Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make new capital funding available for school buildings in South Holland and the Deepings constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We are investing almost £3 billion per year by 2034/35 in capital maintenance to improve the condition of the school and college estate, rising from £2.4 billion in 2025/26.
As part of this, in 2025/26, Lincolnshire County Council was allocated almost £6 million to invest across its maintained schools. Capital funding for other bodies responsible for schools in South Holland and the Deepings are also available on GOV.UK. We expect to publish capital allocations and the outcomes of the Condition Improvement Fund for the 2026/27 financial year in the spring.
We are also investing almost £20 billion in the School Rebuilding Programme through to 2034/35, delivering rebuilding projects at over 500 schools within the existing programme, with a further 250 schools to be selected within two years. We plan to open a nomination round early in 2026.
Lincolnshire has also been allocated £62.2 million of Basic Need capital funding to support it to create mainstream school places needed between May 2024 and September 2028.
Asked by: Anneliese Dodds (Labour (Co-op) - Oxford East)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the percentage of doctoral loans used by students to cover the costs of childcare.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Doctoral loans are intended to contribute to the cost of study, rather than to specifically cover tuition fees or livings costs, which provides flexibility to the student. The department does not hold any information on the proportion of doctoral loan funding that is spent on childcare.
Asked by: Sarah Pochin (Reform UK - Runcorn and Helsby)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of excluding full-time higher-education student households from childcare support schemes when mandatory placements prevent parents from working on those households.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Students with children who are undertaking work placement years with private employers do not qualify for the full-rate partially means-tested loans for living costs or means-tested dependants’ grants (Childcare Grant or Parents’ Learning Allowance). They only qualify for a reduced rate loan for living costs from Student Finance England. The government expects private employers who benefit from students’ work to provide support for students during work placements rather than the taxpayer
The government makes an exception for many work placements in the public sector by making available the full-rate partially means-tested loan for living costs and dependants grants to encourage students to gain work experience in these areas. This ensures that low-income students with children undertaking working placements in the public sector receive targeted support through the student support system.
Public sector work placements include unpaid service with a hospital, with a local authority in relation to the care of children and young persons, health and welfare, with the prison and probation service, and with either House of Parliament. They also include unpaid research at a UK or overseas institution.
Asked by: Anneliese Dodds (Labour (Co-op) - Oxford East)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number and percentage of a) undergraduate and b) postgraduate students who are parents with caring responsibilities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Higher Education Statistics Agency is responsible for collecting and publishing data on the UK higher education (HE) sector. This data is shared with the department and includes a wide range of information on students studying at UK HE providers.
However, information on students who are parents with caring responsibilities is not collected, and therefore numbers and percentages of students in this position cannot be identified by the department.
Asked by: Lisa Smart (Liberal Democrat - Hazel Grove)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of local authorities which voluntarily provide support for self-employed adoptive parents in each of the last five years.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not collect information from local authorities or regional adoption agencies on the extent to which they provide voluntary support for self-employed adoptive parents.
Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help ensure continuity of local provision and specialist staffing be during transition, in the context of the number of colleges providing the Level 3 BTEC Forensic and Criminal Investigation.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.
Asked by: Saqib Bhatti (Conservative - Meriden and Solihull East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to protect learners (a) in and (b) planning to enter the BTEC pipeline before first teaching in September 2025.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.
Asked by: Preet Kaur Gill (Labour (Co-op) - Birmingham Edgbaston)
Question to the Department for Education:
To ask the Secretary of State for Education, how many child sexual exploitation cases were closed with no action in children's services in (a) Birmingham and (b) the west midlands in the last five years.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not hold the information centrally. Birmingham Children’s Trust and other councils and Children’s Trusts in the West Midlands region may hold this information for their areas.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to tailor the National Year of Reading to engage with (a) teenage boys, (b) early years children and (c) families from disadvantaged communities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department, in partnership with the National Literacy Trust, is leading the National Year of Reading 2026 to tackle declining reading enjoyment. This UK-wide campaign combines a marketing initiative with events in schools, libraries and communities, prioritising boys aged 10 to 16, early years children and families from disadvantaged communities.
Grounded in evidence, the campaign uses the “Go All In” branding to help make reading appealing and relevant, particularly for the priority audiences. The campaign’s message, “If you’re into it, read into it”, encourages individuals to explore reading through their passions, whether music, sport, baking, family time, films, sci-fi, or anything else.
Activities will take place across the year and includes national events, alongside resources for schools and early years, and library engagement through initiatives such as the Summer Reading Challenge. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. An independent evaluation in 2027 will assess its impact and sustainability beyond the campaign year and will assess its influence on reading behaviours and wider impact on the literacy sector.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking with (a) libraries, (b) charities and (c) the wider literacy sector to deliver the National Year of Reading.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department, in partnership with the National Literacy Trust, is leading the National Year of Reading 2026 to tackle declining reading enjoyment. This UK-wide campaign combines a marketing initiative with events in schools, libraries and communities, prioritising boys aged 10 to 16, early years children and families from disadvantaged communities.
Grounded in evidence, the campaign uses the “Go All In” branding to help make reading appealing and relevant, particularly for the priority audiences. The campaign’s message, “If you’re into it, read into it”, encourages individuals to explore reading through their passions, whether music, sport, baking, family time, films, sci-fi, or anything else.
Activities will take place across the year and includes national events, alongside resources for schools and early years, and library engagement through initiatives such as the Summer Reading Challenge. The campaign aims for lasting impact by engaging new audiences, making reading relevant, transforming practice, and building infrastructure. An independent evaluation in 2027 will assess its impact and sustainability beyond the campaign year and will assess its influence on reading behaviours and wider impact on the literacy sector.