Asked by: Lord Bird (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the current arrangements for funded early years childcare; whether they regard the level of that funding to be sufficient to ensure an affordable and sustainable supply of places for single parents; and how those funding levels take account of the additional reliance single parents may have on formal childcare if they are to remain in work.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
In 2026/27, we expect to provide over £9.5 billion for the early years entitlements, more than doubling annual public investment in the early years sector compared to 2023-24, as we have successfully rolled out the expansion of government-funded childcare for working parents.
This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements next year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates.
The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children. We have regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing.
Through our Best Start in Life strategy we will improve access to early years education and childcare, particularly for low-income families and those with additional needs. Parents may also be eligible for childcare support through Tax-Free Childcare or Universal Credit childcare.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to address regional disparities in school exclusion rates.
Answered by Georgia Gould - Minister of State (Education)
The department publishes detailed exclusion data at a regional and local authority level and regularly monitors trends in school exclusion rates for pupil groups.
The department is delivering a comprehensive programme of behaviour support for schools, including Attendance and Behaviour Hubs which are targeting schools with the highest need and providing wider national support
The Suspension and Permanent Exclusion guidance states that schools, local authorities, and partners should work together to understand local trends. Local leaders should also use this to plan and implement targeted action suitable to local context. The guidance can be read in full here:
https://www.gov.uk/government/publications/school-exclusion.
Furthermore, the statutory relationships, sex and health education guidance includes curriculum content on drugs, alcohol, tobacco and vaping to ensure that pupils can understand the risks and implications of misuse. This guidance can be read in full here:
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of establishing an enrichment premium for schools.
Answered by Georgia Gould - Minister of State (Education)
The department will publish the new Enrichment Framework in early 2026. The framework has been developed following extensive research and collaboration with the Department for Culture, Media and Sport (DCMS), and a working group of experts from schools, youth, sports and arts organisations.
We are also putting in place a range of support to help schools further, including PE and school sport partnerships, the national network of Music Hubs, £24million for the TechYouth programme and £22.5 million from DCMS over three years to create a tailored enrichment offer in up to 400 schools. A further £132.5 million of dormant assets funding is being targeted towards services, facilities and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds. More specifically, the government is continuing to invest an additional £3.6 million per year to support and maintain cadet units in schools as part of the Cadet Expansion Programme.
Asked by: Sonia Kumar (Labour - Dudley)
Question to the Department for Education:
To ask the Secretary of State for Education, what mental health support is available to school staff who experience psychological harm as a result of witnessing or administering the use of a workplace automated external defibrillator on a pupil or colleague.
Answered by Georgia Gould - Minister of State (Education)
Schools are best placed to understand what support may be most appropriate for their staff and should have standard operating procedures in place, including aftercare, should an incident occur where a member of staff witnesses or administers use of an automated external defibrillator on a pupil or a colleague. Should a rescuer need support after an incident, they may be able to request a debriefing from the local ambulance service. Alternatively, they can seek help directly from their GP.
The ‘Promoting and supporting mental health in schools and colleges’ page on GOV.UK, offers resources to build a whole school approach to mental health and wellbeing and can be accessed here: https://www.gov.uk/guidance/mental-health-and-wellbeing-support-in-schools-and-colleges. This includes information about the range of mental health support offers and training available to schools and colleges.
The charity, Education Support, also offers a free confidential 24 hour helpline dedicated to supporting staff working in education.
Asked by: Iqbal Mohamed (Independent - Dewsbury and Batley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the sale of the qualifications arm of City & Guilds on qualification fees, provision, workforce employment and other aspects of the further education sector.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Following the sale of City and Guilds Ltd, we understand that organisation will continue to deliver qualifications within the further education sector and work constructively with providers as usual. As the regulator of qualifications, Ofqual has responsibility for ensuring that recognised awarding organisations meet their obligations on qualifications quality and public confidence. We understand that Ofqual also monitors qualifications prices and publishes this data annually.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, how she plans to monitor and evaluate the impact of the SEND teacher training programme on inclusion, attendance and educational outcomes for pupils with special educational needs and disabilities.
Answered by Georgia Gould - Minister of State (Education)
The department recently announced investment in a new package of training for staff in nurseries, schools and colleges, with the aim to ultimately improve support for pupils with special educational needs and disabilities.
The new training programmes will also go through stages of quality assurance to ensure they are aligned with evidence of best practice.
A full monitoring and evaluation plan will be developed, and officials are currently scoping options for an independent evaluation.
The new package builds on training that is already available, such as special educational needs and disabilities and inclusion content woven through the suite of national professional qualifications, for which evaluation is already underway and interim reports are available on GOV.UK.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to answer Questions 102720, 102721, 102722 and 102723.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The response to Written Parliamentary Questions 102720, 102721, 102722 and 102723 was published on 28 January 2026.
Asked by: Roz Savage (Liberal Democrat - South Cotswolds)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the current student maintenance support system in light of sustained increases in rent, food, and energy costs; and what steps it is taking to ensure that student finance reflects real-world living expenses across all regions, including for students studying at rural institutions.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
To help higher education students with cost-of-living pressures, we are future-proofing maintenance loans by increasing them in-line with forecast inflation every year and reintroducing targeted means-tested maintenance grants of up to £1,000 per year from 2028/29. This year, we increased maximum maintenance loans by 3.1%, to £10,544 for students living away from home studying outside London, £13,762 for students living away from home studying in London, and £8,877 for students living at home.
Kathryn Mitchell, Vice-Chancellor and Chief Executive of the University of Derby, will bring together sector experts and chair the Higher Education Access and Participation Task and Finish Group. Its remit includes developing options to address regional disparities in access for those from disadvantaged backgrounds. We are also working with the Ministry of Housing, Communities and Local Government to encourage universities to work with their local authorities on strategic approaches to meeting student housing needs.
Asked by: Josh Babarinde (Liberal Democrat - Eastbourne)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department provides guidance to local authorities on ensuring that children and young people moving into temporary accommodation are supported to make necessary changes to personal information and continue to access education.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Schools and colleges in England must follow the ‘Keeping children safe in education’ 2025 statutory guidance when carrying out their duties to safeguard and promote the welfare of children. Local authorities have a statutory duty to ensure that all children of compulsory school age in their area are receiving suitable education. To support this duty, every local authority must have a Fair Access Protocol in place to ensure that vulnerable children, including those who are homeless, can be secured a school place as quickly as possible where they fail to secure one through the usual admissions processes.
The government has also tabled an amendment to the Children’s Wellbeing and Schools Bill to introduce a new duty on local housing authorities to notify educational institutions, GP practices and health visiting services when a child is placed in temporary accommodation. Guidance will be provided for local authority housing officers and the public bodies receiving notifications.
Asked by: Bob Blackman (Conservative - Harrow East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether disabled young carers in families affected by sodium valproate-related harm are being (a) identified and (b) supported within the education system.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We know that families with children with disabilities, including those affected by sodium valproate harm and where the children may be caring for other family members, are crying out for change.
The department’s upcoming full Schools White Paper will build on the work we have already done to create a system that is rooted in inclusion, where children receive high-quality support early on and can thrive at their local school. This work includes the new standards on inclusion introduced by Ofsted in their new education inspection framework last November, and we are pleased to note that the needs of pupils with disabilities and those who are young carers are fully recognised in the inspection toolkit for the new framework.
Schools are also required to identify and record all pupils who are young carers on the school census regardless of the reason they may be providing care for family members.