SEND in line with the reforms that we intend to set out in a White Paper in the autumn.

If she will take steps to ensure that the proposed reforms of the student finance system include (a) refinancing and (b) reform options for historic student loan repayments.

The government is committed to supporting the aspiration of every person who meets the requirements and wants to go to university.The student finance system removes upfront financial barriers so that everyone with the ability and desire to enter higher education (HE) can do so. Student loan debt is not like other debt, as monthly repayments depend on earnings, not on interest rates or the amount borrowed. No-one who earns under the student loan repayment threshold is required to make any repayments at all. At the end of the loan term, any outstanding loan balance, including interest built up, is be written off. This write-off is a deliberate investment in our people and the economy. No commercial loan offers this level of protection.The department aims to publish our plans for HE reform soon as part of the Post-16 Education and Skills Strategy White paper.

Whether she has made an assessment of the potential merits of launching a comprehensive review of student loan interest rates.

Student loans are subject to interest so that those who can afford to do so contribute to the full cost of their degree. To consider both students and taxpayers and ensure the real value of the loans over the repayment term, interest rates are linked to inflation.Interest rates on student loans do not affect monthly repayments made by borrowers. Regular repayments are based on a fixed percentage of earnings above the applicable student loan repayment threshold. Any outstanding debt, including interest built up, is written off after the loan term ends (or in case of death or disability) at no detriment to the borrower.A full equality impact assessment of how the student loan reforms may affect graduates, including detail on changes to average lifetime repayments under Plan 5, was produced and published under the previous government in February 2022 and can be found here: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.

What steps she is taking to support councils with home to school transport costs for SEND children.

I refer the hon. Member for East Grinstead and Uckfield to the answer of 2 July 2025 to Question 62198.

Whether she plans to issue statutory guidance on improving (a) inclusivity and (b) expertise in mainstream schools.

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. The department is committed to improving expertise and enabling high-quality and inclusive practice in mainstream schools. This work forms part of the government’s Opportunity Mission, which will break the unfair link between background and opportunity, starting with giving every child, including those with SEND, the best start in life. This includes building a robust and credible evidence base on what works to drive inclusive education. To support this, an expert advisory group for inclusion has been established, led by Tom Rees, that consist of experts across the SEND sector. This group will advise Ministers on how to drive inclusive practice across the whole system and improve mainstream education outcomes and experiences for children and young people with SEND. Members of the group will use their collective expertise to ensure children and young people are effectively supported to achieve and thrive. To support the department's ambition to strengthen the evidence base on inclusive practice, we have commissioned evidence reviews to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The department will also work with Ofsted to strengthen accountability on mainstream settings to be inclusive, support the mainstream workforce to increase their SEND expertise and encourage local authorities and schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.

Whether her Department plans to allow schools to set their own inclusivity guidelines.

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. The department is committed to improving expertise and enabling high-quality and inclusive practice in mainstream schools. This work forms part of the government’s Opportunity Mission, which will break the unfair link between background and opportunity, starting with giving every child, including those with SEND, the best start in life. This includes building a robust and credible evidence base on what works to drive inclusive education. To support this, an expert advisory group for inclusion has been established, led by Tom Rees, that consist of experts across the SEND sector. This group will advise Ministers on how to drive inclusive practice across the whole system and improve mainstream education outcomes and experiences for children and young people with SEND. Members of the group will use their collective expertise to ensure children and young people are effectively supported to achieve and thrive. To support the department's ambition to strengthen the evidence base on inclusive practice, we have commissioned evidence reviews to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The department will also work with Ofsted to strengthen accountability on mainstream settings to be inclusive, support the mainstream workforce to increase their SEND expertise and encourage local authorities and schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.

Whether local authorities will be responsible for providing inclusivity training to schools within their jurisdiction.

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. The department is committed to improving expertise and enabling high-quality and inclusive practice in mainstream schools. This work forms part of the government’s Opportunity Mission, which will break the unfair link between background and opportunity, starting with giving every child, including those with SEND, the best start in life. This includes building a robust and credible evidence base on what works to drive inclusive education. To support this, an expert advisory group for inclusion has been established, led by Tom Rees, that consist of experts across the SEND sector. This group will advise Ministers on how to drive inclusive practice across the whole system and improve mainstream education outcomes and experiences for children and young people with SEND. Members of the group will use their collective expertise to ensure children and young people are effectively supported to achieve and thrive. To support the department's ambition to strengthen the evidence base on inclusive practice, we have commissioned evidence reviews to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The department will also work with Ofsted to strengthen accountability on mainstream settings to be inclusive, support the mainstream workforce to increase their SEND expertise and encourage local authorities and schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.

Whether her Department plans to issue guidance on improving (a) inclusivity and (b) expertise in mainstream schools.

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. The department is committed to improving expertise and enabling high-quality and inclusive practice in mainstream schools. This work forms part of the government’s Opportunity Mission, which will break the unfair link between background and opportunity, starting with giving every child, including those with SEND, the best start in life. This includes building a robust and credible evidence base on what works to drive inclusive education. To support this, an expert advisory group for inclusion has been established, led by Tom Rees, that consist of experts across the SEND sector. This group will advise Ministers on how to drive inclusive practice across the whole system and improve mainstream education outcomes and experiences for children and young people with SEND. Members of the group will use their collective expertise to ensure children and young people are effectively supported to achieve and thrive. To support the department's ambition to strengthen the evidence base on inclusive practice, we have commissioned evidence reviews to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The department will also work with Ofsted to strengthen accountability on mainstream settings to be inclusive, support the mainstream workforce to increase their SEND expertise and encourage local authorities and schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.

Whether her Department plans to allow local authorities to influence inclusivity guidelines for schools under their jurisdiction.

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. The department is committed to improving expertise and enabling high-quality and inclusive practice in mainstream schools. This work forms part of the government’s Opportunity Mission, which will break the unfair link between background and opportunity, starting with giving every child, including those with SEND, the best start in life. This includes building a robust and credible evidence base on what works to drive inclusive education. To support this, an expert advisory group for inclusion has been established, led by Tom Rees, that consist of experts across the SEND sector. This group will advise Ministers on how to drive inclusive practice across the whole system and improve mainstream education outcomes and experiences for children and young people with SEND. Members of the group will use their collective expertise to ensure children and young people are effectively supported to achieve and thrive. To support the department's ambition to strengthen the evidence base on inclusive practice, we have commissioned evidence reviews to identify the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs. The department will also work with Ofsted to strengthen accountability on mainstream settings to be inclusive, support the mainstream workforce to increase their SEND expertise and encourage local authorities and schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools.

What her planned timetable is for introducing measures to improve inclusivity and expertise in mainstream schools.

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. The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need. The department will also strengthen accountability on mainstream settings to be inclusive, including through Ofsted, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools. We are already making progress by investing £1 billion into SEND and £740 million for councils to create more specialist places in mainstream schools. Additionally, the department is committed to recruiting an additional 6,500 new expert teachers over the course of this Parliament. To support all teachers, we are also implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND. This support includes a new mandatory leadership level qualification for special educational needs co-ordinators (SENCOs) which the government introduced in September 2024. The qualification will play a key role in improving outcomes for pupils with SEND, by ensuring SENCOs consistently receive high-quality, evidence-based training on how best to support children with SEND.

What steps she plans to take to implement inclusivity and expertise in mainstream schools.

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. The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need. The department will also strengthen accountability on mainstream settings to be inclusive, including through Ofsted, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools. We are already making progress by investing £1 billion into SEND and £740 million for councils to create more specialist places in mainstream schools. Additionally, the department is committed to recruiting an additional 6,500 new expert teachers over the course of this Parliament. To support all teachers, we are also implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND. This support includes a new mandatory leadership level qualification for special educational needs co-ordinators (SENCOs) which the government introduced in September 2024. The qualification will play a key role in improving outcomes for pupils with SEND, by ensuring SENCOs consistently receive high-quality, evidence-based training on how best to support children with SEND.