Georgia Gould MP: speeches

Speeches

• 14 Sept 2026 · SEND Specialists: Schools · Hansard source

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  I hear the same stories from families about long waits. The new system that we are proposing is all about identifying needs as early as possible. Through the national inclusion standards, which the independent panel is working on, new tools will be developed to support schools to identify needs early, and then work will be done with the Experts at Hand service to put in place interventions to support those young people.

• 14 Sept 2026 · SEND Training: Autism · Hansard source

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  I can confirm that I am working closely with the independent prevalence review. On PDA especially, I have heard similar things from many parents. We have a national independent panel—they are in Parliament this afternoon, and there are sessions for all parliamentarians, so I encourage Members to come along and talk to them directly. We have asked them to look at PDA because there is not a strong evidence base, which has been asked for. As well as the teacher training, which is a huge priority, these new experts—educational psychologists, occupational therapists—will provide support for teachers in classrooms.

• 9 Sept 2026 · Pica Eating Disorder: SEND · Hansard source

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  It is a pleasure to serve under your chairship, Mr Betts. I thank my hon. Friend the Member for Dagenham and Rainham (Margaret Mullane) for bringing this deeply important discussion to Westminster Hall. The story she told shows her effectiveness as a local MP. I know that she has listened to parents, professionals and school leaders at a number of different events in her local community. Bringing their voices directly to us is much appreciated. I am grateful to the parents and professionals in the Public Gallery for making the time to be here today and for their leadership in campaigning on this issue. I would be keen to sit down with the hon. Member for South Devon (Caroline Voaden), my hon. Friend the Member for Dagenham and Rainham and campaigners to discuss it in more detail. We have heard powerfully the profound impact that pica can have and the huge stress it can bring to parents who are desperately monitoring their child’s circumstances and safety. As I have been going around the country talking to parents and visiting schools, I have seen schools with brilliant and extraordinary provision, and young people with pica who are really thriving. I have also spoken to parents who present stories similar to those we have heard today and who feel that support is not in place, leaving them in fear. Sometimes they have had to give up work to support their children. The tragic cases we have heard today show how important this issue is: it goes to the heart of the relationship between special educational needs and health. All Members, I think, mentioned the importance of us working in partnership and having clarity on the role of teachers in supporting and safeguarding pupils, and the role of health professionals in diagnosing and giving advice and guidance. My hon. Friend the Member for Doncaster East and the Isle of Axholme (Lee Pitcher) talked about the importance of that guidance and of roles and responsibilities of health and schools. Earlier this year, we consulted on revised statutory guidance on supporting children and young people with medical conditions. That reflects our commitment to ensuring that every child or young person can participate effectively in education, notwithstanding their medical conditions. Schools, colleges and early years settings should understand the risks that a medical condition poses and manage them proactively. That includes ensuring that staff understand the relevant medical conditions and their impact and can recognise and respond to an emergency. We had a really positive response to the consultation and are still working through the responses. We had a lot of detailed feedback, including on specific medical conditions. The draft guidance did not make reference to pica. Given the conversations we have had, the responses to the consultation and today’s discussion, I can confirm that we will rectify that when we finally publish the guidance, to provide clear information and guidance around pica for schools. As part of the SEND reforms, we are looking at developing national inclusion standards that will provide a baseline of ordinarily available provision that we expect of all schools. We have an expert panel working on those standards and on specialist provision packages, which will determine the support needed in an area for a range of different special educational needs and disabilities. Currently, our independent panel, which sits across health and education, is leading that work. I commit today to ask the panel to take a specific look at the issues that my hon. Friend the Member for Dagenham and Rainham raised in relation to pica, specifically those that relate to research and identifying gaps in support. More broadly, a number of questions were asked about the SEND reforms, including about how we will support early intervention and ensure that the right training is in place and that we have the right professionals in schools. As part of the SEND reforms, we are investing £4 billion in early intervention. That includes £1.6 billion going directly into mainstream schools, and all schools are being asked to develop inclusion strategies. We are putting £1.8 billion into an experts at hand service, which includes occupational therapists, educational psychologists and specialist teachers. I had a brief conversation, just outside this Chamber, with an occupational therapist who specialises in pica. We talked about their critical role, and it is important to reflect on that as part of the experts at hand service. We are also developing a new package of teacher training, into which we are putting £200 million. The purpose of that training is to support all schools to be inclusive, including by identifying needs and adapting classroom practice to support children. It will not be detailed training on specific conditions, but it will include how to provide wider support and adaptions for pupils. We should also give teachers the tools and strategies to find the relevant information about specific issues as they occur in the classroom. We are currently working with parents, disabled children’s organisations and teaching organisations to develop that training, and I welcome Members’ thoughts about the process. Many Members mentioned the importance of engaging with parents. One of the components of the training will be ensuring that teachers are listening to the voices of parents and having strong relationships with them, so that schools can pick up on what is happening at home and put that into their plans.