School Exclusion Pupils with SEND 2025-03-10
2025-03-10
Response quality
Questions & Answers
Q1
Partial Answer
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Context
The MP highlighted a constituent named Harry who had received only two hours of forest school education per week over 15 months due to the lack of specialist or alternative provisions.
Too many children with special educational needs and disabilities (SEND) in South Cambridgeshire are out of school, due not only to exclusion but to the long waiting times for specialist or alternative provision when mainstream schools cannot meet their needs. What urgent action is the Minister taking to increase specialist and alternative provision so that children like Harry can get the full and adequate education they need and deserve?
I thank the hon. Member for sharing Harry’s story—I know she is a champion for such issues in her constituency. The Government’s ambition is for all children with special educational needs and disabilities (SEND) to receive the right support to succeed. There is £740 million for the high needs capital block next year.
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Assessment & feedback
The Minister did not provide specific urgent actions or timelines regarding increasing specialist and alternative provision.
Response accuracy
Q2
Partial Answer
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Context
The MP emphasized the need for early identification of special educational needs and quick delivery of intervention to avoid permanent exclusion.
Permanent exclusion from primary school should be an almost non-existent occurrence. Any primary-age pupils exhibiting difficult behaviours should undertake diagnosis for SEND, and best efforts should be made to understand any trauma that the child may have suffered. What is the Minister doing to ensure that we build a system that prioritises the early identification of needs and quick delivery of intervention so that children do not fall behind?
We are aware that some groups of children have a higher risk of exclusion, which is why we are breaking down barriers to opportunity to ensure every child can achieve and thrive. We are committed to ensuring earlier intervention in mainstream schools for pupils, particularly those at risk of exclusion.
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Assessment & feedback
The Minister did not provide specific actions or timelines for early identification and intervention systems.
Response accuracy