Department for Education

The Department for Education is responsible for children’s services and education, including early years, schools, higher and further education policy, apprenticeships and wider skills in England.



Secretary of State

 Portrait

Bridget Phillipson
Secretary of State for Education

Shadow Ministers / Spokeperson
Liberal Democrat
Lord Storey (LD - Life peer)
Liberal Democrat Lords Spokesperson (Education)
Munira Wilson (LD - Twickenham)
Liberal Democrat Spokesperson (Education, Children and Families)

Conservative
Laura Trott (Con - Sevenoaks)
Shadow Secretary of State for Education
Junior Shadow Ministers / Deputy Spokesperson
Conservative
Baroness Barran (Con - Life peer)
Shadow Minister (Education)
Neil O'Brien (Con - Harborough, Oadby and Wigston)
Shadow Minister (Education)
Ministers of State
Catherine McKinnell (Lab - Newcastle upon Tyne North)
Minister of State (Education)
Baroness Smith of Malvern (Lab - Life peer)
Minister of State (Education)
Parliamentary Under-Secretaries of State
Stephen Morgan (Lab - Portsmouth South)
Parliamentary Under-Secretary (Department for Education)
Janet Daby (Lab - Lewisham East)
Parliamentary Under-Secretary (Department for Education)
Seema Malhotra (LAB - Feltham and Heston)
Parliamentary Under-Secretary of State (Department for Education) (Equalities)
There are no upcoming events identified
Debates
Tuesday 8th July 2025
Select Committee Docs
Tuesday 8th July 2025
10:07
Select Committee Inquiry
Thursday 12th June 2025
Higher Education and Funding: Threat of Insolvency and International Student

The UK’s higher education sector is in trouble. Dozens of universities are making redundancies and cuts to courses, trying to …

Written Answers
Wednesday 9th July 2025
Young People: Mobile Phones
To ask the Secretary of State for Education, what assessment she has made of the potential impact of her Department's …
Secondary Legislation
Wednesday 11th June 2025
Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Act 2025 (Consequential Amendments) Regulations 2025
These Regulations make amendments to secondary legislation in consequence of the coming into force of the Institute for Apprenticeships and …
Bills
Tuesday 17th December 2024
Children’s Wellbeing and Schools Bill 2024-26
A Bill to make provision about the safeguarding and welfare of children; about support for children in care or leaving …
Dept. Publications
Wednesday 9th July 2025
11:56

Department for Education Commons Appearances

Oral Answers to Questions is a regularly scheduled appearance where the Secretary of State and junior minister will answer at the Dispatch Box questions from backbench MPs

Other Commons Chamber appearances can be:
  • Urgent Questions where the Speaker has selected a question to which a Minister must reply that day
  • Adjornment Debates a 30 minute debate attended by a Minister that concludes the day in Parliament.
  • Oral Statements informing the Commons of a significant development, where backbench MP's can then question the Minister making the statement.

Westminster Hall debates are performed in response to backbench MPs or e-petitions asking for a Minister to address a detailed issue

Written Statements are made when a current event is not sufficiently significant to require an Oral Statement, but the House is required to be informed.

Most Recent Commons Appearances by Category
View All Department for Education Commons Contibutions

Bills currently before Parliament

Department for Education does not have Bills currently before Parliament


Acts of Parliament created in the 2024 Parliament

Introduced: 9th October 2024

A bill to transfer the functions of the Institute for Apprenticeships and Technical Education, and its property, rights and liabilities, to the Secretary of State; to abolish the Institute; and to make amendments relating to the transferred functions.

This Bill received Royal Assent on 15th May 2025 and was enacted into law.

Department for Education - Secondary Legislation

These Regulations make amendments to secondary legislation in consequence of the coming into force of the Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Act 2025 (c. 14). That Act abolishes the Institute for Apprenticeships and Technical Education (“the Institute”) and transfers its functions to the Secretary of State.
These Regulations amend the School Travel (Pupils with Dual Registration) (England) Regulations 2007 (S.I. 2007/1367) (the “2007 Regulations”). The 2007 Regulations modify section 508B(1) and (2) of, and paragraph 3(1) and (2) of Schedule 35C to, the Education Act 1996 in relation to the duties placed on local authorities in England to arrange free home to school travel for children who are registered at more than one school.
View All Department for Education Secondary Legislation

Petitions

e-Petitions are administered by Parliament and allow members of the public to express support for a particular issue.

If an e-petition reaches 10,000 signatures the Government will issue a written response.

If an e-petition reaches 100,000 signatures the petition becomes eligible for a Parliamentary debate (usually Monday 4.30pm in Westminster Hall).

Trending Petitions
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(4,649 in the last 7 days)
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2,741 Signatures
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731 Signatures
(673 in the last 7 days)
Department for Education has not participated in any petition debates
View All Department for Education Petitions

Departmental Select Committee

Education Committee

Commons Select Committees are a formally established cross-party group of backbench MPs tasked with holding a Government department to account.

At any time there will be number of ongoing investigations into the work of the Department, or issues which fall within the oversight of the Department. Witnesses can be summoned from within the Government and outside to assist in these inquiries.

Select Committee findings are reported to the Commons, printed, and published on the Parliament website. The government then usually has 60 days to reply to the committee's recommendations.


11 Members of the Education Committee
Helen Hayes Portrait
Helen Hayes (Labour - Dulwich and West Norwood)
Education Committee Member since 11th September 2024
Marie Tidball Portrait
Marie Tidball (Labour - Penistone and Stocksbridge)
Education Committee Member since 21st October 2024
Mark Sewards Portrait
Mark Sewards (Labour - Leeds South West and Morley)
Education Committee Member since 21st October 2024
Darren Paffey Portrait
Darren Paffey (Labour - Southampton Itchen)
Education Committee Member since 21st October 2024
Amanda Martin Portrait
Amanda Martin (Labour - Portsmouth North)
Education Committee Member since 21st October 2024
Caroline Johnson Portrait
Caroline Johnson (Conservative - Sleaford and North Hykeham)
Education Committee Member since 21st October 2024
Sureena Brackenridge Portrait
Sureena Brackenridge (Labour - Wolverhampton North East)
Education Committee Member since 21st October 2024
Jess Asato Portrait
Jess Asato (Labour - Lowestoft)
Education Committee Member since 21st October 2024
Caroline Voaden Portrait
Caroline Voaden (Liberal Democrat - South Devon)
Education Committee Member since 28th October 2024
Manuela Perteghella Portrait
Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Education Committee Member since 28th October 2024
James Cleverly Portrait
James Cleverly (Conservative - Braintree)
Education Committee Member since 30th June 2025
Education Committee: Upcoming Events
Education Committee - Private Meeting
15 Jul 2025, 9:15 a.m.
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Education Committee - Private Meeting
22 Jul 2025, 9:30 a.m.
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Education Committee: Previous Inquiries
The impact of COVID-19 on education and children’s services Support for Home Education Behaviour and discipline in schools Careers Guidance for Young People The role of School Governing Bodies School sports following London 2012 School Partnerships and Cooperation School Direct Recruitment 2013-14 Great teachers-follow up The role and performance of Ofsted Services for young people Participation in education and training for 16-19 year olds English Baccalaureate Residential children's homes Underachievement in Education by White Working Class Children School Places Ofsted Annual Report in Education 2012-13 Child Well-Being in England 16 Plus Care Options Academies and free schools Children First follow-up PSHE and SRE in schools Fairer Schools Funding 2015-16 one-off Exams for 15-19 year olds in England - follow up Foundation Years: Sure Start children’s centres – Government response Department for Education Annual Report 2012-13 Extremism in Birmingham Schools Careers guidance for young people: follow-up Apprenticeships and traineeships for 16 to 19 year olds Pre-appointment hearing: Children's Commissioner Ofsted Schools and Further Education and Skills Annual Report 2013-14 Evidence check: National College for Teaching and Leadership inquiry Sure Start children’s centres: Follow up Evidence check: Starting school inquiry The work of the Committee in the 2010-15 Parliament Priority Schools Building Programme inquiry The work of Ofsted inquiry The role of Regional Schools Commissioners inquiry Responsibilities of the Secretary of State for Education The work of Ofqual Purpose and quality of education in England inquiry Supply of teachers inquiry Holocaust education inquiry Mental health and wellbeing of looked after children inquiry The Children's Commissioner for England Education in the north inquiry Fourth Industrial Revolution Life chances inquiry Special educational needs and disabilities inquiry School and college funding inquiry The future of the Social Mobility Commission inquiry Nursing apprenticeships inquiry Appointment of the Chair of the Social Mobility Commission Knife crime inquiry Opportunity areas inquiry Children’s social care workforce inquiry Adult skills and lifelong learning inquiry Appointment of the Chair of the Office for Students inquiry Alternative provision inquiry Fostering inquiry Integrity of public examinations inquiry The quality of apprenticeships and skills training inquiry Accountability hearings Value for money in higher education inquiry Post-16 education area reviews inquiry School funding reform inquiry Adult skills and lifelong learning Appointment of the Ofsted Chief Inspector inquiry Fostering inquiry Primary assessment inquiry The impact of exiting the European Union on higher education inquiry Selective education inquiry Narey review of children's residential care inquiry Social Work Reform inquiry Financial management at the Department for Education Appointment of the Ofqual Chief Regulator Multi-academy trusts inquiry Left behind white pupils from disadvantaged backgrounds Home Education Support for childcare and the early years Persistent absence and support for disadvantaged pupils Teacher recruitment, training and retention Ofsted’s work with schools Screen Time: Impacts on education and wellbeing Financial Education Impact of industrial action on university students Children’s social care Boys’ attainment and engagement in education International students in English universities Reform of level 3 qualifications Solving the SEND Crisis Further Education and Skills Higher Education and Funding: Threat of Insolvency and International Student Accountability hearings Adult skills and lifelong learning Children’s social care workforce Education in the north Fourth Industrial Revolution Integrity of public examinations Knife crime Life chances Opportunity areas School and college funding Special educational needs and disabilities

50 most recent Written Questions

(View all written questions)
Written Questions can be tabled by MPs and Lords to request specific information information on the work, policy and activities of a Government Department

3rd Jul 2025
To ask the Secretary of State for Education, whether she has commissioned research on the use of mobile phones by young people outside of school.

​Mobile phones have no place in our schools.

Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that most 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.

We will continue to build a robust evidence base on the effectiveness on school mobile phone policies.

The department engages regularly with parents, teachers and pupils on a range of issues, including pupil behaviour and mobile phone use.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
3rd Jul 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of her Department's guidance on mobile phone use among young people in schools, published in February 2024, on the use of mobile phones in schools.

​Mobile phones have no place in our schools.

Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that most 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.

We will continue to build a robust evidence base on the effectiveness on school mobile phone policies.

The department engages regularly with parents, teachers and pupils on a range of issues, including pupil behaviour and mobile phone use.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
3rd Jul 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of mobile phone use on (a) student behaviour and (b) academic performance in schools.

​Mobile phones have no place in our schools.

Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that most 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.

We will continue to build a robust evidence base on the effectiveness on school mobile phone policies.

The department engages regularly with parents, teachers and pupils on a range of issues, including pupil behaviour and mobile phone use.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
3rd Jul 2025
To ask the Secretary of State for Education, what steps her Department is taking to support (a) teachers and (b) school leaders to enforce mobile phone usage policies in schools.

​Mobile phones have no place in our schools.

Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that most 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.

We will continue to build a robust evidence base on the effectiveness on school mobile phone policies.

The department engages regularly with parents, teachers and pupils on a range of issues, including pupil behaviour and mobile phone use.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
3rd Jul 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of mobile phone usage in schools on (a) levels of bullying and (b) safeguarding.

​Mobile phones have no place in our schools.

Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that most 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.

We will continue to build a robust evidence base on the effectiveness on school mobile phone policies.

The department engages regularly with parents, teachers and pupils on a range of issues, including pupil behaviour and mobile phone use.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
17th Jun 2025
To ask His Majesty's Government what plans they have to strengthen the home learning environment to support literacy in early years and school-age children.

I refer the noble Lord to the answer of 08 July 2025 to Question 60798.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
4th Jul 2025
To ask the Secretary of State for Education, pursuant to the Answer of 4 July 2025 to Question 63093 on Nurseries: Fylde, what steps her Department took to advertise the opportunity to participate in the programme to schools in Fylde at the last round of allocations; and if she will make an assessment of the effectiveness of the advertisement process.

To promote the School-Based Nursery Capital Grant 2024/25, the department published detailed information on GOV.UK and the Education Hub, supported by social media posts. We held two webinars for schools and one for local authorities to explain the programme and answer questions. Additional communications were shared in a variety of ways with local authorities and stakeholders to help cascade information to schools.

The programme received 642 applications, which was more than double the number of available grants. The North West, where Fylde is located, submitted 115 applications (18% of the total), the highest of any region and above its 15% share of primary schools nationally.

The government has committed nearly £370 million to further expand school-based nursery places, with next steps to be announced shortly. Schools in Fylde are encouraged to stay in touch with their local authority about upcoming opportunities to create or expand school-based nursery provision.

The department is reviewing its communications to inform future rounds.


Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, with reference to her Department's press release published on 22 May 2025 entitled, Teachers to benefit from pay boost, if she will make an estimate of the cost to schools of funding the first 1% of the pay award.

Schools are receiving £615 million to support them with the costs of the 2025 pay awards, over and above the funding already being provided to schools in financial year 2025/26. The increase in National Insurance Contributions (NICs) costs were considered when calculating this additional funding.

The department has asked that schools fund, on average, the first 1% of the 2025 pay awards. The impact of this will vary for individual schools based on their circumstances, as they have autonomy over how they use their funding, including any decisions on staffing.

Schools in Central Bedfordshire are receiving £4 million to support them with their NICs costs; we will publish allocations for the 2025 pay grant in the autumn. From 2026/27, funding in respect of both NICs costs, and the 2025 pay awards, will be incorporated into schools’ core budgets through the national funding formula.

The department provides a suite of free tools, guidance and support, developed in partnership with the sector, to help schools better manage their spending. Schools are already making savings and bringing core operating costs down: for example, the 400 schools who participated in the department’s new energy for schools pilot will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. We are also making plans to secure better banking solutions for schools, getting them better returns on their cash balances.

Additionally, all schools can access services such as the get help buying for schools service to get best value when procuring goods and our teaching vacancies service to save recruitment costs. Since, workforce deployment is the biggest component of school budgets, we will support schools to benefit fully from the tools we offer to benchmark and integrate resourcing and curriculum planning, such as the financial benchmarking and insights tool. We will also introduce a new toolkit to support schools to adopt evidence-based deployment models. This will focus on data that helps schools identify areas for improvement and support to learn from best practice peers who are delivering strong outcomes for pupils with an efficient deployment model.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, with reference to her Department's press release published on 22 May 2025 entitled Teachers to benefit from pay boost, what estimate she has made of the increase in employers’ National Insurance costs for schools.

Schools are receiving £615 million to support them with the costs of the 2025 pay awards, over and above the funding already being provided to schools in financial year 2025/26. The increase in National Insurance Contributions (NICs) costs were considered when calculating this additional funding.

The department has asked that schools fund, on average, the first 1% of the 2025 pay awards. The impact of this will vary for individual schools based on their circumstances, as they have autonomy over how they use their funding, including any decisions on staffing.

Schools in Central Bedfordshire are receiving £4 million to support them with their NICs costs; we will publish allocations for the 2025 pay grant in the autumn. From 2026/27, funding in respect of both NICs costs, and the 2025 pay awards, will be incorporated into schools’ core budgets through the national funding formula.

The department provides a suite of free tools, guidance and support, developed in partnership with the sector, to help schools better manage their spending. Schools are already making savings and bringing core operating costs down: for example, the 400 schools who participated in the department’s new energy for schools pilot will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. We are also making plans to secure better banking solutions for schools, getting them better returns on their cash balances.

Additionally, all schools can access services such as the get help buying for schools service to get best value when procuring goods and our teaching vacancies service to save recruitment costs. Since, workforce deployment is the biggest component of school budgets, we will support schools to benefit fully from the tools we offer to benchmark and integrate resourcing and curriculum planning, such as the financial benchmarking and insights tool. We will also introduce a new toolkit to support schools to adopt evidence-based deployment models. This will focus on data that helps schools identify areas for improvement and support to learn from best practice peers who are delivering strong outcomes for pupils with an efficient deployment model.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, with reference to her Department's press release published on 22 May 2025 entitled Teachers to benefit from pay boost, what guidance she has issued to schools on steps to make savings through increased productivity.

Schools are receiving £615 million to support them with the costs of the 2025 pay awards, over and above the funding already being provided to schools in financial year 2025/26. The increase in National Insurance Contributions (NICs) costs were considered when calculating this additional funding.

The department has asked that schools fund, on average, the first 1% of the 2025 pay awards. The impact of this will vary for individual schools based on their circumstances, as they have autonomy over how they use their funding, including any decisions on staffing.

Schools in Central Bedfordshire are receiving £4 million to support them with their NICs costs; we will publish allocations for the 2025 pay grant in the autumn. From 2026/27, funding in respect of both NICs costs, and the 2025 pay awards, will be incorporated into schools’ core budgets through the national funding formula.

The department provides a suite of free tools, guidance and support, developed in partnership with the sector, to help schools better manage their spending. Schools are already making savings and bringing core operating costs down: for example, the 400 schools who participated in the department’s new energy for schools pilot will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. We are also making plans to secure better banking solutions for schools, getting them better returns on their cash balances.

Additionally, all schools can access services such as the get help buying for schools service to get best value when procuring goods and our teaching vacancies service to save recruitment costs. Since, workforce deployment is the biggest component of school budgets, we will support schools to benefit fully from the tools we offer to benchmark and integrate resourcing and curriculum planning, such as the financial benchmarking and insights tool. We will also introduce a new toolkit to support schools to adopt evidence-based deployment models. This will focus on data that helps schools identify areas for improvement and support to learn from best practice peers who are delivering strong outcomes for pupils with an efficient deployment model.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, with reference to her Department's press release published on 22 May 2025 entitled Teachers to benefit from pay boost, if she will make an estimate of the change in the (a) employers’ National Insurance and (b) salary costs for schools in Bedfordshire constituency between (i) 2024-25 and (ii) 2025-26.

Schools are receiving £615 million to support them with the costs of the 2025 pay awards, over and above the funding already being provided to schools in financial year 2025/26. The increase in National Insurance Contributions (NICs) costs were considered when calculating this additional funding.

The department has asked that schools fund, on average, the first 1% of the 2025 pay awards. The impact of this will vary for individual schools based on their circumstances, as they have autonomy over how they use their funding, including any decisions on staffing.

Schools in Central Bedfordshire are receiving £4 million to support them with their NICs costs; we will publish allocations for the 2025 pay grant in the autumn. From 2026/27, funding in respect of both NICs costs, and the 2025 pay awards, will be incorporated into schools’ core budgets through the national funding formula.

The department provides a suite of free tools, guidance and support, developed in partnership with the sector, to help schools better manage their spending. Schools are already making savings and bringing core operating costs down: for example, the 400 schools who participated in the department’s new energy for schools pilot will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. We are also making plans to secure better banking solutions for schools, getting them better returns on their cash balances.

Additionally, all schools can access services such as the get help buying for schools service to get best value when procuring goods and our teaching vacancies service to save recruitment costs. Since, workforce deployment is the biggest component of school budgets, we will support schools to benefit fully from the tools we offer to benchmark and integrate resourcing and curriculum planning, such as the financial benchmarking and insights tool. We will also introduce a new toolkit to support schools to adopt evidence-based deployment models. This will focus on data that helps schools identify areas for improvement and support to learn from best practice peers who are delivering strong outcomes for pupils with an efficient deployment model.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what steps her Department is taking to ensure distinct recognition for children from service families in education policy; and whether she will adopt a whole person, whole journey approach for such children.

The Armed Forces Covenant aims to ensure that service people and their families are not disadvantaged by their service to our country. The government is dedicated to recognising and supporting the education of children and young people from military families within the state-funded education system, ensuring they have the opportunity to achieve and thrive.

Schools are allocated additional funding through the Service Pupil Premium to help them better support the specific needs of children from service families. For the 2025/26 financial year, over £26 million has been allocated to state-funded schools in England through the Service Pupil Premium, at a rate of £350 per pupil.

The government remains open to new evidence regarding the specific needs of service children and is committed to finding the best ways to support them throughout all educational phases.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, whether children who become eligible for free school meals in 2026 will also be eligible for pupil premium funding.

Pupil premium funding is allocated to eligible schools based on the number of:

  • Pupils who are recorded as eligible for free school meals (FSM), or have been recorded as eligible in the past 6 years (referred to as Ever 6 FSM),
  • Children previously looked after by a local authority or other state care, including children adopted from state care or equivalent from outside England and Wales.

Pupil premium funding is allocated to local authorities based on the number of:

  • Looked-after children, supported by the local authority.
  • Pupils who meet any of the eligibility criteria and who attend an independent setting, where the local authority pays full tuition fees.

Pupil premium will continue to be allocated on this basis, on the basis of household income below £7,400 (after tax, not including benefits) for the 2026/27 financial year.

We are reviewing how we allocate pupil premium funding in the longer term. We will provide more information in due course.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to the birth rate on school rolls.

The department’s National Pupil Projections are updated annually to take account of the latest population estimates and population projections published by the Office for National Statistics, which incorporate the latest birth rate trends. The department’s projections are published here: https://explore-education-statistics.service.gov.uk/find-statistics/national-pupil-projections/2024.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what proportion of the increased schools funding announced in the Spending Review 2025 has been allocated to schools in Eastbourne constituency.

​​​The government has announced an additional £4.2 billion for schools across the Spending Review period, which will take core schools budgets to £69.5 billion by 2028/29.

​The majority of school funding is allocated through the national funding formula, which will be published in the autumn to provide schools with greater certainty over their funding in the financial year 2026/27. The core schools budget is used to support several different funding streams, and how it will be distributed across the Spending Review period will depend on future business planning processes.

​Allocations to individual local authorities and schools will be determined using up-to-date data. 2026/27 allocations will be calculated by reference to the October 2025 school census.​​

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what steps she is taking to (a) protect and (b) support SEND services in schools in Eastbourne constituency.

East Sussex’s most recent Area special educational needs and disabilities (SEND) inspection was undertaken by Ofsted and the Care Quality Commission in November 2024, which found that the local area partnership’s arrangements lead to inconsistent experiences and outcomes for children and young people with SEND.

The inspection identified four areas for improvement, including that the local area partnership should develop and embed its work with education settings on improving inclusion, so that the proportion of children and young people achieving strong outcomes increases.

Following the inspection, the East Sussex local area partnership has published a strategic plan with specific actions to address all four areas for improvement, and the department, alongside NHS England, will be tracking the progress that the local area makes against this plan, including through regular engagement, and will offer support and challenge as the local area’s improvement journey continues.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, whether the Child Poverty Strategy will include funding for family hubs.

I refer the hon. Member for Strangford to the answer of 03 July 2025 to Question 63139.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for her policies of the report of the National Literacy Trust entitled Children and young people’s writing in 2025, published in June 2025.

​​I refer my hon. Friend the member for the City of Durham to the answer of 03 July 2025 to Question 62713.​

Catherine McKinnell
Minister of State (Education)
3rd Jul 2025
To ask the Secretary of State for Education, what steps she is taking to simplify early years funding for parents and guardians.

It is our ambition that all families have access to high-quality, affordable and flexible early education and care, improving opportunity for every child and work choices for every parent. This is key to the government’s Plan for Change, which starts with reaching the milestone of a record number of children being ready for school.

The department is expanding the childcare entitlements so that from September 2025, eligible working parents can access 30 hours of early education and childcare a week, over 38 weeks of the year, from the term after their child turns 9 months until they start school.

Parents can find information on early education entitlements and other childcare offers at www.childcarechoices.gov.uk.

On Monday 7 July, the department published its strategy to give every child the Best Start in Life. We will look across the early education and childcare support provided by different parts of government to identify ways to make it simpler for providers and parents, improve access and increase the overall impact of government spending on children and families. We will look at how to improve outcomes for children from low-income families and at the requirements on households to access different childcare entitlements.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
17th Jun 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of promoting a culture of reading for pleasure in the home on the development of children (a) in early years and (b) of school age.

This government is committed to strengthening the home learning environment to support literacy and school readiness as part of the Plan for Change. In 2025/26, we are investing £10.7 million through Family Hubs in home learning environment services to help parents create language-rich, nurturing settings that support early communication and confidence. In the recent Spending Review, my right hon. Friend, the Chancellor of the Exchequer, confirmed that the government will continue to invest in and expand the Family Hubs programme as part of the Spending Review 2025.

Our Little Moments Together campaign provides free resources and advice to encourage parents to chat, play and read with their children, simple actions that make a lasting difference. Promoting a culture of reading for pleasure at home supports children’s language development, emotional wellbeing and cognitive growth, particularly in the early years. These benefits extend into later childhood, contributing to improved educational outcomes and a lifelong engagement with learning.

For school-age children, we continue to encourage parental engagement in reading and learning at home, recognising that strong early foundations are key to long term educational success.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
17th Jun 2025
To ask the Secretary of State for Education, if she will publish plans to strengthen the home learning environment to support literacy (a) in the early years and (b) for school age children.

This government is committed to strengthening the home learning environment to support literacy and school readiness as part of the Plan for Change. In 2025/26, we are investing £10.7 million through Family Hubs in home learning environment services to help parents create language-rich, nurturing settings that support early communication and confidence. In the recent Spending Review, my right hon. Friend, the Chancellor of the Exchequer, confirmed that the government will continue to invest in and expand the Family Hubs programme as part of the Spending Review 2025.

Our Little Moments Together campaign provides free resources and advice to encourage parents to chat, play and read with their children, simple actions that make a lasting difference. Promoting a culture of reading for pleasure at home supports children’s language development, emotional wellbeing and cognitive growth, particularly in the early years. These benefits extend into later childhood, contributing to improved educational outcomes and a lifelong engagement with learning.

For school-age children, we continue to encourage parental engagement in reading and learning at home, recognising that strong early foundations are key to long term educational success.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
17th Jun 2025
To ask His Majesty's Government what assessment they have made of the effectiveness of pre-school intervention in ensuring that children start school with adequate literacy, communication and language skills.

The government is committed to improving early literacy and ensuring children have the best start in life. Strong early foundations are essential for school readiness and long-term educational success. That is why we are focused on strengthening the home learning environment and supporting families from pregnancy through the early years, as part of our wider ambition under the Plan for Change. This includes the national target for 75% of children to achieve a Good Level of Development by 2028.

Family Hubs are central to this ambition, providing joined-up support for families across health, education and early years services.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings that support early communication and confidence.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer confirmed that the government will continue to invest in and expand the Family Hubs programme as part of the Spending Review 2025. Through our ‘Little Moments Together’ campaign and partnerships with the voluntary sector, we continue to support parents to chat, play and read with their children, simple, everyday actions that make a lasting difference to early literacy and school readiness.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
17th Jun 2025
To ask His Majesty's Government what plans they have to establish family hubs to ensure adequate literacy skills across the country.

The government is committed to improving early literacy and ensuring children have the best start in life. Strong early foundations are essential for school readiness and long-term educational success. That is why we are focused on strengthening the home learning environment and supporting families from pregnancy through the early years, as part of our wider ambition under the Plan for Change. This includes the national target for 75% of children to achieve a Good Level of Development by 2028.

Family Hubs are central to this ambition, providing joined-up support for families across health, education and early years services.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings that support early communication and confidence.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer confirmed that the government will continue to invest in and expand the Family Hubs programme as part of the Spending Review 2025. Through our ‘Little Moments Together’ campaign and partnerships with the voluntary sector, we continue to support parents to chat, play and read with their children, simple, everyday actions that make a lasting difference to early literacy and school readiness.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
16th Jun 2025
To ask His Majesty's Government what action they are taking to widen the participation of girls in sport in secondary schools.

The government is committed to breaking down the barriers to accessing sport and physical activity for children and young people, including girls. Our manifesto set out our intention to support more children to be active by protecting time for physical education (PE) in schools and working across government to support the role grassroots clubs play in expanding access to sport and physical activity.

On 19 June, my right hon. Friend, the Prime Minister announced next steps for the future of PE and sport in schools. As part of our mission-led approach and Plan for Change, the government will co-design PE and School Sport Partnership networks. We are looking to develop and build strong partnerships between schools, national governing bodies, local organisations and clubs. The planned model will look to strengthen and broaden partnership-based support with the aim to increase equal access for children to high quality PE and extracurricular sport.

Schools are also supported to increase girls’ engagement in sport through programmes delivered by sector organisations, such as the Football Association’s ‘Barclays Girls’ Football School Partnerships’ programme and Sport England’s online Studio You programme.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
18th Jun 2025
To ask His Majesty's Government what assessment they have made of the benefits of promoting a culture of reading for pleasure at home on the development of children in (1) the early years, (2) school-age children.

The government recognises the wide-ranging benefits of promoting a culture of reading for pleasure at home, both in the early years and throughout a child’s school life. Reading for pleasure supports the development of early language, literacy, and cognitive skills, and is associated with improved educational attainment and emotional wellbeing. In the early years, shared reading helps build secure attachments and supports communication and confidence. For school-age children, it reinforces comprehension, vocabulary, and a lifelong engagement with learning.

In 2025/26, we are investing £10.7 million in home learning environment services through Family Hubs to help parents create language-rich, nurturing settings that support early communication and confidence. Our Little Moments Together campaign encourages parents to chat, play and read with their children, simple, everyday actions that help foster a love of books and stories. These efforts are part of our wider ambition under the Plan for Change, which includes a national target for 75% of children to achieve a Good Level of Development by 2028. By supporting families to embed reading into daily routines, we are helping to lay strong foundations for children’s development and long term success.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
18th Jun 2025
To ask His Majesty's Government what role they see for early intervention in early years education (1) during a child’s first 1001 days, and (2) below the age of 6 years.

There is strong evidence that the 1,001 days from conception to the age of two set the foundations for cognitive, emotional, and physical development. Through the Family Hubs and Start for Life programme, families are supported during this period and beyond. Focusing on early years is a preventative measure to improve the outcomes of children of all ages. Family Hubs provide thousands of families access to the support they need to help give their child the best start in life, which includes support with infant feeding, parent-infant relationships, perinatal mental health, parenting, early language development and the home learning environment.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025. This announcement confirmed departmental budgets for 2026/27 onwards and committed that the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life. This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and joining up family services to improve support through pregnancy and early childhood.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
17th Jun 2025
To ask His Majesty's Government what assessment they have made of the benefits of promoting a culture of reading for pleasure in the home learning environment on the development of early years and school-age children.

The government recognises the significant benefits of promoting a culture of reading for pleasure in the home learning environment. Reading for pleasure supports the development of early language, literacy and cognitive skills, and is strongly associated with improved educational outcomes and emotional wellbeing. Through our national campaign ‘Little Moments Together’ we encourage parents and carers to chat, play and read with their children, helping to foster a love of books and stories from the earliest years. This complements our wider investment of £10.7 million in home learning environment services through Family Hubs, which provides families with the tools and support to create language-rich, nurturing settings. These efforts are part of our broader ambition, set out in the Plan for Change, to ensure every child has the best start in life and develops strong foundations for lifelong learning and success.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
18th Jun 2025
To ask His Majesty's Government what assessment they have made of the benefits of learning through play in the early years.

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all early years providers must follow to ensure every child has the best start in life and is prepared for school. The EYFS is clear that children learn through play and that play is essential for children’s development. For example, singing songs helps to develop language comprehension, vocabulary, self-expression and literacy. Practitioners should carefully organise enabling environments and cultures for high-quality play and are encouraged to create games and provide opportunity for play both indoors and outdoors.

‘The Children of the 2020s’ study is part of the department’s programme of research that will improve our understanding of children’s progress throughout key phases of learning and education and aid future policy development. The study follows more than 8,500 families and their babies, born in England between September and November 2021. The first wave of data published in 2023 showed that more than half of primary caregivers engaged in physical or turn-taking play, singing, pretend games and noisy play with their babies several times a day. These activities were linked to improved early language development. The second wave of data is due to be published in the autumn, and we will assess that to consider how we shape future policy for early education, including anything it tells us about learning through play.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
18th Jun 2025
To ask His Majesty's Government what assessment they have made of whether self-identification as neurodivergent leads cheating in university examinations.

The department does not have evidence to suggest that university students are using self-declaration of neurodiversity to cheat or gain unneeded leniency in exams or assessments.

Universities provide support for neurodiverse students to ensure they have equal opportunities to succeed. This includes reasonable adjustments such as extra time in exams or alternative assessment methods.

To receive this type of support, students typically need to provide evidence of their neurodivergence and how it would impair their ability to complete certain activities. This process helps ensure that only those who genuinely need support receive it.

Universities are increasingly aware of the need to support neurodiverse students appropriately. This includes training staff to recognise and support students with neurodiverse conditions. The focus is on providing fair and necessary support to students who need it.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
30th Jun 2025
To ask the Secretary of State for Education, what steps she is taking to support primary schools in teaching (a) manners, (b) personal responsibility, (c) basic self care and (d) other life skills alongside the national curriculum.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.

Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.

All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.

Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of including lessons on (a) tying shoelaces, (b) using cutlery and (c) other life skills in primary schools.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.

Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.

All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.

Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of promoting (a) The Chadwell Way and (b) other character education models to teach children (i) core values and (ii) practical life skills.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.

Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.

All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.

Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what steps her Department is taking to support arts education in schools in Eastbourne constituency.

As part of our Opportunity Mission, this government wants to widen access to the arts.

Music Hubs continue to play a vital role across England with grant funding of £76 million for the 2025/26 academic year. This includes nearly £2 million for the Sussex Music Hub partnership led by Create Music, to support schools in East Sussex, including Eastbourne.

On 18 March 2025, the department announced a National Centre for Arts and Music Education to support schools across England to teach all arts subjects. Our intention is to launch in September 2026, with further details in the autumn.

The government also established the Curriculum and Assessment Review. This seeks to deliver a rich, broad, inclusive and innovative curriculum, including music, art and drama. The final report and government response will be published this autumn.

We are legislating so that, following the Review and implementation, academies will be required to teach the reformed national curriculum, alongside maintained schools. This will ensure arts education is an entitlement for pupils in every state-funded school.

Catherine McKinnell
Minister of State (Education)
30th Jun 2025
To ask the Secretary of State for Education, what assessment she has made of Berwick Academy's need for a rebuild; and whether she has received a business case outlining a proposed rebuild from Northumberland County Council.

Berwick Academy is the body responsible for the school buildings and has not put forward a nomination for the School Rebuilding Programme (SRP). The department is aware that Northumberland County Council has plans to invest in Berwick Academy as part of a wider school reorganisation in the area but we are yet to receive a business case or further detail.

The government has given a long-term commitment for capital investment through to 2034/35 to improve the condition of schools and colleges across England. We are investing almost £3 billion per year by 2034/35 in capital maintenance and renewal of the school and college estate, rising from £2.4 billion in 2025/26.

This is in addition to investment of almost £20 billion in the SRP through to 2034/35, delivering rebuilding projects at over 500 schools across England within the existing programme, with a further 250 schools to be selected within the next two years.

The department plans to set out further details on the process for selecting additional schools for the rebuilding programme later this year.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
18th Jun 2025
To ask His Majesty's Government what assessment they have made of whether the use of artificial intelligence leads to cheating in university examinations.

Cheating of any kind is unacceptable. It threatens to undermine the reputation of our world-class higher education (HE) sector and devalues the hard work of those who succeed on their own merit.

Universities are independent and autonomous bodies responsible for decisions such as admissions, diversity of provision, course content, teaching and assessment. As such, they are responsible for designing and implementing their own policies and approaches to the use of artificial intelligence (AI) and for taking steps to detect and prevent any form of academic misconduct by students, including the misuse of AI, as set out in the Office for Students’ (OfS) regulatory framework.

The experience and expertise of the sector is contributing to the department’s evidence base for how generative AI is used in education. In January 2024, the department published research entitled ‘Generative AI in education: Educator and expert views’ containing insights from interviews with teachers and experts in HE and the education technology industry. The full research paper is attached and also available here: https://assets.publishing.service.gov.uk/media/65b8cd41b5cb6e000d8bb74e/DfE_GenAI_in_education_-_Educator_and_expert_views_report.pdf.

The OfS set out its approach to the use of AI in HE in a recent blog post entitled ‘Embracing innovation in higher education: our approach to artificial intelligence’. The full blog post is available here: https://www.officeforstudents.org.uk/news-blog-and-events/blog/embracing-innovation-in-higher-education-our-approach-to-artificial-intelligence/.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
30th Jun 2025
To ask the Secretary of State for Education, what funding she plans to allocate to family hubs.

Education is a devolved matter, and the response outlines the information for England only.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025.

This announcement confirmed departmental budgets for 2026/27 onwards and committed that: the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.

This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and joining up family services to improve support through pregnancy and early childhood.

The department is working with the Department of Health and Social Care to share further information about what the Spending Review settlement means for the continuation and expansion of the programme. We recognise the importance of providing local authorities with certainty of future funding across the whole programme and we will share further information when we are able to.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, if she will develop a national outcomes framework for family hubs.

Education is a devolved matter, and the response outlines the information for England only.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025.

This announcement confirmed departmental budgets for 2026/27 onwards and committed that: the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.

This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and joining up family services to improve support through pregnancy and early childhood.

The department is working with the Department of Health and Social Care to share further information about what the Spending Review settlement means for the continuation and expansion of the programme. We recognise the importance of providing local authorities with certainty of future funding across the whole programme and we will share further information when we are able to.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, if she will bring forward legislative proposals to require local authorities to provide family hubs.

Education is a devolved matter, and the response outlines the information for England only.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer, set out plans for spending and public sector reforms through the Spending Review 2025.

This announcement confirmed departmental budgets for 2026/27 onwards and committed that: the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.

This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and joining up family services to improve support through pregnancy and early childhood.

The department is working with the Department of Health and Social Care to share further information about what the Spending Review settlement means for the continuation and expansion of the programme. We recognise the importance of providing local authorities with certainty of future funding across the whole programme and we will share further information when we are able to.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, what (a) capital and (b) revenue funding will be allocated for Young Futures Hubs.

Young Futures Hubs will build on the success of existing infrastructure and provision, with the government establishing a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. The multi-year Spending Review set overall resource departmental budgets until 2028/29 and overall capital departmental budgets until 2029/30. Departments are now working to determine allocations and further details will be provided in due course.

Young Futures Hubs will be co-designed using local knowledge to best serve their communities and will serve a core age range of 10-18, but with flexibility to support young people at each end of this age range in line with local needs.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, if she will take steps to extend the Young Futures Programme to include young people up to the age of 25.

Young Futures Hubs will build on the success of existing infrastructure and provision, with the government establishing a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. The multi-year Spending Review set overall resource departmental budgets until 2028/29 and overall capital departmental budgets until 2029/30. Departments are now working to determine allocations and further details will be provided in due course.

Young Futures Hubs will be co-designed using local knowledge to best serve their communities and will serve a core age range of 10-18, but with flexibility to support young people at each end of this age range in line with local needs.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, what progress her Department has made on establishing Young Futures Hubs in Gloucester.

Officials from across a range of departments are working jointly to make progress, using evidence of what works to start to shape the Young Futures Hubs model. As part of this we are engaging with local areas, communities, statutory partners, charities, and other key stakeholders to support the design of the Young Futures Hubs and explore options for their delivery, including considering how best to engage with those young people who would benefit most from support.

To roll-out Young Futures Hubs, building on the success of existing infrastructure and provision, the government will establish a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. These early adopters and work in local areas and will inform the longer-term development of the programme, including how quickly we move to a greater number of hubs and where they may be located.

The government will set out more details in due course.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
30th Jun 2025
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of changes to funding for Level 7 apprenticeships on learners aged 22 and above.

I refer the hon. Member for Mid Bedfordshire to the answer of 13 June 2025 to Question 57098.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
1st Jul 2025
To ask the Secretary of State for Education, what assessment she has made of the potential merits of taking steps to help ensure that the transition of children from foster care to adoption does not have a detrimental impact to the (a) children and (b) former foster parents.

The transition from foster care to adoption is a critical period that can significantly impact both the children involved and their former foster parents.

Statutory guidance on placing adopted children states that a clear plan to move a child from foster care to an adoptive placement must be agreed. In many cases a series of introductory meetings will be needed, and guidance is clear that foster carers should be supported by their social worker on such arrangements. What is important is that both the child and prospective adopter feel well prepared before the placement and are happy with the pace of the introductions and date of the placement.

Adoption England are implementing National Matching Practice Standards, which includes detail on how children should move in with their adoptive families. The Standards state that professionals involved with the child should ensure an appropriate plan is made to enable the child to maintain relationships with their foster family following the period of introductions to their prospective adoptive family.

Janet Daby
Parliamentary Under-Secretary (Department for Education)
24th Jun 2025
To ask His Majesty's Government what steps they are taking to ensure that mental health support is available in all primary and secondary schools.

This government is committed to improving mental health support for all children and young people. This is critical to high and rising standards in schools and breaking down barriers to opportunity, helping pupils to achieve and thrive in education.

The government will provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. By April 2026, the department estimates that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

The government will also recruit 8,500 mental health staff to treat children and adults, and open new Young Futures Hubs with access to mental health support.

To support education staff, the department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing, such as a resource hub for mental health leads and a toolkit to help schools choose evidence-based early support for pupils.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
24th Jun 2025
To ask His Majesty's Government what action they are taking to address the fact that 34 per cent of children in care moved home at least once during their GCSE or A level years, as estimated by the charity Become in their recent report Moving during exams: the instability crisis affecting children in care.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. We recognise the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any transitions well-planned and supported. Where a change to a child’s educational arrangements is unavoidable, their personal education plan should set out arrangements to minimise disruption to education, especially during exam periods and other critical periods in their education.

The government is introducing measures, including through the Children's Wellbeing and Schools Bill, to rebalance the market, improve regulation and commissioning of placements, and bring greater visibility to the prices local authorities are paying. This includes a focus on addressing the barriers that prevent homes from being established where they are needed.

Through our Plan for Change, we are also investing £2 billion over this Parliament to give more children a safe, loving home, including expanding the children’s home estate, delivering more foster care placements and helping keep families together by providing targeted support before problems escalate.

These measures will provide greater placement availability, stability and ensure that, where it is in a child's best interests, they are placed closer to home.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)
1st Jul 2025
To ask the Secretary of State for Education, what steps her Department will take to improve digital infrastructure in rural schools.

Education is a devolved matter, and the response outline the information for England only.

The Department for Education are joint funding with the Department for Science, Innovation and Technology fibre upgrades to 833 schools in England, due to be completed this year, to ensure that rural schools in England are not left disconnected.

The department has also published digital and technology standards to help schools make informed decisions about technology, leading to safer and more cost-efficient practices. These standards cover critical areas such as connectivity, cyber security, and filtering and monitoring. We launched a consultation on narrowing the digital divide in schools and colleges, which included proposals on the future of these standards, and we will publish our response to this consultation in due course.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
1st Jul 2025
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed expansion of free school meals on levels of child poverty in North East Somerset and Hanham constituency.

This government is committed to breaking down barriers to opportunity and tackling child poverty. We have now announced that we are extending free school meals (FSM) to all children from households in receipt of Universal Credit from September 2026.

It will lift 100,000 children across England out of poverty and put £500 back in families’ pockets, supporting parents in decisive action to improve lives ahead of the Child Poverty Strategy coming later this year.

Department for Work and Pensions data shows that 3,500 children in the North East Somerset and Hanham constituency will be eligible for FSM from September 2026.

Providing over half a million children from the most disadvantaged backgrounds with a free, nutritious lunchtime meal every school day will also lead to higher attainment, improved behaviour and better outcomes, meaning children get the best possible education and chance to succeed in work and life.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
1st Jul 2025
To ask the Secretary of State for Education, what steps she is taking to limit the use of smartphones in schools.

Mobile phones have no place in our schools. Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, 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.

Stephen Morgan
Parliamentary Under-Secretary (Department for Education)
24th Jun 2025
To ask His Majesty's Government, following the announcement of the end of international recruitment of social care workers, what plans they have to train British residents, in particular those who are unemployed, to become part of the social care workforce through (1) Skills England, and (2) other ring-fenced funding programmes.

Skills England, and its predecessor the Institute for Apprenticeships and Technical Education (IfATE), has worked with employers to develop apprenticeships covering a range of occupations in the care services sector. These are designed to enable an individual to acquire full competence in an occupation whilst undertaking paid work and provide a progression route in the sector. These products are available for both public and private sector employers to use, with funding to support the training from the Growth and Skills Levy.

In addition, a Health and Social Care foundation apprenticeship has been developed and will be available for delivery from autumn this year. This is specifically aimed at young people who are not yet ready for work, and will provide the individual with a mix of employability and sectoral skills designed to provide a good grounding for a career in the health or adult social care sector.

To support the awareness of careers in adult social care, the National Careers Service, a free, government funded careers information, advice and guidance service, uses a range of labour market information to support and guide individuals. The Service website gives customers access to a range of digital tools and resources, including ‘Explore Careers’ which includes more than 130 industry areas and more than 800 job profiles including a range of construction and health and social care roles, describing what the roles entail, qualifications needed and entry routes.

Baroness Smith of Malvern
Minister of State (Minister for Women and Equalities)