Education
IDC Releases Report on AI-Powered Adaptive Education Industry, Revealing Opportunities and Future Trends of AI in Education
SHANGHAI, July 2, 2025 /PRNewswire/ — In March 2025, IDC (International Data Corporation) released the report “AI-Powered Adaptive Education: Opportunities and Trends,” which provides a comprehensive analysis of the current trends, application scenarios, case studies, and industry insights in the AI education sector. The report showcases the immense potential of AI to disrupt traditional education models and empower the education industry, offering detailed references for educators, investors, and all parties interested in the development of the education sector.
Current Situation Analysis: AI in Education-Immediate Assistance and Long-Term Promotion
With the rapid development of technology, artificial intelligence is gradually permeating and profoundly changing various industries, and the education sector is no exception. The report suggests that the AI intelligence level in the education industry is steadily advancing along a six-level evolution path from Level 0 to Level 5, marking a profound transformation of the education model from a basic digital stage to a full-scenario intelligent education agent.
At the Level 0 basic digital stage, the emergence of electronic textbooks with static content storage and zero adaptive capabilities, online education resource libraries, and educational apps (for querying and browsing content) has enabled the migration of educational resources from paper to electronic media.
Entering the Level 1 response-based intelligent stage, the system is upgraded to an AI system with basic response capabilities, capable of performing keyword-based responses and standardized resource pushing. Online learning machines and question-and-answer analysis tools have become typical applications of this stage.
At the Level 2 context-aware stage and Level 3 simulated interaction stage, the level of AI intelligence has gradually been upgraded to systems with elementary cognitive abilities that can analyze learning behaviors and dynamically adjust difficulty (Level 2), and AI educational agents with human-like conversational abilities (Level 3) that can perform natural language processing, generate teaching strategies, deeply understand learning situations, and conduct multi-turn instructional conversations.
With the advent of the Level 4 educational large-model stage, the level of AI intelligence has gradually evolved to feature multi-modal teaching understanding and adaptive education. Based on a strong cognitive system of vertical large models in education, products such as comprehensive adaptive learning platforms and integrated virtual-real teaching spaces have successively entered the market.
Finally, at the Level 5 stage, represented by AI intelligent teachers, the full-scenario educational intelligent agent is the ultimate form of expression for ed-tech companies after entering the intelligent development stage of education. Level 5 full-scenario educational intelligent agents integrate the capabilities of Level 4 large models, incorporating functions such as personalized learning, emotional support, situational awareness, adaptive teaching, and MCM (Mode of Thinking, Capacity Building, and Methodology) training, enabling cross-disciplinary knowledge integration and dynamic teaching strategy generation.
In the intelligent development process of the education industry, Level 5 is equivalent to the highest level in the autonomous driving field, representing an advanced state of full autonomy and no need for human intervention. Squirrel Ai’s intelligent teacher is a typical representative case. Sullivan’s “2024 China Intelligent Learning Machine Industry White Paper” has evaluated Level 5 representatives, pointing out that Squirrel Ai’s intelligent teacher is the only application to reach Level 5. Ernst & Young’s “China Adaptive Education Industry White Paper” also lists Squirrel Ai’s intelligent teacher as a representative application that has reached a fully adaptive education level. With core drivers such as recognition and interaction, data processing and learning, and cognition and intelligent reasoning, Squirrel Ai’s intelligent teacher has successfully realized an ideal adaptive education model where all aspects from teaching preparation to teaching implementation and feedback are independently handled by AI, truly achieving a state where no human teachers are needed for additional intervention, covering various scenarios such as classroom teaching, home tutoring, and social practice.
Under this growth rate, the core impact of AI-powered education is also becoming increasingly apparent. It is mainly manifested in two major aspects:
On the immediate assistance level, AI can achieve performance improvement in the short term. A variety of AI products have built an intelligent tool matrix that can quickly respond to students’ personalized learning needs. With the help of intelligent devices, the real-time monitoring and feedback mechanism for students’ learning behaviors and environmental changes can effectively enhance the learning experience. At the same time, AI technology supports seamless switching and integration of various learning models online and offline, and across different terminal devices, ensuring that students can obtain the required learning resources in the most convenient way, meeting the development of personalized needs.
On the long-term promotion level, AI can achieve long-term capability improvement by changing learning habits. This mainly includes five major aspects: the transformation of learning methods, the fairness of educational resources, the popularization of adaptive education, immersive learning, and intelligent supervision.
The report points out that AI technology, as a bridge, can transport high-quality educational resources to remote and resource-poor areas, narrowing the educational gap. At the same time, adaptive education, as an important technology and application for personalized education, has its widespread popularization, which can provide students with personalized learning path planning. Combined with gamification and competitive interaction elements, it creates an immersive learning environment, stimulates learning interest, and guides students to transition from surface learning to deep understanding of knowledge and cultivation of critical thinking and innovation abilities. In addition, in Google’s “Future of Education” report, adaptive education is regarded as one of the three major technological trends and the core technology for global ed-tech companies to transform and invest in research and development since the beginning of the AI era.
With the dual support of advanced large-model technology and deep learning algorithms, AI has gradually taken on the role of an “intelligent guardian,” providing students with all-round guidance and support.
Application Scenarios: Multi-modal Interaction and Adaptive Large Models Lead the Trend
As AI technology continues to permeate the education sector, its application scenarios are also becoming increasingly rich. From in-school to out-of-school, from teaching to learning, generative AI is integrating into various aspects and scenarios of education in multiple ways.
In in-school scenarios, generative AI demonstrates broad application potential. On the one hand, it can be used to build virtual experiments and simulated environments, providing students with practical operation opportunities; on the other hand, it can assist teachers in optimizing teaching design, improving teaching effects, and at the same time, playing a positive role in scientific research assistance.
In out-of-school scenarios, generative AI can provide 24-hour online tutoring, accelerate language skill improvement, customize personalized learning paths, and provide emotional companionship. For example, the “Intelligent Learning Companion” function launched by Onion Academy, by creating a virtual character named “Nuannuan,” interacts with students through audio and video courses, helping them deal with emotional problems during the learning process. Facing the challenges of students’ self-management and emotional adjustment, Squirrel Ai’s intelligent teacher has a built-in “intelligent mentor” in the system, which can accurately identify students’ emotional states, conduct emotional exchanges, and, when necessary, refer them to professional psychological counselors, forming a closed-loop emotional support system and creating a learning environment with “technical efficiency + humanistic warmth.”
In scenarios that take into account both in-school and out-of-school contexts, generative AI plays a key role in intelligent homework grading and feedback, education management and decision support, and intelligent adaptive learning content generation.
The report, taking Squirrel Ai Intelligent Teacher as an example, points out that it relies on a self-developed full-subject multi-modal adaptive education large model to accurately locate students’ knowledge gaps, customize personalized learning plans, and thus effectively improve performance. In the homework grading and feedback process, it captures homework information in all aspects, integrates and deeply analyzes multi-modal data such as text and graphics, achieving a grading accuracy rate of over 90%, significantly reducing the teacher’s workload. At the same time, with the help of draft paper content intelligent analysis technology, it accurately locates the cause of students’ errors and provides students with targeted guidance in problem understanding and logical reasoning.
Case Studies: Vertical Domains and Independent R&D Build Brand Differentiation
The report, through in-depth research on domestic and foreign artificial intelligence education brands, has selected five major AI-powered education best practice cases.
DreamBox Learning focuses on the fields of mathematics (K-8) and reading (K-12), and with the help of AI technology, it deeply analyzes students’ learning styles, pace, and understanding levels to tailor personalized course content for them. Through the clever integration of game elements, such as challenges, rewards, and achievement mechanisms, it significantly improves students’ learning engagement and successfully creates an immersive learning experience.
Squirrel Ai Intelligent Teacher, as a representative of the Level 5 full-scenario educational intelligent agent, is the first unicorn technology innovation enterprise in China to introduce adaptive learning technology into the education field, focusing on the K-12 education field. Its self-developed world’s first full-subject multi-modal adaptive education large model LAM (Large Adaptive Model), with a “data layer – model layer – application layer” technical architecture, has created an AI intelligent teacher with “eyes, ears, a mouth, and wisdom.” It can not only accurately locate students’ knowledge gaps and provide personalized learning paths but also interact with students, solving the “one-size-fits-all” pain point of traditional education.
Khanmigo is built on OpenAI’s large language model (LLM) and uses ChatGPT & GPT-4 as its training model, providing a strong foundation in language processing and the ability to respond to various different human inputs. In addition, Khanmigo comprehensively covers various subject areas from elementary school to university, providing students with a personalized and adaptive learning experience, guiding them to think independently. It can also empower educators by guiding them to create lesson plans through dialogue, effectively improving lesson preparation efficiency and teaching quality.
TAL Education Group’s business layout is extensive, covering quality education, adult education, smart books, smart hardware, and many other fields. Based on the different growth characteristics of children and adolescents, it has carefully developed a scientific cultivation system suitable for ages 3-18. In the field of mathematics, with problem-solving and explanation algorithms as its core technology, it has independently developed the Jiuzhang Large Model, injecting innovative power into mathematics education.
iFlytek deeply integrates artificial intelligence and big data technology to create a product and service system that covers all scenarios of school teaching, teacher development, smart exams, quality education, and independent learning. Its launched world’s first cognitive large model AI learning machine has 8 core large model functional features, closely meeting the needs of primary, junior high, and senior high school students and parents, comprehensively covering key learning links such as preview, review, test preparation, and homework tutoring, and providing students with all-round learning support.
Industry Insights: AI Reshapes the Education Paradigm, the Ability to Evolve Teaching is Key
Through an in-depth analysis of the current situation of AI education applications and practical cases, it is not difficult to find that AI technology is reshaping the education industry landscape. Against this backdrop, understanding and mastering the future development trends of the industry is crucial.
For educational institutions intending to enter the AI education track, they need to focus on product algorithm optimization and personalized learning capability improvement. They should deeply examine the accuracy and effectiveness of the intelligent evaluation system and adaptive teaching functions, and strengthen the real-time feedback and dynamic teaching content adjustment mechanism to adapt to the high-standard requirements of the education market for intelligent education products and services.
For investors, when considering investment projects, they should comprehensively analyze the stability of the enterprise’s technical barriers, the accuracy of its market positioning, the feasibility of its business model, the comprehensive strength of its team, and the adaptability of its policy environment. They should prioritize enterprises with independent intellectual property rights, outstanding technical advantages, and strong sustainable innovation capabilities to ensure investment returns and the sustainable development of the industry.
Education
Labour must keep EHCPs in Send system, says education committee chair | Special educational needs
Downing Street should commit to education, health and care plans (EHCPs) to keep the trust of families who have children with special educational needs, the Labour MP who chairs the education select committee has said.
A letter to the Guardian on Monday, signed by dozens of special needs and disability charities and campaigners, warned against government changes to the Send system that would restrict or abolish EHCPs. More than 600,000 children and young people rely on EHCPs for individual support in England.
Helen Hayes, who chairs the cross-party Commons education select committee, said mistrust among many families with Send children was so apparent that ministers should commit to keeping EHCPs.
“I think at this stage that would be the right thing to do,” she told BBC Radio 4’s Today programme. “We have been looking, as the education select committee, at the Send system for the last several months. We have heard extensive evidence from parents, from organisations that represent parents, from professionals and from others who are deeply involved in the system, which is failing so many children and families at the moment.
“One of the consequences of that failure is that parents really have so little trust and confidence in the Send system at the moment. And the government should take that very seriously as it charts a way forward for reform.
“It must be undertaking reform and setting out new proposals in a way that helps to build the trust and confidence of parents and which doesn’t make parents feel even more fearful than they do already about their children’s future.”
She added: “At the moment, we have a system where all of the accountability is loaded on to the statutory part of the process, the EHCP system, and I think it is understandable that many parents would feel very, very fearful when the government won’t confirm absolutely that EHCPs and all of the accountabilities that surround them will remain in place.”
The letter published in the Guardian is evidence of growing public concern, despite reassurances from the education secretary, Bridget Phillipson, that no decisions have yet been taken about the fate of EHCPs.
Labour MPs who spoke to the Guardian are worried ministers are unable to explain key details of the special educational needs shake-up being considered in the schools white paper to be published in October.
Stephen Morgan, a junior education minister, reiterated Phillipson’s refusal to say whether the white paper would include plans to change or abolish EHCPs, telling Sky News he could not “get into the mechanics” of the changes for now.
However, he said change was needed: “We inherited a Send system which was broken. The previous government described it as lose, lose, lose, and I want to make sure that children get the right support where they need it, across the country.”
Hayes reiterated this wider point, saying: “It is absolutely clear to us on the select committee that we have a system which is broken. It is failing families, and the government will be wanting to look at how that system can be made to work better.
“But I think they have to take this issue of the lack of trust and confidence, the fear that parents have, and the impact that it has on the daily lives of families. This is an everyday lived reality if you are battling a system that is failing your child, and the EHCPs provide statutory certainty for some parents. It isn’t a perfect system … but it does provide important statutory protection and accountability.”
Education
The Trump administration pushed out a university president – its latest bid to close the American mind | Robert Reich
Under pressure from the Trump administration, the University of Virginia’s president of nearly seven years, James Ryan, stepped down on Friday, declaring that while he was committed to the university and inclined to fight, he could not in good conscience push back just to save his job.
The Department of Justice demanded that Ryan resign in order to resolve an investigation into whether UVA had sufficiently complied with Donald Trump’s orders banning diversity, equity and inclusion.
UVA dissolved its DEI office in March, though Trump’s lackeys claim the university didn’t go far enough in rooting out DEI.
This is the first time the Trump regime has pushed for the resignation of a university official. It’s unlikely to be the last.
On Monday, the Trump regime said Harvard University had violated federal civil rights law over the treatment of Jewish students on campus.
On Tuesday, the regime released $175m in previously frozen federal funding to the University of Pennsylvania, after the school agreed to bar transgender athletes from women’s teams and delete the swimmer Lia Thomas’s records.
Let’s be clear: DEI, antisemitism, and transgender athletes are not the real reasons for these attacks on higher education. They’re excuses to give the Trump regime power over America’s colleges and universities.
Why do Trump and his lackeys want this power?
They’re following Hungarian president Viktor Orbán’s playbook for creating an “illiberal democracy” – an authoritarian state masquerading as a democracy. The playbook goes like this:
First, take over military and intelligence operations by purging career officers and substituting ones personally loyal to you. Check.
Next, intimidate legislators by warning that if they don’t bend to your wishes, you’ll run loyalists against them. (Make sure they also worry about what your violent supporters could do to them and their families.) Check.
Next, subdue the courts by ignoring or threatening to ignore court rulings you disagree with. Check in process.
Then focus on independent sources of information. Sue media that publish critical stories and block their access to news conferences and interviews. Check.
Then go after the universities.
Crapping on higher education is also good politics, as demonstrated by the congresswoman Elise Stefanik (Harvard 2006) who browbeat the presidents of Harvard, University of Pennsylvania and MIT over their responses to student protests against Israel’s bombardment of Gaza, leading to several of them being fired.
It’s good politics, because many of the 60% of adult Americans who lack college degrees are stuck in lousy jobs. Many resent the college-educated, who lord it over them economically and culturally.
But behind this cultural populism lies a deeper anti-intellectual, anti-Enlightenment ideology closer to fascism than authoritarianism.
JD Vance (Yale Law 2013) has called university professors “the enemy” and suggested using Orbán’s method for ending “leftwing domination” of universities. Vance laid it all out on CBS’s Face the Nation on 19 May 2024:
Universities are controlled by leftwing foundations. They’re not controlled by the American taxpayer and yet the American taxpayer is sending hundreds of billions of dollars to these universities every single year.
I’m not endorsing every single thing that Viktor Orbán has ever done [but] I do think that he’s made some smart decisions there that we could learn from.
His way has to be the model for us: not to eliminate universities, but to give them a choice between survival or taking a much less biased approach to teaching. [The government should be] aggressively reforming institutions … in a way to where they’re much more open to conservative ideas.”
Yet what, exactly, constitutes a “conservative idea?” That dictatorship is preferable to democracy? That white Christian nationalism is better than tolerance and openness? That social Darwinism is superior to human decency?
The claim that higher education must be more open to such “conservative ideas” is dangerous drivel.
So what’s the real, underlying reason for the Trump regime’s attack on education?
Not incidentally, that attack extends to grade school. Trump’s education department announced on Tuesday it’s withholding $6.8bn in funding for schools, and Trump has promised to dismantle the department.
Why? Because the greatest obstacle to dictatorship is an educated populace. Ignorance is the handmaiden of tyranny.
That’s why enslavers prohibited enslaved people from learning to read. Fascists burn books. Tyrants close universities.
In their quest to destroy democracy, Trump, Vance and their cronies are intent on shutting the American mind.
-
Robert Reich, a former US secretary of labor, is a professor of public policy emeritus at the University of California, Berkeley. He is a Guardian US columnist. His newsletter is at robertreich.substack.com
Education
Minister won’t rule out support cuts for children with EHCPs amid Send overhaul – UK politics live – UK politics live | Politics
Minister won’t rule out support cuts for children with EHCPs amid Send overhaul
Good morning. Less than a week after the government had to abandon the main pillar of its welfare reform plans 90 minutes before a vote it was otherwise likely to lose, the government is now facing another revolt over plans to scale back support available to disabled people. But this row affects children, not adults – specifically pupils with special educational needs who have education, health and care plans (EHCPs) that guarantee them extra help in schools.
As Richard Adams and Kiran Stacey report, although the plans have not been announced yet, campaigners are alarmed by reports that access to EHCPs is set to be restricted.
The Times has splashed on the same issue.
The Times quotes an unnamed senior Labour MP saying: “If they thought taking money away from disabled adults was bad, watch what happens when they try the same with disabled kids.”
Stephen Morgan, the early education minister, was giving interviews this morning. He was supposed to be talking about the government’s Giving Every Child the Best Start in Life strategy being announced today, but instead he mostly took questions on EHCPs.
On Times Radio, asked if he could guarantee that every child who currently has an EHCP would continue to keep the same provisions, Morgan would not confirm that. Instead he replied:
We absolutely want to make sure that we deliver better support for vulnerable children and their parents and we’re committed to absolutely getting that right. So it’s a real priority for us.
When it was put to him that he was not saying yes, he replied:
Well of course we want to make sure that every child gets the support that they need. That’s why we’re doing the wider reform and we’re publishing the white paper later this year.
Here is the agenda for the day.
Morning: Nigel Farage attends a meeting of Kent county council where his party, Reform UK, is in power.
11.30am: Downing Street holds a lobby briefing.
11.30am: Keir Starmer and other leaders attend a memorial service at St Paul’s Cathedral in London to commemorate the 20th anniversary of the 7/7 attacks.
2.30pm: Yvette Cooper, the home secretary, takes questions in the Commons.
If you want to contact me, please post a message below the line when comments are open (normally between 10am and 3pm at the moment), or message me on social media. I can’t read all the messages BTL, but if you put “Andrew” in a message aimed at me, I am more likely to see it because I search for posts containing that word.
If you want to flag something up urgently, it is best to use social media. You can reach me on Bluesky at @andrewsparrowgdn.bsky.social. The Guardian has given up posting from its official accounts on X, but individual Guardian journalists are there, I still have my account, and if you message me there at @AndrewSparrow, I will see it and respond if necessary.
I find it very helpful when readers point out mistakes, even minor typos. No error is too small to correct. And I find your questions very interesting too. I can’t promise to reply to them all, but I will try to reply to as many as I can, either BTL or sometimes in the blog.
Key events
Unison and Usdaw join other unions in urging Labour to consider introducing wealth tax
As Peter Walker reports, Neil Kinnock, the former Labour leader, said the government should consider a wealth tax, in an interview with Sky News.
Today the Daily Telegraph has splashed on the proposal.
In their story, Ben Riley-Smith, Dominic Penna and Hannah Boland quote five trade unions also supporting a wealth tax.
Some of them them are leftwing unions long associated with calls for wealth taxes. Unite told the paper it had “led the campaign for a wealth tax inside and outside the Labour party”. Steve Wright, general secretary of the FBU, told the paper that “introducing a wealth tax to fund public services, a generous welfare state, and workers’ pay must be a priority in the second year of a Labour government. And Matt Wrack, the former FBU general secretary who is now acting general secretary of Nasuwt, called for an “immediate introduction of a wealth tax”, which he said had “very significant public support”.
But two unions seen as less militant and more aligned with the Labour leadership (which is wary of ‘tax the rich’ rhetoric) have backed the idea. Christina McAnea, general secretary of Unison, told the Telegraph: “A wealth tax would be a much fairer way of raising revenue to invest in public services and grow the economy.”
And Paddy Lillis, the general secretary of Usdaw, said: “We know wealth in this country is with a small number of people. [A wealth tax] is one way of raising money quickly.”
Government plans to overhaul Send provision will be about ‘strengthening’ the system, minister says
Stephen Morgan, the early education minister, told LBC that the government proposals to overhaul special educational needs and disabilities (Send) provision would be about “strengthening” the system.
Asked if he could say parents of children with Send had nothing to fear from the plans, which are due to be announced in the autumn, Morgan replied:
Absolutely. What we want to do is make sure we’ve got a better system in place as a result of the reform that we’re doing that improves outcomes for children with additional needs.
But, asked if the plans would involve scrapping ECHPs, Morgan replied:
We’re looking at all things in the round. I’m not going to get into the mechanics today, but this is about strengthening support for the system.
Here is the letter to the Guardian, signed by dozens of special needs and disability charities and campaigners, that is covered in our splash story about opposition to proposals to restrict access to education, health and care plans (EHCPs). (See 9.34am.)
Here is John Harris’s column on the topic.
And here is an extract.
Since Labour won the election, rising noise has been coming from Whitehall and beyond about drastically restricting the legal rights to dedicated provision that underpin the education of hundreds of thousands of children and young people. Those rights are enforced by the official Send tribunal, and embodied in education, health and care plans (EHCPs), which set out children’s needs and the provision they entail in a legally binding document. Contrary to what you read in certain news outlets, they are not any kind of “golden ticket”: parents and carers used to unreturned phone calls and long waits still frequently have to fight their local councils for the help their plans set out. But – and as a special needs parent, I speak from experience – they usually allow stressed-out families to just about sleep at night.
For about 40 years, such rights have been a cornerstone of the Send system. But their future is now uncertain: councils, in particular, are frantically lobbying ministers to get parents and their pesky rights out of the way. Late last year, a government source quoted in the Financial Times held out the prospect of “thousands fewer pupils” having access to rights-based provision. Despite the fact that EHCPs are most sorely needed in mainstream schools, a senior adviser to the Department for Education recently said that a consideration of whether EHCPs should no longer apply to children in exactly those settings is “the conversation we’re in the middle of”. There are whispers about families who currently have EHCPs being allowed to keep them, while in the future, kids with similar needs would be waved away, something that threatens a stereotypical two-tier model, another element with worrying echoes of the benefits disaster.
Consumer confidence rising, survey suggests
The majority of UK households are feeling financially secure, with 70% of people confident enough to plan a summer holiday, according to a survey. PA Media reports:
The number of people feeling financially secure has risen this quarter by three percentage points to 58%, while confidence that the UK economy is improving has risen to 17% from one in 10 three months ago, the KPMG Consumer Pulse poll found.
The survey of 3,000 UK adults, taken in early June, found 50% feel able to spend freely, although 14% say they are still having to actively cut their discretionary spending to pay for essentials, and 3% of are incurring debt to do so …
Despite the quarterly improvement in economic confidence, half of people (51%) feel that the economy is still worsening – although this is down from 58% in the previous quarter.
Those saying that the economy is getting worse cite the cost of their groceries (79%), utilities (74%), and the general state of public services where they live (42%).
Linda Ellett, head of consumer, retail and leisure at KPMG UK, said: “Consumer confidence has rallied over the last quarter and only a fifth of consumers now feel insecure about their financial circumstance. Businesses will be hoping that this improvement brings about increased spending confidence during the summer months.
“But macroeconomic confidence still looms large, with half of consumers still to be convinced that the economy isn’t worsening.”
Minister won’t rule out support cuts for children with EHCPs amid Send overhaul
Good morning. Less than a week after the government had to abandon the main pillar of its welfare reform plans 90 minutes before a vote it was otherwise likely to lose, the government is now facing another revolt over plans to scale back support available to disabled people. But this row affects children, not adults – specifically pupils with special educational needs who have education, health and care plans (EHCPs) that guarantee them extra help in schools.
As Richard Adams and Kiran Stacey report, although the plans have not been announced yet, campaigners are alarmed by reports that access to EHCPs is set to be restricted.
The Times has splashed on the same issue.
The Times quotes an unnamed senior Labour MP saying: “If they thought taking money away from disabled adults was bad, watch what happens when they try the same with disabled kids.”
Stephen Morgan, the early education minister, was giving interviews this morning. He was supposed to be talking about the government’s Giving Every Child the Best Start in Life strategy being announced today, but instead he mostly took questions on EHCPs.
On Times Radio, asked if he could guarantee that every child who currently has an EHCP would continue to keep the same provisions, Morgan would not confirm that. Instead he replied:
We absolutely want to make sure that we deliver better support for vulnerable children and their parents and we’re committed to absolutely getting that right. So it’s a real priority for us.
When it was put to him that he was not saying yes, he replied:
Well of course we want to make sure that every child gets the support that they need. That’s why we’re doing the wider reform and we’re publishing the white paper later this year.
Here is the agenda for the day.
Morning: Nigel Farage attends a meeting of Kent county council where his party, Reform UK, is in power.
11.30am: Downing Street holds a lobby briefing.
11.30am: Keir Starmer and other leaders attend a memorial service at St Paul’s Cathedral in London to commemorate the 20th anniversary of the 7/7 attacks.
2.30pm: Yvette Cooper, the home secretary, takes questions in the Commons.
If you want to contact me, please post a message below the line when comments are open (normally between 10am and 3pm at the moment), or message me on social media. I can’t read all the messages BTL, but if you put “Andrew” in a message aimed at me, I am more likely to see it because I search for posts containing that word.
If you want to flag something up urgently, it is best to use social media. You can reach me on Bluesky at @andrewsparrowgdn.bsky.social. The Guardian has given up posting from its official accounts on X, but individual Guardian journalists are there, I still have my account, and if you message me there at @AndrewSparrow, I will see it and respond if necessary.
I find it very helpful when readers point out mistakes, even minor typos. No error is too small to correct. And I find your questions very interesting too. I can’t promise to reply to them all, but I will try to reply to as many as I can, either BTL or sometimes in the blog.
-
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