Written questions by Morrison.

What assessment she has made of the potential impact of SEND reform proposals on the availability of ECHPs for children whose difficulties are (a) high-masking and (b) not immediately visible.

Awaiting answer.

What steps her Department is taking to increase the number of education psychologists.

Awaiting answer.

How SEND reforms will ensure that local authorities are held accountable for statutory duties, including meeting deadlines and appropriately assessing need.

Awaiting answer.

How SEND reforms will balance wellbeing and emotional safety with attendance and academic attainment.

Awaiting answer.

What assessment she has made of the potential impact of moving SEND children onto Individual Support Plans on legal rights, risk to harm and recognisability of hidden disability.

Awaiting answer.

What assessment she has made of the potential impact of SEND reform proposals on parents' statutory rights to request assessment, access independent experts and appeal decisions through to tribunal.

Awaiting answer.

Whether proposed SEND reforms will provide funding for the SEND workforce including teaching assistants and specialist professionals.

Awaiting answer.

What assessment she has made of the adequacy of mental health support available to children who are at risk of going missing.

The government takes the issue of any child going missing, from home or care, extremely seriously and has provided clear guidance about responsibilities for all children who go missing. When a child is found, they must be offered an independent Return Home Interview and local authorities, police and voluntary services should also work together to understand why the child went missing and what support they may need, including with their mental health, in the future to prevent them from going missing again.The department has announced a £7 million funding boost to early support hubs across England providing drop-in mental health support for young people aged 11 to 25. Alongside this, we are investing an extra £688 million in mental health services this year and are recruiting 8,500 additional mental health workers across children’s and adult services.Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme, supported by £2.4 billion, updates to the Working Together to Safeguard Children statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.Measures in the Children’s Wellbeing and Schools Bill aim to put an end to misconceptions about legal barriers to sharing information, through introducing an Information Sharing Duty and making provision for a Single Unique Identifier to improve information sharing between agencies.

What steps she is taking with Cabinet colleagues is taking to improve outcomes for unaccompanied asylum-seeking children who go missing from care.

The government takes the issue of any child going missing, either from home or from local authority care, extremely seriously. An unaccompanied child is entitled to the same support as any other looked after child, regardless of their immigration status.We expect local authorities and their safeguarding partners to work together to reduce the chances of children going missing, to respond effectively when they do, and understand why. We have provided clear guidance about responsibilities towards all children who go missing. This includes the appropriate response from the relevant police force and expectations for the settings where children live, to ensure children have access to the services they need.Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working Together to Safeguard Children’ statutory guidance and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the problems children and their families face.

What steps her Department is taking to improve data sharing between schools, local authorities and safeguarding agencies to support the identification of children at risk of going missing.

The government takes the issue of any child going missing, from home or care, extremely seriously and has provided clear guidance about responsibilities for all children who go missing. When a child is found, they must be offered an independent Return Home Interview and local authorities, police and voluntary services should also work together to understand why the child went missing and what support they may need, including with their mental health, in the future to prevent them from going missing again.The department has announced a £7 million funding boost to early support hubs across England providing drop-in mental health support for young people aged 11 to 25. Alongside this, we are investing an extra £688 million in mental health services this year and are recruiting 8,500 additional mental health workers across children’s and adult services.Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme, supported by £2.4 billion, updates to the Working Together to Safeguard Children statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.Measures in the Children’s Wellbeing and Schools Bill aim to put an end to misconceptions about legal barriers to sharing information, through introducing an Information Sharing Duty and making provision for a Single Unique Identifier to improve information sharing between agencies.

What assessment she has made of the adequacy of schools’ mobile phone policies in preventing disruption in learning.

Mobile phones have no place in schools. Research from the Children’s Commissioner, published in April 2025, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day. The department’s recently strengthened guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons. The guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff. Our attendance and behaviour hub lead schools will support other schools to implement and enforce a mobile phone policy where needed. From April, Ofsted will also check school mobile phone policy on every inspection, with schools expected to be mobile phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspections.

Whether she has made an assessment of the potential impact of the requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.

Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.

What support she is providing to students who want to pursue a creative course for further education but cannot due to not obtaining English and Maths GCSEs despite resits.

Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.

What steps the Department is taking to ensure that families who cannot afford private dyslexia assessments have access to timely diagnosis and support.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, including those with dyslexia.The department is supporting settings to identify needs early by strengthening the evidence base of what works. Recently published evidence reviews from University College London will help to drive inclusive practices, as they highlight 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.We also recently announced new government-backed research into special educational needs identification, which will be delivered by UK Research Innovation in partnership with the department. This will aim to develop and test trusted and effective approaches to help the early identification of children needing targeted educational support.

What evidence her Department used to determine that the BTEC Extended Diploma in Health and Social Care should no longer be funded; and whether she will publish that analysis.

In October, the department published a consultation which detailed our plans to introduce V Levels, which will offer a vocational alternative to A levels and T Levels. We have proposed a range of subjects for delivery through V Levels, including Health and Care Services.For students looking for a career in health, we would expect students to take the Health T Level. Young people with a range of prior attainment are accessing T Levels. The GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.To ensure students can continue to access high quality qualifications in social care, we introduced a large Technical Occupation Qualification in Social Care (1080 GLH), which will be available for first teach from 1 August 2026. We are also exploring whether a T Level in Social Care could be viable in future.

If she will publish a timetable for the introduction of V Levels and the overlap period with existing qualifications, including BTECs, to allow schools and colleges to plan effectively.

The department is currently consulting with the sector on the introduction of V Levels, including transitional arrangements to achieve the qualifications landscape set out in the Post-16 Skills White Paper. We will confirm the expected implementation timetable in due course.The first V Level subjects are planned for teaching in 2027, with further batches of qualifications planned between then and by the 2030/31 academic year.

Whether the new V Levels will have equivalent entry requirements to A Levels, and what steps her Department will take to ensure students who do not meet those requirements are not excluded from Level 3 study.

We have set out plans to reform qualification pathways at level 3 and level 2. At level 3, this includes a third, vocational pathway, V Levels. V Levels will blend applied learning with practical assessment, and their content will be linked to occupational standards set by Skills England. It is intended that students can study English and maths alongside V Levels where appropriate.We set out plans to introduce two new pathways at level 2, the Further Study pathway and Occupational pathway. The Further Study pathway is designed to help students to progress to level 3 study where they cannot access it straight away, for example if they do not have the prior attainment that they need to study what they wish to.The department does not set entry requirements for post-16 study, these decisions are made by individual providers. Young people with a range of prior attainment are accessing T Levels, the GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.

What assessment she has made of the potential impact of defunding the BTEC Extended Diploma in Health and Social Care on the future health and social care workforce pipeline.

In October, the department published a consultation which detailed our plans to introduce V Levels, which will offer a vocational alternative to A levels and T Levels. We have proposed a range of subjects for delivery through V Levels, including Health and Care Services.For students looking for a career in health, we would expect students to take the Health T Level. Young people with a range of prior attainment are accessing T Levels. The GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.To ensure students can continue to access high quality qualifications in social care, we introduced a large Technical Occupation Qualification in Social Care (1080 GLH), which will be available for first teach from 1 August 2026. We are also exploring whether a T Level in Social Care could be viable in future.

If she will extend funding for BTEC Extended Diplomas until the full rollout of V Levels to prevent a gap in post-16 qualification options.

The department is currently consulting with the sector on the introduction of V Levels, including transitional arrangements to achieve the qualifications landscape set out in the Post-16 Skills White Paper. We will confirm the expected implementation timetable in due course.The first V Level subjects are planned for teaching in 2027, with further batches of qualifications planned between then and by the 2030/31 academic year.

What provision is being made for students achieving predominantly grade 4s at GCSE who are unable to access A Level or T Level courses.

We have set out plans to reform qualification pathways at level 3 and level 2. At level 3, this includes a third, vocational pathway, V Levels. V Levels will blend applied learning with practical assessment, and their content will be linked to occupational standards set by Skills England. It is intended that students can study English and maths alongside V Levels where appropriate.We set out plans to introduce two new pathways at level 2, the Further Study pathway and Occupational pathway. The Further Study pathway is designed to help students to progress to level 3 study where they cannot access it straight away, for example if they do not have the prior attainment that they need to study what they wish to.The department does not set entry requirements for post-16 study, these decisions are made by individual providers. Young people with a range of prior attainment are accessing T Levels, the GCSE grade split for students receiving T Level results is very similar to those receiving results for Applied General Qualifications.