Written questions by Coghlan.

What steps she is taking to help schools identify children who need SEND education within the school system.

The department knows that children’s early years are crucial to their development, health and life chances, and we recognise the importance of the early identification of needs to ensure the right support is put in place as early as possible to ensure children with special educational needs and disabilities (SEND) and emerging special educational needs can get the best start in life.The department is working as quickly as possible to ensure every child has the best chance in life, by prioritising early intervention and inclusive provision in mainstream settings.The department knows that early intervention prevents unmet needs from escalating, and that it supports children and young people to achieve their goals alongside their peers. That is why we are currently funding three specific early intervention programmes:The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme.The Nuffield Early Language Intervention (NELI) programme.The Early Language and Support for Every Child (ELSEC) pathfinders.The PINS programme deploys specialists from both health and education workforces to strengthen training and resources for school staff to identify and meet the needs of neurodiverse children. It will upskill around 1,600 (10%) mainstream primary schools by March 2025.11,100 schools are registered for the NELI programme, which has improved the speech and language skills of an estimated 211,700 children aged 4 to 5 between September 2020 and July 2024.Over 640,000 primary school children have been screened to identify those with language development difficulties.Evaluation of NELI shows the programme improved the development of oral language skills by 4 months’ progress for pupils receiving the intervention. Children eligible for free school meals (FSM) made 7 months additional progress compared to children eligible for FSM that did not receive the intervention.In partnership with NHS England, we are funding the ELSEC pathfinders within our SEND and alternative provision Change Programme.When a child is aged between two and three, educators must review their progress and provide parents and / or carers with a short, written summary of their child’s development in the prime areas, known as the EYFS progress check at age 2. It highlights areas in which a child is progressing well, where additional support might be needed and describes the strategies the educator intends to adopt to address any concerns.The progress check at age two and the Healthy Child Programme review both offer opportunities to identify additional needs for children aged two to three and to work in partnership with parents or carers and relevant professionals.This is funding nine joint Integrated Care Boards and local area partnerships within each of our Change Programme Partnerships to trial new ways of working to better identify and support children with speech, language and communication needs in early years and primary schools, utilising pre-qualification Therapy Support Assistants. The interim report is due in February 2025, but areas like Barnet have already supported over 1000 children through their ELSEC universal and targeted offer.

What steps she is taking to help children from SEND schools into (a) work and (b) further education.

This government is committed to ensuring that all learners have access to a world-class education that sets them up for life and supports them to achieve positive outcomes.The department knows that with the right preparation and support, the overwhelming majority of young people with special educational needs and disabilities (SEND) are capable of sustained, paid employment. All professionals working with them should share that presumption, and should provide the career advice and support that help young people to progress in their education, to develop the skills and experience and achieve the qualifications, that they need to succeed in their careers.The department supports schools and college careers leaders, including special schools, to develop high-quality careers programmes, including careers advice, for children, young people and young adults with SEND and put in place a personalised support and transition plan. The programmes use a wide range of imaginative approaches, such as taster opportunities, work experience, mentoring, exploring entrepreneurial options, role models and inspiring speakers that are crucial to raise aspirations and broaden employment horizons helping young people transition to work or further training.As part of the commitment to developing the skills children and young people with SEND need as they move into adult life, the department is building capacity in supported internships, aiming to double the number of internships each year to around 4,500 to support more young people with education, health and care plans to gain the skills to transition into employment.

What steps her Department is taking to help progress the planning application for Betchwood Vale Academy.

The construction contractor, appointed by the department to progress the detailed designs, is currently producing the necessary reports and surveys required to submit the planning application for Betchwood Academy.