Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of international educational internships on developing skills among young people.

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of increasing the maximum age for post-foster care arrangements to age 25.

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to introduce interim measures to ensure that learners have access to suitable vocational pathways during the transition period between the withdrawal of BTECs in 2026 and the introduction of V-Levels in 2027.

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

To support the transition to V Levels, the government will retain the majority of existing vocational qualifications to minimise disruption for learners and providers. This includes Applied General Qualifications under 720 guided learning hours in T Level areas, as well as smaller reformed qualifications such as Alternative Academic Qualifications and Technical Occupational Qualifications. In non-T Level areas, all current qualifications will continue to be funded until V Levels or T Levels are introduced. Qualifications that have already been defunded will remain so.

The department is consulting with the sector on the introduction of V Levels, including transitional arrangements to achieve the qualifications landscape set out in the Post-16 Skills White Paper.

Question to the Department for Education:

To ask the Secretary of State for Education, what progress she has made on increasing skills via apprenticeships, technical colleges and regional training programmes.

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

The government is transforming apprenticeships into a new growth and skills offer, providing greater flexibility for employers and learners while supporting the industrial strategy. In August, new foundation apprenticeships for young people in targeted sectors and shorter-duration options were introduced to help more people gain high-quality skills and drive business innovation.

The government has also launched 10 construction technical excellence colleges (TECs) and will expand the programme to clean energy, advanced manufacturing, digital technologies, and defence. Selection for these TECs begins by the end of 2025, with delivery from April 2026.

Providers nationwide are funded to develop training aligned with local needs. In 2025/26, 67% of the £1.44 billion adult skills fund was devolved to 13 strategic authorities for locally tailored provision.

Local Skills Improvement Plans (LSIPs) unite employers, educators, and leaders to match local skills provision to demand. The Business West Chamber of Commerce leads the West of England and North Somerset LSIP.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate about how much a) income tax, b) National Insurance and c) student loan repayment she expects the average person turning 30 in 2025/26 with a Plan 2 Student Loan to pay by 2029/30.

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

The average Plan 2 loan borrower turning 30 years of age in the2025/26 financial year and making student loan repayments through PAYE is expected to pay £29,100 in income tax, £11,600 in employee National Insurance contributions and £5,600 in Plan 2 student loan repayments between the 2025/26 and 2029/30 financial years (figures rounded to the nearest £100).

Plan 2 borrowers turning 30 in 2025/26 are likely to be in the early stages of their careers, and many may not be earning enough to be making student loan repayment. These borrowers are not included in our average. Plan 2 borrowers may re-borrow or have borrowed on other plans. These student loan repayments have not been considered. Only PAYE student loan repayments have been considered. Note some Plan 2 borrowers will be making voluntary repayments direct to the Student Loans Company, making repayments from overseas or be on self-assessment.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department are taking to ensure universities offer adequate (a) support and (b) safety provision for visually impaired students.

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

This government is committed to ensuring that all students are well supported during their time at university.

Higher education providers have responsibilities under the Equality Act 2010 to make reasonable adjustments for all their disabled students, which includes those with a physical or mental impairment that has a substantial and long-term negative effect on their ability to do normal daily activities.

Wherever possible, disabled students should expect to have their needs met through inclusive learning practices and individual reasonable adjustments made by their provider. In addition to reasonable adjustments, Disabled Students’ Allowance is available for the provision of more specialist support. For visually impaired students this may include sighted guides and assistive technology.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to increase the number of vocational qualifications for post-16 learners in (a) Surrey and (b) Surrey Heath constituency.

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

The Post-16 education and skills white paper, published on 20 October, set 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 department has set out our plans to introduce V Levels, which will sit alongside A levels and T Levels, and will become the only pathway for vocational qualifications at level 3 for 16 to 19-year-olds. We will also introduce two clear post-16 pathways at level 2 for further study and for occupations. We have launched a consultation on these measures, which will close on 12 January 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of home tuition fee eligibility rules on British citizens who relocated to EU member states while the UK was part of the European Union; and whether she plans to review these rules to account for decisions made whilst the UK was still a member of the EU.

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

UK nationals and their children living in the European Economic Area (EEA) or Switzerland, who wish to study in the UK, will be eligible for automatic home fee status and student support for courses starting up to seven years from the end of the transition period.

The seven-year period ensures that eligible UK nationals and their children, whose normal place of residence is in the EEA or Switzerland but wish to undertake higher education in England, will still be able to access home fee status and student financial support immediately on their return to the UK during this time.

From 1 January 2028, UK nationals and their children must normally have been ordinarily resident in the UK and Islands (Channel Islands and the Isle of Man) for at least three years immediately before the start of their course to qualify for automatic home fee status and student support.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to address the difference in home fee status eligibility for siblings who are both British nationals where one child benefits from Withdrawal Agreement protections and another does not due to the timing of their university entry after 2028.

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

UK nationals and their children living in the European Economic Area (EEA) or Switzerland, who wish to study in the UK, will be eligible for automatic home fee status and student support for courses starting up to seven years from the end of the transition period.

The seven-year period ensures that eligible UK nationals and their children, whose normal place of residence is in the EEA or Switzerland but wish to undertake higher education in England, will still be able to access home fee status and student financial support immediately on their return to the UK during this time.

From 1 January 2028, UK nationals and their children must normally have been ordinarily resident in the UK and Islands (Channel Islands and the Isle of Man) for at least three years immediately before the start of their course to qualify for automatic home fee status and student support.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department will consider introducing discretionary provisions within home tuition fee eligibility criteria for British nationals living abroad who can demonstrate genuine and ongoing connections to the UK but were unable to relocate prior to their children commencing university.

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

To qualify for automatic home fee status and higher education student support, students must normally be settled in the UK and have been ordinarily resident in the UK and Islands for at least three years before their course begins. However, if a student has spent time overseas due to their own or a specified family member’s temporary employment abroad, this does not interrupt their ordinary residence in the UK, providing flexibility for those who have not made a long-term decision to live outside the UK. Decisions on whether a student meets the criteria for home fee status rest with higher education providers, which are independent and autonomous bodies. Student Finance England makes decisions about eligibility for student finance.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number of (a) primary and (b) secondary schools without libraries in England.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Oldham West, Chadderton and Royton to the answer of 22 October 2025 to question ​​81502​.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department holds data on the distribution of young people of A-level-studying age across different neighbourhoods in Knowsley.

Answered by Georgia Gould - Minister of State (Education)

The information requested is not held centrally by the department.

The Office for National Statistics produce annual population estimates for England at lower level geographies, broken down by age, and will likely hold the relevant information.

Question to the Department for Education:

To ask the Secretary of State for Education, whether he will require the Department for Education or newly responsible central government bodies to publish borough-level data on SEND provision, EHCP timeliness and outcomes once funding is centralised, to ensure regional transparency for areas such as Walsall and the Black Country.

Answered by Georgia Gould - Minister of State (Education)

Information on the number of pupils with special educational needs (SEN) is published in the statistical release, Special educational needs in England, accessible at: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2024-25. This includes information for each local authority on the number of pupils with SEN, their type of need, type of school attended and characteristics such as ethnicity, age sex, and free school meal eligibility.

Information on the number of education, health and care (EHC) plans maintained by each local authority is published in the statistical release, accessible at:https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025. This includes information for each local authority on the number of plans maintained for all children and young people aged 0 to 25, including those educated other than in schools. It also covers the timeliness for issuing EHC plans, the number of requests for and number of EHC needs assessments carried out, the placement of children and young people with an EHC plan, and the number of plans which cease and the reasons why they cease.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to combat antisemitism (a) in secondary schools, (b) in colleges, and (c) on university campuses.

Answered by Georgia Gould - Minister of State (Education)

We must tackle antisemitism in every form to root this hatred out of our society. Education is critical to this.

The department has committed £7 million to fund projects and programmes to improve confidence and resilience in tackling antisemitism in schools, colleges and universities.

Universities should have robust processes in place to deal with acts of harassment and abuse on campus. We have called on universities to use every tool available to protect Jewish students from antisemitism.

The department is providing £2 million to the Holocaust Educational Trust to deliver the ‘Supporting Holocaust Survivor Testimony in Teaching’ programme. Teaching about antisemitism is integral to teaching this event.

The department supports teachers through our Educate Against Hate website, which provides teachers with a range of free, quality-assured resources, including on building resilience to antisemitism, teaching about tolerance and rejecting discrimination.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she has to include education on suicide and suicide prevention as a mandatory topic within the national curriculum.

Answered by Georgia Gould - Minister of State (Education)

The statutory guidance relationships and sex education (RSE) and health education already applies to all schools, including academies and independent schools. The updated guidance, published on 15 July 2025, will be implemented in schools from September 2026. This can be accessed at: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education.

The guidance strengthens content on mental health and wellbeing, and requires that all secondary schools should consider how to safely teach about suicide prevention.

We have been clear that schools should consult mental health professionals and put in place high quality, evidence-based staff training before addressing suicide directly with secondary aged pupils, to ensure that staff have the knowledge and skills to do it safely.

Question to the Department for Education:

To ask His Majesty's Government whether the forthcoming Schools White Paper will address the inclusion of children with long-term conditions such as epilepsy.

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

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 government has committed to reviewing the statutory guidance ‘Supporting pupils with medical conditions at school’, and we intend to consult on the revised guidance. The current guidance is available attached.

Our aim is to ensure that all schools are confidently able to meet the needs of 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 His Majesty's Government what plans they have to deal with historic dedicated schools grant debt.

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

The government recognises that the rising costs of special educational needs and disabilities (SEND) provision is putting a strain on local government finances. The government will work with local authorities to manage their SEND system, including deficits, alongside an extension to the dedicated schools grant statutory override until the end of 2027/28. The government will set out further details on its plans to support local authorities with historic and accruing deficits and conditions for accessing such support through the upcoming local government finance settlement.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the document entitled School level underlying data 2025, published on 5 June 2025, what assessment she has conducted on the reasons why 625 pupils in Ely and East Cambridgeshire constituency who are eligible for free school meals are not accessing them.

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

​This government is committed to breaking down barriers to opportunity and tackling child poverty which is why we are introducing a new eligibility threshold for free school meals ensuring all children from households in receipt of Universal Credit will be eligible from September 2026. This will lift 100,000 children across England out of poverty and put £500 back in families’ pockets, supporting parents in decisive action to improve lives of as part of the Child Poverty Strategy published on 5 December. Under the expansion, over half a million additional pupils will become eligible for free school meals.

The department has not made a formal assessment of the situation in Ely, however, specific factors such as lack of knowledge, stigma, and language barriers may impact take-up of free school meals.

The department wants to make sure as many eligible pupils as possible are claiming their free school meals. Introducing a new eligibility threshold for free school meals so that all children from households in receipt of universal credit will be eligible for free school meals from September 2026 will make it easier for parents to know whether they are entitled to receive free meals.

To support take-up, we are also rolling out improvements to the checking system that is available to all local authorities to help verify eligibility for free meals.

We welcome local authorities taking action to ensure government support reaches families, subject to them meeting legal and data protection requirements.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of (a) named day questions and (b) ordinary written questions were responded to by her Department within the required timescale in (i) May 2025, (ii) June 2025, (iii) July 2025, (iv) August 2025, (v) September 2025, (vi) October 2025 and (vii) November 2025.

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

The department attaches great importance to the effective and timely handling of questions from Members of Parliament. Between April and December 2025, the department has received 100% more written parliamentary questions (WPQs) versus the same period last year.

The below table provides the proportion of (a) named day and (b) ordinary written parliamentary questions answered with the required timescales for the months requested.

Notes on the data:

• Data based on the date a WPQ was due for answer.
• Named Day WPQs are due for answer on a specified date. Ordinary WPQs should be answered within five working days of the question being tabled.

The House of Commons Procedure Committee monitors departmental PQ performance and publishes a report of the government’s consolidated PQ data following the end of each session.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 2 December 2025 to Question 95258 on Children: Abuse, whether her Department has consulted with the organisations listed specifically on the risk of (a) increased amounts of children's data being held on the Children Not in School Register, and (b) potential data leaks which may result in harm to the children included in the list.

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

The department is engaging with the Information Commissioner’s Office on the Data Protection Impact Assessment for the Children Not in School registers to ensure that all data protection risks have been identified and mitigated before any processing of data begins.

The department has also held discussions with both Women’s Aid and the NSPCC, and other domestic abuse organisations, such as SafeLives, on the Children Not in School registers. We recognise the importance of protecting survivors of abuse and have worked with these partners to understand the implications of the Children Not in School measures and how concerns about access to data and identification can be resolved. We will continue this engagement ahead of implementation, including to inform our statutory guidance.

We will also commission and deliver training for all local authorities on the Children Not in School requirements and how they interact effectively with home education and alternative education approaches. This will be co-developed and co-delivered by home education representatives, and we will engage with relevant stakeholders, including safeguarding and domestic abuse organisations, as appropriate.

Funding will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 3 December 2025 to Question 95259 on Home Education, whether home education experts were consulted on any training that may be needed for frontline workers collecting data for the Children Not in School Register.

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

The department is engaging with the Information Commissioner’s Office on the Data Protection Impact Assessment for the Children Not in School registers to ensure that all data protection risks have been identified and mitigated before any processing of data begins.

The department has also held discussions with both Women’s Aid and the NSPCC, and other domestic abuse organisations, such as SafeLives, on the Children Not in School registers. We recognise the importance of protecting survivors of abuse and have worked with these partners to understand the implications of the Children Not in School measures and how concerns about access to data and identification can be resolved. We will continue this engagement ahead of implementation, including to inform our statutory guidance.

We will also commission and deliver training for all local authorities on the Children Not in School requirements and how they interact effectively with home education and alternative education approaches. This will be co-developed and co-delivered by home education representatives, and we will engage with relevant stakeholders, including safeguarding and domestic abuse organisations, as appropriate.

Funding will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 3 December 2025 to Question 95260 on Home Education, if her Department will publish a forecast of the funding to be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

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

The department is engaging with the Information Commissioner’s Office on the Data Protection Impact Assessment for the Children Not in School registers to ensure that all data protection risks have been identified and mitigated before any processing of data begins.

The department has also held discussions with both Women’s Aid and the NSPCC, and other domestic abuse organisations, such as SafeLives, on the Children Not in School registers. We recognise the importance of protecting survivors of abuse and have worked with these partners to understand the implications of the Children Not in School measures and how concerns about access to data and identification can be resolved. We will continue this engagement ahead of implementation, including to inform our statutory guidance.

We will also commission and deliver training for all local authorities on the Children Not in School requirements and how they interact effectively with home education and alternative education approaches. This will be co-developed and co-delivered by home education representatives, and we will engage with relevant stakeholders, including safeguarding and domestic abuse organisations, as appropriate.

Funding will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 3 December 2025 to Question 95260 on Home Education, what steps her Department is taking to ensure any training delivered to local authorities is holistic and trauma informed.

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

The department is engaging with the Information Commissioner’s Office on the Data Protection Impact Assessment for the Children Not in School registers to ensure that all data protection risks have been identified and mitigated before any processing of data begins.

The department has also held discussions with both Women’s Aid and the NSPCC, and other domestic abuse organisations, such as SafeLives, on the Children Not in School registers. We recognise the importance of protecting survivors of abuse and have worked with these partners to understand the implications of the Children Not in School measures and how concerns about access to data and identification can be resolved. We will continue this engagement ahead of implementation, including to inform our statutory guidance.

We will also commission and deliver training for all local authorities on the Children Not in School requirements and how they interact effectively with home education and alternative education approaches. This will be co-developed and co-delivered by home education representatives, and we will engage with relevant stakeholders, including safeguarding and domestic abuse organisations, as appropriate.

Funding will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 2 December 2025 to Question 95257 on Children: Data protection, whether her Department has consulted with the ICO on the safety of the increased amount of children's data to be held on the Children Not In School Register; and what steps she is taking to ensure this data is protected from data leaks and inappropriate sharing.

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

The department is engaging with the Information Commissioner’s Office on the Data Protection Impact Assessment for the Children Not in School registers to ensure that all data protection risks have been identified and mitigated before any processing of data begins.

The department has also held discussions with both Women’s Aid and the NSPCC, and other domestic abuse organisations, such as SafeLives, on the Children Not in School registers. We recognise the importance of protecting survivors of abuse and have worked with these partners to understand the implications of the Children Not in School measures and how concerns about access to data and identification can be resolved. We will continue this engagement ahead of implementation, including to inform our statutory guidance.

We will also commission and deliver training for all local authorities on the Children Not in School requirements and how they interact effectively with home education and alternative education approaches. This will be co-developed and co-delivered by home education representatives, and we will engage with relevant stakeholders, including safeguarding and domestic abuse organisations, as appropriate.

Funding will be provided to support local authorities to fulfil their new duties under the Children Not in School measures.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of uniform changes proposed in the Children and Wellbeing Bill on parents who wish to buy branded uniform items for convenience.

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

Whilst uniforms play a valuable role in creating a sense of common identity among pupils and reducing visible inequalities, too many schools still require high numbers of branded items. This is why we have introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, giving parents more choice in where to purchase uniform and allowing them the flexibility to make the spending decisions that suit their circumstances.

Schools may continue to offer optional branded items, provided these are kept to a minimum and a generic alternative is available.

Parents should have choice over where they shop, so they can control the cost of uniforms. Our data suggest that where parents can buy items from a range of suppliers the average cost of uniform is significantly lower.

Question to the Department for Education:

To ask the Secretary of State for Education, in the past twelve months, how many disciplinary cases were concluded against civil servants in (a) her Department and (b) its agencies broken down by (i) outcome and (ii) whether the primary allegation related to (A) performance and (B) conduct.

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

The requested information is available in the table below:

*Footnote – cases relating to performance are managed separately through the department’s performance management policy and are excluded from the above table

Question to the Department for Education:

To ask the Secretary of State for Education, what the average number of working days lost to sickness absence per full-time equivalent member of staff was in (a) the Department and (b) its executive agencies in the last year; and how many formal performance warnings were issued to staff.

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

Sickness absence data for the Civil Service, including departmental breakdowns, is published annually. The data is available here: https://www.gov.uk/government/collections/sickness-absence.

The next update will be for the year ending 31 March 2025.

In the period 1 April 2024 to 31 March 2025, 13 formal performance warnings were issued to staff.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to improve access to (a) affordable and (b) flexible childcare provision through childminders in (i) Surrey and (ii) Surrey Heath constituency.

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

It is our ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

The department has implemented new flexibilities for childminders that will help them to join and stay in the profession, giving them the flexibility to work with more people and spend more time working from non-domestic premises if they prefer.

Childminders can contribute to the delivery of the expanded entitlements and may also benefit from an expected increase in demand for places. While we do not retain constituency level data, the hourly funding rates for Surrey are £12.89, £9.01 and £6.25 for children under two years old, aged two, and aged three to four respectively. We will work with local authorities and others to ensure that childminders and other early years providers are paid monthly for the funded hours they provide, making their income more stable. We will also keep working with Jobcentre Plus to encourage more people to become childminders.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support the financial sustainability of childminding roles in (a) Surrey and (b) Surrey Heath constituency.

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

It is our ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

The department has implemented new flexibilities for childminders that will help them to join and stay in the profession, giving them the flexibility to work with more people and spend more time working from non-domestic premises if they prefer.

Childminders can contribute to the delivery of the expanded entitlements and may also benefit from an expected increase in demand for places. While we do not retain constituency level data, the hourly funding rates for Surrey are £12.89, £9.01 and £6.25 for children under two years old, aged two, and aged three to four respectively. We will work with local authorities and others to ensure that childminders and other early years providers are paid monthly for the funded hours they provide, making their income more stable. We will also keep working with Jobcentre Plus to encourage more people to become childminders.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate has been made of the volume, proportion and value of food waste in (a) primary schools, (b) secondary schools, (c) colleges and (d) universities.

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

Schools, colleges and universities are responsible for their day-to-day running, including their meals service and waste management. The Department for Environment, Food and Rural Affairs has engaged closely with the department and representative organisations from the education sector to raise awareness of the requirements and provide guidance and resources to support compliance.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has considered including sun-safety lessons in the national curriculum.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Newbury to the answer of 23 October 2025 to Question 81731.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has considered providing sun-safety education in schools.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Newbury to the answer of 23 October 2025 to Question 81731.

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 extending ring-fenced support for (a) nutritious meals and (b) food education to all early years settings.

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

This government is committed to breaking down barriers to opportunity and tackling child poverty. Our landmark Child Poverty Strategy tackles the root causes of poverty by cutting the cost of essentials, boosting family incomes and improving local services so that every child can have the best start in life.

Removing the two-child limit will lift 450,000 children out of poverty, rising to around 550,000 alongside other measures, such as expanding free school meals to all children in households receiving Universal Credit from September 2026.

This will deliver the largest expected reduction in child poverty over a Parliament since comparable records began and will also apply to children in school-based nurseries and maintained nursery schools.

Under the early years foundation stage (EYFS) statutory framework, any meals, snacks and drinks provided must be healthy, balanced and nutritious. The department has published new EYFS nutrition guidance, and the ‘Help for early years providers’ website offers resources on food activities and sensory food education. The EYFS guidance is available at: https://assets.publishing.service.gov.uk/media/6839b752210698b3364e86fc/Early_years_foundation_stage_nutrition_guidance.pdf.

Question to the Department for Education:

To ask the Secretary of State for Education, what processes are in place to ensure accountability and transparency when GCSE examination scripts are lost by exam boards.

Answered by Georgia Gould - Minister of State (Education)

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to my hon. Friend, the Member for Worthing West and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask the Secretary of State for Education, how many incidents of lost exam scripts have been reported to the Department and Ofqual in each of the last two academic years.

Answered by Georgia Gould - Minister of State (Education)

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to my hon. Friend, the Member for Worthing West and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the adherence of private children’s homes to notifying the receiving local authority of vulnerable young people being placed in their area.

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

The department does not collect data on this activity. Ofsted conduct checks on compliance with notification processes as part of a home’s inspection, and if issues are found, this may impact their inspection rating.

The decision to place a child away from their local community should not be taken lightly, which is why it can only be made by those at director of children’s services level. The Care Planning, Placement and Case Review regulations and corresponding statutory guidance makes clear that both the local authority placing a child out of their area and those caring for looked-after children (including children’s homes) must inform the receiving local authority and all relevant safeguarding partners when a child has been placed within and/or leaves their boundaries.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to encourage businesses in Bristol North East to partner with education providers to deliver vocational training and Post-16 skills programmes to local young people.

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

The government works with employer representative bodies (ERBs) and local partners to strengthen collaboration between businesses and education providers. Through ERB-led Local Skills Improvement Plans (LSIPs), we encourage employers to help shape the local post-16 technical education offer, so training meets labour market needs. Statutory guidance for the development of these plans was published on 18 November.

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, what support her Department provides to school trusts to safeguard against cyber attacks and to protect children's personal data.

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

The department provides guidance to help schools build their cyber resilience in our Cyber Security Standards, which address the core principles of cyber governance, processes and strategy.

We have also introduced a free interactive assessment tool, Plan Your Technology, to help schools understand if they meet our Cyber Security Standards and support schools to achieve them. We have incorporated the cyber security standards into Keeping Children Safe in Education and the Academy Trust Handbook. The department also has a small, dedicated sector cyber security team to support schools. This team provides appropriate advice and guidance via regular targeted and broad communications and more specific incident signposting when required.

The department’s Risk Protection Arrangement (RPA) added cover for cyber incidents from 2022. With over 60% of schools RPA members, in the event of a cyber incident they have access to a 24/7 Incident Response Service.

We also work closely with the National Cyber Crime Security Centre (NCSC), who offer cyber security tools and guidance for schools, including free Protective Domain Name Service.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with school governing bodies on improving transparency for parents.

Answered by Georgia Gould - Minister of State (Education)

The department’s governance guidance for schools and trusts makes clear that as publicly funded organisations, schools and trusts should foster a culture of transparency and welcome public scrutiny.

When shaping the school or trust’s vision, the governing body or trust board should remain connected and responsive to pupils, staff, parents, carers, and the wider community through meaningful engagement.

To promote transparency in decision-making, the governing body or trust board should actively seek and consider the views of parents and carers. Governing bodies and trust boards are required to have at least two parent governors/trustees.

To ensure transparency, details of governors/trustees are recorded on Get Information About Schools, and governance structures, governor/trustee register of pecuniary of interests and governance meeting attendance are published on the school’s or trust’s website.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of introducing a financial protection scheme for users of home learning providers which become insolvent.

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

Where an online home learning provider closes, parents and local authorities should work together to identify other suitable provision which is safe and meets the needs of the child. Home learning providers are often private providers and so are responsible for the financial management of their business.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies on funding SEND provision of the mainstream school spending per pupil on page 122 of the Office for Budget Responsibility’s Economic Financial Outlook.

Answered by Georgia Gould - Minister of State (Education)

The government has set out its position on page 105 of the budget document, confirming that special educational needs and disabilities (SEND) pressure will be absorbed within the overall government Departmental Expenditure Limits (DEL) budget from the financial year 2028/29 onwards such that we would not expect local authorities to need to fund future special educational needs costs from general funds.

The Office for Budget Responsibility (OBR) have illustrated the impact in the funding required for this, estimated at £6 billion, if these costs were met by diverting mainstream schools funding. However, that is only an indicative example and does not reflect government policy. We have confirmed that SEND pressure will be absorbed within the overall government DEL budget from 2028/29 onwards, not that it will be absorbed within the core schools budget.

Furthermore, the £6 billion figure quoted by the OBR is based on current spending trajectories and does not take account of future government decisions on reforms to the SEND system, details of which will be set out in the Schools White Paper in the new year.

Budgets from 2028/29 onwards, including the core schools budget, will be confirmed at the 2027 Spending Review.

Question to the Department for Education:

To ask the Secretary of State for Education, what is the total cost to the public purse of the decision to extend the statutory override for the cost of SEND to 2027-28.

Answered by Georgia Gould - Minister of State (Education)

The statutory override is an accounting measure, designed to keep Dedicated Schools Grant deficits separate from local authorities’ wider financial position. The extension of the override to the end of the 2027/28 financial year does not affect local authorities’ statutory duties to provide support for children and young people with special educational needs and disabilities (SEND), nor does it change how much they spend to fulfil those duties. As these duties remain unchanged and, as with the previous government’s decision to extend the statutory override to the end of 2025/26, the extension itself does not result in any additional cost to the public purse.

The government recognises many local authorities are likely to continue to accrue deficits due to their spending on high needs, as we have seen in recent years, as they ensure that there are sufficient resources to secure provision for children and young people with SEND in mainstream or in specialist education. We will set out our plans to support local authorities with historic and accruing deficits through the upcoming Local Government Finance Settlement.

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Found: We are in good discussions with the Department for Education.

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

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

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

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

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

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

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Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment has been made of the potential merits of providing training to mental health teams on adapting their support to children with lifelong speech and language difficulties.

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

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.

In partnership with NHS England, the Department for Education has extended 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.

At the Spending Review, we confirmed that we will deliver on our commitment to recruit an additional 8,500 mental health workers by the end of this Parliament, roll out mental health support teams to cover all schools in England by 2029/30 and expand NHS Talking Therapies and Individual Placement and Support schemes.

We have also already started piloting Neighbourhood Mental Health Centres. These pilots aim to provide open access care for anyone with a severe mental illness 24 hours a day, seven days a week. Our aim is to have one Neighbourhood Health Centre in each community that brings together National Health Service, local authority and voluntary sector services in one building to help create a holistic offer that meets the needs of local populations including children with lifelong speech and language difficulties.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment has been made of the potential merits of providing training to mental health teams on support to children with lifelong speech and language difficulties.

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

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.

In partnership with NHS England, the Department for Education has extended 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.

At the Spending Review, we confirmed that we will deliver on our commitment to recruit an additional 8,500 mental health workers by the end of this Parliament, roll out mental health support teams to cover all schools in England by 2029/30 and expand NHS Talking Therapies and Individual Placement and Support schemes.

We have also already started piloting Neighbourhood Mental Health Centres. These pilots aim to provide open access care for anyone with a severe mental illness 24 hours a day, seven days a week. Our aim is to have one Neighbourhood Health Centre in each community that brings together National Health Service, local authority and voluntary sector services in one building to help create a holistic offer that meets the needs of local populations including children with lifelong speech and language difficulties.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps his Department is taking to reduce youth economic inactivity in rural communities.

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

This Government is investing in all young people’s futures irrespective of where they live in Great Britain. At Budget, we announced more than £1.5 billion of investment over the next three years, funding £820 million for the Youth Guarantee to support young people to earn or learn, and an additional £725 million for the Growth and Skills Levy. Through the expanded Youth Guarantee, young people aged 16-24 across Great Britain are set to benefit from further support into employment and learning, including:

Support to find a job: For young people on Universal Credit who are looking for work, we are introducing a new Youth Guarantee Gateway, which over the next three years will offer nearly 900,000 16–24-year-olds a dedicated session, followed by four weeks of additional intensive support with a Work Coach. This new support will identify specific work, training, or learning opportunities locally for each young person and ensure they are supported to take those up. This support could be delivered at a Youth Hub.

Further expansion of Youth Hubs: We are expanding our network of Youth Hubs to over 360 locations so that all young people – including those not on benefits – can access opportunities and wider support in every local area of Great Britain. Youth Hubs will bring together partners from health, skills and the voluntary sector, working closely with Mayors and local authorities to deliver joined-up community-based support.

c300,000 additional opportunities for workplace experience and training: For young people on Universal Credit who are looking for work, we will create up to 150,000 additional work experience placements and up to 145,000 additional bespoke training opportunities designed in partnership with employers – Sector-based Work Academy Programmes (SWAPs). At the end of each SWAP, employers offer a guaranteed job interview to participants.

The Youth Guarantee ensures paid work for eligible 18–21-year-olds in Great Britain who have been on Universal Credit and seeking work for 18 months. Through the Jobs Guarantee scheme, participants get six months of government-funded employment at minimum wage for 25 hours weekly, plus extra support to build skills and experience. The program aims for an 80% employment rate and includes safeguards for quality and fairness. It will benefit about 55,000 young people over three years.

Prevention: We are improving support for young people at risk of becoming NEET by enhancing data sharing, monitoring further education attendance, and using new tools to help local areas target assistance effectively. We are also funding work experience opportunities for high-risk pupils in state-funded Alternative Provision settings. These efforts build on measures from the Post-16 Education and Skills White Paper announced earlier this autumn.

The Department for Work and Pensions and the Department for Education are also working closely with the seven Mayoral Strategic Authorities in England who are delivering the eight Youth Trailblazers announced in the Get Britain Working white paper.

The West of England Combined Authority is running a Rural Access Pilot as part of its Youth Guarantee Trailblazer. This pilot focuses on supporting young people in rural areas by providing tailored employment coaching and practical transport solutions, alongside bursaries to cover work-related costs. A free travel pass is designed to remove transport barriers for young people in these areas, enabling them to access employment opportunities, training, and support services.

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

To ask the Secretary of State for Culture, Media and Sport, whether the National Youth Strategy will help youth organisations to set boundaries and safeguarding protocols to protect young people and service providers.

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

As part of the new National Youth Strategy, a £15 million investment will be delivered over three years to strengthen the youth sector workforce by increasing the number of youth workers, volunteers and wider trusted adults and providing upskilling opportunities. We will be working with the sector to design the workforce funding to ensure it meets needs and has the right expectations on safeguarding.

The Government has committed to supporting trusted adults to adhere to safeguarding standards and have the right understanding of the challenges young people are facing today. We will also continue to fund the National Youth Agency to deliver an online safeguarding and risk management hub to provide guidance, support and access to training resources for all organisations and individuals working with young people.

Beyond the measures above, the Department for Education held a Call for Evidence on Safeguarding in Out-of-School Settings, including youth clubs and other forms of youth work, between May and September this year. Analysis and further engagement are ongoing, before the Government responds in due course.

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

To ask the Secretary of State for Culture, Media and Sport, how she will ensure helping young people to develop relationships with trusted adults aligns with safeguarding expectations

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

As part of the new National Youth Strategy, a £15 million investment will be delivered over three years to strengthen the youth sector workforce by increasing the number of youth workers, volunteers and wider trusted adults and providing upskilling opportunities. We will be working with the sector to design the workforce funding to ensure it meets needs and has the right expectations on safeguarding.

The Government has committed to supporting trusted adults to adhere to safeguarding standards and have the right understanding of the challenges young people are facing today. We will also continue to fund the National Youth Agency to deliver an online safeguarding and risk management hub to provide guidance, support and access to training resources for all organisations and individuals working with young people.

Beyond the measures above, the Department for Education held a Call for Evidence on Safeguarding in Out-of-School Settings, including youth clubs and other forms of youth work, between May and September this year. Analysis and further engagement are ongoing, before the Government responds in due course.

Question to the Home Office:

To ask the Secretary of State for the Home Department, with reference to Restoring Control Over the Immigration System: White Paper, whether her Department plans to apply the 5 and 10 year penalties for accessing public funds to those on limited leave to remain who are currently living in the UK and receiving benefits.

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

Data regarding how many people in the UK are subject to the ‘no recourse to public funds’ condition (NRPF) is currently in development and not ready for release. We will continue to explore what further information on NRPF can be produced. We are unable at this time to provide a specific timeframe for data publication or indeed confirm what will be published.

The earned settlement model is currently subject to a public consultation, running until 12 February 2026. Details of the earned settlement scheme will be finalised following that consultation.

The consultation seeks views on whether there should be transitional arrangements for those already on a pathway to settlement. Consideration will then be given, if appropriate, to how transitional arrangements may be designed to ease the impact of policy change, especially for individuals or groups already afforded permissions by the previous system.

The final model will also be subject to equality impact assessment, which the government has committed to publish in due course.

Free school meals are not classed as a 'public fund' for immigration purposes. It is the Department for Education who set the eligibility criteria for who can access free school meals.

Question to the Home Office:

To ask the Secretary of State for the Home Department, how many (a) children and (b) adults are subject to the No Recourse to Public Funds condition.

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

Data regarding how many people in the UK are subject to the ‘no recourse to public funds’ condition (NRPF) is currently in development and not ready for release. We will continue to explore what further information on NRPF can be produced. We are unable at this time to provide a specific timeframe for data publication or indeed confirm what will be published.

The earned settlement model is currently subject to a public consultation, running until 12 February 2026. Details of the earned settlement scheme will be finalised following that consultation.

The consultation seeks views on whether there should be transitional arrangements for those already on a pathway to settlement. Consideration will then be given, if appropriate, to how transitional arrangements may be designed to ease the impact of policy change, especially for individuals or groups already afforded permissions by the previous system.

The final model will also be subject to equality impact assessment, which the government has committed to publish in due course.

Free school meals are not classed as a 'public fund' for immigration purposes. It is the Department for Education who set the eligibility criteria for who can access free school meals.

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

To ask His Majesty's Government what action they are taking to protect children from gambling advertisements online.

Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)

All gambling operators who advertise in the UK must comply with advertising codes, which are enforced by the Advertising Standards Authority (ASA) independently of Government. These codes apply across all advertising platforms, and include a wide range of provisions designed to protect children from harm. In addition to rules on content and audience, operators must ensure that gambling advertising is not targeted at children. Earlier this year the Department for Education announced new statutory guidance for relationships and sex education (RSE) and health education, which includes more in depth education about the risks of gambling related harms. We will continue to monitor this area closely and take action where there is evidence to do so.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what discussions she has had with the Secretary of State for Education on the role of the mathematical sciences within future Strategic Priorities Grant funding.

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

The mathematical sciences sector is key to delivering the Government’s missions and plays an important role from advising government and business, to sharing expertise that underpins the innovation and scientific discovery that helps our country and economy thrive.

Ministers and officials in the Department for Science, Innovation and Technology (DSIT) engage regularly with counterparts in the Department for Education (DfE) on a wide range of issues related to mathematical sciences and higher education funding. While we maintain this ongoing dialogue with the DfE, there have been no specific discussions on the role of mathematical sciences in the Office for Students’ Strategic Priorities Grant funding.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether his department will work with the Department for Education to legislate to allow prisoners to obtain a student loan more than 6 years from their earliest release date.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice is committed to enabling prisoners to access higher education while in custody and, alongside HMPPS, works with partners such as the Prisoners Education Trust and the Open University to widen access to higher education for prisoners.

The Ministry of Justice and the Department for Education will continue to consider access to student finance for prisoners.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, whether he plans to treat developmental language disorders in line with autism by matching levels of freely available support, training and information for parents and carers.

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. 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 their 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.

On 5 April 2023, NHS England published a national framework and operational guidance to help integrated care boards (ICBs) and the National Health Service to deliver improved outcomes for people referred to an autism assessment service. The guidance also sets out what support should be available before an assessment and following a recent diagnosis of autism. Since publication, NHS England has been supporting systems and services to identify where there are challenges for implementation and how they might overcome these.

The Medium-Term Planning Framework, published 24 October, was explicit that ICBs and providers are expected to optimise existing resources to reduce long waits for autism assessments and improve the quality of assessments by implementing published guidance.

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

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

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

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

Compared to August to October 2024:

• Arts, entertainment and recreation vacancies are down 14.0%

• Accommodation and food service activities vacancies are down 16.5%

• Information and communication vacancies are down 13.5%

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

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

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

Question to the Department for Work and Pensions:

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

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

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

Question to the Department for Work and Pensions:

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

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

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

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

Question to the Department of Health and Social Care:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

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