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 recent steps her Department has taken alongside local authorities to help tackle persistent absence in schools in Slough constituency.

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

Tackling absence is at the heart of the government’s mission to break down barriers to opportunity.

Thanks to the efforts of schools, absence is moving in the right direction, with children attending over 5.31 million more days this year compared to last. However, around one in five pupils are still missing 10% or more of school, which is why the department is continuing to drive further improvement.

Steps taken to improve attendance includes developing real-time data tools that allows schools to compare attendance against similar schools and enable earlier intervention as well as investing in targeted support, including £15 million to set up the attendance mentors programme supporting 10,800 pupils.

The department has also started to establish new Attendance and Behaviour Hubs, where up to 90 hubs led by schools with excellent attendance and behaviour practice will support more than 4,500 schools to improve.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of flat-rate per-pupil funding for breakfast clubs in mainstream schools on the accessibility of these clubs for pupils with SEND.

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

Following the success of the 750 early adopters, where we invested £30 million in the 2025/26 financial year, the department is now moving to national rollout, raising the budget to £80 million to fund an additional 2,000 schools joining the programme between April 2026 and March 2027.

The department has used the rich learning from the early adopters, existing programmes and costs to determine funding rates for national rollout, and this has been tested and refined with schools. This includes mainstream schools with special educational needs and disabilities pupils.

The funding rate for national rollout will take this learning into account and provide schools with the autonomy they need to allocate funding to promote inclusive access and ensure the offer reaches those who need it most.

The department will provide further information on the funding for national rollout in the near future, alongside specifics on eligibility, funding, and expectations.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department holds on school attendance rates in (a) South Holland and the Deepings constituency and (b) Lincolnshire in the last five years.

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

The department publishes figures from the school census on pupil absence in England on a termly basis. The most recent published data relates to the autumn and spring terms of the 2024/25 academic year, and the latest full academic year is 2023/24, available at: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/.

The published data includes absence rates by local authority and school. School level data includes identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website, which is available here: https://get-information-schools.service.gov.uk/.

The latest absence release has been available since 23 October 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding hi Department provided for programmes that promote the use of artificial intelligence in schools.

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

The department does not mandate or promote any specific materials or programmes as it is for schools to decide what to use. The department has provided over £6 million of funding since July 2024 to support safe and effective use of artificial intelligence (AI) in schools, including £2 million for Oak National Academy to develop its AI lesson planning assistant, Aila, and joint-funding the Education Content Store pilot along with the Department for Science, Innovation and Technology.

The department has also funded free support materials for staff in schools and colleges, developed by the Chiltern Learning Trust and the Chartered College of Teaching.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions have (a) ministers, and (b) officials had with the Office for Students on the presence of Confucius Institutes in the UK.

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

Ministers and officials regularly meet with the Office for Students to discuss a wide range of topics, including international partnerships. The government welcomes these partnerships, including with China, many of which make strong contributions to our society. Universities have a responsibility to ensure that any partnership, including with a Confucius Institute, is managed appropriately and is compliant with their legal duties and regulatory requirements.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of ringfencing receipts from the international student levy for funding in higher education and skills.

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

As set out in the Budget Document, the income raised by the Levy will be fully reinvested into higher education and skills, including to fund maintenance grants for disadvantaged students studying priority courses.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her contribution of 4 November 2024, official report column 46, and to WPQ UIN 53062, (a) on what date the leak inquiry commenced, (b) on what date it concluded and (c) when its findings will be made public.

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

The investigation remains ongoing and all reasonable lines of inquiry will be pursued.

Question to the Department for Education:

To ask the Secretary of State for Education, what evidence her Department has on the potential impact of banning smartphone use in schools.

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

Mobile phones have no place in school and school leaders already have the power to ban them. The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

Research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of adding veterinary medicine to the list of second-degree courses eligible for tuition fee loans, including the potential impact on (a) access to the veterinary profession and (b) the UK’s veterinary workforce.

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

To ensure the student finance system remains sustainable, students who already hold a qualification at an equivalent or higher-level qualification (ELQ) to that of their current course are not normally eligible for tuition fee or maintenance loans. An exception has been made to these rules to encourage access to certain professions, including veterinary medicine. Students undertaking a full-time second degree in veterinary medicine starting before 1 January 2027 will qualify for maintenance support for the duration of their course.

This position will change under the Lifelong Learning Entitlement, which will replace higher education student finance loans from 1 January 2027. An additional loan entitlement will be made available for a limited number of priority subjects, such as medicine. These are courses required to address priority skills needs and that align with the government’s Industrial Strategy.

Question to the Department for Education:

To ask the Secretary of State for Education, how many knives and other weapons were confiscated in schools in England in the most recent year for which data is available.

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

Every child must be safe and the government is committed to making schools safer places for every child by tackling the root cause of serious violence.

The department does not hold data on the number of knives and other weapons confiscated in schools in England. Confiscations are operational matters managed at school level and are not part of statutory data returns to the department. Guidance on searching, screening and confiscation is available at: https://assets.publishing.service.gov.uk/media/62d1643e8fa8f50bfbefa55c/Searching__Screening_and_Confiscation_guidance_July_2022.pdf.

However, findings from the School and College Panel survey indicate that in March 2024, 27% of secondary school leaders noted a known incident of weapon possession by a pupil on school premises since the beginning of the year, compared to only 2% of primary school leaders.

The department also monitors a range of data related to children’s risk of violence, including education, social care and police national computer data. Our published dashboard can be accessed at: https://department-for-education.shinyapps.io/childrens-social-care-and-offending/.

Question to the Department for Education:

To ask the Secretary of State for Education, to provide a breakdown in the total value of student loan repayments received by (i) non-UK nationals and (ii) UK nationals in each of the last five financial years.

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

The following table gives the Student Loan Company (SLC) payments in millions for the 2020/21 to 2024/25 financial years and covers Fee Loans and Maintenance Loans (full time and part time) for undergraduates only domiciled in England, Wales, Northern Ireland, and the EU (Scotland's applications are not administered by SLC). These figures are split by the UK National indicator on the application form. Student support eligibility is determined by residency and not nationality and the UK National indicator field on the application form can be left blank by the applicant.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help ensure that early years educators can have long, fulfilling and fairly-paid careers in the early years sector.

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

The early years workforce is at the heart of the government’s mission to give every child the best start in life and deliver our Plan for Change. The Best Start in Life strategy sets out our plans to work with the early years sector and local authorities to tackle challenges in recruitment and retention and make early years a career people are proud to start and rewarding to pursue.

This includes investing in opportunities to become an early years teacher, by aiming to more than double the number of funded places on early years initial teacher training by 2028. It also sets out financial support for employers delivering the new degree apprenticeship route, and financial incentives for early years teachers working in disadvantaged areas. Plans to co-design a new professional register are designed to raise the value of the profession and give all early educators the recognition they deserve.

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 data her Department holds on school attendance rates in Fylde constituency.

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

The department publishes figures from the school census on pupil absence in England. The latest data covers the autumn and spring terms of the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term. Local authority data is available in the release. School level data is also available in this release and includes school identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website: https://get-information-schools.service.gov.uk/. This absence release has been available since 23 October 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, at what geographical level deprivation criteria will be applied in Phase 3 of the School-based Nurseries programme.

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

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.

Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

Question to the Department for Education:

To ask the Secretary of State for Education, whether maintained nursery schools will be eligible for capital funding in Phase 3 of the School-based Nurseries programme.

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

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.

Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

Question to the Department for Education:

To ask the Secretary of State for Education, what response she has to the recommendation of the October 2025 final report of the Poverty Strategy Commission for Government to consult with parents and childcare providers on increasing payment rates to providers to ensure that they do not have to introduce optional charges for meals or other aspects of care to top up state funding of free hours.

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

In financial year 2025/26 alone, the government has provided over £8 billion for the early years entitlements, increasing to over £9 billion in 2026/27. We have announced the largest ever increase to early years pupil premium since its introduction and have delivered a significant tranche of supplementary funding of £75 million through the early years expansion grant.

Government funding for the entitlements does not cover consumables like meals so providers are able to ask parents to pay for these things. However, the statutory guidance is clear that these charges must not be mandatory or a condition of accessing an entitlements place.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will ban the use of smart phones in schools.

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

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

Phones have no place in our schools, and leaders already have the power to ban phones. The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks. ​The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

​Research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of using evidence-based parenting programmes, like Triple P and Incredible Years, to ensure more families receive more support to manage their children’s online activities.

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

As part of our ‘Giving every child the best start in life’ strategy, the department is investing in evidence-based parenting and home learning environment interventions delivered through Best Start Family Hubs.

These interventions are designed to strengthen children’s social, emotional and behavioural wellbeing and promote positive parent-child interactions, encouraging families to chat, play and read together. They help parents create balanced routines that may include using screens as a tool for learning while also supporting activities away from screens, fostering healthy habits and strong relationships.

The department is working in partnership with the National Centre for Family Hubs, the Foundations - What Works Centre for Children & Families, and Nesta to ensure local areas can identify and implement the most effective programmes. This approach will promote greater consistency and quality across the country and support our ambition for 75% of children to achieve a good level of development by 2028.

Protecting children online is a priority, and we will continue to build the evidence base on the impact of screen time on children and listen to parents, children and schools to help us improve our guidance and our understanding of emerging needs and gaps.

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools have raised concerns with her Department regarding a) the adequacy of funding for free school meals and breakfast clubs where pupils have religious dietary requirements b) what the nature of these concerns has been c) and how each concern has been addressed.

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

The department spends over £1.5 billion annually supporting free school meals provision to around 3.5 million school pupils. Officials meet regularly with the sector to gather feedback.

The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals. The government is reviewing the standards and will be engaging widely with the sector, including faith groups, throughout this process.

We have confirmed over £30 million of funding for the current 2025/26 financial year and around £80 million for the 2026/27 financial year for free breakfast clubs. From April 2026, mainstream schools will be funded at a new increased rate of £25 a day, plus £1 per pupil per day who attends the club. We continue to learn through our programme evaluation and sector engagement, including with faith groups.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the Department has conducted or plans to conduct an equality impact assessment to examine the impact of universal school meal programmes on pupils with religious dietary requirements.

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

The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals at school. The standards do not specify food requirements in terms of cultural and religious needs.

Head teachers, governors and their caterers are best placed to make decisions about their school food policies. We expect schools to act reasonably, providing choices that take account of cultural, religious and special dietary needs, and to work with parents in making appropriate arrangements.

The department aims to revise the school food standards and is engaging with stakeholders to ensure they support the work to create the healthiest generation of children in history. As part of this work, the department will complete a full equalities impact assessment, including the consideration of pupils with religious beliefs.

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.

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: you like, which is children and young people—20% of the population—but according to the Department for Education

Found: departments, such as the Foreign, Commonwealth and Development Office, Home Office, and the Department for Education

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 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

We Require the Department for Education to stop local authorities from removing Moderate Learning Difficulty (MLD) school places without ensuring alternative provision, and to fund new Autism Spectrum Condition (ASC) schools instead of redesigning existing MLD schools.

Found: We Require the Department for Education to stop local authorities from removing Moderate Learning Difficulty

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

Found: DHSC, DfE 0 to 3 years Strengthen evidence on mental health of fathers during the perinatal period through

Found: The joint MOD/Department of Education (DfE) Cadet Expansion Project provides data on Combined Cadet

Found: The joint MOD/Department of Education (DfE) Cadet Expansion Project provides data on Combined Cadet

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

Found: (DfE, with MHCLG) • Introduce a new duty for councils to provide Staying Close support up to age 25

Found: strengthen resilience to corruption and illicit finance risks from high-value donations (DCMS, HO, DfE

Found: $M$10:$P$43,4,0)),"")Schools Workforce Census (DfE, 2017), Table 9e - uplifted using EurostatAThis is

Found: Start for Life also ran a campaign with the Department for Education on the Home Learning Environment

Found: Start for Life also ran a campaign with the Department for Education on the Home Learning Environment

Found: (DfE) and the Department for Transport (DfT) should continue their activities in this area

Found: (DfE) and the Department for Transport (DfT) should continue their activities in this area

Found: commercialisation in new vehicle technologies, driving efficiencies and reducing costs. 5.4 The Department for Education

Found: framework was created in 2018 and has been measured by Lloyds Bank, on behalf of the Department for Education

Found: Skills framework was created in 2018 and has been measured by Lloyds Bank, on behalf of the Department for Education

Found: Recommendation 9 The Department for Education is currently interrogating gaps in “children in need” data

Found: providers one, 3, 5 and 10 years after graduation based on information provided by the Department for Education

Found: education outcomes The longitudinal education outcomes (LEO) dataset combines data from the Department for Education

Found: (DfE) and the Ministry of Justice.

Found: leader, former MP for Brent East and Brent Central and former Minister of State at the Department for Education

Found: We worked with the Department for Education (DfE) and the Office for Health Improvement and Disparities

Found: We worked with the Department for Education (DfE) and the Office for Health Improvement and Disparities

Found: We worked with the Department for Education (DfE) and the Office for Health Improvement and Disparities

Found: We worked with the Department for Education (DfE) and the Office for Health Improvement and Disparities

Found: (DfE).

Found: (DfE).

Found: this opportunity also to acknowledge the constructive collaboration between Ofqual and the Department for Education

Found: makes several recommendations for both national government and the sector, including: The Department for Education

Found: consultation, titled Regulating on-screen assessments, builds on joint research by Ofqual and the Department for Education

Found: Maps and those showing the location of the school; and • information available on the websites of the DfE

Found: Director, Work Based Skills Directorate, Department for Education Automotive The Government is launching

Found: issued to: Wellspring Academy Trust Reason for issue: requires significant improvement Ofsted judgement DfE

Found: Notice issued to: Halliard Trust Reason for issue: ‘Requires significant improvement’ Ofsted judgement DfE

Found: college leaders, technology providers, awarding organisations, industry bodies and the Department for Education