Department for Education

The special educational needs and disabilities (SEND) teacher training offer comprises an investment of over £200 million over the course of this Parliament. This significant investment forms a central pillar of the government’s SEND reform plans, helping to secure a fairer system where effective support is available for every child with SEND from early years to the age of 25.

​This training offer will be freely available to all leaders, teachers and teaching assistants working in schools, colleges and nurseries across England.

We are currently in the design stage for the new programme and plan to develop it in collaboration with sector experts and early years professionals.

This free accessible training will focus on inclusive pedagogy, child development, and practical strategies for supporting children with SEND including those with speech, language and communication needs.

It is the long-standing policy of successive UK governments not to comment either on individual cases or operational intelligence.

The world-class reputation of our universities makes them a prime target for foreign states and hostile actors, who seek to erode that reputation by promoting, shaping or censoring what universities can offer.

We are working together across government and with universities themselves to defend the UK’s thriving academic environment. By working together and sharing information, we will foster the confidence needed to stand strong in the face of foreign pressure.

To tackle this enduring threat, MI5 and cyber security services delivered a rare briefing to over 70 Vice Chancellors. The government is also investing £3 million to bolster existing support and access to expert advice on national security risk management, including a new Academic Interference Reporting Route and new guidance.

It is the long-standing policy of successive UK governments not to comment either on individual cases or operational intelligence.

The world-class reputation of our universities makes them a prime target for foreign states and hostile actors, who seek to erode that reputation by promoting, shaping or censoring what universities can offer.

We are working together across government and with universities themselves to defend the UK’s thriving academic environment. By working together and sharing information, we will foster the confidence needed to stand strong in the face of foreign pressure.

To tackle this enduring threat, MI5 and cyber security services delivered a rare briefing to over 70 Vice Chancellors. The government is also investing £3 million to bolster existing support and access to expert advice on national security risk management, including a new Academic Interference Reporting Route and new guidance.

The government needs to ensure that the student funding system is financially sustainable, and funding arrangements are reviewed each year.

We are increasing loans for living costs each year in line with forecast inflation with students from the lowest income families receiving the largest year-on-year cash increases in support. Maximum loans for living costs will increase by 2.71% for the 2026/27 academic year.

We are also reintroducing maintenance grants of up to £1,000 per year for full-time students from low-income households studying courses aligned with the government’s missions and Industrial Strategy from the 2028/29 academic year.

The department will also provide extra support for care leavers, some of the most vulnerable in our society, who will automatically become eligible to receive the maximum rates of loans for living costs from the 2026/27 academic year.

The ‘Go All In’ campaign aims to increase reading engagement across all ages and encourage young people to see reading as enjoyable and rewarding, prioritising certain groups, such as boys aged 10 to 16, with a focus on key stage 2 to key stage 3 transition.

To strengthen literacy at the start of secondary school, the department is introducing a mandatory statutory reading assessment for all year 8 pupils, designed to identify gaps in reading fluency and comprehension early, ensuring schools can provide the right support. This academic year we have also launched a secondary pilot of the English Hubs programme, investing £2.3 million to support reading, alongside a national continuing professional development programme, Unlocking Reading, delivered by the Fischer Family Foundation to improve support for struggling readers. These measures collectively aim to strengthen reading engagement and improve literacy outcomes throughout key stage 3.

The department continues to work with the St Ralph Sherwin Catholic Multi Academy Trust. Where financial non-compliance or governance concerns are identified, the department will intervene in a way that is proportionate to the risk and preserves education and free school meal provision.

The Education Act 1996 as amended places a duty upon academies to provide free school meals to pupils of all ages that meet the criteria.

The government is delivering on its manifesto commitment by legislating to introduce Ofsted inspection of academy trusts and related intervention powers for my right hon. Friend, the Secretary of State for Education. Trust inspection will help drive better outcomes for children and provide greater confidence for parents.

The department is revising the School Food Standards and is engaging with stakeholders to ensure they support our work to create the healthiest generation of children in history.

​We want to gather a broad spectrum of perspectives and to achieve this, we intend to consult on these revisions. As we prepare to consult, we are continuing to gather insights from our wider engagement, including a pilot

Further details on timelines for the revisions and the consultation will be available in due course.

The department is revising the School Food Standards and is engaging with stakeholders to ensure they support our work to create the healthiest generation of children in history.

​We want to gather a broad spectrum of perspectives and to achieve this, we intend to consult on these revisions. As we prepare to consult, we are continuing to gather insights from our wider engagement, including a pilot

Further details on timelines for the revisions and the consultation will be available in due course.

The department is revising the School Food Standards and is engaging with stakeholders to ensure they support our work to create the healthiest generation of children in history.

​We want to gather a broad spectrum of perspectives and to achieve this, we intend to consult on these revisions. As we prepare to consult, we are continuing to gather insights from our wider engagement, including a pilot

Further details on timelines for the revisions and the consultation will be available in due course.

The department attaches great importance to the handling of correspondence from parliamentarians and is working to provide a response to the email from the hon. Member for Dorking and Horley.

The government is committed to tackling recruitment and retention challenges and supporting teachers to stay in the profession and thrive.

We recognise women aged 30-39 are the largest group of leavers from the teacher workforce. To address this, we are taking action to promote and expand flexible working opportunities in schools, without impacting pupils’ education hours. This includes offering practical support on combining flexible working and career progression. We also provide support for those returning having taken an extended break following parental leave.

The Burgundy Book outlines how maternity provision applies in schools. This is a national agreement negotiated with employers by the six teachers’ organisations.

Further information can be found on the Local Government Association website and views can be fed in via the organisations involved in that negotiation.

The government is committed to tackling recruitment and retention challenges and supporting teachers to stay in the profession and thrive.

We recognise women aged 30-39 are the largest group of leavers from the teacher workforce. To address this, we are taking action to promote and expand flexible working opportunities in schools, without impacting pupils’ education hours. This includes offering practical support on combining flexible working and career progression. We also provide support for those returning having taken an extended break following parental leave.

The Burgundy Book outlines how maternity provision applies in schools. This is a national agreement negotiated with employers by the six teachers’ organisations.

Further information can be found on the Local Government Association website and views can be fed in via the organisations involved in that negotiation.

The government is committed to tackling recruitment and retention challenges and supporting teachers to stay in the profession and thrive.

We recognise women aged 30-39 are the largest group of leavers from the teacher workforce. To address this, we are taking action to promote and expand flexible working opportunities in schools, without impacting pupils’ education hours. This includes offering practical support on combining flexible working and career progression. We also provide support for those returning having taken an extended break following parental leave.

The Burgundy Book outlines how maternity provision applies in schools. This is a national agreement negotiated with employers by the six teachers’ organisations.

Further information can be found on the Local Government Association website and views can be fed in via the organisations involved in that negotiation.

I refer the hon. Member for Richmond Park to the answer of 12 February 2026 to Question 111332.

I refer the hon. Member for Richmond Park to the answer of 12 February 2026 to Question 111332.

I refer the hon. Member for Richmond Park to the answer of 12 February 2026 to Question 111332.

The government has made a commitment to strengthen pupils’ foundational understanding of financial education in mathematics and citizenship, with digital resources to support teaching.

The department will engage with sector experts and young people in working out how best to reflect this in the updated curriculum. There will be a public consultation on the updated curriculum programmes of study in 2026, to seek views on the content before they are finalised.

​To support schools with teaching now and longer-term, Oak National Academy, an independent Arm’s Length Body, provides adaptable, optional and free curriculum support for schools, which can be found here: https://www.thenational.academy/ . The department will be examining what further support and training may be needed to help deliver the new financial education curriculum.

No decision has yet been made on whether to participate in the Organisation for Economic Co-operation and Development Programme for International Student Assessment financial literacy assessment and will confirm a decision in due course.

​

The government has made a commitment to strengthen pupils’ foundational understanding of financial education in mathematics and citizenship, with digital resources to support teaching.

The department will engage with sector experts and young people in working out how best to reflect this in the updated curriculum. There will be a public consultation on the updated curriculum programmes of study in 2026, to seek views on the content before they are finalised.

​To support schools with teaching now and longer-term, Oak National Academy, an independent Arm’s Length Body, provides adaptable, optional and free curriculum support for schools, which can be found here: https://www.thenational.academy/ . The department will be examining what further support and training may be needed to help deliver the new financial education curriculum.

No decision has yet been made on whether to participate in the Organisation for Economic Co-operation and Development Programme for International Student Assessment financial literacy assessment and will confirm a decision in due course.

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We are committed to reforming the special educational needs and disabilities (SEND) system to deliver an excellent, inclusive education for every child and young person, with a world-class curriculum and highly trained, expert staff at every phase of learning.

High needs funding for children and young people with complex SEND was increased by over £1 billion, or 11%, in 2025/26 and funding will continue at this increased level in 2026/27.

Total high needs funding will be well over £12 billion in 2026/27. Of that total Bradford City Council will be allocated over £139 million through the high needs funding block of the dedicated schools grant.

Local authorities will receive at least £3 billion for high needs capital between 2026/27 and 2029/30, and we will publish allocations for 2026/27 in the spring. This builds on £740 million for high needs capital in 2025/26, of which Bradford Council has been allocated approximately £7.3 million.

When the Schools White Paper is published early in 2026, we will set out further details on additional funding for both local authorities and schools to drive forward reform of the SEND system.

We are committed to reforming the special educational needs and disabilities (SEND) system to deliver an excellent, inclusive education for every child and young person, with a world-class curriculum and highly trained, expert staff at every phase of learning.

High needs funding for children and young people with complex SEND was increased by over £1 billion, or 11%, in 2025/26 and funding will continue at this increased level in 2026/27.

Total high needs funding will be well over £12 billion in 2026/27. Of that total Bradford City Council will be allocated over £139 million through the high needs funding block of the dedicated schools grant.

Local authorities will receive at least £3 billion for high needs capital between 2026/27 and 2029/30, and we will publish allocations for 2026/27 in the spring. This builds on £740 million for high needs capital in 2025/26, of which Bradford Council has been allocated approximately £7.3 million.

When the Schools White Paper is published early in 2026, we will set out further details on additional funding for both local authorities and schools to drive forward reform of the SEND system.

Plan 2 loans were designed and implemented by previous governments. Prospective students had access to a wide range of information across a range of platforms before they submit their loan application.

Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans. Students sign these terms and conditions before any money is paid to them.

The student finance system is designed to function differently to a commercial loan. Repayments are calculated solely on earnings, not on amount borrowed or the rate of interest applied. Crucially, Plan 2 student loans are cancelled after 30 years, regardless of outstanding balances.

The department does not hold data specific to South Basildon and East Thurrock.

Unlike commercial loans, student loan repayments are linked to income, not to the amount borrowed or interest applied. Borrowers only start repaying their student loan once earnings exceed the threshold, after which they repay at a rate of 9% of income above the repayment threshold, meaning low earning borrowers are protected. For example, a borrower earning £27,000 who started their course in academic year 2025/26 will repay £15 per month.

If their income drops, so do the repayments they make towards their student loan. And at the end of the repayment term any outstanding loan debt, including interest accrued, will be cancelled with no detriment to the borrower, and debt is never passed on to family members or descendants.

Based on current modelling, 32% of the 2022/23 cohort of England-domiciled Plan 2 student loan borrowers are expected to fully repay their loans within the 30 year loan term. Student loan forecasts can be found here: https://explore-education-statistics.service.gov.uk/methodology/student-loan-forecasts-for-england.

The department does not hold information on the average total interest accrued by a Plan 2 borrower over the lifetime of their loan. However, interest rates only affect the total amount repaid by high-earning borrowers and those with small balances, who will pay back all, or very nearly all, their student loans.

The purpose of pupil premium funding is to improve educational outcomes for disadvantaged pupils in state-funded schools in England.

Pupil premium is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including previously looked after children.

To ensure that pupil premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their pupil premium in line with the evidence-informed 'menu of approaches'. Under the ‘wider strategies’ category this can include supporting pupil’s social and emotional needs.

Previously looked after children and young people under adoption orders, special guardianship orders and child arrangements orders are eligible for funding for therapy through the Adoption and Special Guardianship Support Fund.

The purpose of pupil premium funding is to improve educational outcomes for disadvantaged pupils in state-funded schools in England.

Pupil premium is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including previously looked after children.

To ensure that pupil premium is focused on effective approaches to raising the educational attainment of disadvantaged pupils, schools must use their pupil premium in line with the evidence-informed 'menu of approaches'. Under the ‘wider strategies’ category this can include supporting pupil’s social and emotional needs.

Previously looked after children and young people under adoption orders, special guardianship orders and child arrangements orders are eligible for funding for therapy through the Adoption and Special Guardianship Support Fund.

The department is providing £3.2 billion of pupil premium funding in 2026/27 to improve educational outcomes for disadvantaged pupils in state-funded schools in England.

To ensure pupil premium is focused on effective approaches, schools must use their pupil premium in line with the evidence-informed 'menu of approaches'.

Schools with more than 5 eligible pupils must publish a strategy statement annually on their school website using the department template. Schools are held accountable for the outcomes they achieve with all their funding, including through Ofsted inspections and by governors and trustees, and pupil premium is no exception.

An evaluation of pupil premium and recovery premium, published in March 2025, found that overall schools were positive about the impact of the funding, and 85% agreed that having pupil premium meant they had a better strategy for meeting the needs of disadvantaged pupils. The evaluation is available here: https://www.gov.uk/government/publications/pupil-premium-and-recovery-premium-evaluation.

A report published by the Education Endowment Foundation (EEF) in October 2025 found that generally schools’ planned spending of pupil premium aligned with the challenges identified, and that schools used a variety of evidence sources to support their choice of approaches. The report is available here: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/pupil-premium-statement-research-project.

The department is providing £3.2 billion of pupil premium funding in 2026/27 to improve educational outcomes for disadvantaged pupils in state-funded schools in England.

To ensure pupil premium is focused on effective approaches, schools must use their pupil premium in line with the evidence-informed 'menu of approaches'.

Schools with more than 5 eligible pupils must publish a strategy statement annually on their school website using the department template. Schools are held accountable for the outcomes they achieve with all their funding, including through Ofsted inspections and by governors and trustees, and pupil premium is no exception.

An evaluation of pupil premium and recovery premium, published in March 2025, found that overall schools were positive about the impact of the funding, and 85% agreed that having pupil premium meant they had a better strategy for meeting the needs of disadvantaged pupils. The evaluation is available here: https://www.gov.uk/government/publications/pupil-premium-and-recovery-premium-evaluation.

A report published by the Education Endowment Foundation (EEF) in October 2025 found that generally schools’ planned spending of pupil premium aligned with the challenges identified, and that schools used a variety of evidence sources to support their choice of approaches. The report is available here: https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/pupil-premium-statement-research-project.

The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.

The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.

The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.

The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.

There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.

We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.

The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.

The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.

The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.

The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.

There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.

We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.

The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.

The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.

The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.

The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.

There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.

We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.

We must distinguish between allegations of foreign interference and the positive impact that partnership and students from China bring to our higher education (HE) sector, economy and society as a whole.

HE providers are autonomous bodies, independent of government, and we expect the sector to be alert to security risks when collaborating with international partners, ensuring their compliance with relevant legislation and regulations.

Providers must also continue to make the appropriate financial decisions to ensure their long term sustainability, with the Office for Students (OfS) monitoring the risk of over reliance on overseas income at a sector level.

The department commenced strengthened duties on providers and on the OfS in relation to free speech and academic freedom. These duties have been in effect since 1 August 2025, and the Office for Students has also issued extensive guidance to HE providers on what they should do to ensure they effectively protect and promote free speech and academic freedom as per these duties.

The Department for Science, Innovation and Technology provides robust support to the UK's research sector on managing the risks of collaboration, including tailored advice from the Research Collaboration Advice Team, and the National Protective Security Authority and National Cyber Security Centre’s ‘Trusted Research’ guidance.

We must distinguish between allegations of foreign interference and the positive impact that partnership and students from China bring to our higher education (HE) sector, economy and society as a whole.

HE providers are autonomous bodies, independent of government, and we expect the sector to be alert to security risks when collaborating with international partners, ensuring their compliance with relevant legislation and regulations.

Providers must also continue to make the appropriate financial decisions to ensure their long term sustainability, with the Office for Students (OfS) monitoring the risk of over reliance on overseas income at a sector level.

The department commenced strengthened duties on providers and on the OfS in relation to free speech and academic freedom. These duties have been in effect since 1 August 2025, and the Office for Students has also issued extensive guidance to HE providers on what they should do to ensure they effectively protect and promote free speech and academic freedom as per these duties.

The Department for Science, Innovation and Technology provides robust support to the UK's research sector on managing the risks of collaboration, including tailored advice from the Research Collaboration Advice Team, and the National Protective Security Authority and National Cyber Security Centre’s ‘Trusted Research’ guidance.

This government is absolutely committed to freedom of speech and academic freedom. ​The department commenced the following provisions, which came into force from 1 August 2025:

• ​Strengthened higher education (HE) provider duties in relation to securing and promoting the importance of freedom of speech and academic freedom.

• ​A requirement for HE providers to put in place effective codes of practice on freedom of speech and academic freedom.

• ​A ban of non-disclosure agreements in HE for staff and students where there is a complaint about bullying, harassment and sexual misconduct.

• ​A requirement for the Office for Students (OfS) to promote free speech, and enable the OfS to give advice and guidance on it.

The OfS has also issued extensive guidance to HE providers on commencement of their duties.​

We are seeking a suitable legislative vehicle to amend and repeal elements of the Higher Education (Freedom of Speech) Act 2023 at the earliest opportunity.

Following the review on post-18 education and funding, Plan 5 terms and conditions were introduced for new students in England who started their studies from the academic year 2023/24.

Interest on Plan 5 student loans is charged at the Retail Price Index (RPI) inflation only (currently 3.2%), meaning graduates will not repay more than they borrow in real terms. As an additional borrower protection, interest rates are automatically capped by the prevailing market rate for comparable unsecured personal loans, ensuring borrowers are protected if market conditions change.

It is reasonable to ask those graduates who do benefit financially from higher education to contribute towards the cost of their studies. Borrowers earning below the repayment threshold of £25,000 per year are not required to repay anything. Any outstanding loan including interest built up is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

All first-degree subjects typically lead to high rates of sustained employment, with Longitudinal Education Outcomes data showing that the proportion of graduates in “sustained employment with or without further study” five years after graduation ranges from 77.4% to 92.2% across subjects (in the latest available data, i.e. the 2022/23 tax year). This compares to a 68.0% employment rate among working-age non-graduates (in the latest Graduate Labour Market Statistics release, i.e. for 2024).

Current administrative data does not provide a breakdown of outcomes by whether employment is at graduate-level. Similarly, evidence is not available on the breakdown of government costs of student finance at course or subject level.

Courses with specific quality concerns related to graduate outcomes are addressed through the Office for Students quality regime.

Plan 2 student loans were designed and implemented by previous governments. Interest rates are applied at the Retail Price Index (RPI) only, then variable up to an upper limit of RPI +3% depending on earnings. This maintains the real value of repayments over a long loan term. As an additional borrower protection, interest rates on post-2012 loans are automatically capped by the prevailing market rate for comparable unsecured personal loans, ensuring borrowers are protected if market conditions change.

Interest rates do not impact monthly repayments made by student loan borrowers. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. For example, someone earning £30,000 will repay around £4 per month in the 2026/27 financial years under the repayment threshold of £29,385.

Those earning below the earnings threshold do not make repayments. Any outstanding loan including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

This is a deliberate government investment in students and the economy, and the 9% over-threshold repayment rate keeps higher education funding sustainable and ensures the costs are shared fairly between students and taxpayers.

Reducing the repayment rate to 5% would significantly increase the cost to taxpayers, many of whom have not attended university, which in turn would undermine the sustainability of higher education funding.

My noble Friend, the Minister for Skills has written to the Rethink Repayment campaign organiser via their MP regarding this issue.

Plan 2 student loans were designed and implemented by previous governments. Interest rates are applied at the Retail Price Index (RPI) only, then variable up to an upper limit of RPI +3% depending on earnings. This maintains the real value of repayments over a long loan term. As an additional borrower protection, interest rates on post-2012 loans are automatically capped by the prevailing market rate for comparable unsecured personal loans, ensuring borrowers are protected if market conditions change.

Interest rates do not impact monthly repayments made by student loan borrowers. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. For example, someone earning £30,000 will repay around £4 per month in the 2026/27 financial years under the repayment threshold of £29,385.

Those earning below the earnings threshold do not make repayments. Any outstanding loan including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

This is a deliberate government investment in students and the economy, and the 9% over-threshold repayment rate keeps higher education funding sustainable and ensures the costs are shared fairly between students and taxpayers.

Reducing the repayment rate to 5% would significantly increase the cost to taxpayers, many of whom have not attended university, which in turn would undermine the sustainability of higher education funding.

My noble Friend, the Minister for Skills has written to the Rethink Repayment campaign organiser via their MP regarding this issue.

Plan 2 student loans were designed and implemented by previous governments. Interest rates are applied at the Retail Price Index (RPI) only, then variable up to an upper limit of RPI +3% depending on earnings. This maintains the real value of repayments over a long loan term. As an additional borrower protection, interest rates on post-2012 loans are automatically capped by the prevailing market rate for comparable unsecured personal loans, ensuring borrowers are protected if market conditions change.

Interest rates do not impact monthly repayments made by student loan borrowers. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. For example, someone earning £30,000 will repay around £4 per month in the 2026/27 financial years under the repayment threshold of £29,385.

Those earning below the earnings threshold do not make repayments. Any outstanding loan including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.

This is a deliberate government investment in students and the economy, and the 9% over-threshold repayment rate keeps higher education funding sustainable and ensures the costs are shared fairly between students and taxpayers.

Reducing the repayment rate to 5% would significantly increase the cost to taxpayers, many of whom have not attended university, which in turn would undermine the sustainability of higher education funding.

My noble Friend, the Minister for Skills has written to the Rethink Repayment campaign organiser via their MP regarding this issue.

Young people involved in Adoption England’s National Youth Forum and regional adoption agency peer groups have spoken about how these groups have helped them explore and strengthen their identity, as well as to develop friendships with peers who understand their background. That is why our new consultation on the future of adoption support, “Adoption support that works for all”, includes proposals to increase opportunities for all young people to be involved in peer-led support groups, mentoring schemes, and wider community-based activities. This will help young people develop friendships and networks which can last a lifetime. The consultation can be found here: https://www.gov.uk/government/consultations/adoption-support-that-works-for-all.

The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment.

Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading. This is why early years is one of the priority groups for the National Year of Reading.

The ‘Go All In’ campaign positions reading as a powerful way for parents and families to increase quality time with their children and explore shared interests further, rather than reading being seen as a parental obligation.

​The National Year of Reading includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year.

The government is also investing around £500 million in the national rollout of the Best Start Family Hubs, which includes simple, practical tips to help parents feel confident in sharing stories, songs and books.

Early years settings and all interested parties are encouraged to sign up to www.goallin.org.uk for more information and to receive regular updates.

The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment.

Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading. This is why early years is one of the priority groups for the National Year of Reading.

The ‘Go All In’ campaign positions reading as a powerful way for parents and families to increase quality time with their children and explore shared interests further, rather than reading being seen as a parental obligation.

​The National Year of Reading includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year.

The government is also investing around £500 million in the national rollout of the Best Start Family Hubs, which includes simple, practical tips to help parents feel confident in sharing stories, songs and books.

Early years settings and all interested parties are encouraged to sign up to www.goallin.org.uk for more information and to receive regular updates.

Fostering is a devolved issue. Guidance to Health and Social Care Trusts is a matter for the devolved Northern Irish government.

The department funds Fosterline, which provides guidance on Universal Credit to fostering services and to prospective and current foster carers in England.

In England, the government sets the National Minimum Allowance to cover carers’ day‑to‑day caring costs. Fostering income is disregarded when determining eligibility for Universal Credit.

During discussions with a Department for Work & Pensions work coach, foster carer support can be tailored by recording that they are an approved foster carer and looking after children.

English fostering standards make clear that carers should receive clear information about the financial support they will receive before they start looking after a child. The department has also launched a call for evidence which included questions on financial transparency, to improve the understanding and consistency of financial support that is available to foster carers.

I refer the hon. Member for Strangford to the answer of 5 January 2026 to Question 100857.

The department is currently analysing responses to the call for evidence on out-of-school settings safeguarding, which sought to improve our understanding of current practice in the sector and invite views on possible approaches for further strengthening safeguarding standards. Given the significance of the issue, this analysis is being supported by independent external analysts.

The department also intends to carry out further engagement, including focus groups with parents and small providers, and sector roundtables with safeguarding experts and sector representatives before issuing a full response in due course.