Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the student loan interest rate on costs to the public purse.

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

Applying interest to the loans ensures that those who benefit financially from higher education (HE) contribute towards the cost of that HE. To ensure the real value of the loans over the repayment term, interest is linked to inflation. Interest increases the face value of the student loan book, but the impact on the fair value depends on complex assumptions about lifetime repayments.

In cashflow terms, neither outlay nor repayments are affected by a higher interest rate in the short term. Only when borrowers approach the end of their repayments would there be an increase in repayments through additional interest leading to extended repayment periods up to the maximum of 30 years for Plan 2 and 40 years for Plan 5 loans.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to Answer of 2 February 2026 to Question 108145 on Graduates: Employment, how many higher education providers are currently at risk of regulatory intervention.

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

As the independent regulator of higher education, the Office for Students makes independent decisions about regulatory interventions.

Question to the Department for Education:

To ask the Secretary of State for Education, what mechanisms are in place to ensure that universities share learning from reviews of student deaths by suicide.

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

Universities are expected to carry out serious incident reviews after a suspected student suicide, following sector‑developed postvention guidance produced by Universities UK, PAPYRUS and Samaritans, which sets clear expectations for reviewing incidents and identifying lessons for improvement.

To support sector‑wide learning, the department last year published the first National Review of Higher Education Student Suicide Deaths, drawing on more than 160 such reviews to provide a shared evidence base and recommendations for improvement across the sector. These recommendations are now being taken forward through the Higher Education Mental Health Implementation Taskforce, which is working with providers to embed consistent practice and strengthen postvention approaches.

The Taskforce is also exploring how to improve data and evidence collection so that learning from future cases can be captured more consistently and used to drive further continuous improvement across the sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department has taken to help support parents of students with SEND with having Education, Health and Care Plans in place.

Answered by Georgia Gould - Minister of State (Education)

The department works closely with a range of charities, who support parents, carers, children and young people with education, health and care (EHC) plans currently in place.

We have extended our current participation and family support contract to guarantee continuity of vital support services for parent carers and children and young people throughout 2026/27. These services include a national helpline which gives independent advice, support and resources to parent carers, and also the training of Special Educational Needs and Disabilities (SEND) Information Advice and Support Services (SENDIASS) staff to ensure they are up to date with legal advice and information, and that they can support families locally. SENDIASS offer independent impartial information, advice and support on the full range of education, health and social care for parents, carers, children and young people with SEND. They also provide advocacy support for individual children, young people, and parents, which includes representation during a tribunal hearing if the parent or young person is unable to do so.

These services are designed to help families understand the impact of changes to the SEND system particularly in relation to EHC plans.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to embed practical food, nature, and sustainability education across the national curriculum from EYFS to post-16, including T Levels.

Answered by Georgia Gould - Minister of State (Education)

The current national curriculum includes these topics, and there is a food preparation and nutrition GCSE, and science and geography are available at GCSE and A level.

In response to the Curriculum and Assessment Review, the department will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct subject within design and technology.

The department will also enhance the focus on climate education and sustainability that already exists in subjects such as geography, science, and citizenship. We will also include sustainability within design and technology.

The national curriculum will be taught in academies when it is implemented.

At post-16, the department is continuing to support adults to retrain and reskill in line with the needs of the green economy. We have a range of qualifications for older learners that provide training in green skills including apprenticeships, T levels, Skills Bootcamps and higher technical qualifications.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help coordinate services between higher education institutions and NHS mental health services for students.

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

Improving coordination between universities and NHS mental health services is a key priority. The Higher Education Mental Health Implementation Taskforce recently published Improving Student Mental Health through Higher Education-NHS Partnerships, which sets out evidenced models of effective collaboration and provides case studies showing how stronger partnerships working together can transform outcomes for students while delivering efficiencies for local health services. The government encourages any university not already involved in such a partnership to draw on these models and to work with their local integrated care board to identify an approach that meets local needs.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she has to ask the Office for Students to introduce a regulatory condition on student mental health and wellbeing.

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

The Office for Students (OfS) is the independent regulator, and any decision to introduce a new regulatory condition would be for the OfS to determine. The Higher Education Mental Health Implementation Taskforce and department are working closely with the OfS as part of our work to improve consistency and raise standards in how providers support student mental health. This includes considering regulatory options alongside other levers such as governance, assurance and strengthened good practice frameworks. We will set out our position following advice from the taskforce, which is helping identify what a clear, strong and proportionate framework should look like.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the proportion of the total value of Plan 2 student loans issued since 2012 that will be written off.

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

The department does not hold an estimate of the proportion of total Plan 2 outlay since 2012 that will be written off. We forecast subsidy portions for outlay for current and future financial years.

We estimate a resource accounting and budget (RAB) charge of 34% for Plan 2 loan outlay issued in the 2025/26 academic year to English domiciled borrowers. The RAB charge represents the subsidy portion of loan outlay as recorded in departmental accounts.

Outstanding debt, including interest accrued, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants. There are no commercial loans that offer this level of borrower protection. This cancellation/subsidy is a conscious investment in our young people and the skills capacity, people and economy of this country.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has assessed the adequacy of financial investment in (a) weekend, (b) short-break fostering and (c) supported lodgings.

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

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering.

We are investing £88 million over the next two financial years to transform the foster care system. That will include direct action to recruit and retain a wide range of foster carers, including weekend and short-break foster carers.

This investment includes an innovation programme supported by £12.4 million to scale and spread new and existing models of care, including different models of foster care that push at the boundaries of how we achieve better results for children. This programme can also include initiatives that make greater use of supported lodgings to enable older children, where appropriate, to live more independently.

Our policy paper also sets out plans to ensure that carers can rely on their own trusted networks, and to tackle unnecessary bureaucratic hurdles that carers often face when attempting to do this. The policy paper is available here: https://www.gov.uk/government/publications/renewing-fostering-homes-for-10000-more-children.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the long-term career progression of graduates who are not in high-skilled employment 15 months after graduation.

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

The latest higher education (HE) Statistics Agency data shows that 71.4% of UK-domiciled graduates from 2022/23 in employment were in high-skilled roles 15 months after graduation.

Latest ‘Graduate Labour Market Statistics’ data show that in 2024, 79.0% of working age postgraduates and 67.9% of graduates were in high-skilled employment, an increase compared to 2023.

Further, research suggests that the majority of graduates are expected to earn a positive financial return from HE over their lifetime. Whilst employment rates for graduates remain higher than for non-graduates, we recognise that those leaving HE face challenges and are taking steps to ensure graduates are ready for work.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will make an assessment of the potential merits of offering every adoptee at least one adoptee-specific peer group and space during adolescence and early adulthood.

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to her Department's answer to 108730, what assessment she has made of the potential merits of reducing the constant rate of student loan repayments from 9% to 5%.

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

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of placing an upper limit on real terms interest that can be accrued on Plan 2 student loans.

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

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has had any discussions with Rethink Repayment regarding their student loan reform campaign.

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

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

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

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government why interest rates on student loans are set using the Retail Prices Index rather than the Consumer Prices Index.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

Interest rates on student loans have been consistently linked to a widely recognised and adopted measure of inflation. Interest rates are set in legislation in reference to the Retail Price Index (RPI) from the previous March and are applied annually on 1 September until 31 August.

The Office for National Statistics has undertaken a substantial programme of work over the past two years to enhance how inflation is measured and this will be carried over into student loans. The Office for Budget Responsibility has confirmed that from 2030 at the earliest, movements in RPI will be aligned with the Consumer Price Index (CPI). Further details are available at:

https://obr.uk/box/the-long-run-difference-between-rpi-and-cpi-inflation/.

Question to the Department for Education:

To ask the Secretary of State for Education, whether regional cost-of-living variations will be factored into proposed maintenance grant calculations.

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

This government recognises the impact that cost-of-living pressures are having on students. This is why we are reintroducing means-tested maintenance grants from the 2028/29 academic year, providing students with up to £1,000 extra support each year, regardless of their location. We will also increase maintenance loans by 2.71% in 2026/27, bringing maximum amounts to £14,135 for students living away from home and studying in London, £10,830 for students living away from home and studying outside London and £9,118 for students living at home.

We are developing options to address regional disparities in entering higher education for disadvantaged students through a new Access and Participation Task and Finish Group, chaired by Professor Kathryn Mitchell, Vice-Chancellor and Chief Executive of the University of Derby. We are also working with the Ministry of Housing, Communities and Local Government to encourage universities to collaborate with local authorities on strategic approaches to meeting student housing needs.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the RPI plus 3 per cent interest rate on Plan 2 student loan debt on the ability of graduates earning the UK median wage to begin to pay down their outstanding student loan debt.

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

Plan 2 interest rates vary with income when the borrower has left study and is in repayment. The lower interest threshold, below which borrowers are charged an interest rate of RPI+0%, is currently £28,470. Interest then increases on a sliding scale to RPI+3% for borrowers earning over the higher interest threshold (currently £51,245). This ensures that, post-study, only borrowers earning higher incomes are charged RPI+3 interest.

Student loan repayments are made based on a borrower’s monthly or weekly earnings, not the interest rate or amount borrowed. Outstanding debt, including interest accrued, is cancelled at the end of the loan term with no detriment to the borrower.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the appropriateness of maintaining student loan repayment thresholds.

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

These loans were designed and implemented by previous governments, and the department is having to make hard choices to balance taxpayer and borrower interests to ensure that the student finance system remains sustainable.

Unlike commercial loans, student loan repayments are linked to income, not to the amount borrowed or interest applied. If a borrower is earning above the repayment threshold and their income stays the same, then their repayments will remain the same.

Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. This is a deliberate government investment in students and the economy.

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

Question to the Department for Education:

To ask the Secretary of State for Education, when her Department plans to publish the results of its consultation on Out-of-school settings safeguarding which closed on 21 September 2025.

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools have evacuation chairs for pupils, staff and visitors with mobility impairments.

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, how her Department plans to promote the National Year of Reading within early years policy and strategy.

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

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, how her Department plans to promote the National Year of Reading within early years policy and strategy.

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

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

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

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

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

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

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

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 maintaining thresholds for Plan 2 student loan repayments on trends in the level of repayments made by graduates; and what discussions she has had with the Chancellor of the Exchequer on the potential impact of maintaining this threshold on the marginal effective tax rate for graduates earning above that threshold.

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

The department produced the following analysis regarding the impact of maintaining the repayment and interest thresholds for Plan 2 student loans on the lifetime repayments made by borrowers:

The department will release an equalities impact assessment, including the impact on lifetime repayments, alongside other borrower impacts for the Plan 2 repayment threshold and interest threshold freeze announced at the Autumn Budget. Published results may differ from those provided due to model and data updates.

The rate of repayment for undergraduate student loans remains at 9% on all income above the relevant threshold. Other factors, including any reliefs, pension contributions, or receipt of certain means-tested welfare benefits could adjust an individual’s effective tax rate.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of the potential impact of salary differences between college lecturers and school teachers on recruitment to further education teaching posts for (a) construction and (b) electrical engineering courses.

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

Further education (FE) colleges are responsible for setting and negotiating staff pay and terms and conditions within colleges.

The government recognises that colleges are facing recruitment challenges in construction and engineering. That is why our targeted retention incentive scheme gives eligible early career college teachers in priority subjects, including building and construction and engineering, up to £6,000 after tax annually. In the 2024/25 academic year, almost 6,000 teachers received payments.

In addition, we have announced that areas with Local Skills Improvement Plans will benefit from £20 million to form partnerships between FE providers and construction employers. This will help to build links between colleges and industry and boost the number of teachers with construction experience in FE.

Across the spending review period, we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This significant investment will ensure there is increased funding to colleges and other 16 to19 providers to enable the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance she has issued to (a) Health and Social Care Trusts and (b) fostering service providers on the treatment of foster care allowances in the assessment of Universal Credit; and what steps she is taking to ensure that potential foster carers are given full information to make an informed decision on becoming a carer.

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, how many Plan 2 student loan borrowers there are resident in Stroud.

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

As of 30 April 2025, there were approximately 19,000 (to the nearest 1000) Plan 2 student loan borrowers with a positive loan balance registered with the Student Loans Company (SLC) to postcodes which fall wholly or partly within the local authority area of Stroud District Local Authority.

This will include borrowers who were resident in Stroud, including at parental addresses, when they applied for the loan and have not informed the SLC of a subsequent change of address.

Question to the Department for Education:

To ask the Secretary of State for Education, what evidential basis her department is using to promote resource bases for pupils with specialist needs in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for West Suffolk to the answer of 13 February 2026 to Question 103940.

Question to the Department for Education:

To ask the Secretary of State for Education, how many undergraduate courses eligible for student loans have median graduate earnings below the repayment threshold five years after graduation.

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

Under the current Plan 5 student loan system, the repayment threshold is £25,000. Nationally, graduates across all subject areas have median earnings above this, five years after graduation, with the exception of Performing Arts graduates whose median earnings are £24,500.

More detail on courses at specific providers can be found in the department‘s published LEO provider level dashboard, which contains earnings outcomes at five years after graduation for each ‘provider x subject’ combination. This is available here: https://department-for-education.shinyapps.io/leo-provider-dashboard/

It should be noted that many of these combinations have outcomes suppressed due to low sample sizes, meaning it is not possible to produce a robust count of the total number of such courses.

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 student loan repayments on recruitment and retention in NHS roles where a degree is mandatory.

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

This government is committed to training the staff we need to get patients seen on time, including more medical and clinical professionals and will work closely with partners in education to do so and ensure these professions remain attractive career choices.

We now have a complete apprentice pathway for nursing, from entry level to postgraduate advanced clinical practice. A person can join the NHS as an entry level healthcare assistant apprentice with a view to eventually qualifying as a registered nurse.

For those who do take out a student loan to support their studies, unlike commercial loans, student loan repayments are linked to income, not to the amount borrowed or interest applied. And at the end of the repayment term any outstanding loan debt, including interest accrued, will be cancelled with no detriment to the borrower, and debt is never passed on to family members or descendants.

Students studying on eligible courses at English universities qualify for additional support through the NHS Learning Support Fund or NHS Bursary.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of compound interest on the long-term balances of student loan borrowers including those with intermittent or low earnings.

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

It is important that student loans are subject to interest, to ensure that those who can afford to do so contribute to the full cost of their degree. Lower earning borrowers, and those who do not go on to repay their loan in full, are protected. The regulations provide that at the end of the loan term any outstanding loan debt, including interest accrued, will be cancelled at no detriment to the borrower. Debt is never passed on to family members or descendants.

Borrowers on intermittent incomes are also protected as repayments are based on earnings, not on the rate of interest or the size of debt. This means if their income drops, so do their repayments. Interest rates do not have an immediate cash impact on the cost of living for borrowers, as interest rates do not affect monthly student loan repayments.

Question to the Department for Education:

To ask the Secretary of State for Education, what support and training will be provided to teachers to deliver financial education, as part of the Government response to the Curriculum and Assessment Review.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

​

Question to the Department for Education:

To ask the Secretary of State for Education, what consideration her department has given to the potential benefits of changing Pupil Premium rules so that funding goes directly towards supporting the eligible child’s care.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has her department made of the potential benefits to allowing parents of previously looked after children to make financial contributions to the Pupil Premium for therapy.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the cost to the public purse of funding undergraduate courses that do not lead to sustained graduate-level employment.

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

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

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

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

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 student loan repayments on graduates’ ability to meet basic living costs in South Basildon and East Thurrock constituency.

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government, in regard to the King's College London report The China question: managing risks and maximising benefits from partnership in higher education and research, published in March 2021, what action they have taken to reduce risks to intellectual property, academic freedom and financial stability; and what plans they have to improve management of those risks.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the King's College London report The China question: managing risks and maximising benefits from partnership in higher education and research, published in March 2021; and what action they have taken to reduce the risk of dependency on China for research, funding and student numbers.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what recent estimate her Department has made of the (a) proportion of Plan 2 student loans that will be fully repaid within the 30-year term and (b) average total interest accrued by a Plan 2 borrower over the lifetime of their loan.

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her department is taking to help ensure that the Pupil Premium is spent on supporting the needs of the eligible children’s needs.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her department has made of the efficacy of schools’ use of the Pupil Premium to support eligible children.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what action they have taken to protect academic freedom and free speech on university campuses.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what is preventing the implementation of the recommendation set out in the Independent panel report to the Review of Post-18 Education and Funding, published on 30 May 2019, that no student should repay more than 1.2 times their initial loan in real terms.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what powers does she have to help ensure schools comply with (a) paragraph 6.81 of the SEN Code of Practice and (b) Equality Act 2010.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she has she taken to help ensure schools comply with (a) paragraph 6.81 of the SEN Code of Practice and (b) Equality Act 2010.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the cost of providing written guidance to schools on how to write accessible SEN Information Reports.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the (a) adequacy and (b) clarity of the information provided to prospective students about the terms of Plan 2 student loans at the point of application.

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Richmond Park 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 steps she is taking to help ensure that children from non-privileged backgrounds continue to 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 the hon. Member for Richmond Park 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 provide long-term funding certainty for schools supported by the Music and Dance Scheme.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Richmond Park 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 analysis her Department has undertaken of the role of (a) maternity pay and (b) family-friendly employment conditions in levels of retention of experienced teachers.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, whether the teacher workforce strategy includes consideration of aligning maternity (a) pay and (b) leave arrangements for classroom teachers more closely with the equivalent arrangements available to civil servants, in the context of efforts to improve teacher retention.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has assessed the potential impact of differences in maternity (a) pay and (b) leave arrangements between classroom teachers and Department for Education civil servants on teacher retention, with particular reference to teachers aged 30 to 39.

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

Question to the Department for Education:

To ask His Majesty's Government whether they plan to publish a draft updated school food standards for public consultation; and if so, on what date.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to ensure that updated school food standards are implemented before the planned expansion of free breakfast clubs in April and free school meals in September.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what progress they have made on updating school food standards; and when they expect the revised standards to be published.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

Question to the Department for Education:

To ask His Majesty's Government what targets they have set for raising literacy levels for year 7 students entering secondary education during the National Year of Reading.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the financial stability of the St Ralph Sherwin Catholic Multi Academy Trust, including debt levels; and what assessment they have made of whether the (1) budget, (2) contents, or (3) availability, of free school meals has been reduced at schools in that trust.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment has she made of the adequacy of financial support available to university students.

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to the email of 18 December 2025 from the hon. Member for Dorking and Horley on Surrey County Council's management of their statutory SEND responsibilities.

Answered by Georgia Gould - Minister of State (Education)

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

Found: Letter from the Permanent Secretary at the Department for Education relating to proposals for consolidated

Found: surgery among teenagers, the Department of Health and Social Care should work with the Department for Education

Found: surgery among teenagers, the Department of Health and Social Care should work with the Department for Education

Question to the Ministry of Housing, Communities and Local Government:

To ask the Secretary of State for Housing, Communities and Local Government, with reference to The New Decent Homes Standard: policy statement, updated 28 January 2025, whether he has had discussions with the Secretary of State for Education on the potential impact of the 2035 implementation date for the New Decent Homes Standard on the wellbeing of children in accommodation not at a decent standard.

Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)

The Ministry of Housing, Communities and Local Government regularly engages with other government departments, including the Department for Education, in respect of policy development.

The wellbeing of children was a key consideration in the development of the new Decent Homes Standard (DHS). Its Impact Assessment, which can be found on gov.uk here, sets out the tenant impacts of implementing the updated DHS.

Prior to the implementation of the new DHS, landlords must continue to comply with the existing DHS and address non-decency wherever it exists.

The 2035 implementation deadline will give landlords the time they need to meet new duties, including those under Awaab’s Law, and will enable them to balance the cost implications of improving the quality of existing rented homes with the need to increase social and affordable housing supply given the importance of the latter to moving people, including many vulnerable children, out of unsuitable temporary accommodation. The implementation period is also consistent with the time social landlords were given to roll out the first iteration of the DHS.

The government encourages landlords to consider the benefits and feasibility of bringing properties up to the new DHS at the earliest opportunity. They should not delay all action until the end of the implementation period.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to help improve coordination between health, education, and social care services for families affected by sodium valproate.

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

Everyone who has been harmed from sodium valproate has our deepest sympathies.

The Independent Medicines and Medical Devices Safety Review, First Do No Harm, identified significant shortcomings in National Health Service care pathways for people harmed by sodium valproate. NHS England has acknowledged variation in the availability and adequacy of care pathways, the impact of delayed diagnosis and misdiagnosis on long-term outcomes, and the need for improved care coordination for those requiring lifelong support, including co-ordination with non-health care services.

In response, NHS England has commissioned a Fetal Exposure to Medicines Services Pilot, being delivered by the NHS in Newcastle and Manchester. The pilot provides multidisciplinary diagnostic assessment and is informing the development of improved care pathways, better coordination of care, and reduced reliance on emergency care. Findings from the pilot will inform future decisions on the commissioning of services, subject to funding.

In addition, we work closely with the Department for Education and across the Government to ensure co-ordination between health, education, and social care services for children and their families. The Health and Opportunity Missions of the Government highlight the importance of joined up working and integrated delivery.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what was the evidential basis for the decision to freeze the student loan repayment threshold for graduates; and what assessment he has made of the potential impact of this on graduates' disposable incomes.

Answered by James Murray - Chief Secretary to the Treasury

The fiscal situation this government inherited means we’ve had to make tough but fair choices, including on student loan repayment threshold freezes.

Student loan borrowers repay a portion of their income (typically 9%) above the repayment threshold. A Plan 2 graduate earning £30,000 will repay only around £4 a month in FY2026–27. The student finance system is heavily subsidised by government, and lower-earning graduates will always be protected, with any outstanding loan and interest cancelled at the end of the repayment term. It is right that those who are able to repay do so.

The Department for Education has published analysis of the impact of the repayment threshold freeze on total repayments here.

Question to the Department for Energy Security & Net Zero:

To ask His Majesty's Government whether they have undertaken routine checks under the Great British Energy Act 2025 of all shipments of components from China required for solar panel installation in the UK since the date on which Great British Energy began installing solar panels on 250 schools across England.

Answered by Lord Whitehead - Minister of State (Department for Energy Security and Net Zero)

The Department for Education are procuring the solar panels for schools under the Solar Partnerships Scheme and have done so under the requirements set out by the Modern Slavery Act 2015 and UK procurement controls, as well as making use of Crown Commercial Service frameworks where appropriate.

As a publicly owned company, Great British Energy is expected to lead by example when adhering to the UK’s legislation and guidance on modern slavery, including the Modern Slavery Act 2015.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps she is taking to ensure that parents have the skills they need to support children's safe use of AI.

Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

Protecting children from harm online is a top priority for this government.

This year, the government will be supporting a NSPCC summit at Wilton Park on the impact of AI on childhood. This will bring together experts, technology companies, civil society and young people to explore how AI can benefit children without exposing them to harm

Media literacy is also a key part of our approach, helping children and adults develop critical thinking skills to navigate the growing presence of AI-generated content. DSIT has developed with DfE an online safety parent hub providing guidance on media literacy and online safety.

Question to the Department for Transport:

To ask the Secretary of State for Transport, whether evidence or representations from stakeholders in Northern Ireland have been considered by the Motor Insurance Taskforce; and what assessment she has made of the potential implications for her policies of the Northern Ireland insurance market, including differences in (a) pricing, (b) claims costs and (c) legal frameworks.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

The work of the motor insurance taskforce focused on issues and concerns associated with the cost of insurance premiums and claims that are shared across the UK.

The taskforce heard representations that some of the unique features of the motor insurance market in Northern Ireland have led to increasing costs there. Some of those, such as road safety and costs associated with taking claims through the judicial system, are devolved matters for the Northern Ireland Executive to consider. The government will continue to work constructively with the Executive on relevant areas of policy.

The taskforce met for the first time on 16 October 2024 and subsequently met on 28 April 2025 and 21 July 2025, which was the final meeting of the taskforce. Taskforce members were the Home Office, Ministry of Justice, Department for Education, Department for Business and Trade, Financial Conduct Authority and the Competition and Markets Authority as well as the Department for Transport and HM Treasury, who were the co-chairs.

We do not plan to publish the minutes or summaries of meetings as they cover the formulation and development of ‘live’ government policy and to do so would hinder future policy development as it could inhibit a free exchange of views.

Question to the Department for Transport:

To ask the Secretary of State for Transport, how many times the Motor Insurance Taskforce met since its establishment; on what dates those meetings took place; which organisations and departments were represented; and whether she plans to publish minutes or summaries from those meetings.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

The work of the motor insurance taskforce focused on issues and concerns associated with the cost of insurance premiums and claims that are shared across the UK.

The taskforce heard representations that some of the unique features of the motor insurance market in Northern Ireland have led to increasing costs there. Some of those, such as road safety and costs associated with taking claims through the judicial system, are devolved matters for the Northern Ireland Executive to consider. The government will continue to work constructively with the Executive on relevant areas of policy.

The taskforce met for the first time on 16 October 2024 and subsequently met on 28 April 2025 and 21 July 2025, which was the final meeting of the taskforce. Taskforce members were the Home Office, Ministry of Justice, Department for Education, Department for Business and Trade, Financial Conduct Authority and the Competition and Markets Authority as well as the Department for Transport and HM Treasury, who were the co-chairs.

We do not plan to publish the minutes or summaries of meetings as they cover the formulation and development of ‘live’ government policy and to do so would hinder future policy development as it could inhibit a free exchange of views.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what information his Department holds on the proportion of graduates that enter graduate employment schemes within one year of completing their studies.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps is he taking to help ensure JobCentre Plus provides effective support to graduates seeking graduate-level employment.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what proportion of graduates supported by Jobcentre Plus enter roles classified as graduate-level employment.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what discussions he has had with the Department for Education on assessing the potential impact of reducing assistive technology support during higher education on disabled people’s employment outcomes.

Answered by Stephen Timms - Minister of State (Department for Work and Pensions)

The Department for Work and Pensions maintains regular dialogue with the Department for Education (DfE) to ensure disabled students are supported as they transition into the labour market. Assistive and accessible technology (ATech) is key to enabling independence, greater inclusion, and participation for disabled people. While this technology is already creating opportunities, this government believes there is potential to do much more.

The Access to Work Scheme has been operating in Great Britain since June 1994 and provides grant funding to disabled people, as well as those with a health condition. The grant supports workplace adjustments that go beyond what would normally be expected from an employer through their duty to provide reasonable adjustments as outlined in the Equality Act 2010. The grant cap was increased in April 2024 to £69,920. To further support sustainable employment, the DWP is also investing in the “Connect to Work” initiative, which is expected to support around 100,000 disabled people and those with health conditions in 2026/2027.

Found: HO FCDO DWP DfT HMRC MOJ CO HMT DCMS DESNZ DEFRA DSIT MHCLG DBT Scotland N I reland DHSC Wales MOD DfE

Found: How the Department for Education works with frontline services

Found: Organisation £3,300 N/A N/A DEFRA N/A N/A Yes Department for Culture, Media & Sport N/A N/A Yes Department for Education

Found: David Johnston - Parliamentary Under Secretary of State, Department for Education - advice under the

Found: implications as to Mr Martin’s identity, the School made further checks with the [REDACTED] and Department for Education

Found: the UK nuclear industry (see 9.14 International relations) • Collaborate with the Department for Education

Found: Organisation £3,300 N/A N/A DEFRA N/A N/A Yes Department for Culture, Media & Sport N/A N/A Yes Department for Education

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Found: FROM BARONESS ANDERSON OF STOKE-ON-TRENT GOVERNMENT WHIP DfE, HO, MOJ, NIO, SO AND WO 020-7219 6802

Found: FROM BARONESS ANDERSON OF STOKE-ON-TRENT GOVERNMENT WHIP DfE, HO, MOJ, NIO, SO AND WO 020-7219 6802

Found: (DfE), UK Research and Innovation (UKRI), Ministry of Housing, Communities and Local

Found: (DfE), UK Research and Innovation (UKRI), Ministry of Housing, Communities and Local

Found: Changes in funding to the UK Government’s Department for Education may result in Barnett consequentials