Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help ensure that children from non-privileged backgrounds have access to music and dance training, including through supporting the Music and Dance Scheme Schools.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Birmingham Edgbaston to the answer of 12 February 2026 to Question 111332.​

Question to the Department for Education:

To ask the Secretary of State for Education, what plans her Department has to help provide long-term funding certainty for schools supported by the Music and Dance Scheme.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Birmingham Edgbaston to the answer of 12 February 2026 to Question 111332.​

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she to help support the Music and Dance Scheme Schools that face financial challenges.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Birmingham Edgbaston to the answer of 12 February 2026 to Question 111332.​

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with the Chancellor of the Exchequer on funding arrangements for local authority high needs Dedicated Schools Grant deficits ahead of the end of the statutory override in 2027-28.

Answered by Georgia Gould - Minister of State (Education)

The government has set out plans to address deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained and energetic action in accordance with our new system set out in the Schools White Paper.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to cover the remaining local authority share of high needs Dedicated Schools Grant deficits beyond 2025-26.

Answered by Georgia Gould - Minister of State (Education)

The government has set out plans to address deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained and energetic action in accordance with our new system set out in the Schools White Paper.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with the Department of Education in Northern Ireland to support improved educational outcomes across the UK; and what specific areas of collaboration are being prioritised.

Answered by Georgia Gould - Minister of State (Education)

Education is devolved, but the department collaborates with the Department of Education in Northern Ireland to share learning and improve standards. Ministers and officials meet throughout the year, including at the UK Education Ministers Council (UKEMC). My noble friend, the Minister for Skills, attended the last UKEMC in November 2025, which was attended by the Northern Ireland Minister of Education and focussed on curriculum reform, behaviour in schools and the use of artificial intelligence in schools.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 17 December 2025 to Question 98528 on Schools: Speech and Language Therapy, what progress her Department has made in extending the Early Language Support for Every Child programme; and how her Department is assessing the programme's impact on early identification and support for children with speech, language and communication needs.

Answered by Georgia Gould - Minister of State (Education)

In partnership with NHS England, the department has extended the Early Language and Support for Every Child (ELSEC) programme for the 2025/26 academic year, trialling new ways of working to better identify and support children with speech, language and communication needs in early years settings and primary schools.

The interim independent programme evaluation, due to be published this month, will assess the programme’s impact and allow the department to explore insights into the effectiveness of ELSEC delivery at a local level.

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 levels of teacher workload on their mental health.

Answered by Georgia Gould - Minister of State (Education)

The department monitors the relationship between workload and wellbeing through the ‘Working Lives of Teachers and Leaders’ study. Wave 4 shows improved wellbeing across all Office for National Statistics-validated personal wellbeing measures in 2025.

In comparison with previous waves, average life satisfaction, happiness and feelings of life being worthwhile all increased, while average anxiety decreased. Teachers and leaders also reported working fewer hours on average since 2022. Teacher and leader wellbeing measures, however, remain lower when compared with the wider population in England.

Measures to help reduce workload and work-related stress, such as the Improve Workload and Wellbeing service, are accessible at: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/. We also support teachers to use technology, including artificial intelligence, to streamline tasks and reduce unnecessary workload.

Over 4,300 settings have signed up to the Education Staff Wellbeing Charter, which sets out commitments from the department, Ofsted, schools and colleges to promote wellbeing. The department also signposts to Education Support’s free 24-hour helpline, and funds a mental health lead resource hub which includes tools to help address sources of stress, accessible at: https://www.mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for 'Giving every child the best start in life', reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, what measures have been introduced to help reduce levels of workload-related stress for teachers.

Answered by Georgia Gould - Minister of State (Education)

The department monitors the relationship between workload and wellbeing through the ‘Working Lives of Teachers and Leaders’ study. Wave 4 shows improved wellbeing across all Office for National Statistics-validated personal wellbeing measures in 2025.

In comparison with previous waves, average life satisfaction, happiness and feelings of life being worthwhile all increased, while average anxiety decreased. Teachers and leaders also reported working fewer hours on average since 2022. Teacher and leader wellbeing measures, however, remain lower when compared with the wider population in England.

Measures to help reduce workload and work-related stress, such as the Improve Workload and Wellbeing service, are accessible at: https://improve-workload-and-wellbeing-for-school-staff.education.gov.uk/. We also support teachers to use technology, including artificial intelligence, to streamline tasks and reduce unnecessary workload.

Over 4,300 settings have signed up to the Education Staff Wellbeing Charter, which sets out commitments from the department, Ofsted, schools and colleges to promote wellbeing. The department also signposts to Education Support’s free 24-hour helpline, and funds a mental health lead resource hub which includes tools to help address sources of stress, accessible at: https://www.mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for 'Giving every child the best start in life', reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's written statement entitled Investment in high needs place of 15 December 2025, what evidential basis her department is using to promote internal alternative provision for pupils with specialist needs in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

The department has announced at least £3 billion for high needs capital between 2026/27 and 2029/30, which is intended to create facilities within mainstream schools that can deliver more flexible support adapted to suit the pupils’ needs, alongside expanding or creating special and alternative provision schools.

Pupil support units are used as a planned intervention to support pupils with additional needs, including behaviour difficulties, and to improve their engagement with mainstream education.

The department has reviewed the existing evidence base, including findings from the department's school and college voice omnibus surveys, and third-party reports.

The department’s ‘Explorative research into In-School Support Units’ found that improvements in outcomes were perceived to span behaviour, attendance and attainment, as well as softer outcomes including improvements in feelings of belonging.

We are working with the sector to develop guidance applicable to pupil support units.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans the Government has to help address local authority high needs Dedicated Schools Grant deficits ahead of the end of the statutory override in 2027-28.

Answered by Georgia Gould - Minister of State (Education)

The government has set out plans to address deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained and energetic action in accordance with our new system set out in the Schools White Paper.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that the government will continue to take an appropriate and proportionate approach, though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved local special educational needs and disabilities reform plan.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to encourage and support applications from apprentices to Erasmus+.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We will work closely with institutions and our young people to maximise take-up, particularly among disadvantaged groups.

A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well ahead of the 2027 funding call which opens in November 2026.

On 17 December 2025, the department published on GOV.UK a page providing information about the Erasmus+ programme and the available opportunities.

There will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help (a) raise awareness of and (b) promote the opportunities offered by Erasmus+ among eligiblestudenrts and institutions.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We will work closely with institutions and our young people to maximise take-up, particularly among disadvantaged groups.

A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well ahead of the 2027 funding call which opens in November 2026.

On 17 December 2025, the department published on GOV.UK a page providing information about the Erasmus+ programme and the available opportunities.

There will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the report by the National Association of Disability Practitioners entitled Critical Response to the Equality Impact Assessment and Decision-Making in the Removal of DSA support for Students who are Disabled by Higher Education Academic Practices Involving Spelling and Grammar; and whether she plans to respond to this report.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department is aware of the report produced by the National Association of Disability Practitioners in December 2025 concerning the decision to remove Disabled Students’ Allowance (DSA) funding for nonspecialist spelling and grammar software from March 2025, except in exceptional circumstances. The department considers that the current policy ensures DSA funding is managed appropriately, with support still available where there is a clear disability related need. The department has considered the report carefully but is not intending to make any changes to this policy as a result.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the student loan repayment system, including interest accrual, on borrowers who take extended periods out of the labour market due to caring responsibilities; and whether her Department has made an assessment of the potential differential impact of this system on women.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Interest accrues on loan balances until the loan has been repaid in full or cancelled, but interest rates do not impact monthly repayments made by borrowers.

Borrowers on Plan 5 student loans only accrue interest at Retail Price Index (RPI) (currently 3.2%) meaning graduates will not repay more than they borrow in real terms. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold, or when out of the labour market, such as with caring responsibilities, ensuring that the loan’s debt value will not grow in real terms. Additionally, borrowers, regardless of their plan, earning under the repayment threshold are not required to make repayments.

Graduates only begin repaying once their earnings exceed the earnings threshold, paying 9% of income above that level. If a graduate becomes disabled and permanently unfit for work, loan balances, including interest may be written off.

For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of student loan interest rates and repayment threshold freezes on (a) women, (b) disabled graduates and (c) graduates from lower socio-economic backgrounds.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Interest accrues on loan balances until the loan has been repaid in full or cancelled, but interest rates do not impact monthly repayments made by borrowers.

Borrowers on Plan 5 student loans only accrue interest at Retail Price Index (RPI) (currently 3.2%) meaning graduates will not repay more than they borrow in real terms. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold, or when out of the labour market, such as with caring responsibilities, ensuring that the loan’s debt value will not grow in real terms. Additionally, borrowers, regardless of their plan, earning under the repayment threshold are not required to make repayments.

Graduates only begin repaying once their earnings exceed the earnings threshold, paying 9% of income above that level. If a graduate becomes disabled and permanently unfit for work, loan balances, including interest may be written off.

For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, what her Department's planned timeline is for the Online Parenting Interventions project.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The government is dedicated to widening access to high-quality, evidence-based parenting and home-learning support. This helps ensure that families can benefit from interventions that effectively promote children’s early development and contribute to reducing the attainment gap before they begin school. Our aim is to equip more parents to support their child’s development in communication, language, literacy, social and emotional skills and behaviour.

​

​Giving Every Child the Best Start in Life underlined the importance of offering both digital and in-person parenting support, so that families with a wide range of needs can access help in a way that works for them. This includes plans to develop a national digital parenting offer.

On 23 September 2025, the department issued a contract notice to explore options for centrally procuring a digital parenting programme. Further information will be provided in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the press release entitled Young people from all backgrounds to get opportunity to study abroad as UK-EU deal unlocks Erasmus+, of 17 December 2025, whether EU students will pay different levels of university fees compared to UK students studying in the UK.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Both inbound and outbound students on an Erasmus+ placement are exempt from tuition and registration fees at their host institution.

As the UK has left the EU, EU nationals are treated as international students when having started courses on or after 1 August 2021. This provides clarity as to which persons are eligible to access home fee status and student finance.

For EU, other EEA and Swiss nationals and their family members covered by citizens’ rights under the Withdrawal Agreements, they will continue to have access to student support and home fee status in England for the duration of their course, subject to meeting the residency requirements.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the press release entitled Young people from all backgrounds to get opportunity to study abroad as UK-EU deal unlocks Erasmus+, of 17 December 2025, whether EU students studying in the UK will be eligible for student loans.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Both inbound and outbound students on an Erasmus+ placement are exempt from tuition and registration fees at their host institution.

As the UK has left the EU, EU nationals are treated as international students when having started courses on or after 1 August 2021. This provides clarity as to which persons are eligible to access home fee status and student finance.

For EU, other EEA and Swiss nationals and their family members covered by citizens’ rights under the Withdrawal Agreements, they will continue to have access to student support and home fee status in England for the duration of their course, subject to meeting the residency requirements.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the rates of teacher retention amongst early years educators.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The turnover rate for all early years educators in private group-based and school-based providers is 16% and 7% respectively. A breakdown by qualification level is unavailable.

To boost recruitment and retention of early years teachers (EYTs) and meet the long-term ambition of having an EYT in every setting, the department will introduce EYT financial incentives worth a maximum of £4,500 per annum to support those working in the most disadvantaged communities. We expect the financial incentives to be available from autumn 2026 and will publish more detail in due course.

We are aiming to more than double the number of funded places on early years initial teacher training courses by 2028 and have introduced a new degree apprenticeship route to help more people become EYTs so that every child, no matter where they live, can benefit from high-quality early education.

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 the careers advice in (a) schools, (b) further education settings and (c) higher education settings for young people wishing to pursue a career in the creative industries.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department grant funds the Careers & Enterprise Company (CEC) to support schools and colleges to deliver high quality careers programmes. CEC’s support includes training for school and college-based careers leaders, connecting employers to schools and colleges through 44 careers hubs and delivering this government’s commitment to offer two weeks of meaningful and varied workplace experiences throughout key stages 3 and 4. The careers hub network includes 96% of secondary schools and colleges, 400+ leading employers and over 3,500 business volunteers across all sectors including creative industries.

CEC continues to work with Discover Creative Careers and has produced a range of resources on careers in the creative sector including technical pathways into the sector. Higher education providers are autonomous institutions and are responsible for designing and delivering their own careers advice and employability support for students.

Question to the Department for Education:

To ask the Secretary of State for Education, what eligibility criteria will be applied to the recently announced additional £300 million of funding for upgrading IT infrastructure in schools through the Connect the Classroom programme.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We will invest £325 million by 2029/30 to support digital connectivity. This includes expanding Connect the Classroom to thousands more schools in need, supporting schools and responsible bodies to build on the technology underpinning infrastructure and resilience, with the expectation that all schools and colleges should meet core technology standards by 2030.

Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, ensuring that poor connectivity is not a barrier to school improvement, with additional selection criteria to be announced in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's publications entitled 10-year plan to revitalise schools and colleges for every child, and Education estates strategy: a decade of national renewal, published on 11 February 2026, how much revenue funding has been allocated for the operation of the additional inclusion bases in secondary schools for each year of the 10 year plan.

Answered by Georgia Gould - Minister of State (Education)

In the special educational needs and disabilities (SEND) consultation, the department set out our ambition that, in time, every secondary school will have an inclusion base.

In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future spending reviews. Overall, there will be £7 billion more being spent on SEND provision in 2028/29 compared to 2025/26. We will also consult on a range of specialist provision funding reforms later in 2026, working with the specialist sector, local authorities and others to develop new funding models. More information about SEND reform was set out in the SEND consultation. For example, by 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.

Additionally, new research into SEN identification will be delivered by UK Research Innovation to develop approaches for the early identification, strengths and needs assessment, and support of children and young people with SEN.

Question to the Department for Education:

To ask the Secretary of State for Education, how many (a) EU and (b) UK students participated in the Erasmus programme in each of the last ten years that the UK participated.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The information is not held centrally and could only be obtained at disproportionate cost.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the OECD Programme for International Student Assessment (PISA) 2022 scores, what steps she is taking to reduce the performance gap between the UK nations and (a) Singapore, (b) Japan and (c) Vietnam; and what assessment she has made of the potential impact of the scores on the UK's (i) overall productivity, (ii) skills base and (iii) international competitiveness.

Answered by Georgia Gould - Minister of State (Education)

Education is a devolved matter, and the response outlines the information for England only.

High and rising standards across education, from early years to adulthood, are key to unlocking stronger outcomes and a better future for children and young people.

To drive high standards across the PISA subjects of mathematics, reading and science, the government has committed £27.7 million this financial year, supporting the teaching of phonics, early language and reading for pleasure via the English Hubs programme. We will also introduce a new reading assessment in year 8 to check progress. Following the Curriculum and Assessment Review’s recommendations, we will revise the maths curriculum from key stages 1 to 3 to support mastery and ensure a strong foundation for all children. Regional improvement for standards and excellence teams also work closely with Maths and English Hubs to share best practice.

PISA rankings look at the relative position between the different countries, however, the scores provide an absolute measure of performance in a country and are comparable over time.

Question to the Department for Education:

To ask the Secretary of State for Education, how much their Department has spent on (a) advertising and (b) marketing in each of the last three years.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department's combined expenditure on advertising and marketing for the last three financial years is shown below:
•  2022/23: £34,652,453.53
•  2023/24: £45,761,086.36
•  2024/25: £ 49,833,936.25

This paid marketing activity directly supports operational delivery by helping to recruit more school and college teachers and early years staff, and by ensuring parents are aware of the support available to them and their families, including childcare entitlements and Best Start Family Hubs. It also raises awareness and understanding, and encourages take-up, of government-funded technical qualifications, skills and training offers amongst young people and adults, which is vital to economic growth and opportunity across the country.

The rising spend reflects the changing media landscape and high levels of media inflation, and where paid-for advertising and marketing is used, it is subject to Cabinet Office spending controls, which ensure taxpayer money is spent cost-effectively and reflects professional best practice.

Where possible, activity is delivered in-house as part of cross-government campaigns or at low cost through partner coordination.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of how Primary PE and Sport will be funded in the 2026–27 academic year; and when she plans to announce future funding arrangements for the Primary PE and Sport Premium.

Answered by Georgia Gould - Minister of State (Education)

Arrangements for the funding of PE and sport in the 2026/27 academic year and future will be confirmed in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans her Department has to promote the National Year of Reading in (a) early years settings, (b) primary schools, (c) secondary schools, (d) further education and (e) higher education in Southwest England.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The National Year of Reading is a UK-wide campaign to address long term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change, during 2026 and beyond. It 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.

We are raising awareness of the National Year of Reading through a range of methods, such as via departmental communication channels, the National Year of Reading mailing list and social media, communications from the National Literacy Trust and promotion via the English Hubs network.

The Reading Agency are also providing public libraries with resources, toolkits and print and digital materials to activate the National Year of Reading.  You can find out more about events in your local area here: https://goallin.org.uk/whats-on/. Schools and early years settings in South West England and across the UK can also access a range of engaging online webinars, resources and activities throughout the year. They can find more information here: https://goallin.org.uk/get-involved/schools/.

This government is also providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure, as well as committing over £10 million in funding to guarantee a library for every primary school by the end of this parliament.

Question to the Department for Education:

To ask the Secretary of State for Education, for what reason eligibility for the Holiday Activities and Food programme is limited to children who meet the benefits-related Free School Meals criteria.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The holiday activities and food (HAF) programme provides free nutritious meals, enriching activities, and safe environments to eligible children during the school holidays. The programme is mainly aimed at children in receipt of benefits‑related free school meals, to ensure that funding is focused on the most disadvantaged. Research has shown that the school holidays can be pressure points for some families. Children from households on low incomes are more likely to experience food insecurity, social isolation, reduced physical activity, and fewer opportunities for enriching experiences during the school holidays. HAF directly responds to this by ensuring all sessions include a nutritious meal and enriching and physical activities, benefiting health, wellbeing and learning of those who attend.

In addition, local authorities have discretion to use up to 15% of their funding to provide free or subsidised holiday club places for children who do not meet the eligibility criteria but who the local authority believe could benefit from HAF.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that schools encourage shared reading among children in their first 1,001 days.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The statutory guidance 'early years foundation stage (EYFS) framework' sets education requirements that early years settings must follow to ensure that every child aged 0 to 5 has the best start in life. The EYFS recognises that it is crucial for young children to begin to develop a life-long love of reading and requires practitioners to read frequently to children, and actively engage them in a broad selection of stories, non-fiction, rhymes and poems. The framework can be found in full at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

The department provides a range of online resources which support settings to deliver the statutory EYFS requirements well for all children, including the ‘Development Matters’ guidance, the department’s reading framework, and the National Year of Reading website. The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment, with early years being one of the priority groups. It 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.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help encourage reading in early years settings.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The statutory guidance 'early years foundation stage (EYFS) framework' sets education requirements that early years settings must follow to ensure that every child aged 0 to 5 has the best start in life. The EYFS recognises that it is crucial for young children to begin to develop a life-long love of reading and requires practitioners to read frequently to children, and actively engage them in a broad selection of stories, non-fiction, rhymes and poems. The framework can be found in full at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2

The department provides a range of online resources which support settings to deliver the statutory EYFS requirements well for all children, including the ‘Development Matters’ guidance, the department’s reading framework, and the National Year of Reading website. The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment, with early years being one of the priority groups. It 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.

Question to the Department for Education:

To ask the Secretary of State for Education, how much of the Connect the Classroom funding will be spent on schools in the Huntingdon constituency.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The Renewal and Retrofit Programme, backed by £710 million to 2029/30, will be launched from April 2026 to improve the condition of school and college buildings and increase resilience to climate change so that buildings can last for decades and are net zero ready. This funding will also help protect more schools from flooding. The Programme will start with schools in the East Midlands, Yorkshire and the Humber and the South East, and will be expanded from 2027 to other regions in England. The department will set out further details in due course on how schools and colleges can join the Programme from 2027.

We are providing £325 million in additional targeted investment for digital connectivity until 2029/30, including expanding the Connect the Classroom programme. To date, almost £600,000 of Connect the Classroom funding has been provided to schools in the Huntingdon constituency. Through 2026/27, Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, with additional selection criteria to be announced in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, how much of the Renewal and Retrofit Programme's funding will be spent on schools in the Huntingdon constituency.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The Renewal and Retrofit Programme, backed by £710 million to 2029/30, will be launched from April 2026 to improve the condition of school and college buildings and increase resilience to climate change so that buildings can last for decades and are net zero ready. This funding will also help protect more schools from flooding. The Programme will start with schools in the East Midlands, Yorkshire and the Humber and the South East, and will be expanded from 2027 to other regions in England. The department will set out further details in due course on how schools and colleges can join the Programme from 2027.

We are providing £325 million in additional targeted investment for digital connectivity until 2029/30, including expanding the Connect the Classroom programme. To date, almost £600,000 of Connect the Classroom funding has been provided to schools in the Huntingdon constituency. Through 2026/27, Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, with additional selection criteria to be announced in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with relevant stakeholders in education to discuss antisocial behaviour amongst school children.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department engages regularly with teachers and headteachers and their representative bodies on a range of issues, including pupil behaviour.

All schools are required by law to have a behaviour policy which outlines effective strategies that encourage good behaviour.

The department’s existing ‘Behaviour in schools’ guidance states that schools should make clear to pupils that good behaviour does not end at the school gate. Schools have the power to sanction pupils for misbehaviour outside of the school premises to a reasonable extent.

To support schools, the department is establishing 93 new regional improvements for standards and excellence Attendance and Behaviour Hubs. These hubs will be led by schools with excellent attendance and behaviour practice which will work closely with other schools to help improve their approach.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help tackle persistent absence at (a) primary and (b) secondary schools.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department is taking a range of measures to tackle persistent absence in both primary and secondary schools. The statutory guidance ‘Working together to improve school attendance’ requires schools to take a support-first approach, including appointing a Senior Attendance champion, publishing a clear and easily-accessible attendance policy and to work in partnership with local authorities to reduce levels of absence. The full guidance is available at: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf.

Schools, trusts and local authorities also benefit from the department’s real-time attendance data tools and attendance toolkits, which enable early identification of emerging issues and support adoption of effective practice. Bespoke minimum attendance targets further assist schools in returning to pre-pandemic levels.

To support schools requiring additional intervention, the department launched new regional improvements for standards and excellence (RISE) attendance and behaviour hubs in January, with the capacity to support over 3,000 schools and deliver targeted assistance to up to 500. The national attendance mentoring programme is providing one-to-one support for 10,000 persistently absent pupils.

We are also addressing wider barriers through expanded primary breakfast clubs and increased access to specialist mental health professionals in every school.

Question to the Department for Education:

To ask the Secretary of State for Education, how much of the Connect the Classroom funding will be spent on schools in South Holland and the Deepings constituency

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

As part of our Education Estates Strategy, a 10-year plan to transform schools and colleges across England, we will provide targeted support for digital connectivity. As part of this £325 million of funding will be used for the expansion of Connect the Classroom and to support hard to reach schools to access fast, reliable gigabit-capable broadband. New selection criteria will be announced in the summer.

Connect the Classroom is currently supporting schools on the regional improvement for standards and excellence programme, ensuring that poor connectivity isn’t a barrier to school improvement. To date, over £900,000 of Connect the Classroom funding has been spent on schools in South Holland and the Deepings constituency.

Question to the Department for Education:

To ask the Secretary of State for Education, how many and what proportion of staff in her Department have (a) office-based, (b) hybrid and (c) remote-working contracts.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

As of February 2026, 486 employees of the department (6%) work remotely because their roles require them to be based at a distance from a departmental office.

All other employees, apart from a small number with homeworking as a reasonable adjustment, are office‑based with access to hybrid working arrangements. Hybrid working arrangements are non-contractual and led by business needs.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has access to real time data on attendance and exclusions at academies.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Improving attendance and tackling school exclusion early is central to the government’s mission to break down barriers to opportunity. High-quality, timely data enables early identification of need and delivery of a support-first approach.

Thanks to our world-leading data collection, the department has access to near real-time attendance data for schools, including academies. For each morning and afternoon session, schools must record the relevant attendance and absence code for each pupil. This includes Code E, which is used when a pupil is absent due to suspension or permanent exclusion. Code E is recorded as absence but not classified as unauthorised absence.

Using this attendance data, key actors can take a curious approach to identify patterns in pupil movement that could suggest off-rolling or other concerning practices, including off-site direction and managed moves, and will follow up on a targeted basis with responsible bodies to understand and challenge where there are possible concerns.

Formal data on suspension and permanent exclusion is also collected through the termly school census, which is published two terms in arrears.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of AI use on academic integrity.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department monitors the emerging impacts of artificial intelligence (AI) on education, including risks to academic integrity. Our published policy position on generative AI is evidence-based and sets out clear expectations for schools and colleges on safe, responsible and ethical use.

We work closely with regulators to ensure that academic integrity is protected and that providers have the support they need to prevent and respond to misuse of AI. In 2025 the Joint Council for Qualifications supported by Ofqual updated their guidance for schools on AI use in assessments. This provides clarity for teachers and assessors in identifying and managing potential malpractice and maintaining integrity of assessment. We have also made wider support materials publicly available that help education staff manage risks, promote ethical use, and reinforce robust approaches to detecting and addressing issues.

Question to the Department for Education:

To ask the Secretary of State for Education, how many school-based nurseries were created under the school-based nursery capital grant for 2024-25 that replaced an existing private nursery in the same location.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

High-quality early years education is central to our 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 nurseries programme, supporting school led-provision and private, voluntary and independent (PVI) providers and childminders operating from school sites. There is no available data on any replacement of provision.

27 of the 300 successful schools in Phase 1 are working in partnership with a private, voluntary or independent provider, and schools can continue to partner with them and childminders for future phases. For Phase 1 of the programme, local authorities had to confirm childcare need for the proposed projects. In further phases, we have strengthened their role, asking them to confirm that any new nursery will enhance the local offer and not displace quality provision already in place.

We have already made a real impact, delivering a reported 5,000 new nursery places through Phase 1, and are due to announce successful projects for Phase 2 soon.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps is she taking to ensure school buildings are adequately maintained for future use.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

This government has published its education estates strategy backed by a 10 year plan to deliver a decade of renewal to transform schools and colleges in England. It is supported by unprecedented long-term funding through to 2034/35. We are investing almost £3 billion per year by 2034/35 in capital maintenance for schools and colleges, rising from £2.4 billion in 2025/26.

We are also launching a new Renewal and Retrofit Programme, backed by over £700 million to 2029/30, to improve the condition of school and college buildings, increase resilience to climate change and protect schools from flooding so buildings can last for decades to come and are net zero ready. The Programme will start with schools in the East Midlands, Yorkshire and the Humber and the South East, and will be expanded from 2027 to other regions in England. We will set out further details in due course on how schools and colleges join the programme from 2027.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to meet the target of two-thirds of young people participating in higher-level learning.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We have set an ambition to have two-thirds (66.7%) of young people participating in higher-level learning, academic, technical, or an apprenticeship, by age 25.

The Post-16 Education and Skills White Paper sets out our path to meeting that ambition, by raising the status of further education, strengthening our world-leading higher education sector, and introducing more support and flexibility for learners.

We are delivering these reforms at pace, with rapid progress across funding, policy development and key launches that are already impacting providers and learners:

• We are cracking down on rogue university franchising and in November we published our response to the consultation on Franchising in Higher Education.
• We are delivering on our commitment to expand the TEC programme. In December, we launched applications to become a Wave 2 TEC, and announced CTECs allocations. The national bidding round for Post‑16 and Construction Skills Capacity Funding in non‑devolved areas opened in February.
• In January, we launched the tender for technical and vocational subject teaching professional development, laid regulations for Initial Teacher Education reform, and refreshed the Teach in FE campaign.
• We have consulted on Post-16 Level 3 and Below Pathways.
• At Autumn Budget 2025, we announced over £1.5 billion of funding is being made available across the spending review period into the Youth Guarantee and the Growth and Skills Levy. This funds £820 million for the Youth Guarantee, ensuring all young people aged 16-24 years old have access to the support they need to earn and learn.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to a) improve the nutritional quality of school meals and b) increase the use of British produced food and ingredients in schools.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department aims to revise the School Food Standards and is engaging with stakeholders, including academics and nutrition professionals, to ensure they support our work to create the healthiest generation of children in history.

Schools are responsible for their school meals service and how and where they choose to buy their produce. We encourage schools to voluntarily follow the Government Buying Standards for food and catering, which includes lots of advice around sustainable sourcing. Additionally, we are working with the Department for Environment, Food and Rural Affairs to support schools to buy more of the fresh, high-quality ingredients produced in the UK when sourcing their meals as part of the government’s Food Strategy.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that local authorities fulfil their statutory duties in respect of Education, Health and Care Plans for children with special educational needs.

Answered by Georgia Gould - Minister of State (Education)

The department and NHS England work together to support and challenge local areas to improve their special educational needs and disabilities (SEND) service delivery where required. This includes monitoring, supporting and challenging any areas of identified weakness, both following an area SEND inspection by Ofsted and the Care Quality Commission, or if those areas are identified outside of inspection timescales.

Where a local authority does not meet its duties, including in relation to securing provision in accordance with education, health and care plans, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement. This includes a range of universal, targeted and intensive support through departmental programmes, such as our expert advisers and commissioners.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to promote the National Year of Reading 2026 in educational settings.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

This government has committed to strong foundations in reading and writing for all children, to help every child achieve and thrive at school.

We know that reading for pleasure is hugely important and brings a range of benefits, including strong links with attainment, wellbeing, empathy, confidence, and aptitude for learning, with reading holding the key to accessing the rest of the curriculum. However, recent evidence shows that only one in three children report enjoying reading in their free time with just one in five reading daily. This is even lower for certain groups, for example, in 2025, just 25.7% of boys aged 8-18 said they enjoy reading, compared to 39.1% of girls.

The National Year of Reading 2026 is a UK wide campaign to address the decline in reading for pleasure. It 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. It encourages people of all ages to “Go All In” and explore reading as a way to deepen their interests and passions.

As part of the National Year of Reading, we are investing an additional £5 million for secondary schools to purchase books and other reading material to promote reading enjoyment amongst their pupils. This funding will be distributed during 2026, and further details will be communicated to schools in due course.

In addition to this, we have committed over £10 million, via the Dormant Assets Strategy, to ensure every primary school in England has a library by the end of this parliament.

These initiatives demonstrate our commitment to ensuring that every child has access to high-quality reading opportunities, to inspire a love of reading that lasts a lifetime. We also look forward to engaging with the Education Select Committee’s inquiry into Reading for Pleasure and reviewing its findings.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support teachers to deliver effective financial education in the new national curriculum.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to strengthening pupils’ foundational understanding of financial education in mathematics and citizenship following the publication of the Curriculum and Assessment Review's final report in November 2025. From budgeting to understanding credit, all children will learn about the fundamentals of money and develop the skills needed to succeed in the modern world.

My department will engage with sector experts and young people in how best to reflect this in the updated curriculum. There will be public consultation on updated curriculum Programmes of Study in 2026, seeking views on the content before they are finalised. We intend that the new financial education will be taught for the first time from September 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the benefits of updating the Education Act 1944 with regard to distance thresholds for school transport.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to creating opportunities for all children so that they can achieve and thrive. The department’s home-to-school travel policy aims to make sure that no child is prevented from accessing education by a lack of transport.

The eligibility criteria are set out in the Education Act 1996 and were amended by the Education and Inspections Act 2006. Whilst the statutory walking distances have been in place since the 1940s, children within walking distance can now also have free travel if they cannot walk to school because of their special educational needs, disability or mobility problem, or because the route is unsafe. Extended rights to home to school travel now support school choice for children from low-income families where the cost of transport may otherwise be a barrier. We do not currently have any plans to change the existing statutory framework for home to school travel.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the press release titled “10-year plan to revitalise schools and colleges for every child”, published on 11 February 2026, by when does the government expect every secondary school to have an inclusion base.

Answered by Georgia Gould - Minister of State (Education)

On Wednesday 11 February, the department set out our ambition that, in time, every secondary school will have an inclusion base.

Where new places are needed, this can be supported by the £3.7 billion in high needs capital that we are investing between 2025/26 and 2029/30. This funding is allocated to local authorities, who know their schools and will determine how best to spend funding to meet local need. £740 million of this funding has already been allocated, and allocations for 2026/27 will be published in the spring.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she has taken to promote British heritage in the national curriculum.

Answered by Georgia Gould - Minister of State (Education)

Following the independent Curriculum and Assessment Review we are revising the national curriculum. We will publicly consult from summer 2026, and fully implement the new full national curriculum for first teaching from September 2028.

Our refreshed national curriculum will strengthen pupils’ understanding of British heritage, particularly through a robust understanding of our nation’s history, through teaching of our fundamental British values in citizenship, and in English through drawing on a recognised body of English literature.

We will support teachers to draw on content that meets the needs of their pupils and embodies a modern and forward-looking Britain.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of changing the (i) interest rate, for example to CPI, for existing student loan borrowers and (ii) maximum period before student loans are written off for existing borrowers on the public finances.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Reducing the interest rate charged to existing student loan borrowers would lead to reduced future repayments due to some borrowers paying off their loans faster, and therefore represent a cost to the public purse.

Increasing the maximum period before student loans are written off for existing borrowers would generate a saving for public finances due to additional repayments being made by borrowers who would otherwise have had their loans written off.

Plan 5 loans were introduced by the previous government for new undergraduate students starting courses from the 2023/24 academic year onwards and, compared to the Plan 2 loans they replaced, combine reduced interest rates with a ten year extension to the loan repayment term and a lower repayment threshold. Impacts were published here: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the adequacy of levels of inclusion of climate change and environmental sustainability in the national curriculum beyond geography and science subjects.

Answered by Georgia Gould - Minister of State (Education)

Young people have consistently expressed a strong desire for more education on climate change, nature and sustainability. Teachers have also highlighted that limited visibility and emphasis on climate topics in the national curriculum has made it difficult to develop effective provision in this area.

Climate education was already present in the science and geography curricula. The Curriculum and Assessment Review recommended stronger climate education and sustainability content across the curriculum, with detailed engagement and earlier sequencing with climate education in subjects such as geography, science, design and technology and citizenship.

Work is now underway to embed content on climate change, nature and sustainability across the curriculum and sequence knowledge throughout the key stages.

Funding is already committed for the National Education Nature Park to provide curriculum-linked activities and resources for all key stages, and for supporting climate action plans via the Climate Ambassador Programme and Sustainability Support for Education. Climate action plans encourage settings from early years to further education to consider how they take a holistic approach to climate across four key pillars of adaptation, biodiversity, curriculum and decarbonisation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to introduce targets and funding commitments for climate education across all key stages.

Answered by Georgia Gould - Minister of State (Education)

Young people have consistently expressed a strong desire for more education on climate change, nature and sustainability. Teachers have also highlighted that limited visibility and emphasis on climate topics in the national curriculum has made it difficult to develop effective provision in this area.

Climate education was already present in the science and geography curricula. The Curriculum and Assessment Review recommended stronger climate education and sustainability content across the curriculum, with detailed engagement and earlier sequencing with climate education in subjects such as geography, science, design and technology and citizenship.

Work is now underway to embed content on climate change, nature and sustainability across the curriculum and sequence knowledge throughout the key stages.

Funding is already committed for the National Education Nature Park to provide curriculum-linked activities and resources for all key stages, and for supporting climate action plans via the Climate Ambassador Programme and Sustainability Support for Education. Climate action plans encourage settings from early years to further education to consider how they take a holistic approach to climate across four key pillars of adaptation, biodiversity, curriculum and decarbonisation.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of mental health and wellbeing amongst teachers.

Answered by Georgia Gould - Minister of State (Education)

Supporting the wellbeing of our expert education workforce is critical to this government’s mission to break down the barriers to opportunity for children and young people.

​​The department tracks teacher wellbeing through the longitudinal study, the Working Lives of Teachers and Leaders. ​Wave 4 shows improved wellbeing across all Office for National Statistics (ONS)-validated personal wellbeing measures in 2025. Average life satisfaction, happiness, and feelings of life being worthwhile all increased while average anxiety decreased.

​Another means by which we commission research is by including ONS-validated personal wellbeing questions in the School and College Voice Survey to capture seasonal differences. ​The latest data shows that all wellbeing measures remain broadly in line with the same period last year.

The ‘Every Child Achieving and Thriving’ white paper announced £1 million of additional funding each year to provide up to 2,500 leaders with access to a safe and confidential space to develop new strategies to manage their resilience and capacity.

The Education Staff Wellbeing Charter sets out commitments from the department, Ofsted, schools and colleges to promote staff wellbeing. Over 4,300 schools and colleges have signed up.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for ‘Giving every child the best start in life’, reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is having discussions with the Chancellor on a cross-departmental approach to raising literacy rates among children and young people.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department is working with other government departments, including the Ministry of Justice and the Department for Culture, Media and Sport (DCMS), as well as the Scottish, Welsh, and Northern Irish devolved governments, to promote the National Year of Reading 2026. This aims to address long term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change.

Cross sector support is vital in tackling the downward trend in reading for pleasure, which is why the Year is operating as a collective impact campaign allowing multiple agencies and partners to participate, including publishers, booksellers, brands, retailers and charities.

The National Year of Reading 2026 will involve activities and events across the UK. You can find more information about the campaign in England, Scotland and Northern Ireland, and in Wales here: https://goallin.org.uk/

The campaign aims for lasting impact. For example, my right hon. Friend, the Chancellor of the Exchequer announced £5 million for secondary schools to purchase books and reading material to encourage reading for pleasure. The government has also committed over £10 million in funding to guarantee a library for every primary school by the end of this parliament, which will be delivered by DCMS.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support the mental health of teachers.

Answered by Georgia Gould - Minister of State (Education)

The department takes the wellbeing and mental health of teachers very seriously.

We have worked with the sector to develop the Education Staff Wellbeing Charter which sets out commitments from the department, Ofsted, schools and colleges to protect and promote staff wellbeing. The charter can be used to inform a whole school or college approach to wellbeing. Over 4,300 schools and colleges have signed up.

The department has funded a mental health lead resource hub to support mental health leads which is available here: https://www.mentallyhealthyschools.org.uk/whole-school-or-college-resources/. This includes resources to support staff development and wellbeing. The department also signposts to a range of mental health resources, including Education Support’s free 24-hour helpline.

From 2027, we will be investing £1 million additional funding each year to provide up to 2,500 leaders annually with support to develop new strategies to manage their mental health, resilience and capacity. This builds on our current £1.5 million investment for professional supervision for school and college leaders, delivered by Education Support. Over 1,400 leaders have benefitted since April 2024.

We are tackling the wider pressures on teachers and leaders. The Child Poverty Strategy, the introduction of our strategy for ‘Giving every child the best start in life’, reform to children’s social care, and the expansion of access to specialist mental health professionals will enhance teachers’ day-to-day experience and strengthen their ability to deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of guidelines on support for SEND children in the mainstream education system.

Answered by Georgia Gould - Minister of State (Education)

To support children with special educational needs and disabilities (SEND), we will help mainstream settings to make the necessary changes to embed inclusive practice. We will develop new National Inclusion Standards to bring greater clarity and evidence to this space. These will set out, for the first time, support that should be available in every mainstream setting, and we will appoint an expert panel to develop and make recommendations regarding the content of the National Inclusion Standards.

The SEND Code of Practice provides statutory guidance for organisations supporting children with SEND. We have committed to updating the Code to reflect changes in the SEND system and findings of recent independent scrutiny, including from the Education Select Committee. The updated Code will clarify responsibilities for mainstream settings and establish a consistent approach to supporting children with SEND.

We are consulting on proposals to reform the SEND system, and the consultation is accessible at: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/. We will undertake a separate, full public consultation on the proposed changes to the Code of Practice to reflect best practice and the views of children and young people, families and professionals.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve literacy rates among children in the North West.

Answered by Georgia Gould - Minister of State (Education)

High and rising school standards, with excellent foundations in reading and writing, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.

The English Hubs programme supports the teaching of phonics, early language development, and reading. There are several English Hubs operating in the north west, including Orgill English Hub, St John Vianney English Hub, and the Arch English Hub.

This financial year, we have committed £28.3 million to drive high and rising standards in reading and writing. This funding will deliver a range of support for schools, including new training for primary schools, delivered through the English Hubs programme, to help children progress from the early stages of phonics through to reading fluently by the time they leave primary school, and new support and training for secondary schools to support reading at key stage 3.

The department also published a writing framework in July, which will support schools in delivering high quality writing provision across England.

The department is providing £5 million of funding for secondary schools to purchase books and reading material to encourage reading for pleasure. The government has also committed over £10 million in funding to guarantee a library for every primary school by the end of this Parliament, which will be delivered by the Department for Culture, Media and Sport.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support leadership development pathways for teachers.

Answered by Georgia Gould - Minister of State (Education)

High quality professional development is important for teachers at all stages of their careers, ensuring they receive appropriate support and can continually improve their practice. The department offers five leadership National Professional Qualifications (NPQs), which help boost teachers’ and leaders’ knowledge and confidence as they progress into senior leadership roles, alongside five specialist NPQs for those who want to broaden their existing knowledge, expertise, and skills in specialist areas of leadership practice outside traditional leadership roles.

We are currently reviewing the NPQ suite to ensure courses remain up to date with best practice and evidence, support clear progression between leadership levels, and draw on insights from programmes such as the School Trust CEO programme

We will deliver a targeted package of interventions for Excellence in Leadership that update standards, strengthen professional development and support wellbeing. This includes additional investment in an early headship coaching, a new mentoring framework, and piloting a targeted place-based headteacher retention incentive. Together, these interventions reflect the government’s commitment to supporting high-quality leadership across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the lack of statutory authority for (a) schools or (b) local authorities to provide NHS clinical care outside the EHCP framework.

Answered by Georgia Gould - Minister of State (Education)

Schools are not responsible for clinical healthcare tasks. Healthcare tasks can be delegated to staff in schools and other education settings where the responsible healthcare professional considers delegation safe and appropriate.

The Nursing and Midwifery Council (NMC) and the Health and Care Professions Council (HCPC) both include a regulatory standard requiring registrants to delegate only when they are satisfied that the other person is competent to carry out the delegated task safely and require the healthcare practitioner to supervise and support those who are delegated to. These are found in the NMC Code, which is available here: https://www.nmc.org.uk/standards/code/, and the HCPC Standards, available at: https://www.hcpc-uk.org/standards/standards-of-conduct-performance-and-ethics/.

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 improved early intervention and diagnostic methodologies for children with special educational needs on levels of SEND provision in local authorities.

Answered by Georgia Gould - Minister of State (Education)

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.

As set out in the SEND reform consultation document “Putting Children and Young People First”, the department will develop National Inclusion Standards. These will set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs, before those needs escalate. By 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.

In addition, government-backed research delivered by UK Research Innovation in partnership with the department will aim to develop and roll out approaches for the early identification, strengths and needs assessment, and support of children and young people with special educational needs.

The department and NHS England continue to track the progress that the Surrey Local Area Partnership is making following its Ofsted/CQC SEND inspection in September 2023, which found inconsistent experiences and outcomes for children and young people with SEND, alongside providing on-going advice, support and challenge.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of improving methodologies for (a) early intervention and (b) diagnosis of children with special educational needs in (i) Surrey and (ii) Surrey Heath constituency.

Answered by Georgia Gould - Minister of State (Education)

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.

As set out in the SEND reform consultation document “Putting Children and Young People First”, the department will develop National Inclusion Standards. These will set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs, before those needs escalate. By 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.

In addition, government-backed research delivered by UK Research Innovation in partnership with the department will aim to develop and roll out approaches for the early identification, strengths and needs assessment, and support of children and young people with special educational needs.

The department and NHS England continue to track the progress that the Surrey Local Area Partnership is making following its Ofsted/CQC SEND inspection in September 2023, which found inconsistent experiences and outcomes for children and young people with SEND, alongside providing on-going advice, support and challenge.

Question to the Department for Education:

To ask the Secretary of State for Education, what support is available for schools wanting to transition into co-operative academies.

Answered by Georgia Gould - Minister of State (Education)

As set out in the Every Child Achieving and Thriving White Paper, we are placing collaboration at the heart of the system by moving to all schools being part of school trusts, which are rooted in their community and equipped to innovate for all children. To help achieve this, we have committed to working with the sector to update co-operative school trust model articles of association, so this model can effectively support purposeful, diverse and large-scale collaboration.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the rates of teacher retention amongst secondary school educators.

Answered by Georgia Gould - Minister of State (Education)

The department has published detailed plans on how we will recruit and retain more teachers in our 6,500 additional teachers delivery plan, which is available here: https://www.gov.uk/government/publications/every-child-achieving-and-thriving. Better retention of teachers and leaders keeps the skills and expertise they have developed in classrooms, underpinning high quality education for every child.

We will promote best practice in workload and wellbeing management, including flexible working opportunities, and tackle the external pressures where schools are filling the gaps.

The department also recognises the important role which pay, and financial reward play in attracting and retaining teachers. We are offering targeted retention incentives worth up to £6,000 after tax for the subjects and areas with greatest need, and we have implemented above inflation pay increases over the last two pay rounds where we accepted the School Teachers' Review Body recommendation of a nearly 10% award for school teachers and leaders

The last workforce census (June 2025) reported one of the lowest leaver rates since 2010, with 1,700 fewer teachers leaving the state-funded sector. More teachers are also returning to state schools than at any point in the last ten years. The latest data showed 17,274 teachers returned to the classroom.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the rates of teacher retention amongst primary school educators.

Answered by Georgia Gould - Minister of State (Education)

The department has published detailed plans on how we will recruit and retain more teachers in our 6,500 additional teachers delivery plan, which is available here: https://www.gov.uk/government/publications/every-child-achieving-and-thriving. Better retention of teachers and leaders keeps the skills and expertise they have developed in classrooms, underpinning high quality education for every child.

We will promote best practice in workload and wellbeing management, including flexible working opportunities, and tackle the external pressures where schools are filling the gaps.

The department also recognises the important role which pay, and financial reward play in attracting and retaining teachers. We are offering targeted retention incentives worth up to £6,000 after tax for the subjects and areas with greatest need, and we have implemented above inflation pay increases over the last two pay rounds where we accepted the School Teachers' Review Body recommendation of a nearly 10% award for school teachers and leaders

The last workforce census (June 2025) reported one of the lowest leaver rates since 2010, with 1,700 fewer teachers leaving the state-funded sector. More teachers are also returning to state schools than at any point in the last ten years. The latest data showed 17,274 teachers returned to the classroom.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to produce a Teacher Retention Strategy.

Answered by Georgia Gould - Minister of State (Education)

The department has published detailed plans on how we will recruit and retain more teachers in our 6,500 additional teachers delivery plan, which is available here: https://www.gov.uk/government/publications/every-child-achieving-and-thriving. Better retention of teachers and leaders keeps the skills and expertise they have developed in classrooms, underpinning high quality education for every child.

We will promote best practice in workload and wellbeing management, including flexible working opportunities, and tackle the external pressures where schools are filling the gaps.

The department also recognises the important role which pay, and financial reward play in attracting and retaining teachers. We are offering targeted retention incentives worth up to £6,000 after tax for the subjects and areas with greatest need, and we have implemented above inflation pay increases over the last two pay rounds where we accepted the School Teachers' Review Body recommendation of a nearly 10% award for school teachers and leaders

The last workforce census (June 2025) reported one of the lowest leaver rates since 2010, with 1,700 fewer teachers leaving the state-funded sector. More teachers are also returning to state schools than at any point in the last ten years. The latest data showed 17,274 teachers returned to the classroom.

Question to the Department for Education:

To ask the Secretary of State for Education, how many family hubs there are in a) urban and b) rural areas.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

At present, there are 675 Family Hubs in 88 local authorities funded by the department. Of these, based on the Office of National Statistics classification of Rural and Urban, 627 are based in urban areas and 48 are based in rural areas.

The department has set a clear ambition for 70% of hubs to be in the 30% most disadvantaged areas. From April we will be rolling out hubs nationally, meaning they will be in every local authority.

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools in Newcastle-under-Lyme closed due to hydrogen sulphide from Walleys Quarry landfill site between 1 January 2021 and 28 November 2024; and how many days they were closed for.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department does not hold the information requested.

Where the department is notified of a significant safety issue with a school building that cannot be managed within local resources, we consider additional support on a case-by-case basis. We work closely with these responsible bodies and schools to minimise the impact of closures and ensure continuity of education for pupils.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 92 of the Strategic Defence Review, published on 2 June 2025, how many (a) public engagements and (b) private meetings Ministers in their Department have undertaken related to the national conversation on defence and security.

Answered by Georgia Gould - Minister of State (Education)

Ministers in the Department for Education have regular discussions with officials, external experts and ministerial colleagues on a range of issues, including national security, defence and resilience, and associated public communications.

As set out in the Strategic Defence Review, the national conversation will be a multi-year engagement designed to embed a whole-of-society approach, where the government, businesses, and the public all play a part in strengthening our resilience. This addresses the risks we face, including threats below and above the threshold of an armed attack.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that Initial Teacher Training equips new teachers with the skills required to deliver adaptive teaching for children with speech and language challenges.

Answered by Georgia Gould - Minister of State (Education)

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.

Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.

Ofsted’s recent report on thematic monitoring visits found that, in the majority of the providers visited, the coverage of SEND in Initial Teacher Training is comprehensive and well integrated into programmes in the primary and secondary phases.

We have recently reviewed the content of the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND. We have also committed to a further full review of early career teacher training in 2027, which will include a focus on SEND.

This will complement work to upskill the sector on best practice for effective teaching for all pupils, including those with SEND, such as a review of our suite of national professional qualifications and a £200 million training package to upskill staff in every school, college and nursery.

Question to the Department for Education:

To ask the Secretary of State for Education, how much and what proportion of the Teacher Training Core Content Framework includes specific requirements relating to supporting pupils with speech, language and communication needs.

Answered by Georgia Gould - Minister of State (Education)

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.

Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.

Ofsted’s recent report on thematic monitoring visits found that, in the majority of the providers visited, the coverage of SEND in Initial Teacher Training is comprehensive and well integrated into programmes in the primary and secondary phases.

We have recently reviewed the content of the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND. We have also committed to a further full review of early career teacher training in 2027, which will include a focus on SEND.

This will complement work to upskill the sector on best practice for effective teaching for all pupils, including those with SEND, such as a review of our suite of national professional qualifications and a £200 million training package to upskill staff in every school, college and nursery.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to funding for physical education and sports on child obesity.

Answered by Georgia Gould - Minister of State (Education)

Physical activity is an important part of a healthy lifestyle that plays a role in tackling childhood obesity.

Too many children and young people do not meet the Chief Medical Officer’s recommendation of 60 minutes of daily physical activity. The department is taking action to ensure all children and young people have access to high quality PE, physical activity and sport.

Good PE lessons are important in securing a solid foundation for leading active lives. That is why we are reforming the PE curriculum to support participation and development across all four key stages.

We are setting up a new PE and School Sport Partnerships Network, which will bring together schools, grass-roots clubs, and sport national governing bodies, so children and young people get a range of opportunities to take part in sport and physical activity inside and outside of school.

Question to the Department for Education:

To ask the Secretary of State for Education, whether people with a Level 5 foundation degree can undertake the Teacher Degree Apprenticeship in primary education to achieve a Level 6 qualification and Qualified Teacher Status concurrently without completing a separate top-up year.

Answered by Georgia Gould - Minister of State (Education)

We recognise the importance of clear training routes to ensure schools have the skilled teachers they need. The Teacher Degree Apprenticeship enables trainees to gain a full undergraduate degree alongside Qualified Teacher Status while working in a school.

To be eligible, applicants must meet the entry requirements set out in the Initial Teacher Training criteria and the learner eligibility requirements set out in the Apprenticeship Funding Rules. Individuals with an existing Level 5 qualification may apply. More information on eligibility and how to apply is available on the Get Into Teaching website here: https://getintoteaching.education.gov.uk/.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to include mandatory training on the climate emergency within Initial Teacher Training and the Early Career Framework.

Answered by Georgia Gould - Minister of State (Education)

The Initial Teacher Training and Early Career Framework (ITTECF) is universal and designed to work for all new teachers regardless of subject, phase, or school. Whilst the ITTECF underpins what all new teachers should learn, it is not a curriculum. Training providers and schools can design a curriculum based on the ITTECF and which is responsive to the needs of the participants and individual school settings.

Beyond the ITTECF, decisions relating to teachers’ professional development rest with schools, headteachers, and teachers themselves as they are in the best position to judge their own requirements.

We recognise that continuous improvement is essential in transforming the training and support for all new teachers, and to review the experiences and needs of early career teachers as well as trainees. This is why we have committed to a full review of the programme in 2027 to ensure it continues to provide the best possible support for trainees and early career teachers.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the press release titled “10-year plan to revitalise schools and colleges for every child”, published on 11 February 2026, what is the estimated total cost of establishing an inclusion base in every secondary school.

Answered by Georgia Gould - Minister of State (Education)

On Wednesday 11 February, the department set out our ambition that, in time, every secondary school will have an inclusion base.

Where new places are needed, this can be supported by the £3.7 billion in high needs capital that we are investing between 2025/26 and 2029/30. This funding is allocated to local authorities, who know their schools and will determine how best to spend funding to meet local need. £740 million of this funding has already been allocated, and allocations for 2026/27 will be published in the spring.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has been made of the potential impact of removing the 10% wear and tear allowance for childminders from April 2026 on the financial sustainability of home-based childcare provision; what consideration has been given to the potential effects on recruitment and retention in the early years workforce; and how this change aligns with her childcare expansion commitments.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The expansion of the early years entitlements is set to benefit childminders. The national average three and four-year-old hourly funding rate for local authorities is increasing by 4.1%, the two-year-old hourly funding rate is increasing by 3.3%, and the nine months to two-year-old hourly funding rate is increasing by 3.4%. Childminders may also benefit from the expected increase in demand for places.

We will work in partnership with the sector to raise the value of the profession, promote continuing professional development and give early years educators the recognition they deserve, making sure childminders are valued and supported with fair reward and recognition and more support from day one.

Maxing Tax Digital standardises the way that sole traders record and claim business expenses. It should benefit childminders, as it means that any business expenses related to childminding will be included in their tax calculations. We are, however, aware of the strength of feeling amongst childminders and those who work with them. We have been talking regularly to Coram PACEY, a professional association dedicated to supporting home-based childcare professionals, HMRC and others to understand the issue, the effect that it is having on the childminding sector and to make sure that the concerns of childminders are clearly understood.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the removal of the wear and tear allowance for childminders within Making Tax Digital on the number of childminders in Gosport.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The expansion of the early years entitlements is set to benefit childminders. The national average three and four-year-old hourly funding rate for local authorities is increasing by 4.1%, the two-year-old hourly funding rate is increasing by 3.3%, and the nine months to two-year-old hourly funding rate is increasing by 3.4%. Childminders may also benefit from the expected increase in demand for places.

We will work in partnership with the sector to raise the value of the profession, promote continuing professional development and give early years educators the recognition they deserve, making sure childminders are valued and supported with fair reward and recognition and more support from day one.

Maxing Tax Digital standardises the way that sole traders record and claim business expenses. It should benefit childminders, as it means that any business expenses related to childminding will be included in their tax calculations. We are, however, aware of the strength of feeling amongst childminders and those who work with them. We have been talking regularly to Coram PACEY, a professional association dedicated to supporting home-based childcare professionals, HMRC and others to understand the issue, the effect that it is having on the childminding sector and to make sure that the concerns of childminders are clearly understood.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has the department made of the potential impact of administrative and financial compliance requirements, including Making Tax Digital for Income Tax, on (a) the recruitment and retention of childminders and other home-based childcare providers and (b) the provision of funded 30-hour childcare.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The expansion of the early years entitlements is set to benefit childminders. The national average three and four-year-old hourly funding rate for local authorities is increasing by 4.1%, the two-year-old hourly funding rate is increasing by 3.3%, and the nine months to two-year-old hourly funding rate is increasing by 3.4%. Childminders may also benefit from the expected increase in demand for places.

We will work in partnership with the sector to raise the value of the profession, promote continuing professional development and give early years educators the recognition they deserve, making sure childminders are valued and supported with fair reward and recognition and more support from day one.

Maxing Tax Digital standardises the way that sole traders record and claim business expenses. It should benefit childminders, as it means that any business expenses related to childminding will be included in their tax calculations. We are, however, aware of the strength of feeling amongst childminders and those who work with them. We have been talking regularly to Coram PACEY, a professional association dedicated to supporting home-based childcare professionals, HMRC and others to understand the issue, the effect that it is having on the childminding sector and to make sure that the concerns of childminders are clearly understood.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of incorrect information in AI (a) learning resources and (b) tutoring on children’s educational attainment.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department recognises the importance of ensuring that artificial intelligence (AI) used in education is safe, evidence-based and supports genuine learning.

In January 2026, to complement work on the safe and effective use of AI, including our 5-point plan for AI in education, benchmarking, and the AI Education Content Store, the department announced that it was updating its generative AI product safety standards. Through programmes such as the EdTech testbeds and AI tutoring trials, we are generating robust evidence on the impact of AI on attainment, ensuring schools can make informed choices and that tools genuinely enhance teaching and learning.

Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education, with topics such as AI being incorporated within the revised computing curriculum. Alongside this, updated relationships, sex and health education statutory guidance, required from September 2026, includes additional content on online safety, including identification of deepfakes and other misinformation.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the consistency of the implementation of anti-bullying guidance in schools.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Tackling and preventing bullying in schools is essential to ensure that schools can provide calm and inclusive learning environments. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. They have the freedom to develop their own anti-bullying strategies appropriate to their environment and are held to account by Ofsted.

Ofsted’s renewed education inspection framework, which has been in use from November 2025, evaluates a school’s approach to bullying during school inspections. This is considered through the lens of the attendance and behaviour evaluation area but is also considered as part of the personal development and wellbeing and safeguarding evaluation areas.

To support schools, the department has procured for the development of a bespoke evidence-based toolkit for teachers which will guide them through approaches to tackling misbehaviour and bullying and actions to focus on prevention.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the Department plans to make anti-bullying training mandatory for school staff.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

Tackling and preventing bullying in schools is essential to ensure that schools can provide calm and inclusive learning environments. All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. They have the freedom to develop their own anti-bullying strategies appropriate to their environment and are held to account by Ofsted.

Ofsted’s renewed education inspection framework, which has been in use from November 2025, evaluates a school’s approach to bullying during school inspections. This is considered through the lens of the attendance and behaviour evaluation area but is also considered as part of the personal development and wellbeing and safeguarding evaluation areas.

To support schools, the department has procured for the development of a bespoke evidence-based toolkit for teachers which will guide them through approaches to tackling misbehaviour and bullying and actions to focus on prevention.

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Question to the Department for Environment, Food and Rural Affairs:

To ask the Secretary of State for Environment, Food and Rural Affairs, what mechanisms are in place to ensure coordination between her Department and the Department for Work and Pensions, the Department of Health and Social Care, and the Department for Education on policies affecting household access to food; and whether responsibility for oversight of such coordination rests with a named Minister.

Answered by Angela Eagle - Minister of State (Department for Environment, Food and Rural Affairs)

The Good Food Cycle, published in July 2025, identifies 10 priority outcomes across themes of healthier food, sustainability, food security, affordability and inequality, and good growth. Defra leads on coordination across government on the Good Food Cycle outcomes. Defra officials and Ministers have regular interactions with other Government departments to ensure coordination on policies required to deliver them. This includes regular engagement with the Department for Work and Pensions on ending mass dependence on emergency food parcels, with the Department for Health and Social Care on food related elements of the 10 Year Health Plan, and with the Department for Education on School Food Standards.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, through what legal mechanism will the UK sign up to the Erasmus+ scheme, and whether it will require UK Parliamentary legislation or authorisation.

Answered by Nick Thomas-Symonds - Paymaster General and Minister for the Cabinet Office

The legal mechanism for the UK’s association to Erasmus+ in 2027 is a decision of the UK-EU Specialised Committee on Participation in Union Programmes which will amend Protocol I of the Trade and Cooperation Agreement. Once the Specialised Committee decision is adopted, this will be made publicly available on gov.uk.

The Department for Education will also lay a Statutory Instrument to implement personal data processing aspects of the Erasmus+ programme in due course.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what steps they are taking to protect the workforce pipeline for small and vulnerable allied health professions from the risk of university programme closures or reductions.

Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)

The Department of Health and Social Care works closely with the Department for Education to support the availability of a diverse range of training routes into health and care careers. While the Government is committed to ensuring sustainable training pathways for small and vulnerable healthcare professions, higher education institutions are independent providers and are responsible for making their own decisions about course delivery and viability.

NHS England has a focussed programme for small and vulnerable professions, including Allied Health Professions. This programme helps maintain and strengthen training and education pathways for pre‑registration learners, including apprenticeship routes, to support a national strategic approach to placement capacity and to build awareness of healthcare careers.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what assessment they have made of the risk that university programme closures or reductions could pose to the future supply of prosthetists and orthotists; and what contingency plans are in place to sustain education and training provision for these professions.

Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)

As a small and vulnerable profession, course closures or reductions pose a considerable risk to the future supply of prosthetists and orthotists.

The Department of Health and Social Care works closely with the Department for Education to support the availability of a diverse range of training routes into health and care careers. While the Government is committed to ensuring sustainable training pathways for the future supply of prosthetics and orthotists, higher education institutions are independent providers and are responsible for making their own decisions about course delivery and viability.

NHS England has a focussed programme for small and vulnerable professions, including prosthetics and orthotics, and has recently commissioned the British Association of Prosthetists and Orthotists to help maintain and strengthen training and education pathways for pre‑registration learners.

Question to the Home Office:

To ask the Secretary of State for the Home Department, if she can list the (a) Ministerial responsibilities and (b) the responsibilities and reporting arrangements of any relevant cross-departmental units in relation to drugs policy.

Answered by Sarah Jones - Minister of State (Home Office)

The Joint Combating Drugs Unit (JCDU) is responsible for driving and co-ordinating efforts across Government to tackle drugs, working in close partnership with six departments – the Home Office, the Department of Health and Social Care, the Ministry of Justice, the Department of Work and Pensions, the Ministry of Housing, Communities and Local Government, and the Department for Education. JCDU comprises full-time civil servants who are seconded from key government departments.

Each department is responsible for delivery of their programmes and projects. Progress is overseen by the lead departmental ministers but also reported to me as the lead drugs Minister, while a lead Permanent Secretary fulfils the role of senior responsible owner at official level.

Illicit drug use affects the whole of society, and this Government is taking a collective response to deliver safer streets, improve health outcomes and contribute to opportunities and growth through reducing crime and saving lives.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, what proportion of the Government estate is managed by the Government Property Agency; which departments, arm’s-length bodies or property portfolios lie within its direct management responsibilities; and what the Government Property Agency’s total expenditure was in 2024–25 on measuring, collecting, reporting or validating greenhouse gas emissions in respect of the parts of the estate for which it is responsible.

Answered by Anna Turley - Minister without Portfolio (Cabinet Office)

Fifty-three per cent (2023/24 53 per cent) of the central government office portfolio, covering c.1,100,000 sqm has been transferred to the Government Property Agency. The Agency provides portfolio services to the following Government departments:

• Advisory, Conciliation and Arbitration Service

• Attorney General’s Office

• Cabinet Office

• Care Quality Commission

• Companies House

• Crown Commercial Service

• Crown Prosecution Service

• Department for Business & Trade

• Department for Education

• Department for Energy, Security and Net Zero

• Department for Culture Media and Sport

• Department of Health & Social Care

• Government Actuary’s Department

• Ministry of Housing Communities & Local Government

• Disclosure & Barring Services

• Northern Ireland Office

• The Insolvency Service

• Foreign & Commonwealth Office

• HM Land Registry

• HM Treasury

• Food Standards Agency

• Great British Nuclear

• Ministry of Justice

• National Savings & Investments

• Office of the Public Guardian

• OfQual

The GPA calculates greenhouse gas emissions for office space occupied by GPA staff and provides utility consumption data for departments occupying other buildings within its managed estate. As this activity is performed by staff as part of their wider duties, the exact amount of time allocated to this specific activity is not centrally recorded.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department has taken to ensure that references to learning disability and support needs in the draft statutory guidance under the Down Syndrome Act 2022 reflect the needs profile of people with Down syndrome.

Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)

Under the Down Syndrome Act, my Rt Hon. Friend, the Secretary of State for Health and Social Care, is required to give statutory guidance to relevant authorities in health, social care, education, and housing services on what they should be doing to meet the needs of people with Down syndrome. The consultation on the draft guidance was launched on 5 November 2025 and will remain open until 30 March 2026.

The draft guidance has been informed by over 1,500 responses to the call for evidence in 2022. A summary of these findings was published on 5 November 2025. In developing the draft guidance, the Department for Health and Social Care engaged with NHS England and all relevant Government departments, including the Department for Education. Officials also engaged with people with Down syndrome and those with other conditions and/or a learning disability who have similar needs, and their parents and carers, as well as experts and practitioners from multiple sectors, to ensure the guidance is robust, evidence-based and fit for purpose.

Based on what we were told during the call for evidence and subsequent engagement, a needs profile paper has also been developed which sets out the specific needs of people with Down syndrome. The needs paper, which has been published alongside the consultation, was used to inform the development of the draft guidance.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what discussions she has had with the Secretary of State for Education on improving the delivery of financial education.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The government recognises the importance of financial literacy in helping people to manage their finances and make the most of their money, and is taking steps to improve provision of financial education across all age groups.

In July 2024, the government established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review considered whether there is sufficient coverage of key knowledge and skills to prepare children and young people for future life and to thrive in a fast-changing world. The final report was published in November 2025, alongside the government’s response.

As part of that response, the government committed to making citizenship compulsory at Key Stages 1 and 2 in England, which will include financial education. The government is also legislating through the Children’s Wellbeing and Schools Bill so that all state-funded schools in England will be legally required to teach the national curriculum up to the age of sixteen. This will mean that pupils at academies, which do not currently have to follow the national curriculum, will also benefit from the changes to the curriculum.

The Treasury is working closely with the Department for Education on how we can support these changes and how they fit into the wider landscape of measures announced to support financial capability in adults as part of the government’s Financial Inclusion Strategy. My predecessor met the Minister of State (Minister for School Standards) last year ahead of the Strategy being published.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what guidance will be issued to local authorities, employers, universities and support organisations on the 24 month extension of the Ukraine Permission Extension scheme.

Answered by Mike Tapp - Parliamentary Under-Secretary (Home Office)

The Government will update the relevant GOV.UK pages to reflect the 24‑month extension of the Ukraine Permission Extension (UPE) scheme once the necessary changes to the Immigration Rules are in force. GOV.UK will remain the single authoritative source of information for applicants and stakeholders and updates will be published ahead of the first cohort of UPE permissions expiring.

These updates will ensure that local authorities, employers, education providers and support organisations have access to the latest information on eligibility, the extended 90‑day application window, and evidencing rights. We will keep Local authorities up to date through the existing Homes for Ukraine and Ukraine Schemes communication channels.

Individuals granted permission under the extended UPE scheme will continue to have the same entitlements to work, benefits, healthcare and education as under the existing Ukraine schemes.

The Department for Education has confirmed that students with permission under the Ukraine Schemes - including those who receive an extension under the UPE arrangements remain eligible for home‑fee status and student support where they meet the standard residence requirements.

Question to the Northern Ireland Office:

To ask His Majesty's Government whether they will provide a list of commitments contained in the Safeguarding the Union command paper (CP1021), published on 31 January 2024, which have yet to be implemented in full.

Answered by Baroness Anderson of Stoke-on-Trent - Baroness in Waiting (HM Household) (Whip)

The Government is committed to continuing to take forward the Safeguarding the Union command paper, and to protecting Northern Ireland’s place in the UK Internal Market.

We continue to make progress on delivering the commitments made in the command paper. For instance in 2025, three centuries of the News Letter were digitised and there remains no Border Control Post at Cairnryan. In January, the East-West Council met for the third time, where the Government announced there would be a pilot for the UK school twinning programme. This will focus on reading and is being developed between the UK Government’s Department for Education and the Northern Ireland Executive’s Department of Education.

Other recent steps include the allocation of £2.25 million for Intertrade UK over the next three years and the opening of round two of the Connect Fund to support community and voluntary groups. In line with commitments made in Safeguarding the Union, in December the Government published our response to Lord Murphy’s Independent Review of the Windsor Framework, and is now taking action on its recommendations.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, how many heritage assets are recorded as being at risk of neglect or dereliction in England; and what assessment they have made of the adequacy of apprenticeship and training provision to support the repair and conservation of historic buildings and other heritage assets.

Answered by Ian Murray - Minister of State (Department for Science, Innovation and Technology)

Historic England's Heritage at Risk Register, last published on 6 November 2025, identified 4,891 heritage assets at risk in England. The register identifies designated sites that are most at risk of being lost as a result of neglect, decay or inappropriate development. More information can be found on Historic England’s website: https://historicengland.org.uk/advice/heritage-at-risk/buildings-at-risk/.

While no assessment has been made of the adequacy of apprenticeship and training provisions to support the repair and conservation of heritage, the Department for Culture, Media and Sport is working with the heritage sector to utilise the government’s investment in skills education to grow the workforce. We are engaging with the Department for Education and Skills England to ensure heritage skills are recognised and developed. Through the fully funded SME apprenticeships for under-25s, we are giving smaller heritage organisations the opportunity to deliver flexible, affordable apprenticeships in heritage skills and conservation.

Question to the Wales Office:

To ask His Majesty's Government what steps they are taking to promote the National Year of Reading in Wales.

Answered by Baroness Anderson of Stoke-on-Trent - Baroness in Waiting (HM Household) (Whip)

The National Year of Reading, a DfE initiative, aims to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change. 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.

In Wales, the bilingual campaign will build on work already underway to support schools, learners and families, to improve literacy standards and nurture a lasting habit of enjoying reading. The campaign will encourage people to ‘Go all in’/ Ymgolli’ and enjoy reading. The National Year of Reading offers further opportunity to celebrate and promote the love of reading in both English and Welsh, showcasing the rich linguistic landscape and encouraging more people to discover, enjoy and engage with literature in the language of their choice.

As Education is devolved, the Welsh Government is working with partners such as schools, local authorities, public libraries, and community groups across Wales to promote a love of reading and deliver a campaign to nurture lifelong reading habits. These partners play a vital role in the campaign and will take part in events across the year to showcase the joy of reading to people of all ages. The campaign also aligns with Estyn’s enhanced focus on reading, which will see the inspectorate working with all education providers to prioritise improving the reading skills of all learners in Wales.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, what steps she is taking to ensure that youth and enrichment initiatives across government are aligned to (a) maximise impact, (b) avoid duplication and (c) better join-up in school and out-of-schools offers.

Answered by Stephanie Peacock - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The Government's National Youth Strategy is a 10-year plan designed to ensure that every young person nationwide has somewhere to go, someone who cares for them, and a community they feel a part of. Halving the participation gap in enriching activities between disadvantaged young people and their peers is one of the clear ambitions of this cross-government strategy.

As part of our commitment to this ambition, DCMS, in partnership with DfE, will invest £22.5 million over 3 years to enable up to 400 schools in areas of greatest need across England to deliver a youth-voice led, tailored enrichment offer. This funding will help schools meet the Enrichment Framework benchmarks and improve join-up between in-school and out-of-school enrichment offers.

The programme will work in tandem with other initiatives, including the Richer Young Lives fund, which will invest over £60 million across the next three years to enable organisations to deliver high-quality youth work and activities, and the £132.5 million ‘Every Child Can’ programme, which will increase disadvantaged young people’s access to enrichment opportunities in the culture, sport, and wider youth sectors.

We are also working closely with the Department for Education to ensure wider government programmes - including the PE and School Sport Partnerships Network, National Centre for Arts and Music Education, and Music Hubs - complement the programme and avoid duplication.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the potential impact of levels of consistency in the (a) classification and (b) processing of safeguarding allegations in national institutions on the adequacy of levels of safeguarding.

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

This Government is committed to strengthening safeguarding practices across all institutions and ensuring children are kept safe from a range of harms. This requires a cross-government and cross-sector effort, and we are taking forward an ambitious range of measures to improve safeguarding and child protection.

Through the Children’s Wellbeing and Schools Bill, we are strengthening multi-agency safeguarding arrangements and improving information sharing between statutory partners. We are also taking forward work to safeguard and protect children from harm in out-of-school settings. The Department for Education last year launched a Call for Evidence to gather views on potential approaches to strengthen safeguarding in these settings, including on potential regulation.

The new Child Protection Authority will also improve national oversight and leadership of child protection across the country. A consultation on proposals is currently underway. Delivering on other recommendations of the Independent Inquiry into Child Sexual Abuse, we have also put in place stronger disclosure and barring checks for adults working with children and introducing a mandatory duty to report child sexual abuse.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential merits of including trade union representatives to the Youth Guarantee Advisory Panel.

Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)

The Youth Guarantee Advisory Panel is made up of young people aged 18-24 from diverse backgrounds who bring valuable lived experience of overcoming barriers to accessing and participating in education, employment or training. Its purpose is to provide direct insight from young people with lived experience of not being in education, employment or training, ensuring their voices shape policy development.

The panel has been established jointly by the Department for Work and Pensions (DWP) and the Department for Education (DfE) in collaboration with our partners, Youth Futures Foundation (YFF) and Youth Employment UK (YEUK), who are responsible for recruiting and safeguarding young people involved.

DWP recognises the important role that the trade unions can play in a modern workplace, including the benefits that effective engagement between employers and unions can bring. The Department continues to engage regularly with trade unions on a range of areas of policy development.

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