Asked by: Lord Clement-Jones (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government at what stage of development is the Department for Education Content Store; what information, if any, it contains about pupils; who has access to it; for what purposes; and how ongoing developments will be reported to Parliament or made public.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The Education Content Store programme is currently preparing for public beta phase. This phase will provide access, on a test basis, to publicly available materials which have been optimised for use with artificial intelligence. This will not include pupil work.
The Education Content Store contains no information about pupils. A limited amount of anonymised pupil work was included in the pilot, with written permission from parents.
During the pilot phase, a small number of British educational technology companies had access to the content store. Some of these were selected through the Contracts for Innovation competition with UK Research and Innovation, and others were participating in non-commercial user testing activities. The pilot phase has now ended, and only those working on the development of the store, or related programmes across government, including the National Data Library, currently have access.
We will publish a full report on the content store pilot phase before the end of the academic year.
Asked by: Debbie Abrahams (Labour - Oldham East and Saddleworth)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish (a) the the consultation timetable on the Eton Star Oldham free school and (b) the expected date for the publication of its findings.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Mainstream free school projects were evaluated in line with consistent criteria focusing on assessing the need for places and value for money. This included considering whether projects would provide a distinctive local offer and whether they would risk negatively impacting other local schools or colleges.
As part of one of the largest city regions outside London, Oldham benefits from a large pool of potential learners. Well developed transport links will allow the school to attract learners from across a broad geographical area.
Conditions attached to the school will ensure both Eton and Star work with local schools and colleges to ensure the new school sits coherently within the existing local offer, with a focus on improving GCSE outcomes and progression rates into post-16 provision across the local area, as well as into top universities.
The responsibility for undertaking a Section 10 consultation prior to the school opening sits with the Academy Trust. The Secretary of State will take the findings into account when considering whether to enter into a funding agreement.
Asked by: Baroness Boycott (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to (1) track, and (2) publish, the number of learning days lost to extreme weather events, such as those that cause flooding or overheating.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department publishes attendance data, including reasons for absence such as setting closures.
Decisions on closures rest with individual settings and responsible bodies, based on their own risk assessments.
Closures should be a last resort, with the priority to keep settings open where safe. Settings are expected to provide remote education and the department’s emergency planning guidance explains how schools should deliver remote education. The guidance can be accessed here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption.
Drawing on lessons from Covid, the department has strengthened monitoring of disruptions to provide faster support and reduce lost learning time.
Asked by: Lord Godson (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 2 February (HL13584), what assessment they have made of the financial impact on UK universities, including any loss of overseas tuition fee income, resulting from restrictions imposed by the government of the United Arab Emirates on funding for its students permitted to study in the UK.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The UK offers one of the best education systems in the world, especially teaching and research in high growth sectors of the future. We welcome high-quality students from across the world, including from the United Arab Emirates (UAE).
The Office for Students is the independent regulator of higher education in England. As such, it monitors the financial health of providers to ensure it has an up to date understanding of the sustainability of the sector.
The UK and UAE have a deep and long-standing bilateral relationship, and we will continue to discuss this matter with their government.
Asked by: Lord Storey (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many schools have mental health support teams.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
9,986 out of 24,149 (41%) schools in England were supported by an NHS-funded Mental Health Support Team (MHST) in March 2025. This data on the coverage of MHSTs in England in 2024/25 can be found here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. This has been available since 16 May 2025 at national, regional and local authority level and since 10 July 2025 at constituency level. Around six in ten pupils nationally are expected to have access to an MHST by March 2026, and we will accelerate the roll out to reach full national coverage by 2029.
Data on MHST coverage is collected annually, as part of the government's commitment to expand MHSTs to every school, so every child and young person has access to early support to address problems before they escalate.
Asked by: Baroness Boycott (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many schools have implemented measures to be climate resilient in (1) a two degree centigrade, and (2) a four degree centigrade, rise in average global temperatures.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
As part of our Sustainability and Climate Change Strategy, we are helping all education settings to develop and implement climate action plans through a package of online and in person support. All climate action plans include taking action to become more climate resilient.
The department’s specification for the design and construction of new school buildings includes the requirement that they are built for a 2 degree rise in average global temperatures, and future-proofed for a 4 degree rise.
Engagement with the support has been positive. The department does not currently collect data relating to the number of schools with plans.
Asked by: Baroness Boycott (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government how many schools have produced climate action plans.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
As part of our Sustainability and Climate Change Strategy, we are helping all education settings to develop and implement climate action plans through a package of online and in person support. All climate action plans include taking action to become more climate resilient.
The department’s specification for the design and construction of new school buildings includes the requirement that they are built for a 2 degree rise in average global temperatures, and future-proofed for a 4 degree rise.
Engagement with the support has been positive. The department does not currently collect data relating to the number of schools with plans.
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: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she had made of the potential implications for her policies of the British Dyslexia Association's report entitled Lost in the system: Councils’ blind spot on dyslexia, published on 3 February 2026.
Answered by Georgia Gould - Minister of State (Education)
As reflected in the British Dyslexia Association’s report, the effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities. In an inclusive education system, settings should be confident in accurately assessing children and young people’s learning and development and meeting any educational needs with evidence-based responses.
There are a number of national assessments already in place to measure progress and help teachers identify where pupils may require additional support with literacy, such as the phonics screening check, and end of key stage 2 assessments. A range of measures have also been introduced that aim to support the effective teaching of reading, including for those with special education needs and disabilities or those at risk of falling behind. This includes the English Hubs programme, the reading and writing frameworks, the Reading Ambition for All programme and the published list of department-validated high-quality phonics programmes for schools.
To further support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings, including through collaboration with UK Research Innovation.