Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, how are post-16 options such as apprenticeships, technical qualifications and other vocational routes being reformed; and what outcomes data she plans to publish on progression and earnings.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This government is transforming the apprenticeships offer into a new growth and skills offer, which will provide greater flexibility to employers and learners, and support the Industrial Strategy. In August, the government introduced new foundation apprenticeships for young people in targeted sectors, and shorter duration apprenticeships.
In October, we published a consultation which sets out our proposals for reformed qualifications pathways at level 3 and level 2. This includes a third, vocational pathway at level 3 called V Levels, and two new pathways at level 2 through the Further Study pathway and the Occupational pathway. The consultation closes on 12 January 2026 and can be accessed here: https://consult.education.gov.uk/technical-education-and-qualifications-reform/post-16-level-3-and-below-pathways/supporting_documents/post-16-level-3-and-below-pathways-consultationpdf.
The department publishes an annual official statistics publication which presents the employment, earnings and learning outcomes of further education learners. The statistics can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcomes/2021-22#explore-data-and-files.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has been made of the potential impact of financial barriers such as maintenance loans, accommodation costs, unpaid placements on working-class students in higher education; and what reforms are being considered to improve retention alongside initial access.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recognises the impact the cost of living crisis on students. To help students from the most disadvantaged backgrounds progress into and excel in higher education, we will future proof our maintenance loan offer by increasing maintenance loans in line with forecast inflation every academic year. We will also provide extra support for care leavers, who will automatically become eligible to receive the maximum rate of maintenance loan.
We will reintroduce maintenance grants, providing full-time higher education students from low-income households studying subjects aligned with the government’s missions and Industrial Strategy with up to £1,000 extra support per year from 2028/29.
Further, we will develop options to address regional disparities in access and tackle systemic barriers in the journey to higher education for disadvantaged students. To deliver this we have brought together a task and finish group to focus on how the system can best widen access for those from disadvantaged backgrounds.
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 measures she will use to evaluate the effect of the National Year of Reading 2026 on closing the gender attainment gap.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Reading for pleasure brings a range of benefits, including strong links with attainment. However, research by the National Literacy Trust shows that in 2025, just one in three children aged 8 to 18 reported enjoying reading, with teenage boys regularly reporting the lowest levels of reading enjoyment.
That is why the department is launching the National Year of Reading, a UK-wide campaign to address the steep decline in reading enjoyment amongst children, young people and adults
Grounded in existing evidence and new research by an external research agency, the campaign is designed to deliver meaningful impact during 2026 and beyond.
The impact of the National Year of Reading will be measured through an independent external evaluation. The evaluation will examine how the campaign influences reading behaviours, connects with audiences and shapes attitudes towards reading, particularly among the campaign’s priority audiences: teenage boys, early years children, and families from disadvantaged communities. It will also assess the wider impact on the literacy sector and the foundations for long-term change. The findings will be published in 2027.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of college provision for construction courses in Surrey Heath constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have established 10 Construction Technical Excellence Colleges (CTECs), one for each region of the country and one cross-regional CTEC. These CTECs will work with all construction providers and other key stakeholders across their region to deliver on the objectives of the CTEC programme, which includes boosting construction skills provision in direct response to local and national employer needs.
North Kent College is the CTEC for the south-east and will be working across the region to deliver on the objectives of the programme.
We recognise that many colleges have waiting lists for construction courses, so the department is investing £195 million capital funding announced as part of the construction skills package to expand construction skills capacity in the areas across the country, both in CTECs and their partner colleges. More detail on how areas such as Surrey Heath can access this funding will be set out in the new year.
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 discussions she has had with the Secretary of State for the Home Department on the availability of anonymised data relevant to children with irregular migrant status who are enrolled in schools.
Answered by Georgia Gould - Minister of State (Education)
Every child who is resident in England has a right to a school place irrespective of their nationality or immigration status therefore this data is not collected.
Asked by: Andrew Snowden (Conservative - Fylde)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the inclusion of the book 'Pigeon English' in the English GCSE curriculum in England and Wales.
Answered by Georgia Gould - Minister of State (Education)
Schools have the autonomy to choose the specific books and resources they use within the framework of the national curriculum. The department defines the genres of literature that must be covered, but does not prescribe individual authors or texts, other than Shakespeare which must be taught. At GCSE level, exam boards set out a range of set texts in their specifications, and schools are free to select those they wish to teach.
Asked by: Shaun Davies (Labour - Telford)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools in Telford constituency have applied for funding to provide a) free breakfast clubs and b) funded nurseries places in all rounds of applications up to and including 6 December 2025; and how many of those applications have been successful.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department launched the free breakfast club early adopter scheme in April 2025 to test and learn what works in delivering free breakfast clubs in 750 state-funded schools across England. Early adopter schools were selected to ensure a wide range of representation across different school types, sizes and geographical areas. In Telford, one school is taking part in the scheme. National rollout will begin in April 2026, and the first cohort of applications closed on 5 December. Successful applicants will be announced in due course.
High quality early years education is central to the department’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. This government is boosting availability and access through the School-based Nursery Programme. In phase 1 of the programme, one primary school in Telford applied and was awarded funding. Phase 2 closed on 11 December, with successful schools to be announced in due course.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to increase the availability of sign language education courses.
Answered by Georgia Gould - Minister of State (Education)
There are a variety of British Sign Language (BSL) qualifications available, from Level 1 through to Level 6. This includes Level 1 and 2 accredited qualifications offered by the Institute of British Sign Language, Signature and ABC Awards.
There are also funds available for adults who want to learn new skills through the Adult Skills Fund (ASF), which fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to level 3. 68% of the ASF is devolved to 13 strategic authorities, including the East Midlands Authority, who are responsible for ASF provision to their residents. The Department for Work and Pensions is responsible for the remaining ASF and makes funding available for a range of qualifications including the Level 1 Award in BSL.
The government, working with Ofqual, has also developed the content and assessment arrangements for a new BSL GCSE.
Asked by: Peter Swallow (Labour - Bracknell)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support students with dyslexia in the context of the Curriculum and Assessment Review Final Report and the SEND white paper.
Answered by Georgia Gould - Minister of State (Education)
The government is committed to ensuring that all pupils receive the support they need to achieve and thrive, including those with dyslexia. The Curriculum and Assessment Review emphasised inclusion and high standards for all, recommending evidence-led resources to help teachers adapt curricula for pupils with special educational needs and disabilities (SEND). We know that effective early identification and intervention is critical to improving the outcomes for children and young people with SEND. We are strengthening the evidence base of what works to improve early identification in mainstream settings. This includes recently published evidence reviews from University College London which highlight the most effective tools, strategies and approaches to identify and support different types of needs
The department also recently announced new government-backed research into SEND identification, which will aim to develop and test effective approaches to help the early identification of children needing tailored educational support.
Asked by: Bell Ribeiro-Addy (Labour - Clapham and Brixton Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 2 December 2025 to Question 95257 on Children: Data protection, if she will publish a Data Privacy Impact Assessment on the entire Bill.
Answered by Georgia Gould - Minister of State (Education)
A single Data Protection Impact Assessment (DPIA) cannot be conducted on the entire Bill. DPIAs are intended to evaluate specific data processing activities that may present high risks to individuals’ data protection rights, rather than entire pieces of legislation. The department has ensured that all Bill provisions involving personal data comply with data protection legislation by consulting the Information Commissioner’s Office (ICO) under Article 36 of UK GDPR.
We continue to engage with the ICO key measures, such as the Consistent Identifier and Children Not in School (CNIS) measures, to identify and mitigate any data protection risks. In line with our commitment to transparency, we will publish summaries of these DPIAs to provide assurance that children’s data will be processed lawfully and securely once the measures become operational.