Question to the Department for Education:

To ask the Secretary of State for Education, how many primary schools in (a) South Holland and the Deepings constituency and (b) Lincolnshire do not have a school library.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for South Holland and The Deepings to the answer of 22 October 2025 to Question 81502.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the current timescales for members of the Teachers Pension Scheme, who have submitted their remedial service statement and are awaiting payment of funds owed, to be paid those funds.

Answered by Georgia Gould - Minister of State (Education)

​​As the Teachers’ Pensions Scheme administrator, Capita are processing Remediable Service Statement (RSS) choices and aim to complete payments as quickly as possible. The relevant regulations provide for a member’s RSS choice to be put into payment as soon as is reasonably practicable. As part of the implementation arrangements for payments, it was not possible to start payments until June 2025 as time was needed to allow for recruitment, training, development of instructions, and IT enhancements to be made and implemented.

​Members’ original pension benefits will continue to be paid until their choice has been implemented, at which point backdated interest will be applied to their payment.

​Payment of members’ RSS choices is a high priority, and the department is continually exploring ways to improve payment and processing times with Capita, which includes providing further funding for additional staff and automating payment and processing functions.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Policy Exchange report entitled In absentia parentis, published on 24 August 2025, the Cass Review's final report, published in April 2024, and the Supreme Court judgement in the case of For Women Scotland v The Scottish Ministers of 16 April 2025, what guidance her Department has issued to local authorities to protect the welfare of gender-questioning children who are children in care.

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

Local authorities and social care practitioners are required to support children in a way that meets their needs and best interests. This support will look different on an individual case basis. In considering their safeguarding policies and how best to support children questioning their gender, leaders and practitioners should be led by the guidance and regulations most relevant to their setting or role. They can also be informed by the evidence and principles set out in the Cass Review.

Further resources on support for children questioning their gender can be found via the NHS here: https://www.genderreferralservice.nhs.uk/.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Policy Exchange report entitled In absentia parentis, published on 24 August 2025, what steps her Department is taking to ensure that local authorities have up-to-date safeguarding policies for gender-questioning children who are children in care.

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

Local authorities and social care practitioners are required to support children in a way that meets their needs and best interests. This support will look different on an individual case basis. In considering their safeguarding policies and how best to support children questioning their gender, leaders and practitioners should be led by the guidance and regulations most relevant to their setting or role. They can also be informed by the evidence and principles set out in the Cass Review.

Further resources on support for children questioning their gender can be found via the NHS here: https://www.genderreferralservice.nhs.uk/.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure parents of children with SEND are informed of (a) their rights and (b) the protections available to them.

Answered by Georgia Gould - Minister of State (Education)

The Children and Families Act 2014 requires local authorities to publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have special educational needs and disabilities (SEND), including those without an education, health and care plan.

Every local authority must have a SEND information, advice and support service. These provide free and impartial advice to children and young people with SEND and their parents and carers.

The department works with national organisations such as Contact, IPSEA and the National Network of Parent Carer Forums. We also fund local parent carer forums across England who gather the views and experiences of local SEND families to help shape and inform policy and provision and offer a valuable peer support network for parents and carers navigating the SEND system.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 29 October 2025 to Question 83833 on Schools: Employers' Contributions, what estimate she has made of the proportion of the £3.7 billion increase in school funding for 2025-26 that will be used to meet additional costs associated with increases in employers’ National Insurance contributions.

Answered by Georgia Gould - Minister of State (Education)

As part of the £3.7 billion increase in funding for schools in the 2025/26 financial year, the department is providing mainstream schools and high needs settings with over £930 million to support them with the increases to employer national insurance contributions (NICs) from April 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, whether funding is available for schools to purchase (a) defibrillators and (b) CPR training equipment.

Answered by Georgia Gould - Minister of State (Education)

The department provided over 20,000 defibrillators to almost 18,000 schools, ensuring that all state-funded schools in England have access to a device.

The programme is now closed; however, schools who wish to purchase defibrillators are able to buy them through the NHS Defibs4Schools programme, which provides defibrillators of a suitable specification. Defibs4Schools can be contacted at: defibs4schools@supplychain.nhs.uk.

Schools have the autonomy to decide how they teach first aid, including teaching additional topical content and which resources to use.

It is for schools to decide what training equipment may be suitable to facilitate the delivery of CPR training at their school, based on their individual circumstances. The department provides advice on free resources in its defibrillator guidance to schools, including the British Heart Foundation’s (BHF) RevivR CPR training and BHF CPR training pack for secondary schools. More information can be found at: https://www.gov.uk/government/publications/automated-external-defibrillators-aeds-in-schools.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans her Department has to ensure that children with SEND have access to a GCSE curriculum irrespective of their educational setting.

Answered by Georgia Gould - Minister of State (Education)

Every child in our country deserves the best possible school experience; one that is academically stretching, where every child feels like they belong, and that sets them up for life and work.

As part of the department’s Plan for Change, we are determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We will do this by strengthening accountability on mainstream settings to be inclusive including through Ofsted; support the mainstream workforce to increase their SEND expertise and encourage schools to set up Resourced Provision or special educational needs units to increase capacity in mainstream schools. This will enable children to receive specialist support whilst learning alongside their friends and wider community.

On 5 November, the independent Curriculum and Assessment Review published its final report which includes recommendations for a refreshed curriculum and assessment system in England. ​In the government’s response to the report, the department made a clear commitment to supporting a high-quality curriculum, including for children with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to issue guidance to schools on how to access training resources to help deliver the CPR Smart programme.

Answered by Georgia Gould - Minister of State (Education)

All state funded schools are required to teach first aid as part of the statutory health education set out in the relationships, sex and health education (RSHE) statutory guidance. Independent schools are required to cover health education as part of their responsibility to provide personal, social, health and economic (PSHE) education.

The statutory RSHE guidance includes basic first aid for primary school children, for example dealing with common injuries, such as head injuries, whilst pupils in secondary schools are taught further first aid, for example how to administer CPR and the purpose of defibrillators and how to use them.

The guidance sets out that it is for schools to decide how they teach RSHE topics, including how to draw on expertise available to them locally, such as that provided by the CPR Smart programme.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to teach young people from disadvantaged backgrounds about (a) finance, (b)employment and (c) other life skills.

Answered by Georgia Gould - Minister of State (Education)

On 5 November, the independent Curriculum and Assessment Review published its final recommendations for a refreshed curriculum and assessment system in England.

The government’s response to the report includes a commitment to commits to strengthening pupils’ foundational understanding of financial education in maths and citizenship, with digital resources to support teaching. New statutory citizenship at key stages 1 and 2 will also ensure that primary aged children are introduced to key content on media literacy, financial literacy, law and rights, democracy and government and climate education. These principles will be extended to the secondary core content to reflect the age range of pupils and will focus on more complex content, particularly digital elements of financial literacy.

The department expects schools to develop and improve their careers provision to be inclusive for all young people in line with the world-class Gatsby Benchmarks, including benchmark 3, which focuses on addressing the individual needs of each pupil.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with relevant stakeholders on improving waiting lists for Education, Health and Care plan assessments in (a) Northumberland and (b) the North East.

Answered by Georgia Gould - Minister of State (Education)

Data on the number of requests for an education, health and care (EHC) needs assessment, the number of assessments carried out and assessments outstanding is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025. This includes data for the North East. The latest data was published on 26 June 2025. ​​​

Following the above publication of EHC plan statistics, departmental officials met with all North East local authorities during July and August 2025, including Northumberland County Council. Officials discussed the published data including the overall timeliness of assessments and actions each local area was taking to improve services and reduce wait times for children, young people and their families undergoing an EHC needs assessment.

The department will continue to work with North East local area partnerships to monitor the delivery of special educational needs and disabilities services and offer support when required.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of levels of provision for blind and partially sighted students in further education (a) with and (b) without education, health and care plans (i) during the transition from school to further education and (ii) at other times; and what steps she is taking to improve accountability for ensuring (A) timely and (B) effective reasonable adjustments are (1) identified, (2) funded and (3) implemented.

Answered by Georgia Gould - Minister of State (Education)

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).

All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.

Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.

The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.

The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that blind and partially sighted students in further education (a) with and (b) without education, health and care plans are able to access (i) specialist vision impairment support and (ii) associated (A) trained professionals and (B) appropriate assistive technology; and what guidance her Department has to ensure that students without education, health and care plans are able to access that support.

Answered by Georgia Gould - Minister of State (Education)

Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).

All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.

Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.

The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.

The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with the Secretary of Health and Social Care on the potential merits of introducing heart screening for young people participating in physical education in (a) schools and (b) universities.

Answered by Georgia Gould - Minister of State (Education)

The department has not held specific discussions with the Department for Health and Social Care on heart screening for young people participating in physical education.

All pupils attending compulsory education are required to take part in physical education as part of the national curriculum. We expect schools to be aware of the risks associated with sporting activities and to provide a safe environment for pupils. The government recognises the value of physical activity in enhancing the health and wellbeing of young people.

Universities are autonomous institutions and are responsible for decisions about the welfare and health of their students.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make it her policy to restore the academy conversion support grant.

Answered by Georgia Gould - Minister of State (Education)

The department has no plans to restore the academy conversion support grant. Voluntary conversion is a choice for schools and trusts to make.

Question to the Department for Education:

To ask the Secretary of State for Education, what definition of inclusive education her Department uses.

Answered by Georgia Gould - Minister of State (Education)

The department believes every child in our country deserves an education that meets their needs - one that is academically stretching, where every child feels like they belong, and that sets them up for life and work.

We want to drive a consistent and inclusive approach to supporting all children and young people to achieve and thrive in mainstream settings, through early identification, access to the right support at the right time, high-quality adaptive teaching and effective allocation of resources.

This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families which is why the department is holding a further period of listening and engagement, gathering information and views from parents, teachers and experts in every region of the country.

We will set out our full vision for an inclusive education system in the Schools White Paper in the new year.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to the correspondence from the hon. Member for Henley and Thame dated 10 October 2025 on the handling of the transitional protection remedy by teachers’ pensions.

Answered by Georgia Gould - Minister of State (Education)

I can confirm that a response to the correspondence from the hon. Member for Henley and Thame dated 10 October 2025 was sent on 8 December 2025.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 17 June (HL Deb col 1926), whether they have published the interim evaluation led by Ecorys UK of the Regional Care Co-operative pathfinders; and, if so, what the evaluation shows in terms of the impact on the commissioning and placements of children and their outcomes.

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

The independent Phase 1 report from the evaluation of the Regional Care Co-operative (RCC) pathfinders to understand early implementation, led by Ecorys UK, has been completed and is currently undergoing final departmental clearance. The department expects to publish it imminently.

Question to the Department for Education:

To ask the Secretary of State for Education, what measures are being undertaken to recruit speech and language therapists.

Answered by Georgia Gould - Minister of State (Education)

The department is working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities. This includes extending the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.

In addition to the undergraduate degree route, speech and language therapists can also train via a degree apprenticeship. This route is now in its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 17 June (HL Deb col 1963), and following the publication on 17 November of updated guidance for placing children in secure accommodation, whether they still intend to extend the powers that the Secretary of State already has to make regulations in relation to secure accommodation to children deprived of their liberty.

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

As part of changes introduced by Clause 11 of the Children’s Wellbeing and Schools Bill, which will amend Section 25 of the Children Act 1989 (CA 1989) to allow for authorisation of a deprivation of liberty in ’Relevant Accommodation’ under the CA 1989, the department can confirm that the same regulation making powers that exist currently for the Secretary of State in relation to Secure Accommodation will also be available for ’Relevant Accommodation’.

It will be made clear in regulations that Secretary of State approval will be required to deprive children under the age of 13 of their liberty via Section 25 of the CA1989 in Relevant Accommodation. As per updated guidance published on 17 November, there is no such regulatory requirement regarding Secretary of State approval for applications to the High Court under its inherent jurisdiction for a deprivation of liberty order – this does not amend the requirements or guidance on the use of Section 25.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance his Department has given to (a) headteachers and (b) school governors on the use of artificial intelligence in schools.

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

The department has published clear guidance to support schools in using artificial intelligence (AI) safely and effectively. This includes the Generative AI policy paper, which sets out opportunities, risks and legal responsibilities, and online support materials developed with sector experts. These resources provide practical advice for headteachers and governors on integrating AI into digital strategies, safeguarding pupil data, and ensuring compliance with data protection and intellectual property law. Toolkits for educators and leaders outline safe use cases, risk management and how AI can reduce workload without replacing teacher judgment. The guidance emphasises that AI should enhance teaching, not diminish human oversight, and schools must take care when considering pupil-facing AI.

Materials are available on GOV.UK under “Using AI in education settings: support materials”, alongside the policy paper “Generative artificial intelligence in education”, updated June 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the (a) financial sustainability of early years providers and (b) capacity of schools to deliver wraparound care in areas experiencing long waiting lists.

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

In 2025/26, this government plans to spend over £8 billion on early years entitlements, increasing to over £9 billion in 2026/27, and we have increased the early years pupil premium by over 45%. On top of this we have provided further supplementary funding of £75 million for the Early Years Expansion Grant.

At Spending Review 2025, the government announced it will provide an additional £1.6 billion per year by 2028/29. We will also spend over £400 million over the next four years to deliver school-based nurseries across England.

The free breakfast clubs programme has delivered more than 5 million breakfasts and offered places to almost 180,000 pupils across the country. We are investing a further £80 million into the programme to fund an additional 2,000 schools between April 2026 and March 2027. Since September 2024, the National Wraparound Programme has also provided over 50,000 additional full childcare places. In 2026/27, we are providing local authorities with £12.9 million to sustain these places, ensuring sufficiency of school-age childcare and supporting national rollout of free breakfast clubs.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding her Department has provided towards supplying schools with (a) tablets, (b) laptops and (c) other electronic devices to children since 2015, broken down by (i) local authority area and (ii) year.

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

Schools, trusts and local authorities can use their budgets at their discretion to purchase technology for their pupils. The department does not mandate a specific device to pupil ratio or recommend how much funding should be allocated for devices.

During the COVID-19 pandemic, the department delivered over 1.95 million laptops and tablets to schools, academy trusts and local authorities in England through the ‘Get Help With Technology’ programme, launched in March 2020, which supported remote learning for disadvantaged children. The last devices were delivered by March 2022 and the service closed in June 2022.

The programme represented an investment of approximately £400 million, covering procurement and distribution of devices, alongside connectivity support for families without internet access.

Data on dispatched devices is published in statistical releases via the Explore Education Statistics portal here: https://explore-education-statistics.service.gov.uk/find-statistics/laptops-and-tablets-data/2022-april.

The department monitors pupil access to devices via the Technology in Schools Survey here: https://www.gov.uk/government/publications/technology-in-schools-survey-report-2022-to-2023.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to (a) help reduce exam stress and (b) support pupils with exam stress.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that it is normal for young people to experience some stress around exams. It is important that this stress is identified early and the right support is in place to help young people manage it in a healthy and constructive way. Schools play a key role in supporting students through this, and mental health charities such as YoungMinds have published guidance on staying well during revision and exams. Their guidance is available at:

https://www.youngminds.org.uk/media/mqljrydj/staying-well-during-revision-and-exams.pdf.

The department is providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHST), so every child and young person has access to early support to address problems before they escalate. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

The independent Curriculum and Assessment Review carefully considered evidence on wellbeing and found that many factors can impact student mental health. The Review recommended reducing exam volume to help improve the overall student experience. We will work closely with Ofqual and exam boards to reduce GCSE exam time by 2.5 to 3 hours for the average student, while maintaining high standards and protecting the integrity and validity of the qualifications system.

Question to the Department for Education:

To ask the Secretary of State for Education, what the role of early years settings is in helping to identify and support the needs of SEND children.

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

The government recognises the important role the early years sector plays in early intervention to ensure the right support is put in place for children as soon as possible

The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all early years providers must follow. It stipulates that providers must have arrangements in place to support children with special educational needs and disabilities (SEND), and that all providers who are funded by the local authority to deliver early education places must have regard for the SEND code of practice.

On 7 July, we published our commitment to giving every child the best start in life. This means a stronger focus on early identification, inclusive access to early years education, and tailored family support.

We have already invested in the Early Language Support for Every Child programme, as well as the Nuffield Early Language Intervention, supporting children in the early years with their speech and language.

We are looking at wider SEND reforms and interventions to give children and young people the opportunities they need to achieve and thrive.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of delays in issuing Remediable Service Statements on teachers' retirement planning and financial wellbeing.

Answered by Georgia Gould - Minister of State (Education)

As of 6 November 2025, the total number of Remediable Service Statements (RSSs) issued is 70,616. As of the same date, the total that remain outstanding is 71,955.

Recalculating benefits for retired members is a complex process. For those members retiring, these cases are relatively straightforward, as no benefits are already in payment. For retired members, additional complications around tax, interest rules and system functionality required extensive consultation.

Capita, as the scheme administrator, keeps affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to Tata Consultancy Services as the new scheme administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to all affected scheme members.

This is a high priority for the department, and officials continues to closely monitor progress and work with Capita to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not disadvantaged.

Question to the Department for Education:

To ask the Secretary of State for Education, what her current estimated timetable is for the completion of all Remediable Service Statements for members of the Teachers’ Pension Scheme affected by the McCloud judgment.

Answered by Georgia Gould - Minister of State (Education)

As of 6 November 2025, the total number of Remediable Service Statements (RSSs) issued is 70,616. As of the same date, the total that remain outstanding is 71,955.

Recalculating benefits for retired members is a complex process. For those members retiring, these cases are relatively straightforward, as no benefits are already in payment. For retired members, additional complications around tax, interest rules and system functionality required extensive consultation.

Capita, as the scheme administrator, keeps affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to Tata Consultancy Services as the new scheme administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to all affected scheme members.

This is a high priority for the department, and officials continues to closely monitor progress and work with Capita to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not disadvantaged.

Question to the Department for Education:

To ask the Secretary of State for Education, how many Remediable Service Statements have been issued by Teachers’ Pensions to date; and how many remain outstanding further to the McCloud judgment.

Answered by Georgia Gould - Minister of State (Education)

As of 6 November 2025, the total number of Remediable Service Statements (RSSs) issued is 70,616. As of the same date, the total that remain outstanding is 71,955.

Recalculating benefits for retired members is a complex process. For those members retiring, these cases are relatively straightforward, as no benefits are already in payment. For retired members, additional complications around tax, interest rules and system functionality required extensive consultation.

Capita, as the scheme administrator, keeps affected members informed of revised timelines through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx. As responsibility for this work transitions to Tata Consultancy Services as the new scheme administrator of the Teachers’ Pension Scheme in Summer 2026, the department is working with Tata to finalise the timeline for issuing all RSSs. Once the timeline is confirmed, it will be communicated to all affected scheme members.

This is a high priority for the department, and officials continues to closely monitor progress and work with Capita to streamline processes and introduce automation where possible. Any pension adjustments arising from members’ choices will be backdated with interest to ensure members are not disadvantaged.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of SEND tribunal waiting times on the ability of families to hold local authorities to account for non-provision of SEND support.

Answered by Georgia Gould - Minister of State (Education)

The volume of appeals to the special educational needs and disabilities (SEND) Tribunal means that some families face a year-long wait for a hearing, lengthening the time it takes for children and young people to get the support they need. We are working with the Ministry of Justice and His Majesty’s Courts and Tribunals Service to ensure appeals are heard faster, including through the recruitment of 70 new judges, more cases being resolved ‘on paper’, hearings being held in school holidays, and the prioritisation of appeals for those who are moving between education phases.

Question to the Department for Education:

To ask the Secretary of State for Education, what measures she is taking to improve access in schools to music, sport, art and drama for all children.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to ensuring that high quality arts, music and physical education is not for the privileged few but an entitlement for all. We will ensure that the reformed national curriculum will support access to art and design, music and physical education, as well as access to drama within English. We will also ensure GCSEs in arts subjects and physical education are inclusive and fit for purpose.

Next year, we will launch the procurement of a new National Centre for Arts and Music Education and a new PE and School Sport Partnerships Network to support excellent teaching, strengthen partnerships between schools and national and local organisations, and promote arts and sporting opportunities for children and young people. In addition, the government has already committed £76 million for the Music Hubs grant this academic year, with future funding to be announced in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what measures she is taking to ensure the national curriculum equips children with the skills they will need with the increasing influence of AI.

Answered by Georgia Gould - Minister of State (Education)

Following the independent Curriculum and Assessment Review’s final report on 5 November, we have accepted the recommendations for computing and will go further by including artificial intelligence (AI) within the curriculum. We are also exploring a potential level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.

We will work with subject experts to embed AI and issues like bias in technology within the refreshed computing curriculum in an age-appropriate way. Content will be shaped through expert engagement, with a public consultation on draft proposals next year.

To support the teaching of AI now, the department-funded National Centre for Computing Education offers free online courses for teachers on machine learning, ethics and generative AI. In July, the government also published updated relationships, sex and health education statutory guidance introducing new content on AI which will be mandatory from 1 September 2026.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of swimming and water safety attainment results provided by schools as part of the physical educations and sport premium expenditure reporting return, and whether they will publish that data.

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

The department is processing the information received through the Digital Expenditure Reporting Return and will publish a summary of quality assured data in the New Year.

Question to the Department for Education:

To ask the Secretary of State for Education, to what extent young people with long-term health conditions such as epilepsy have been included in the Department’s co-creation process for the forthcoming Schools White Paper.

Answered by Georgia Gould - Minister of State (Education)

The government understands the impact of epilepsy and other long-term medical conditions on the way pupils feel included and supported in school life. The statutory guidance ‘Supporting pupils at school with medical conditions’ recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. The government has committed to reviewing the statutory guidance, and we intend to consult on revised guidance. The current guidance is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Our aim is to ensure that schools are better equipped to support all pupils with medical conditions, including those with epilepsy, as part of our wider ambition to create more inclusive schools through the forthcoming Schools White Paper.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the role of Individual Healthcare Plans in supporting the safety and inclusion of pupils with long-term health conditions, such as epilepsy, at school.

Answered by Georgia Gould - Minister of State (Education)

The government understands the impact of epilepsy and other long-term medical conditions on the way pupils feel included and supported in school life. The statutory guidance ‘Supporting pupils at school with medical conditions’ recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. The government has committed to reviewing the statutory guidance, and we intend to consult on revised guidance. The current guidance is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Our aim is to ensure that schools are better equipped to support all pupils with medical conditions, including those with epilepsy, as part of our wider ambition to create more inclusive schools through the forthcoming Schools White Paper.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of trends in the level of profit per placement for private children’s homes in England.

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

The Competition and Markets Authority’s 2022 report on the children’s social care market found that the 15 largest providers of placements for looked-after children were making an average profit of 22.6% on children’s homes.

In addition, reports from Revolution Consulting found that aggregate profits among the top 20 children’s homes providers, measured using the earnings before interest, taxes, depreciation and amortization (EBITDA) method, increased from 18.8% to 19.8% between 2021 and 2022. In 2023, the average EBITDA margin was 19%, although this figure excludes Caretech, the largest provider.

The department’s work to improve the data that both we and local authorities have access to on the children’s social care placement market, and the financial oversight scheme we are legislating for through the Children’s Wellbeing and Schools Bill, will enable greater central government oversight. This work will help us to keep the market under close review.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to address gaps in Post-16 education and skills training provision in Bristol North East.

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

The Post-16 Education and Skills Strategy sets out our vision for a world-leading skills system which breaks down barriers to opportunity, meets student and employers’ needs; widens access to high-quality education and training; supports innovation, research, and development; and improves people’s lives.

The government has established Skills England to ensure we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade.

Local Skills Improvement Plans (LSIPs) are employer-led strategies designed to ensure post-16 technical education and vocational training align with local labour market needs. Business West is leading the development of the local LSIP working with the West of England Combined Authority, local businesses and delivery partners. The plan will be published in Summer 2026. Businesses are supported to partner with colleges and training providers to deliver vocational programmes, apprenticeships, and national initiatives such as Skills Bootcamps and T Levels.

Question to the Department for Education:

To ask the Secretary of State for Education, when her Department expects all eligible retired members of the Teachers’ Pension Scheme to receive their McCloud remedy payments; and what steps she is taking to expedite payments to retired teachers impacted by the McCloud pension remedy.

Answered by Georgia Gould - Minister of State (Education)

Capita, as administrator of the teachers’ pension scheme, is processing Remediable Service Statements (RSSs) for retired members affected by the McCloud remedy as quickly as possible. As of 15 October 2025, 69,798 RSSs have been issued to retired members.

Payments are made as soon as possible following the return of completed RSSs. To speed up delivery, the department is working with Capita to increase staffing, automate processes, improve IT systems, and prioritise complex cases. Members will continue receiving their original pension until remedy choices are implemented, and any backdated payments will include interest to ensure no financial disadvantage.

This is a high priority for the department and we are committed to resolving this with Capita and ensuring retired members receive their RSSs as quickly as possible.

Question to the Department for Education:

To ask the Secretary of State for Education, whether declarations of interest were made by (a) Ruth Miskin, (b) Read Write Inc and (c) other (i) individuals and (ii) organisations involved in (A) drafting and (B) advising on the new Writing Framework.

Answered by Georgia Gould - Minister of State (Education)

The writing framework is the department’s initial step in a broader, long-term strategy aimed at enhancing the teaching of writing and raising attainment in schools. It was developed with input from an expert panel, all of whom had to declare any potential conflicts of interest, and with support from a wider group of other experts and organisations, including a range of commercial programme providers, academics and leading practitioners, to ensure a diverse and valuable range of perspectives.

The writing framework does not support or promote any specific individual or organisation. The framework also makes it clear that there is no requirement for schools to adopt commercially produced programmes. However, the framework offers guidance to help schools evaluate their options and ensure any programme they choose is underpinned by a strong, evidence-based rationale.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she has taken to prevent conflicts of interest during the development of the new Writing Framework for primary schools.

Answered by Georgia Gould - Minister of State (Education)

The writing framework is the department’s initial step in a broader, long-term strategy aimed at enhancing the teaching of writing and raising attainment in schools. It was developed with input from an expert panel, all of whom had to declare any potential conflicts of interest, and with support from a wider group of other experts and organisations, including a range of commercial programme providers, academics and leading practitioners, to ensure a diverse and valuable range of perspectives.

The writing framework does not support or promote any specific individual or organisation. The framework also makes it clear that there is no requirement for schools to adopt commercially produced programmes. However, the framework offers guidance to help schools evaluate their options and ensure any programme they choose is underpinned by a strong, evidence-based rationale.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to (a) extend the consultation period and (b) hold further discussions with (i) specialist and (ii) independent providers on the proposed schools white paper.

Answered by Georgia Gould - Minister of State (Education)

This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families.

To ensure lived experience and partnership are at the heart of our reforms, we have launched a national conversation on SEND with children, young people and their families, experts, charities and other sector organisations through our SEND Ministerial development group, regional and online engagement sessions, and ministerial roundtables. Further information is available here: https://consult.education.gov.uk/send-reform-national-conversation/.

The experiences shared during these engagement opportunities will be vital in ensuring that our proposals effectively deliver meaningful reforms for families. We will continue engagement as part of a formal consultation following the White Paper publication, and the responses received will be carefully considered in shaping the reforms.

Question to the Department for Education:

To ask His Majesty's Government whether they have made an assessment of the links between child poverty and school absence due to ill health or other circumstances.

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

We know that disadvantaged pupils face barriers to engagement with education. A recent report from the Child Poverty Action Group found that more than 1 in 4 pupils aged 11 to 18 eligible for free school meals in the UK say they have missed school at least once because they did not have something they needed to attend. Absence data reinforces this with the rate of overall absence for pupils eligible for free school meals continuing to be almost twice that of pupils not eligible.

The government’s landmark decision to remove the two-child limit will lift almost half a million children out of poverty; this comes alongside our actions to tackle the cost of the school day, through expanding free school meals, cutting the cost of uniform and delivering free breakfast clubs in primary schools, which will all remove barriers to school attendance and attainment. Mental health support teams are also providing earlier support in school for young people.

Our real-time attendance data and toolkits for schools enable early identification of pupils at risk of persistent absence and include a self-assessment tool that explicitly asks schools how they track and respond to the absence of pupils entitled to free school meals. Schools can also use Pupil Premium funding to provide attendance support for disadvantaged students.

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 international educational internships on developing skills among young people.

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

The government believes that work and study placements overseas, including internships, can help students to develop their skills, gain international experience and boost their employability. That is why, in the current academic year, the department is funding over 35,200 Turing Scheme placements, an estimated 61% of which are for students from disadvantaged backgrounds.

An evaluation of the Turing Scheme in its first year of operation showed that 91% of higher education and 80% of further education students on work placements believed that their Turing Scheme placement enhanced their career and prospects.

As set out at the UK-EU Summit in May, we are working towards association to Erasmus+ on mutually agreed financial terms. Erasmus+ provides opportunities for young people to study, train, or gain work experience abroad. Erasmus+ placements provide valuable international experiences, helping young people develop new skills, broaden horizons, and enhance future career prospects.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 15 October 2025 to Question 78154 on Adoption and Special Guardianship Support Fund, what assessment her Department has been made of the potential economic impact of funding additional therapies beyond the fair access limit on local authorities; and if her Department holds data on how many families require therapy beyond the fair access limit.

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

The department continues to monitor and assess the impact of the changes to the Adoption and Special Guardianship Support Fund (ASGSF) and is engaging with stakeholders. Decisions to fund additional therapy beyond the fair access limit rest with individual local authorities.

This financial year, we have invested £50 million in the ASGSF, giving adopted and kinship children access to therapeutic services that stabilise placements and address complex needs.

The government has introduced the Families First Partnership programme, with an extra £547 million, bringing total funding to £2.4 billion over the next three years. We are also investing nearly £1.5 billion to improve family services and early years education, including £500 million for Best Start Family Hubs between 2026 and 2029. Local authorities should decide how best to use these resources to support adoptive and kinship families.

The department does not collect data on how many families require therapy beyond the fair access limit.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff in their Department have been on mental health leave for six months or more; and for what reason.

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

The department records sickness absence categorised to show the broad reason for the absence, with one option titled ‘anxiety, stress, depression and other psychiatric illnesses’. As of 31 October 2025, five or fewer members of staff in the department were on sickness absence for six months or more, and were still absent on that date, with a recorded reason for the sickness absence of ‘anxiety, stress, depression and other psychiatric illnesses’. Due to the small numbers involved, figures are rounded to the nearest five and are not reported separately. The department does not hold more detailed information on the individual circumstances of these cases.

Statistics on mental ill-health related absence across the Civil Service, including for the department, are publicly available in the Civil Service sickness absence reports on GOV.UK. These are available at: https://www.gov.uk/government/collections/sickness-absence. The next release is due on 18 December.

The department is committed to supporting staff wellbeing and provides a range of services, including occupational health support, access to an Employee Assistance Programme, and trained Mental Health First Aiders.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 23 October 2025 to Question 82925 on Special Educational Needs, what recent discussions she has had with (a) children, (b) parents and (c) experts on SEND provision; and if she will make an assessment of the potential merits of establishing (i) consultation portals and (ii) additional contact mechanisms for the public to share ideas.

Answered by Georgia Gould - Minister of State (Education)

This government is determined to deliver reform that stands the test of time and rebuilds the confidence of families. To ensure lived experience and partnership are at the heart of our solutions, we are currently engaging with children, young people and their families, experts, charities and other sector organisations through our special educational needs and disabilities Ministerial development group, regional and online engagement sessions, and ministerial roundtables as well as through our online portal which can be accessed here: https://consult.education.gov.uk/send-reform-national-conversation/.

We want to hear from as many people as possible, from parents and young people to those working in schools, colleges and early years – building a consensus on what works to help deliver lasting reform. The experiences shared during these engagement opportunities will be vital in ensuring that our proposals effectively deliver meaningful reforms for families. We will also continue engagement as part of a formal consultation following the Schools White Paper publication, and the responses received will be carefully considered in shaping the reforms.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the relationship between UK universities and Chinese (a) military institutions, and (b) companies connected to the military.

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

The department has not received any representations from UK universities on funding partnerships with Chinese military institutions or companies connected to the military.

Universities are independent from government, and it is their responsibility to assess their arrangements. We encourage universities to pursue partnerships and engage internationally, provided they comply with UK security policies and regulations.

The government supports the sector in managing risks through the Research Collaboration Advice Team, and a comprehensive package of legislative and regulatory measures including the Academic Technology Approvals Scheme, export controls and the National Security and Investment Act.

The department provides grant funding through the strategic priorities grant to the Office for Students for distribution to providers in line with terms and conditions set by my right hon. Friend, the Secretary of State for Education. None of these terms and conditions relate to programmes involving Chinese military institutions or companies connected to them.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding her Department has provided for higher education programmes involving Chinese (a) military institutions, and (b) companies connected to the military.

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

The department has not received any representations from UK universities on funding partnerships with Chinese military institutions or companies connected to the military.

Universities are independent from government, and it is their responsibility to assess their arrangements. We encourage universities to pursue partnerships and engage internationally, provided they comply with UK security policies and regulations.

The government supports the sector in managing risks through the Research Collaboration Advice Team, and a comprehensive package of legislative and regulatory measures including the Academic Technology Approvals Scheme, export controls and the National Security and Investment Act.

The department provides grant funding through the strategic priorities grant to the Office for Students for distribution to providers in line with terms and conditions set by my right hon. Friend, the Secretary of State for Education. None of these terms and conditions relate to programmes involving Chinese military institutions or companies connected to them.

Question to the Department for Education:

To ask the Secretary of State for Education, what representations her Department has received from UK universities on funding partnerships with Chinese (a) military institutions and (b) companies connected to the military.

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

The department has not received any representations from UK universities on funding partnerships with Chinese military institutions or companies connected to the military.

Universities are independent from government, and it is their responsibility to assess their arrangements. We encourage universities to pursue partnerships and engage internationally, provided they comply with UK security policies and regulations.

The government supports the sector in managing risks through the Research Collaboration Advice Team, and a comprehensive package of legislative and regulatory measures including the Academic Technology Approvals Scheme, export controls and the National Security and Investment Act.

The department provides grant funding through the strategic priorities grant to the Office for Students for distribution to providers in line with terms and conditions set by my right hon. Friend, the Secretary of State for Education. None of these terms and conditions relate to programmes involving Chinese military institutions or companies connected to them.

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the number of pupils who completed two weeks of work experience in each of the last three years.

Answered by Georgia Gould - Minister of State (Education)

The department does not hold published national data on the number of pupils who completed two weeks of work experience in the last three years. Schools currently report on whether pupils have had an experience of a workplace rather than the duration of that experience.

According to school and college performance data captured through the Compass+ online self-assessment tool, more students are experiencing workplaces than in previous years. Overall performance on Gatsby Benchmark 6 (experiences of workplaces) in the 2024/25 academic year improved by 2% points from 2023/24 to 74% on average for all schools and colleges.

The department is funding the Careers and Enterprise Company to deliver the first phase of activity to prepare schools and employers to deliver the government’s commitment to ensure every pupil has access to two weeks’ worth of work experience during their secondary education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of local authorities' ability to deal with increased levels of demand for therapy above the Adoption Support and Special Guardianship Support Fund fair access limit.

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

The department continues to monitor and assess the impact of the changes to the adoption and special guardianship support fund (ASGSF) and is engaging with stakeholders.

In the current financial year, the department has invested £50 million in the ASGSF, ensuring that adopted and kinship children may have access to therapeutic services designed to stabilise placements and address complex needs.

The government has launched the Families First Partnership programme, providing an additional £547 million, and bringing total funding to £2.4 billion over the next three years. We are also investing nearly £1.5 billion to strengthen family services and early years education, including £500 million for Best Start Family Hubs between 2026 and 2029.

Local authorities are responsible for determining how best to deploy these resources to meet increased demand for therapeutic support beyond the fair access limit.

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 increasing the maximum age for post-foster care arrangements to age 25.

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

The government is committed to supporting care leavers as they transition to independence.

Staying Put enables care leavers to prepare for independence more gradually in a stable and secure family setting. It enables young people to continue living with their former foster carer(s) when they turn age 18, potentially up to age 21, if both parties want this.

We are committed to Staying Put arrangements but must prioritise the introduction of the Staying Close duty in the Children’s Wellbeing and Schools Bill, which provides support to those who cannot benefit from Staying Put.

Staying Close offers tailored support for care leavers, including help to find and keep suitable accommodation and access to wraparound services such as health and wellbeing, education, training and employment. This measure ensures that eligible care leavers can receive support up to age 25, helping them to build stability and life skills and reducing the risk of homelessness and poor outcomes. This includes young people who might have previously been in a Staying Put arrangement.

Found: specific-sub-groups/children-with- care-experience/ 35 https://researchingreform.net/2016/01/13/department-for-education-social-workers-are-poorly-trained-not-ready-for-practice

Found: Q56 Chair: Oli, do you think the Department for Education should contribute?

Found: Recommend the Home Office take steps, in concert with other government departments (such as the Department for Education

Found: An analysis of child deaths between 2018 and 2020, obtained from the Department for Education by Article

Found: Department for Education guidance on child protection when working with foreign authorities is over

Found: CDC has been a Strategic Reform Partner of the Department for Education since 2013 and is part of a

Found: National Protocol on reducing unnecessary criminalisation in care developed jointly by the Department for Education

Found: (2024) Children looked after in England including adoptions 2 Department for Education (2024

Found: Q56 Chair: Oli, do you think the Department for Education should contribute?

Found: Letter from the Director General for Schools Group at the Department for Education relating to a follow-up

Found: Spending of the Ministry of Justice on criminal justice • Helen Hayes: Spending of the Department for Education

Found: but also places significant financial burdens on the police, businesses, the NHS, the Department for Education

Found: The conclusion that we and the DFE have reached is that forcing them to produce those two full sets of

Found: and messy, people just do not understand it at all, including, I should say, within the Department for Education

Found: highlighted that some key departments appeared to be absent from discussions, in particular, the Department for Education

Found: highlighted that some key departments appeared to be absent from discussions, in particular, the Department for Education

Found: Can I have your assurance, please, that you will properly fund both the Department for Education and

Found: able to provide it. 13 A good example of where we have used that data is working with the Department for Education

Found: The Department for Education is also developing new accommodation options that will provide placement

Found: I am in regular dialogue with both the DfE and the Student Loans Company to try to resolve it.

Found: people who are good at checking whether schools are working properly, who are not in the Department for Education

Found: time today talking about access, for example, but also working with our colleagues at the Department for Education

Found: highlighted that some key departments appeared to be absent from discussions, in particular, the Department for Education

Found: Personal travel budgets 9 Department for Education, Home to school transport: LA data collection.Written

Found: In particular, we are waiting for the DfE to release funding for a new specialist free school in Bristol

Found: Our specialist helpline, which receives funding from the Department for Education, regularly hears from

Found: As previously mentioned, DfE is already developing guidance for schools to deliver a high-quality enrichment

Found: Local authority home-to-school online transport policies: Accessibility and accuracy. 7 Department for Education

Found: Demand now outpaces both DfE high-needs funding and local authority budgets. 3.2 Local Context Medway

Found: Some schools in the early adopter scheme have been able to work with the Department for Education to

Found: PAC in advance of the oral evidence session on this topic with Juliet Chua CB and Nico Heslop of the DfE

Found: DCC’s Education transport policy is regularly reviewed and takes into account Department for Education

Found: The DfE should make provision within its targets and metrics to cater for young children with SEND,

Found: .  There is an opportunity for the Department for Education and the Department for Transport to develop

Found: Contrary to public perception, the recent figures published by the Department for Education show that

Found: Following some delay, the DfE published its guidance, Travel to school for children of compulsory school

Found: Available at: part-1-ten- important-facts-about-ehcp.pdf (accessed 13.08.25). xiv Department for Education

Found: even despite recent welcome updates to the guidance over the past couple of years by the Department for Education

Found: local authorities that need to continue to meet statutory duties under the constraints of a Department for Education

Found: A Department for Education (DfE) data exercise in Feb–Mar 2025 estimates ~520,000 children and learners

Found: SEND-related CPD for professionals in mainstream settings across the FE and skills sector and is a DfE-funded

Found: Department for Education, Ministry of Housing, Communities and Local Government, and Department for Education

Found: There is information that DFE will have, to a degree, about that.

Found: We are working very closely with DfE colleagues, in particular Josh MacAlister, to look at how we can

Found: It was conducted by outstanding people at the DFE who held roundtables; they were very thorough, tracked

Found: They fall between the gap; they are not funded by DSIT, the Department for Education or the Department

Found: parents, the school governors, the senior leadership at the school, the local authority and probably DfE

Found: There is further to go with the DHSC, the Department for Education and the Department for Work and

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, whether he plans to ensure Mental Health Support Teams in schools are trained in Speech and Language therapy.

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

We currently have no plans to train the education mental health practitioners, who are the primary workforce of mental health support teams (MHSTs), in speech and language therapy.

We are expanding MHSTs in schools and colleges to reach full national coverage by 2029, and 900,000 more children and young people will have access to support from MHSTs in 2025/26.

The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.

In addition to the undergraduate degree route, speech and language therapists can now also train via a degree apprenticeship. This route is going into its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

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

To ask the Secretary of State for Culture, Media and Sport, what assessment she has made of trends in the level of job vacancies in key professions within her Department’s responsibilities, including contractor organisations.

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

The Office for National Statistics (ONS) publishes information on the number of vacancies at UK-level, by industry, and by size of business as part of the vacancies and jobs in the UK release. Using that data, we see that in August to October 2025 there were 15,000 vacancies in arts, entertainment and recreation, 33,000 vacancies in information and communication and 76,000 vacancies in accommodation and food service activities. Parts of these industries are included in DCMS sector definitions.

Compared to August to October 2024:

• Arts, entertainment and recreation vacancies are down 14.0%

• Accommodation and food service activities vacancies are down 16.5%

• Information and communication vacancies are down 13.5%

DCMS uses a more granular industry classification (4-digit Standard Industrial Classification codes) to define our sectors and ONS vacancy data is not publicly available at this level.

DCMS publishes official statistics in development estimating the number of vacancies, alongside skills shortages and skills gaps, based on the Department for Education’s (DfE) Employer Skills Survey. Two regular data releases have been published so far: DCMS Sectors Skills Shortages and Skills Gaps: 2019 and DCMS Sector Skills Shortages and Skills Gaps: 2022, UK, as well as additional analysis for the Creative Industries. The 2022 data showed that 25.5% of DCMS Sectors businesses in the UK had at least one vacancy open at the time of the survey. This was significantly higher than All Sectors (23.2%).

Further insights into labour demand are provided in the ONS’s Labour demand volumes by Standard Occupation Classification (SOC 2020), UK dataset, which includes official statistics in development sourced from Textkernel data. DCMS has published additional estimates by SOC code for the Creative Industries using the DfE’s Employer Skills Survey.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, how many NEET young people (a) live with their parents or guardians and (b) live independently.

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

Office for National Statistics and the Department for Education – who both produce official statistics publications on young people who are NEET – do not publish a breakdown of young people who are not in employment, education or training broken down by whether they live with parents/guardians or live independently.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, how many NEET young people are parents, broken down by month since January 2020.

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

Office for National Statistics and the Department for Education – who both produce official statistics on young people who are NEET – do not publish a breakdown of young people who are not in employment, education or training broken down by parental status.

The Department for Education do publish an estimate of the proportion of young people aged 16-24 who are economically inactive for the primary reason of looking after family/home – which shows that in 2024 1.5% of 16-24 years where economically inactive due to looking after family/home – down from 1.7% in 2023. See here for more the annual series back to 2020: Create your own tables on neet age 16 to 24 - Explore education statistics - GOV.UK

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what progress his Department has made on reducing waiting times for children requiring speech and language therapy.

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

Community health services, including children’s speech and language therapy, are locally commissioned to enable systems to best meet the needs of their communities.

For 2026/27 we have asked systems to actively manage long waits for community health services, including reducing the proportion of waits over 18 weeks, developing a plan to eliminate all 52-week waits, and increasing community health services capacity to meet growth in demand, expected to be approximately 3% nationally per year.

NHS England is working with the Department for Education to identify and support children with speech, language, and communication needs by co-funding pathfinder sites to deliver the Early Language Support for Every Child programme.

The programme aims to identify and support children and young people in early years and primary school settings with mild to moderate speech, language, and communication needs, reducing the rate of specialist referrals, and increasing workforce capacity through innovative workforce models.

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

To ask the Secretary of State for Housing, Communities and Local Government, what recent assessment he has made of trends in the level of voter registration among young people in Surrey Heath constituency.

Answered by Samantha Dixon - Parliamentary Under-Secretary (Housing, Communities and Local Government)

The Electoral Commission’s 2023 report on electoral registers found that young people are among the least likely groups to be registered to vote.

As set out in our Strategy for modern and secure elections, the Government is committed to improving voter registration, which includes work to support groups who are less likely to be registered.

A comprehensive programme of work is underway, involving collaboration with the Electoral Commission, local authorities, think tanks, academics, and civil society organisations. This programme is focused on identifying the attitudinal and knowledge barriers that prevent those with historically low participation, including young people, from becoming democratically active, and on exploring effective interventions to overcome these challenges.

Over the coming years, we will work to create a new automated registration system, removing key barriers to eligible citizens participating in our democracy. We want young people to find their voice and exercise their right to vote – registering to vote is a vital first step towards doing that.

We also want to build and encourage long-lasting engagement of young people with our democracy. Evidence from places that have lowered the voting age shows that doing so can increase turnout when implemented in a supportive environment. That is why the Government is committed to extending the right to vote to 16-and-17-year-olds and working alongside the Electoral Commission and civil society organisations to ensure that young people are both prepared and motivated to exercise their democratic rights. We hope that this early engagement will build the foundations for lifetime participation in our electoral processes.

While we are making these changes, we want to talk to young people to ensure we’re putting their needs at the centre of our policy making. We will work with other key actors to consider what additional measures can support schools, colleges, and youth groups to roll out practical voter/civic education. We know that it is imperative that citizenship education is fit for purpose in order to support this change. Following the independent Curriculum and Assessment Review and its recommendations to the Government, we have committed to make citizenship compulsory in primary schools and to publish revised programmes of study to ensure that all pupils receive an essential grounding in a range of topics including democracy, government and law. The Department for Education will consult on programmes of study next year and the new national curriculum will be published in 2027 for first teaching in 2028.

Altogether, we will create an environment in which young people understand their rights and responsibilities, and where they are equipped and empowered to participate in our democracy.

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

To ask the Secretary of State for Housing, Communities and Local Government, what steps his Department is taking to encourage newly eligible young voters to participate in elections in Surrey Heath constituency.

Answered by Samantha Dixon - Parliamentary Under-Secretary (Housing, Communities and Local Government)

The Electoral Commission’s 2023 report on electoral registers found that young people are among the least likely groups to be registered to vote.

As set out in our Strategy for modern and secure elections, the Government is committed to improving voter registration, which includes work to support groups who are less likely to be registered.

A comprehensive programme of work is underway, involving collaboration with the Electoral Commission, local authorities, think tanks, academics, and civil society organisations. This programme is focused on identifying the attitudinal and knowledge barriers that prevent those with historically low participation, including young people, from becoming democratically active, and on exploring effective interventions to overcome these challenges.

Over the coming years, we will work to create a new automated registration system, removing key barriers to eligible citizens participating in our democracy. We want young people to find their voice and exercise their right to vote – registering to vote is a vital first step towards doing that.

We also want to build and encourage long-lasting engagement of young people with our democracy. Evidence from places that have lowered the voting age shows that doing so can increase turnout when implemented in a supportive environment. That is why the Government is committed to extending the right to vote to 16-and-17-year-olds and working alongside the Electoral Commission and civil society organisations to ensure that young people are both prepared and motivated to exercise their democratic rights. We hope that this early engagement will build the foundations for lifetime participation in our electoral processes.

While we are making these changes, we want to talk to young people to ensure we’re putting their needs at the centre of our policy making. We will work with other key actors to consider what additional measures can support schools, colleges, and youth groups to roll out practical voter/civic education. We know that it is imperative that citizenship education is fit for purpose in order to support this change. Following the independent Curriculum and Assessment Review and its recommendations to the Government, we have committed to make citizenship compulsory in primary schools and to publish revised programmes of study to ensure that all pupils receive an essential grounding in a range of topics including democracy, government and law. The Department for Education will consult on programmes of study next year and the new national curriculum will be published in 2027 for first teaching in 2028.

Altogether, we will create an environment in which young people understand their rights and responsibilities, and where they are equipped and empowered to participate in our democracy.

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

To ask the Secretary of State for Housing, Communities and Local Government, what steps he has taken to raise awareness of voter registration requirements among young people in Surrey Heath constituency.

Answered by Samantha Dixon - Parliamentary Under-Secretary (Housing, Communities and Local Government)

The Electoral Commission’s 2023 report on electoral registers found that young people are among the least likely groups to be registered to vote.

As set out in our Strategy for modern and secure elections, the Government is committed to improving voter registration, which includes work to support groups who are less likely to be registered.

A comprehensive programme of work is underway, involving collaboration with the Electoral Commission, local authorities, think tanks, academics, and civil society organisations. This programme is focused on identifying the attitudinal and knowledge barriers that prevent those with historically low participation, including young people, from becoming democratically active, and on exploring effective interventions to overcome these challenges.

Over the coming years, we will work to create a new automated registration system, removing key barriers to eligible citizens participating in our democracy. We want young people to find their voice and exercise their right to vote – registering to vote is a vital first step towards doing that.

We also want to build and encourage long-lasting engagement of young people with our democracy. Evidence from places that have lowered the voting age shows that doing so can increase turnout when implemented in a supportive environment. That is why the Government is committed to extending the right to vote to 16-and-17-year-olds and working alongside the Electoral Commission and civil society organisations to ensure that young people are both prepared and motivated to exercise their democratic rights. We hope that this early engagement will build the foundations for lifetime participation in our electoral processes.

While we are making these changes, we want to talk to young people to ensure we’re putting their needs at the centre of our policy making. We will work with other key actors to consider what additional measures can support schools, colleges, and youth groups to roll out practical voter/civic education. We know that it is imperative that citizenship education is fit for purpose in order to support this change. Following the independent Curriculum and Assessment Review and its recommendations to the Government, we have committed to make citizenship compulsory in primary schools and to publish revised programmes of study to ensure that all pupils receive an essential grounding in a range of topics including democracy, government and law. The Department for Education will consult on programmes of study next year and the new national curriculum will be published in 2027 for first teaching in 2028.

Altogether, we will create an environment in which young people understand their rights and responsibilities, and where they are equipped and empowered to participate in our democracy.

Question to the Home Office:

To ask the Secretary of State for the Home Department, pursuant to the answer of 14 November 2025, to Question 86767, on Counter-terrorism: expenditure, what is the methodology by which local authorities are threat-rated for the purposes of Prevent funding; and what is the methodology by which the Prevent funding to individual councils is calculated.

Answered by Dan Jarvis - Minister of State (Cabinet Office)

Each year the Home Office conducts an annual prioritisation exercise to understand which Local Authorities (LAs) are facing the highest threat from radicalisation to terrorism. The model is data-led and incorporates both quantitative and qualitative elements. It is regularly reviewed and adapted to ensure that it provides a sound basis to make effective evidence-based decisions.

The quantitative element of the model draws on counter-terrorism investigations data and arrests data for terrorism and terrorism-related offences; the number of cases that have been discussed at a Channel multi-agency panel or are being managed separately under the police-led process; community tension reports; hate crime data; Indices of Multiple Deprivation; and annual employment statistics.

As part of the qualitative element, we hold a series of regional roundtables with key Prevent delivery partners, which allows us to sense check the preliminary rankings and make adjustments by drawing on the knowledge and experience of front-line Prevent practitioners from across a range of sectors, including CT Policing; Department for Education; Ministry for Housing, Communities and Local Government; Health; and HM Prisons and Probation.

Funding for posts and dedicated projects is allocated as part of an annual bidding process, with funding allocations informed by factors including the amount of funding available, the level of threat, the level of funding provided for Prevent posts in the previous financial year, and inflation-related increases.

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

To ask the Secretary of State for Housing, Communities and Local Government, what assessment has been made of the trends in insourcing in adult social care and children social care in England.

Answered by Alison McGovern - Minister of State (Housing, Communities and Local Government)

The Ministry for Housing, Communities and Local Government works closely with both the Department for Health and Social Care and Department for Education on the provision of, and funding for, social care services. Local Authorities are responsible for delivering adults and children’s social care services, and it is for them to decide how to deliver them locally and ensure there is adequate provision in their communities. The government is taking specific steps to ensure the delivery of quality care services that secure better outcomes whilst achieving value for money for the taxpayer; for example, investment in children’s residential care that includes creating 200 new placements in high-quality council-run children’s homes and powers through the Children’s Wellbeing and Schools Bill to ensure financial oversight of the children’s care home market.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, pursuant to the answer of 3 September 2025, to Question 70509, on Government Departments: Buildings, what is the current ownership and freehold, leasehold or rental status, of the Department for Education building on Great Smith Street, London.

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

The property occupied by the Department for Education on Great Smith Street, London is known as Sanctuary Buildings. GPA, on behalf of the Secretary of State for Housing, Communities and Local Government, holds the leasehold interest in the property and pays the rent. The freehold interest is held by Legal and General Assurance (Pensions Management) Limited.

Information on property registered in England and Wales is available to the public by following the following link to HM Land Registry - Search for land and property information

https://www.gov.uk/search-property-information-land-registry

Found: (DfE) to the Department for Work and Pensions (DWP).9 Responsibility for skills-related

Found: (DfE) published a policy paper on the future of the Higher Education (Freedom of Speech)

Found: ministers from the Ministry of Housing, Communities and Local Government, Home Office, Department for Education

We need to apply pressure to the Department for Education to directly intervene and allocate funding for new school places or a new school in Bromsgrove.

Found: We need to apply pressure to the Department for Education to directly intervene and allocate funding

Found: The Department for Education provides additional funding for some elements of the support of unaccompanied

Found: discuss cross-departmental initiative in partnership with His Majesty's Treasury and the Department for Education

Found: discuss cross-departmental initiative in partnership with His Majesty's Treasury and the Department for Education

Found: govuk-template--rebranded" lang="en">