Asked by: Baroness Bennett of Manor Castle (Green Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the comparative levels of loss of experienced upper pay range teachers in academy and local authority-controlled schools; and what assessment they have made of the (1) extent, and (2) impact, of the use of settlement agreements and confidentiality clauses when such teachers leave employment.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department does not collect or publish teacher leaving rates broken down by teacher pay band. We publish the number and rate of qualified teachers who join and leave the state-funded sector each year in the ‘School workforce in England’ publication. The latest data was published 5 June 2025 and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england. In 2023/24, 40,813 fulltime equivalent (FTE) qualified teachers left the state-funded sector, compared with 42,554 in 2022/23. This equates to 9% of all qualified teachers, one of lowest leaver rates outside the pandemic years.
The department is not the employer of school staff and does not collect data on the use of settlement agreements or confidentiality clauses by academy trusts or local authorities.
Settlement agreements should be entirely voluntary for all involved and schools, as employers, are required to comply with all aspects of employment law. Additionally, academy trusts must also comply with the Academies Financial Handbook, available here: https://www.gov.uk/government/publications/academies-financial-handbook.
Where a settlement agreement includes a confidentiality clause, existing law means such clauses cannot be used to prevent someone from making a protected disclosure such as whistleblowing. Further information about whistle blowing for employees is provided here: https://www.gov.uk/whistleblowing.
Asked by: Lord Bishop of Leicester (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of potential data processing measures to enable automatic registration for free school meals.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
This government is committed to breaking down barriers to opportunity and tackling child poverty. We want to make sure that every family that needs support can access it.
We are introducing a new eligibility threshold for free school meals so that all children from households in receipt of Universal Credit will be eligible for free school meals from September 2026. This will make it easier for parents to know whether their children are entitled to receive free meals. This new entitlement will mean over 500,000 of the most disadvantaged children will begin to access free meals, pulling 100,000 children out of poverty and putting £500 back in families’ pockets.
We are also rolling out improvements to the Eligibility Checking System, the digital portal currently used by local authorities to verify if a child meets the eligibility criteria for free lunches. Giving parents and schools access will accelerate eligibility checks, making it easier to check if children are eligible for free meals.
Asked by: Pippa Heylings (Liberal Democrat - South Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department has made any assessment of the merits of introducing national tracking of looked-after children and previously looked-after children on health waiting lists.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
There is currently no national tracking of looked-after children or previously looked-after children on health waiting lists and the department has not assessed the merits of such a measure.
All local authorities and healthcare partners have a responsibility to promote the health and wellbeing of all looked-after children. This is outlined within the ‘Promoting the health and wellbeing of looked-after children’ statutory guidance.
The local authority must ensure that every child whom it looks after has an up to date individual health plan. Health plans are based on individual health assessments carried out by a registered medical practitioner. They describe how identified needs will be addressed to improve health outcomes. Health assessments should take place at least every six months for children under five and at least every 12 months for children five and over.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to answer Question 100240, tabled by the hon. Member for Poole on 15 December 2025.
Answered by Georgia Gould - Minister of State (Education)
The response to Written Parliamentary Question 100240 was published on 4 February 2026.
Asked by: Daisy Cooper (Liberal Democrat - St Albans)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to increase the number of places available for educational psychology courses at universities in England.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.
The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.
This data was published in January 2026.
Entrants to UK higher education providers studying Educational Psychology (all modes and levels of study) | ||||||
Subject | 2019/20 | 2020/21 | 2021/22 | 2022/23 | 2023/24 | 2024/25 |
Educational Psychology | 645 | 680 | 710 | 755 | 760 | 695 |
HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.
Asked by: Callum Anderson (Labour - Buckingham and Bletchley)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of children in care that are unable to access stable fostering placements in the Buckingham and Bletchley constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.
Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.
We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.
The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.
Asked by: Callum Anderson (Labour - Buckingham and Bletchley)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to (a) monitor and (b) shorten the fostering approval process to meet the Government’s pledge for getting vulnerable children into foster homes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.
Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.
We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.
The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.
Asked by: Callum Anderson (Labour - Buckingham and Bletchley)
Question to the Department for Education:
To ask the Secretary of State for Education, what metrics her Department will use to assess the potential impact of additional investment on fostering support models.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.
Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.
We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.
The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.
Asked by: Pippa Heylings (Liberal Democrat - South Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, how students and bereaved families are being involved in the work of the Implementation Taskforce on student mental health and suicide prevention.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Students and bereaved families are directly shaping the work of the higher education mental health implementation taskforce. Representatives of the LEARN network sit on the taskforce and have played a key role in agreeing its priorities and work strands, ensuring lived experience insight informs all outputs. The taskforce also includes formal student representation via the National Union of Students, and other members such as Student Minds also ensure that student voice and sector expertise underpin their programme of work.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to encourage outdoors learning in schools.
Answered by Georgia Gould - Minister of State (Education)
The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.
The value of nature for outdoor learning and for learners’ wellbeing is fundamental
to the department Sustainability and Climate Change Strategy and it is woven throughout initiatives such as the National Education Nature Park. Delivered by the Natural History Museum, it provides curriculum aligned resources and encourages children and young people to get outside and take action to improve the biodiversity of their school grounds. It also supports the development of physical and mental wellbeing through active, hands-on engagement with the natural world.
The value of outdoor learning is being recognised and promoted through our upcoming Enrichment Framework, which includes 'Nature, outdoors and adventure' as one of five categories that schools and colleges should seek to cover in a broad and well-rounded enrichment offer.