The Department for Education and Department of Health and Social Care are reforming the Special Educational Needs and Disabilities (SEND) system to improve outcomes for children and young people, including those with autism. The reform addresses concerns about postcode lottery in specialist provision access, the scope of enforceable rights through Education, Health and Care Plans (EHCPs), and specialist provision packages. The Education and Training (Young People with Autism) Bill is currently active, with recent parliamentary scrutiny focusing on impact assessments and alignment with select committee recommendations.
Direction: from_committee
Direction: from_committee
To ask the Secretary of State for Education, what steps her department is taking to consider the recommendations in the Law Commission's 2025 report on disabled children's social care; and what assessment she has made of the potential for legislative …
To ask the Secretary of State for Education, with reference to the Law Commission's report on social care law, what steps her department is taking to help ensure that disabled children have access to social care support; and what assessment …
To ask the Secretary of State for Education, what steps her department is taking to support autistic students with Pathological Demand Avoidance in mainstream school settings.
To ask the Secretary of State for Education, what steps she is taking with Cabinet colleagues to help children with special educational needs and disabilities from mobile military families access continuous specialised support at school.
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 30 March (HL15056), why specialist places for pupils with special educational needs are not provided on the basis of specific distinct needs; and whether …
To ask the Secretary of State for Education, what national dataset her Department is using for proposed reforms to the special educational needs and disabilities system.
To ask the Secretary of State for Education, what steps her Department is taking to maximise the portability of Special Educational Needs and Disabilities provision for children of Armed Forces families when they move between (a) local authority areas wit
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 30 March (HL14338), what is the expected timescale for (1) the consultation of the proposals for special educational needs and disabilities reform, and (2) …
To ask the Secretary of State for Education, if she will have discussions with Diabetes UK on (a) the open consultation on SEND reform, and (b) reforms to the SEND support system more broadly.
To ask the Secretary of State for Education, what steps she has taken to help ensure Staffordshire County Council is able to effectively support children and young people with additional needs in a) Newcastle-under-Lyme and b) Staffordshire.
To ask the Secretary of State for Education, what steps she is taking to ensure that reforms to the special educational needs and disabilities system in England take account of the needs of children from armed forces families with additional …
To ask the Secretary of State for Education, whether children with Developmental Language Disorder were considered when writing the policy paper entitled SEND reform: putting children and young people first.
To ask the Secretary of State for Education, what steps she will take to ensure children with Developmental Language Disorder are adequately supported following upcoming reforms to the SEND system.
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of local authority data on special educational needs and disabilities provision when costing proposed reforms to that system.
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the specialist provision packages mentioned in the SEND Reform: Putting Children and Young People First consultation on children with complex needs relian
To ask the Secretary of State for Education, what the projected costs per child of pupils in Targeted, Targeted Plus and Specialist layers of support are, respectively.
To ask the Secretary of State for Education, whether in areas with middle schools, a pupil transitioning to Middle school or from Middle school will count as a change in phase of education for the purposes of the EHCP reforms …
To ask the Secretary of State for Education, whether there are any changes of circumstances or residency, other than moving to secondary school or college, which could trigger the ‘change of educational phase’ provisions in the EHCP reforms she outlined …
To ask the Secretary of State for Education, whether she has undertaken an impact assessment of the potential reduction in enforceable rights for families arising from restricting EHCPs to only the most complex needs.
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact on school attendance and educational outcomes for children whose ADHD or autism assessments have been delayed due to the pause of Right …
To ask the Secretary of State for Education, what assessment her Department has made of trends in the level of the number of children who are left without appropriate support plans or adjustments as a result of delays in diagnostic …
To ask the Secretary of State for Education, what steps her Department is taking to help schools in the Newbury constituency to support pupils with special educational needs and disabilities.
To ask the Secretary of State for Education, what assessment she has made of the potential merits of using the specialist sector to complement the inclusive mainstream sector; and what steps she is taking to (a) support and (b) invest …
To ask the Secretary of State for Education, whether proposed SEND reforms include provision for education other than in school.
To ask the Secretary of State for Education, how many SEND pupils will have left school entirely before single ECHP reform takes place.
To ask the Secretary of State for Education, with reference to SEND reforms, what provisions will be made for home-educated children with SEND and children with Emotionally Based School Avoidance (EBSA).
To ask the Secretary of State for Education, what consideration her Department has given to the findings and recommendations of relevant select committee inquiries on SEND provision when developing recent reform proposals.
To ask the Secretary of State for Education, with reference to SEND reforms, what assessment she has made of the potential administrative burden on teachers under the new system.
To ask the Secretary of State for Education, how far the proposed SEND reforms will address the postcode lottery in access to specialist education support.
To ask the Secretary of State for Education, what steps her Department is taking to help support schools in meeting the needs of children awaiting neurodevelopmental assessments who are experiencing escalating difficulties.
To ask the Secretary of State for Education, what steps she is taking to support neurodivergent and SEND pupils with their studies in (a) Leicester, (b) the East Midlands and (c) England.
To ask the Secretary of State for Education, whether her Department's proposed SEND reforms will support children who receive education otherwise than at school packages.
To ask the Secretary of State for Education, if she will make a statement on parental rights upon the implementation of SEND reforms outlined in the Schools White Paper.
To ask the Secretary of State for Education, whether she will include Pathological Demand Avoidance in the proposed reforms to SEND provision.
To ask the Secretary of State for Education, what steps she is taking to help ensure that individual needs are assessed and met through Specialist Provision Packages.
To ask the Secretary of State for Health and Social Care, what metrics will be used to assess whether the next national Autism Strategy improves outcomes for autistic people across a) education b) health and c) employment.
To ask the Secretary of State for Health and Social Care, what steps his Department is taking to ensure that the development of the next national Autism Strategy is aligned with (a) the Department for Education’s Special Educational Needs and …
To ask the Secretary of State for Education, what assessment she has made of the potential impact of proposed SEND reforms on care-experienced children whose needs arise from early trauma and attachment disruption, particularly where those needs span educ
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of developing a joint workforce plan with the Department for Health and Social Care to support sustainability of Experts at Hand service.
To ask the Secretary of State for Education, whether her Department plans to ensure that children and young people will have a right to be educated in a specialist placement if their complex needs cannot be met in a mainstream …
To ask the Secretary of State for Education, what assessment she has made of the adequacy of consultation undertaken in the development of proposed reforms to the Special Educational Needs and Disabilities system, particularly in relation to proposals on
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of proposed changes to SEND tribunal arrangements on the ability of families to challenge local authority decisions.
To ask the Secretary of State for Health and Social Care, what steps his Department have taken to help support research into the causes of autism.
To ask the Secretary of State for Health and Social Care, what steps he is taking to ensure children with autism receive adequate support in Ashfield constituency.
To ask the Secretary of State for Education, if she will make it her policy to publish the number and proportion of responses to the consultation entitled SEND reform: putting children and young people first, published on 23 February 2026, …
To ask the Secretary of State for Education, if she will publish all (a) analysis, (b) impact assessments and (c) internal summaries of stakeholder responses used to inform decisions on SEND reform proposals.
In response to: SEND reform: putting children and young people first
In response to: SEND reform: putting children and young people first
To ask His Majesty's Government what steps they are taking to establish joint commissioning arrangements between the Department for Education and the Department for Health and Social Care to ensure that there are a sufficient number of occupational therap
To ask the Secretary of State for Education, what assessment she has made of adequacy of the Law Commission's findings regarding regional variations in support for disabled children; and what steps her Department is taking to help ensure consistent entitl
To ask the Secretary of State for Education, what steps her Department is taking to consider the recommendations in the Law Commission's 2025 report on disabled children's social care; and what assessment she has made of the potential merits of …
To ask the Secretary of State for Education, what steps her Department is taking to help ensure that disabled children have access to social care support following the Law Commission's report on social care law; and what assessment she has …
Reforms to the schools and SEND systems in England to ensure that every child can achieve and thrive.
Direction: to_committee
UIN: HCWS1514 As part of the government’s long-term reforms to strengthen the SEND system in England and improve life chances, the schools white paper Every Child Achieving and Thriving announced around £1.8 billion of funding over the next three years …
UIN: HLWS1518 My Rt Hon Friend, the Secretary of State for Education and Minister for Women and Equalities (Bridget Phillipson MP) has made the following statement:As part of the government’s long-term reforms to strengthen the SEND system in England and …
Following our evidence session in December 2025, on 23 February 2026 the Government announced the reforms intended “to transform outcomes for children with SEND and end one size fits all approach”, and published its schools white paper detailing reforms to …
Following the introduction of the Children and Families Act (CFA), local authority spending on school transport for children and young people with SEND increased by 106% in real terms over the period 2015–16 to 2023–24— from £0.85 billion to £1.76 …
The Department told us that the biggest driver of cost was SEND provision and described successful SEND reform as the single thing that would make the biggest difference. It told us that children and young people with education, health and …
Given its reliance on SEND reform to deliver significant change, we asked the Department if it had sufficient data on the current situation to enable it to evaluate the impact of the new reforms. The Department told us that it …
Contact explained that the changes in entitlement to transport after age 16 could feel like a “cliff edge” for those that would no longer receive it and that it had huge impacts on the whole family.34 The charity told us …
In written evidence, the Association of Directors of Children’s Services (ADCS) raised its concerns about the unsustainable pressure that the costs of SEND transport were placing on local authority general budgets, noting that these transport costs are not covered by …
Direction: unknown
Proposed changes to improve outcomes for children and young people with SEND, including early, fair support, with shared accountabilities across local partners.
Proposed changes to improve outcomes for children and young people with SEND, including early, fair support, with shared accountabilities across local partners.
UIN: HLWS1331 My Rt Hon. Friend the Secretary of State for Health and Social Care (Wes Streeting MP) made the following Statement:This year, the theme of Children and Young People’s Mental Health week is “This is My Place”, drawing important …
A response by the government to the House of Lords Autism Act 2009 Committee report ‘Time to deliver: The Autism Act 2009 and the new autism strategy’.
This survey has now closed.
UIN: HLWS1163 My Rt Hon Friend, the Secretary of State for Education (Bridget Phillipson) has made the following statement:A great school experience is one that is academically challenging, rich in opportunity and built on strong relationships. That requires an inclusi...
This survey has now closed.
Parents and carers must be actively and meaningfully involved in all processes that affect their child’s education, support, and overall wellbeing. This includes being fully informed and invited to participate in all relevant meetings where decisions about their child’s needs …
Children and young people with SEND, and their families, have little trust and confidence in the SEND system, often shaped by adverse experiences. Inadequate communication and engagement from the Department with parents and carers and their organisations about future reforms, …
To avoid causing undue alarm and to help rebuild confidence and trust in the system, parents and carers must be fully engaged and any reforms must be implemented gradually and in a carefully phased manner. New approaches should first be …
Best Start Family Hubs and the expansion of childcare provision present a valuable opportunity to engage with families earlier and identify SEND needs at the earliest possible stage. We welcome the announcement that every Best Start Family Hub will have …
We welcome the Department’s focus on inclusive education; however, we are concerned about the absence of a Departmental definition of this and the subsequent lack of clarity about what ‘inclusive mainstream’ education looks like and means in practice for educators, …
The Department must urgently assess the funding required to implement meaningful reforms to SEND provision. There must be a clear plan for how the Department will work towards this level of investment in the short and medium term, which aligns …
The SEND system is not delivering for children and young people or their families, with poor experiences and outcomes becoming the norm in many places across England. Rising need coupled with limited school resourcing, stretched local authority budgets and a …
It is essential that the Department addresses these challenges if it is going to succeed in making mainstream education inclusive and fixing the broken SEND system. The Department must involve stakeholders in reforms and begin to consult with parent-led organisations …
The current inconsistency in SEN support and ordinarily available provision across England is unacceptable and results in deeply inequitable experiences for children and young people with SEND. The lack of consistent good practice in SEN support, driven by insufficiently clear …
Current levels of EHC plans are unsustainable; however, the solution to this cannot be to remove the statutory entitlements from a system which lacks accountability in many other areas and in which parents already have so little trust and confidence. …
Support should be provided as soon as a need is identified, rather than only once an EHC plan is in place. This would bring England in line with good practice found internationally, for example in in Ontario, Canada, where entitlement …
Parents and carers of children and young people with SEND often feel excluded from the processes that affect their children’s education and support. However, meaningful and collaborative parental involvement is essential to the success of the SEND system. When parents …
Many children with SEND and their families continue to have unsatisfactory experiences when navigating the SEND system, particularly in their interactions with local authority staff. These challenges are often rooted in a failure to work empathetically in partnership with parents …
Local authority staff require improved training on child development, SEND law, parent engagement and mediation, alongside changes in practice that strengthen accountability and foster more constructive relationships with parents and carers. This should include meaningful parental involvement at eve
The DfE and DHSC should urgently develop a joint SEND workforce plan to address shortages and build capacity across education, health, and care services. This should include explicit measures to deliver a shift in the deployment of educational psychologists, speech …
We have seen and heard evidence that delivering inclusive practice in education improves long term outcomes for children and young people with SEND which has wider benefits to the economy as well as costing less to deliver than expensive specialist …
Funding must be strategically deployed to deliver the best outcomes for children and young people with SEND. This should include prioritised investment in early intervention. Timely and targeted support is essential 170 and can prevent some needs such as speech …
The current failure to embed Special Educational Needs and Disabilities (SEND) as a shared priority across government departments is not just a policy oversight, it is a profound injustice to some of the most vulnerable children in our society. It …
SEND should be identified as a priority across the health system and ongoing NHS restructuring must be used as an opportunity to strengthen the role and accountability of health services in supporting children and young people with SEND. This includes …
Bringing education and health more closely together should be supported by an evidence led approach, drawing on the role of NICE (National Institute for Health and Care Excellence) to produce new SEND guidelines and intervention pathways. (Recommendation, Paragraph 277) Type: …
Crucially, this must be backed by appropriate financial investment from the health sector to meet statutory duties, provide timely access to therapies and assessments, and contribute equitably to joint commissioning arrangements. All areas should have a robust and fully operational …
The Department of Health and Social Care must urgently appoint a dedicated national SEND lead to drive accountability and coordination across the health system. This role must be empowered and mandated to provide coherent strategic leadership on the delivery of …
The Government should place a clear statutory duty on health services, including ICBs and NHS providers, to ensure their full and accountable participation in the planning, commissioning, and delivery of SEND provision. This duty must align with the Children and …
As part of its ongoing service reform for the SEND sector, the Ministry must consider options for reforming or improving the efficiency of home-to-school transport services. Potential options include wider use of sharing transport, and capital investment to enable councils …
UIN: HLWS486 Nothing says more about the state of a nation than the wellbeing of its children. That is why the Government made a clear commitment in its manifesto to improve the mental health of young people through specialist support …
Without fully understanding why demand for support has increased, the Department’s ability to provide value for money is undermined. Over the last decade, demand for EHC plans has soared. In January 2024, there were 3 576,000 children with EHC plans, …
On the basis of a report by the Comptroller and Auditor General, we took evidence from the Department for Education (the Department), and the Department for Health and Social Care (DHSC) on support for children and young people with special …
The Department acknowledged that the SEN system is not working well enough and said it wanted to change the system.10 There has been no consistent improvement in outcomes for children and young people since Type: conclusion | Number: 8 | …
The Department described how parental confidence provided a core indicator of an effective SEN system but that, with a third of parents having children with SEN in the state system feeling their child did not get necessary support, the system …
Parents are also increasingly appealing EHC plan decisions with the proportion being taken to a tribunal, parents’ final recourse for complaints, increasing from 1.6% in 2018 to 2.5% in 2023. The number of decisions appealed increased from 6,000 in 2018 …
Direction: to_committee
The NAO’s report highlights that England’s special educational needs system is not delivering better outcomes for children and young people. Report type: value_for_money | Departments: ['Department for Education'] | Topics: ['Early years education', 'Education, training and skills', 'Further and hi
UIN: HLWS70 My Rt Hon Friend the Secretary of State for Health and Social Care (Wes Streeting MP) has made the following statement:I am writing to update the House about the Government and NHS England’s work to improve gender identity …
UIN: HCWS70 I am writing to update the House about the Government and NHS England’s work to improve gender identity services, as well as implement the recommendations of the independent review into gender identity services for children and young people …
Too many people are waiting far too long to get their autism assessment and the backlog is getting worse. It is clear that current efforts to address the waiting list backlog are inadequate and that the additional funding that has …
The Department should commission a cross-government independent review of Education, Health and Care Plans and consider fundamental reform of this system, to put SEND provision on a financially sustainable footing for local authorities whilst ensuring that all children and young …
UIN: HCWS861 I am pleased to announce that NHS England will make available sight testing to all special schools from 2024/25.We know that children with a learning disability are 28 times more likely to have a serious sight problem, and …
Direction: unknown
In response to: SEND and alternative provision improvement plan
In response to: SEND review: right support, right place, right time
UIN: HCWS595 Today, I am proud to announce publication of The Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan. This is a joint publication with my Rt Hon Friend the Secretary of State for Health and …
UIN: HLWS581 My honourable friend, the Parliamentary Under Secretary of State for Children, Families and Wellbeing (Claire Coutinho) has made the following Written Ministerial Statement:Today, I am proud to announce publication of The Special Educational Needs and Dis...
Sets out our plans to change the special educational needs and disabilities (SEND) and alternative provision system in England.
We're seeking views on our green paper about the changes we want to make to the special educational needs and disabilities (SEND) and alternative provision (AP) system in England.
Direction: unknown
We're seeking views on the deadline for a local authority issuing proposals to amend an education, health and care plan following a review.
We're seeking views on our green paper about the changes we want to make to the special educational needs and disabilities (SEND) and alternative provision (AP) system in England.
The Government’s SEND reforms must move towards a less adversarial system that places less strain on children and families. Type: conclusion | Number: 41 | Paragraph: 100 | Response status: under_consideration Government response: The Government’s SEND reforms must move towards …
Direction: unknown
Direction: unknown
We're seeking views on the deadline for a local authority issuing proposals to amend an education, health and care plan following a review.
UIN: HLWS68 My Honourable Friend the Minister of State for School Standards (MR Robin Walker) has made the following statement.This update presents the latest performance data for the National Tutoring Programme the Government has published today.On 31 March, I annou...
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Direction: unknown
Direction: unknown
We're seeking views on our green paper about the changes we want to make to the special educational needs and disabilities (SEND) and alternative provision (AP) system in England.
UIN: HLWS714 My Honourable Friend, the Parliamentary Under Secretary of State for Children and Families (Will Quince) has made the following statement.I am today announcing High Needs Provision Capital Allocations (HNPCA) amounting to over £1.4 billion of new investme...
UIN: HCWS676 Today, I am providing an update to the House on three elements of this government’s work to enable every child to fulfil their potential by ensuring that they receive the right support, in the right place, at the …
While we wait for the much-delayed SEND review, the support system continues to fail many children and remains financially unsustainable. In May 2020, we reported that many children with SEND were being failed by the support system and recommended that …
In May 2020, we reported on the support in place for children with special educational needs and disabilities (SEND). We concluded that many children with SEND were being failed by the support system and recommended that the Department should, as …
The Department acknowledged that the SEND review had been far too long delayed and said that the Secretary of State had now committed to publishing the results of the review in the first quarter of 2022, alongside the Schools White …
In our report in May 2020, we found that there were not enough state special school places in some parts of the country, meaning that local authorities had to cover the high cost of places in independent schools and spend …
In September 2019, the Department announced a review of the support system for children with special educational needs and disabilities (SEND). The review aimed to improve services for families who needed support, equip staff to respond effectively to children’s additional …
In July 2021, the Department wrote to tell us that it had decided it should take more time to ensure its reform plans could deliver the systemic change needed, noting that the COVID-19 pandemic had materially altered the context for …
The Department highlighted three key things that it was doing while it worked on the SEND review. First, it had increased high-needs funding by about £1.5 billion in two years and made available £300 million of capital funding in 2021 …
In March 2021, the Department told us that it planned to publish a Green Paper towards the end of June 2021 with its proposals for improving SEND support.36 Consulting on proposals for change will be only the first step towards …
In light of the evidence we heard on children with SEND, the Department must reconsider the potential for creating an independent, neutral role, allocated to every parent or carer with a child when a request is made for a needs …
We urge the Government to publish its SEND Review without further delay, and will look forward to scrutinising any proposals it makes. Type: recommendation | Number: 14 | Paragraph: 59 | Response status: under_consideration Government response: 21. The SEND Review …
UIN: HCWS226 Today I am announcing the publication of ‘The national strategy for autistic children, young people and adults: 2021 to 2026’. The strategy is aimed at significantly improving the lives of autistic people in England.This strategy builds on improvements …
UIN: HLWS223 My Rt Hon Friend the Secretary of State for Health and Social Care (Sajid Javid) has today made the following written ministerial statement:Today I am announcing the publication of ‘The national strategy for autistic children, young people and …
UIN: HCWS212 On 20th July, the Department for Education confirmed it will be continuing the extended powers given to the SEND Tribunal to hear appeals and make non-binding recommendations about health and social care aspects of Education, Health and Care …
UIN: HLWS210 My honourable friend the Parliamentary Under Secretary of State for Children and Families (Vicky Ford) has made the following statement.On 20th July, the Department for Education confirmed it will be continuing the extended powers given to the SEND …
We recommend that the Government analyses the speed at which autism is diagnosed especially in children and young people, and puts in place a strategy to increase early diagnosis with measurable outcomes by the end of the financial year 2021–22. …
Direction: unknown
At the time of writing, the Special Educational Needs and Disability (Coronavirus) (Amendment) Regulations 2020, which temporarily modify the time limits in relation to EHC assessment and Plans, were due to expire on 25 September. This will add further pressure …
We’re seeking views on proposals to improve the distribution of high needs funding.
We’re seeking views on proposals to improve the distribution of high needs funding.
We’re seeking views on proposals to improve the distribution of high needs funding.
Seeking views on the process for assessing, deciding and agreeing continuing care for children with complex health needs.
Seeking views on the process for assessing, deciding and agreeing continuing care for children with complex health needs.
Seeking views on the process for assessing, deciding and agreeing continuing care for children with complex health needs.
Call for evidence on distributing special educational needs and disability (SEND) funding more fairly in future.
In response to: 2010 to 2015 government policy: special educational needs and disability (SEND)
How the government is giving children and young people with SEN better access to the high-quality special education and support they need.
We are seeking views on how to produce consistent SEND data descriptors for the schools census and individualised learner record.
Call for evidence on distributing special educational needs and disability (SEND) funding more fairly in future.
We’re seeking views on the draft SEN and Disability Detained Persons Regulations 2015 and draft revised SEN and disability code of practice.
We’re seeking views on the draft SEN and Disability Detained Persons Regulations 2015 and draft revised SEN and disability code of practice.
Call for evidence on distributing special educational needs and disability (SEND) funding more fairly in future.
We’re seeking views on the draft SEN and Disability Detained Persons Regulations 2015 and draft revised SEN and disability code of practice.
We are seeking views on how to produce consistent SEND data descriptors for the schools census and individualised learner record.
We are seeking views on how to produce consistent SEND data descriptors for the schools census and individualised learner record.
A Bill to require the Secretary of State to make provision for the education and training of young people with autism and Asperger’s syndrome; to ensure that work opportunities are provided for those
Energy Bill Financial Services Bill Flood and Water Management Bill Message from the Commons 16:46:00 A message was brought from the Commons that they have agreed to the amendments made by the Lords to the Children, Schools and Families Bill …
Consideration of Lords amendments Mr. Deputy Speaker (Sir Alan Haselhurst): Lords amendments to the Children, Schools and Families Bill have been received and printed. Under the order of the House of yesterday, they may be considered forthwith, without Question put. …
Committee (and remaining stages) 21:45:00 Clause 1 : Pupil and parent guarantees Debate on whether Clause 1 should stand part of the Bill. The Parliamentary Under-Secretary of State, Department for Children, Schools and Families (Baroness Morgan of Drefelin): My Lords, …
Order of Consideration Motion 15:19:00 Moved by Baroness Morgan of Drefelin: That it be an instruction to the Committee of the Whole House to which the Children, Schools and Families Bill has been committed that they consider the Bill in …
Second Reading 18:41:00 Moved By Baroness Morgan of Drefelin: That the Bill be read a second time. The Parliamentary Under-Secretary of State, Department for Children, Schools and Families (Baroness Morgan of Drefelin): My Lords, I beg to move that the …
First Reading 19:35:00 The Bill was brought from the Commons, read a first time and ordered to be printed.
[Relevant document: The Eighth Report from the Joint Committee on Human Rights, on Legislative Scrutiny: Children, Schools and Families Bill; Other Bills, HC 369.] Consideration of Bill, as amended in the Public Bill Committee New Clause 17 Amendments of provisions …
[Relevant documents: The First Report of the Children, Schools and Families Committee, School Accountability, HC 88-I, and the Second Report of the Committee, The Review of Elective Home Education, HC 39-I.] Second Reading 16:18:00 The Secretary of State for Children, …