Question to the Department for Education:

To ask the Secretary of State for Education, how the educational rights of the Targeted Plus group will be enforced where those children do not have EHCPs.

Answered by Georgia Gould - Minister of State (Education)

Changes to how support is delivered will be underlined by stronger accountability across local authorities and health and education settings to ensure each layer of support is delivered effectively.

Schools will be required to produce an Inclusion Strategy, drawing on evidence-informed best practice including new National Inclusion Standards, which will help to hold them accountable for practice across layers of support, including targeted plus. Ofsted will be able to draw on the strategy to assess how effectively leaders are planning for, implementing and delivering inclusive practice.

There will also be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted plus support, to clearly record the support they are accessing. The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Government's document entitled Freedom from violence and abuse: a cross-government strategy, published on 18 December 2025, if she will set out a timeline for introducing mandatory relationships and sex education for 16-18 year olds.

Answered by Georgia Gould - Minister of State (Education)

The department is exploring the most viable and effective route to deliver this policy, working with the sector to ensure any approach is practical, deliverable and fit for purpose. This work is ongoing and we are not yet able to provide a timeframe for introducing mandatory relationships and sex education for 16 to 18‑year‑olds. However, we remain committed to taking this forward carefully and responsibly.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that the views of families of children with SEND, including those expressed through consultation responses and stakeholder engagement, are reflected in the final policy proposals relating to SEND reform.

Answered by Georgia Gould - Minister of State (Education)

The department’s ongoing 12-week consultation is underpinned by an engagement programme designed to ensure the views of families are at the heart of our special educational needs and disabilities (SEND) reforms. Working with the Council for Disabled Children, we are delivering a national programme of nine regional events, dedicated sessions led by children and young people, and bespoke webinars for parents, carers and the sector.

To ensure a broad range of representation, we have established two ministerially led groups, the SEND Development Group and the Complex Needs Group, which meet monthly to provide strategic challenge.

These efforts are supported by weekly policy 'deep dives' with experts and parent representatives to explore specific themes like mainstream inclusion and assessments.

Engagement is also continuing with children and young people, ensuring that our proposals are tested by those with direct and lived experience.

All insights gathered through these channels, alongside formal consultation responses, will be analysed to shape final policy proposals.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the command paper, Protecting What Matters, CP 1540, 9 March 2026, page 24, and the plans to include Religious Education in the National Curriculum, what is her definition of the sector and who will determine if there is a consensus.

Answered by Georgia Gould - Minister of State (Education)

In this context, the ‘sector’ refers to a broad range of relevant voices and views from faith and secular representatives. The sector-led Task and Finish Group was established independently of the government, and its membership, governance and working arrangements were matters for the Group itself.

Any consensus reached would therefore be sector‑led and informed by wide engagement across faith and secular stakeholders. As previously set out, if the Group reaches consensus on a draft religious education curriculum, the government would consult on whether to add it to the national curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the Government assessed the efficacy of reforms to SEND provision in Wales when developing her Department's White Paper entitled Every Child Achieving and Thriving, published on 23 February 2026.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Dewsbury and Batley to the answer of 8 April 2026 to Question 119168.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment the Government has made of the connection between speech, language and communication needs for children and their long-term employment prospects in (a) Ashfield constituency and (b) nationally.

Answered by Georgia Gould - Minister of State (Education)

We set out our plans to reform the system of support for children with special educational needs in the Schools White Paper and special educational needs and disabilities (SEND) consultation document and will continue to invest in the Nuffield Early Language Intervention and an extension of the Early Language Support for Every Child programme. This includes £1.8 billion for the new Experts at Hand offer, £15 million to establish new speech and language therapy advanced practitioners, and £200 million to train staff in mainstream settings to better support pupils with SEND, including speech, language and communication needs (SLCN).

Nationally, in 2024/25, 72.5% of those with no primary special educational need achieved grades 4 or above in English and maths GCSEs, compared to 28.6% of those with SLCN as a primary need. In Nottinghamshire these figures were 73.7% and 34.3% respectively. This data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2024-25.

Nationally, for 2022/23 academic year study leavers, 68.0% of those who had completed 16 to 18 study with SLCN as a primary need were in sustained education, apprenticeships or employment in the following academic year, compared to 80.7% of those with no identified need. The data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/16-18-destination-measures/2023-24.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment the Government has made of the connection between speech, language and communication needs and educational attainment in (a) Ashfield constituency and (b) nationally.

Answered by Georgia Gould - Minister of State (Education)

We set out our plans to reform the system of support for children with special educational needs in the Schools White Paper and special educational needs and disabilities (SEND) consultation document and will continue to invest in the Nuffield Early Language Intervention and an extension of the Early Language Support for Every Child programme. This includes £1.8 billion for the new Experts at Hand offer, £15 million to establish new speech and language therapy advanced practitioners, and £200 million to train staff in mainstream settings to better support pupils with SEND, including speech, language and communication needs (SLCN).

Nationally, in 2024/25, 72.5% of those with no primary special educational need achieved grades 4 or above in English and maths GCSEs, compared to 28.6% of those with SLCN as a primary need. In Nottinghamshire these figures were 73.7% and 34.3% respectively. This data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2024-25.

Nationally, for 2022/23 academic year study leavers, 68.0% of those who had completed 16 to 18 study with SLCN as a primary need were in sustained education, apprenticeships or employment in the following academic year, compared to 80.7% of those with no identified need. The data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/16-18-destination-measures/2023-24.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to introduce retrospective funding for schools that met special educational needs support costs during periods when Education, Health and Care Plan assessments were delayed by local authorities beyond the statutory deadline.

Answered by Georgia Gould - Minister of State (Education)

Mainstream schools are currently expected to meet the costs of supporting their pupils with special educational needs (SEN), up to £6,000 per pupil per annum. When the costs of additional support required for a pupil with SEN exceed that £6,000 threshold, the local authority should allocate additional top-up funding to cover the excess costs. This funding comes from the authority’s high needs budget. This may follow a statutory assessment producing an education, health and care (EHC) plan, though local authorities have the discretion to provide high needs funding to schools for pupils without an EHC plan, including those whose EHC needs assessment has been delayed.

Following the publication of the Schools White Paper, we are consulting on a range of reforms to enable mainstream schools to be inclusive of children with SEN, and are providing £4 billion over the next three years to prioritise early intervention and drive forward the reforms.

Question to the Department for Education:

To ask the Secretary of State for Education, how compliance with ISP duties will be enforced at school and local‑system level, and which body will hold ultimate enforcement responsibility.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Meriden and Solihull East to the answer of 20 April 2026 to Question 120023.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department is taking steps to ensure that AI features embedded in platforms such as Google Workspace for Education are (a) disclosed and (b) consented to by (i) schools and (ii) parents before being made available to primary-aged pupils.

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

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

The department is clear that safety is the top priority when making decisions around artificial intelligence (AI) in education, and any use of AI by pupils should be carefully considered and assessed, evaluating the benefits and risks.

The department’s ‘Generative AI: Product Safety Standards’ updated in January 2026, set out the expectations that AI products should meet to be considered safe for use in education, including safeguarding requirements during set-up of any AI services.

The department continues to encourage industry to ensure their products are compliant with the standards and is considering consulting on a certification scheme for generative AI products in education.

The department has developed ‘Data protection in schools’ guidance which provides sector specific guidance for schools on compliance with data protection legislation and lawful basis for processing personal data. This includes AI, and signposts to tools, policy and standards. If a school relies on consent as the lawful basis to process personal data, guidance states that they must make sure that consent is properly given. This includes getting permission from parents or carers when required.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the level of financial support for foster carers.

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

Foster carers do not foster for financial reward, but need adequate support to ensure that they, and the children in their care, can achieve and thrive.

The department has set the National Minimum Allowance to cover the cost of looking after a child. The amount depends on the age and location of the child, but ranges from £176 to £309 per week, and increases annually along with tax relief and in line with inflation to reflect the cost of living.

The department recognises that wider support, such as fees and expenses, remain inconsistent. To better understand this variation and the impact this has on recruitment and retention, we have committed to an in-depth study of fostering finances. Alongside this, we will work closely with local authorities to understand and promote the full range of incentives they offer to carers, such as council tax discounts or exemptions and reduced rate local authority parking.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to take steps to prevent childcare providers from asking parents of children who are receiving publicly-funded care to pay extra charges.

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

It is important that government childcare entitlements are accessible and affordable for families. Government funding is intended to deliver 15 or 30 hours a week of free, high-quality, flexible childcare. The 15 or 30 hours must be able to be accessed free of charge to parents. There must not be any mandatory charges for parents in relation to the entitlement hours. The statutory guidance makes clear that government funding for the entitlements does not cover consumables like meals, nappies or sun cream or additional activities, such as trips. Providers are able to offer and ask parents to pay for these things, provided they are not mandatory or a condition of accessing an entitlements place.

We advise parents to discuss with their childcare provider in the first instance if they have any queries around their childcare costs. They should then contact their local council if they remain concerned with how they are receiving their entitlement offer or if they need help finding an entitlements place.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to improve data sharing between schools, local authorities and safeguarding agencies to support the identification of children at risk of going missing.

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

The government takes the issue of any child going missing, from home or care, extremely seriously and has provided clear guidance about responsibilities for all children who go missing. When a child is found, they must be offered an independent Return Home Interview and local authorities, police and voluntary services should also work together to understand why the child went missing and what support they may need, including with their mental health, in the future to prevent them from going missing again.

The department has announced a £7 million funding boost to early support hubs across England providing drop-in mental health support for young people aged 11 to 25. Alongside this, we are investing an extra £688 million in mental health services this year and are recruiting 8,500 additional mental health workers across children’s and adult services.

Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme, supported by £2.4 billion, updates to the Working Together to Safeguard Children statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Measures in the Children’s Wellbeing and Schools Bill aim to put an end to misconceptions about legal barriers to sharing information, through introducing an Information Sharing Duty and making provision for a Single Unique Identifier to improve information sharing between agencies.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of embedding a cross-governmental approach to young people who go missing.

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

The government takes the issue of any child going missing, from home or care, extremely seriously and has provided clear guidance about responsibilities for all children who go missing. When a child is found, they must be offered an independent Return Home Interview and local authorities, police and voluntary services should also work together to understand why the child went missing and what support they may need, including with their mental health, in the future to prevent them from going missing again.

The department has announced a £7 million funding boost to early support hubs across England providing drop-in mental health support for young people aged 11 to 25. Alongside this, we are investing an extra £688 million in mental health services this year and are recruiting 8,500 additional mental health workers across children’s and adult services.

Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme, supported by £2.4 billion, updates to the Working Together to Safeguard Children statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Measures in the Children’s Wellbeing and Schools Bill aim to put an end to misconceptions about legal barriers to sharing information, through introducing an Information Sharing Duty and making provision for a Single Unique Identifier to improve information sharing between agencies.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of mental health support available to children who are at risk of going missing.

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

The government takes the issue of any child going missing, from home or care, extremely seriously and has provided clear guidance about responsibilities for all children who go missing. When a child is found, they must be offered an independent Return Home Interview and local authorities, police and voluntary services should also work together to understand why the child went missing and what support they may need, including with their mental health, in the future to prevent them from going missing again.

The department has announced a £7 million funding boost to early support hubs across England providing drop-in mental health support for young people aged 11 to 25. Alongside this, we are investing an extra £688 million in mental health services this year and are recruiting 8,500 additional mental health workers across children’s and adult services.

Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme, supported by £2.4 billion, updates to the Working Together to Safeguard Children statutory guidance, and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the underlying drivers.

Measures in the Children’s Wellbeing and Schools Bill aim to put an end to misconceptions about legal barriers to sharing information, through introducing an Information Sharing Duty and making provision for a Single Unique Identifier to improve information sharing between agencies.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the factors affecting pupils’ readiness to learn and recurring barriers to early-morning preparedness in primary schools.

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

The Schools white paper makes clear our commitment to ensure every child can achieve and thrive by getting the most from the school day.

This is why we are rolling out free breakfast clubs in every state-funded school with primary-aged pupils in England, so that all children, regardless of background, can have the best start in life and begin the school day ready to learn. Since April 2025, we have funded 750 schools to offer a free breakfast club as early adopters, delivering 8.5 million meals so far. Following the success of the early adopters, we have rolled out clubs in an additional 500 schools opening their doors this week. Backed by an investment of £80 million, we will fund breakfast clubs in around 2,000 schools between April 2026 and March 2027, benefitting around half a million more children.

Question to the Department for Education:

To ask the Secretary of State for Education, how many additional childcare places have been created due to funding from her Department's National Wraparound Childcare Programme in (a) Dunstable and Leighton Buzzard constituency and (b) England.

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

Following the launch of the national wraparound childcare programme in September 2024, over 105,000 places were made available by November 2025, supporting more families to access the childcare they need. The department does not hold delivery data broken down to constituency level.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has considered the potential merits of requiring all staff working in schools to be trained in mental health first aid principles.

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

To support education staff, the department provides a range of guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing. For example, a resource hub for mental health leads, and a targeted support guide and hub to help choose evidence-based targeted support for pupils.

The government has also committed to provide access to specialist mental health professionals in every school by expanding mental health support teams, so every child and young person has access to early support to address problems before they escalate.

Beyond this, schools have the flexibility to decide what pastoral support and training they provide to best meet the individual needs of their pupils.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking with Cabinet colleagues is taking to improve outcomes for unaccompanied asylum-seeking children who go missing from care.

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

The government takes the issue of any child going missing, either from home or from local authority care, extremely seriously. An unaccompanied child is entitled to the same support as any other looked after child, regardless of their immigration status.

We expect local authorities and their safeguarding partners to work together to reduce the chances of children going missing, to respond effectively when they do, and understand why. We have provided clear guidance about responsibilities towards all children who go missing. This includes the appropriate response from the relevant police force and expectations for the settings where children live, to ensure children have access to the services they need.

Measures from the Children’s Wellbeing and Schools Bill and Crime and Policing Bill, reforms being delivered through the Families First Partnership Programme (supported by £2.4 billion), updates to the ‘Working Together to Safeguard Children’ statutory guidance and oversight from the Keeping Children Safe ministerial board will ensure that we better respond when children go missing and intervene earlier to tackle the problems children and their families face.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to reduce girls’ school absence rates in (a) Yeovil constituency, (b) Somerset and (c) England.

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

The 'Working together to improve school attendance' statutory guidance supports the attendance of all children and requires schools and wider services to take a ‘support first’ approach to understand the nature of the individual barriers facing a child’s attendance and put in place appropriate support.

Schools are supported with real-time data and practical toolkits to diagnose drivers of absence, including bespoke attendance targets. Our attendance mentoring programme provides one-to-one support for persistently absent children, both in Somerset and more widely. The national regional improvement for standards and excellence attendance and behaviour hubs support over 3,500 schools with practical advice for improving attendance practice.

Attendance is also supported by wider investment, including rolling out free breakfast clubs in all primary schools and expanding access to specialist mental health professionals in every school.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will set out the support available for children in care to help them prepare for life post-18 years.

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

Local authorities have the primary responsibility for supporting care leavers and must publish their ‘local offer’ for care leavers, setting out their legal entitlements, plus any further discretionary support they provide. All care leavers are entitled to support from a Personal Adviser (PA), whose role is to help care leavers access support from mainstream services, such as housing, healthcare, benefits, and to provide practical and emotional support to help them prepare for the challenges of adulthood. PAs work with the young person to develop a pathway plan which should include their career aspirations and ambitions, providing access to high quality information, advice and guidance to inform their plans for continuing education, training or employment.

The department is going further through the Children’s Wellbeing and Schools Bill, placing a new duty on local authorities to provide Staying Close support to care leavers up to the age of 25 where their welfare requires it. The bill also requires local authorities to publish information on their arrangements for supporting care leavers’ transition to adulthood, and seeks to change housing legislation so that care leavers cannot be found intentionally homeless.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the number of nurseries in England restricting free childcare hours due to cost and availability; what steps her Department is taking to ensure parents receive the full free childcare hours they are entitled to; and what support her Department is giving with the Chancellor of the Exchequer to nurseries to sustainably deliver funded places.

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.

Local authorities have a statutory duty to secure free early education and childcare for eligible children in their area. Eligible children are entitled to 570 or 1,140 hours of free early education and childcare over the calendar year from when they become eligible.

Providers should set out how many free hours parents are getting per day and per week, to ensure parents understand what free hours they are receiving over the calendar year from when their child first becomes eligible.

Providers can also charge parents for any additional, private paid hours according to their usual terms and conditions provided taking up private paid hours is not a condition of accessing a free place.

In 2026/27, we are expecting to provide over £9.5 billion for the early years entitlements, investing over £1 billion more this year compared to 2025/26 to deliver a full year of the expanded entitlements and an increase to entitlements funding rates.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve the condition of the school estate in (a) Newcastle-under-Lyme and (b) Staffordshire.

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

The Education Estates Strategy outlines plans for an education estate that supports opportunity for all, backed by a 10‑year programme to renew and transform schools and colleges. This decade of national renewal is supported by unprecedented long‑term funding and £38 billion in overall education capital from 2025/26 to 2029/30.

The government has committed to capital investment through to 2034/35 to improve the condition of schools and colleges across England, investing almost £3 billion per year by 2034/35 in capital maintenance and renewal. This is in addition to continued investment in the School Rebuilding Programme, expanding across a further 250 schools to be selected.

The Condition Data Collection 1 programme from 2017 to 2019 showed significant variation in the condition of the estate across the country. Updated information provided by schools on the condition of their estate is being collected through the department’s 5-year Condition Data Collection 2, which will complete in 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of the timeline for reviewing school food standards.

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

We are consulting on proposed updates to the School Food Standards in England to ensure that all food served at school, including breakfasts and lunches, better reflect current nutritional guidance and support children’s health, wellbeing and learning. The consultation will run for 9 weeks, closing on 12 June 2026 and full details can be found at: https://www.gov.uk/government/consultations/school-food-standards-updating-the-legislative-framework.

We want to give schools and caterers time to plan for these changes. Following the consultation, we will announce the new School Food Standards in September this year, before they are enforced from September 2027.

We propose that the new standards take full effect for primary schools from September 2027. Most changes for secondary schools will also begin in September 2027. However, there are some requirements that we propose to phase in for secondary schools, including adding pulses to menu options, limiting cheese-based main dishes, restricting sweetened baked products and desserts, and introducing the healthier drinks list. These would start from September 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of the additional revenue raised through the application of VAT to independent school fees has been allocated to addressing funding gaps in maintained schools.

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

Ending the tax breaks previously enjoyed by private schools raises essential revenue that will be invested in our public services, such as the £1.7 billion increase to core school funding in 2026/27, meaning an increased total of £67 billion, compared to £65.3 billion in 2025/26.

Question to the Department for Education:

To ask the Secretary of State for Education, whether civil servants in her Department must submit their resignation in order to obtain a pension retirement quote from the Civil Service Pensions Scheme.

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

Civil servants in the department must submit an application to retire (leave the Civil Service) before Civil Service Pensions can provide an accurate retirement quote. This allows the scheme administrator to confirm figures based on the member’s final circumstances at the point of exit.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the number of schools days missed due to (a) poor roads and (b) inadequate road safety measures.

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

The department does not hold information on the number of school days missed due to poor roads and inadequate road safety measures.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will bring forward guidance for parents who have been released from prison on co-parenting and handling children's emotional response.

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

The government is supporting all families, including parents who have been released from prison through Best Start Family Hubs (BSFHs) and Healthy Babies, backed by over £900 million investment over the next three years, to deliver a more connected, prevention-led system that improves outcomes for babies, children and their families.

The recently published ‘Best Start Family Hubs’ guidance is available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.

This guidance sets out expectations for local authorities to provide inclusive, accessible and joined up support for families facing disadvantage or disruption. This includes promoting strong parent child relationships, supporting positive co-parenting, and addressing children’s social and emotional development, through advice and support for all families, with proactive outreach to disadvantaged groups.

Best Start Family Hubs act as a single, local front door to support, including evidence-based parenting programmes and support for parents. Local authorities are expected to take a proactive and inclusive outreach approach, working with voluntary and community sector partners where appropriate, to engage seldom‑heard and disadvantaged families and reduce barriers to access.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to local authorities on the use of AI tools on school-issued devices in primary schools.

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

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

The department has provided a number of guidance documents that are relevant to local authorities and other responsible bodies on the safe and effective use of digital technologies and artificial intelligence (AI) in schools.

The department’s ‘Generative AI in education’ policy paper is clear that any use of generative AI by staff, students, and pupils should be carefully considered and assessed, evaluating the benefits and risks of use in its education setting.

The ‘Generative AI: Product Safety Standards’, updated in January 2026, set clear expectations for child-centred design and safety. The department provides support materials for using AI in education settings which contain advice on safe and effective use, alongside guidance relating to connectivity standards, cyber security, filtering and monitoring, and device management. The support materials are available at: https://www.gov.uk/government/collections/using-ai-in-education-settings-support-materials.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of school initial teacher training providers sending trainee teachers to conferences and work shops promoting the concept of white privilege on schools' ability to comply with sections 406 and 407 of the Education Act 1996.

Answered by Georgia Gould - Minister of State (Education)

All Initial Teacher Training (ITT) courses leading to QTS must incorporate the Initial Teacher Training Early Career Framework (ITTECF) in full. The ITTECF is based on the best available evidence of what makes high-quality teaching and sets out the critical core content that new teachers need to be successful as they join the teaching profession.

The framework does not require ITT courses to include content on white privilege theory and/or schools' ability to comply with sections 406 and 407 of the Education Act 1996.

ITT courses must be designed so that trainees can demonstrate that they meet all the Teachers' Standards at the appropriate level. Part two of the Teachers’ Standards sets clear standards for teachers’ personal and professional conduct, including not undermining British values and promoting mutual respect and tolerance of different views. Regular Ofsted inspection of ITT providers considers their training content and how providers prepare trainees to meet all expected professional behaviours.

Question to the Department for Education:

To ask the Secretary of State for Education, is she will make an assessment of the potential impact of the absence of Pupil Premium equivalent funding to support the attainment of disadvantaged students during their last two years of compulsory participation in education and training on those pupils.

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

The Pupil Premium is not payable for students in post-16 education but there is funding to help institutions support disadvantaged students available in 16-19 funding. The department has made significant increases to the average funding per student since the 2024 /25 academic year to the 2026/27 academic year, an expected per student increase of 10.5%. We expect the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year. This includes increases to disadvantaged funding which allows institutions to provide extra support to students who need it. However, it does not include the extra funding from the new Inclusive Mainstream Fund, announced on 25 March as part of our special educational needs and disabilities (SEND) reforms. This will make available over £500 million per financial year, for the duration of the three-year spending period, and is split between early years, schools, and post-16. £83 million per year is additional funding for mainstream settings delivering 16 to 19 provision. This will help to boost capacity in mainstream settings to meet a greater proportion of SEND needs.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's joint publication entitled Post-16 education and skills white paper, published on 20 October 2025, whether it remains her policy to increase 16–19 funding in real terms for the next academic year.

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

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the increase in funding for 16 to 19 education in 2026-27 on the financial sustainability of further education colleges.

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

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to review the lagged funding model for 16–19 provision, in the context of trends in the level of demographic growth and the inability of further education colleges to receive full in‑year funding for additional learners.

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

In recent years, the number of students in 16 to 19 education and the funding to support them have risen rapidly. In the 2026/27 academic year, the government will provide nearly £9 billion in 16 to 19 funding. We have made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

The expected funding per student in 2026/27 will be an increase of 1.66% compared with the 2025/26 academic year, meeting the White Paper commitment by reflecting forecast inflation at the time the Spending Review was settled and the White Paper published. This increase does not include the new Inclusive Mainstream Fund which will provide £83 million per year in additional funding for mainstream settings delivering 16 to 19 provision over the next three years, to boost capacity in mainstream settings to meet a greater proportion of special educational needs and disabilities needs.

These increases in funding contribute to the financial sustainability of further education colleges. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive. However, the lagged funding model for 16 to 19 provision will be kept under review and we will announce the position on in-year growth for the 2025/26 academic year in due course.

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 recent 16–18 funding decisions on the Government’s stated ambition to develop a high‑skill workforce; and whether she plans to review the funding framework to ensure Further Education colleges can deliver the expected level of technical and vocational training.

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

The department has made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year.

In the 2026/27 academic year, we are also introducing a high value courses premium (HVCP) for construction. This is additional funding to encourage and support an increase in skilled construction workers. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one, supporting our economy and enabling young people to be able to progress and thrive.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of currently-projected local authorities’ SEND deficits she expects to be covered from the central government funds when the Statutory Override ends at the end of 2027-28.

Answered by Georgia Gould - Minister of State (Education)

We have set out plans to address local authorities’ high needs-related dedicated schools grant deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit. Grants will be paid once councils have produced and received approval for a strong plan to drive sustained and energetic action in accordance with the department’s new system set out in the Schools White Paper, which will begin to improve outcomes for children and bring costs under control through effective early intervention stopping needs from escalating.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take a proportionate approach to such support, though it will not be unlimited. We will set out more details about our approach in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 26 March 2026, to Question 114747, on Erasmus+ Programme, to whom will schools, and school teacher training organisation, need to apply.

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

For decentralised actions, which make up the majority of the programme, including Key Action 1 (learning mobility) and Key Action 2 (most cooperation partnerships), schools and school teacher training organisations would apply to the UK’s National Agency.

For centralised actions, including certain Key Action 2 partnerships, Key Action 3, and Jean Monnet actions, applications would be made directly to the European Education and Culture Executive Agency.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the introduction of V and T Levels on Teaching Staff on Yeovil constituency.

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

On 10 March, the government published its response to the consultation on post-16 level 3 and below pathways, which set out the introduction of V Levels and changes to T Levels. These reforms represent generational changes to our vocational education system and will bring vocational and technical education on a par with academic education.

The department is working closely with the sector on the rollout of these qualifications over the four-year reform period, and the implications for the 16 to 19 teacher workforce. To support the sector to transition, we will not remove public funding approval for unreformed qualifications in 2026/27, as previously planned, giving more time for the sector to prepare for delivery. More detail on support to deliver reformed qualifications will be set out in the implementation plan, which will be published by June 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the OBR’s Economic and fiscal outlook November 2025, page 122, what assessment she has made of the potential impact of the absorption of SEND provision into existing RDEL limits from 2028-29 on the Core Schools Budget.

Answered by Georgia Gould - Minister of State (Education)

To deliver these reforms, the department is putting more money into the education system, with £7 billion more being spent on special educational needs and disabilities (SEND) support compared to 2025/26. The department’s budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system. In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future Spending Reviews. As we invest in the system, we will update the SEND Code of Practice and legal requirements for support to be provided in all mainstream education settings from early years to post-16, thereby strengthening the law to make sure children and young people receive the help and support they need.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is taking steps to increase the number of qualified lift engineers in the UK.

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

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and supports people to train in sectors which support growth and meet priority skills needs.

The government has launched an engineering skills package which will provide £182 million over three years to support engineering skills in England, working with Skills England to determine how this can increase the pipeline of skills such as those needed for lift engineers.

We are also launching Technical Excellence Colleges to address shortages in engineering, which is critical to the skills needed in priority sectors.

Skills England supports occupational standards specialising in the installation, maintenance and repair of lifts, escalators and related systems. It also has a range of generic standards at different levels covering technologies and occupations that are relevant to employers working on those systems. It will continue to work with employers to ensure that content is relevant and up to date.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has she made of the potential impact of the estimated £6 billion cost of SEND provision identified by the Office for Budget Responsibility’s Economic Financial Outlook (page 17).

Answered by Georgia Gould - Minister of State (Education)

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

Question to the Department for Education:

To ask the Secretary of State for Education, how much does she estimate the total cost of assuming the full cost of SEND within Central Government will be.

Answered by Georgia Gould - Minister of State (Education)

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to announce her funding plan for financing SEND provision.

Answered by Georgia Gould - Minister of State (Education)

The OBR has updated its forecast following publication of the proposed reforms showing a more effective and sustainable system. In 2028/29, we will be spending £7 billion more on the special educational needs and disabilities system, including funding new reform programmes so we intervene earlier and improve life chances.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effect of prolonged RSS delays on retired and ill‑health pensioners, and what additional support is being provided to vulnerable members awaiting statements.

Answered by Georgia Gould - Minister of State (Education)

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to improve communication by Teachers’ Pensions with affected members, in terms of secure messages, helpline staff knowledge of cases and delivery timelines.

Answered by Georgia Gould - Minister of State (Education)

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Answer of 26 March 2026 to Question 114745 on Erasmus+ Programme, what her timeline is on determining the National Agency for Erasmus+.

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

Work is underway with the British Council ahead of their planned appointment as the UK’s National Agency in Summer/Autumn 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had recent discussions with the Religious Education Council’s Task and Finish Group on the development of the proposed Programmes of Study for a potential National Curriculum for Religious Education; and what the (a) criteria and (b) process was for selecting members of the (i) Task and Finish Group and (ii) any expert advisory groups.

Answered by Georgia Gould - Minister of State (Education)

My right hon. Friend, the Secretary of State for Education has met Vanessa Ogden, chair of the independent sector led group, along with some members of the group. She welcomes the independent work being undertaken to develop a draft religious education curriculum.

The department was not responsible for selecting its members or for determining the criteria or processes used to select members of the group or any associated expert advisory groups. As such, decisions on membership were a matter for the sector-led group and were intended to ensure a breadth of expertise and representation from across the religious education sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what support she is providing to colleges that are (a) oversubscribed and (b) want to expand.

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

The increasing 16 to 19 population means extra capacity is needed in some areas. The Post-16 capacity fund has already provided £282 million between 2021 and 2025 for additional capacity and we are investing a further £375 million by 2029/30 to accommodate additional learners. This investment will add capacity, including new classrooms, science laboratories and workshops, so all young people gain the skills they need to progress and get a good job.

There is also an additional £195 million capital investment by 2029/30 to expand construction course provision in further education providers, helping to deliver our commitment to get Britain building.

Of the total funding, £283 million is being devolved to strategic authorities as they are best placed to know the geography and nature of sustained demand. The remaining £287 million will be awarded to expand training places at sites in non-devolved areas through a national competitive bidding round, which closes on 17 April 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the impact of the backlog in issuing Remediable Service Statements and what steps are being taken to ensure timely completion of the remaining cases.

Answered by Georgia Gould - Minister of State (Education)

The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.

The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.

The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.

Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans the Government has to provide funding for the School Games Organisers Network and the Primary PE and Sport Premium beyond the 2025-26 academic year; what her planned timeline is for the procurement of the new School Sport Network; what steps are being taken to ensure continuity of the school sport workforce during this period of transition; and how her Department plans to support schools and local partnerships to provide high-quality PE, sport and physical activity opportunities for pupils.

Answered by Georgia Gould - Minister of State (Education)

This government values PE and sport as a great opportunity to improve not only the health but also the wellbeing and lives of children and young people.

The government has confirmed funding for the School Games Organisers (SGO) network for the 2026/27 financial year. The commitment of further funding recognises the value of the SGO Network’s expertise and support, which will be vital as we move towards delivery of new Physical Education and School Sport Partnerships Network. Further details on the PE and School Sports Partnerships will be confirmed in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve skills and training for key professions within the vehicle repair sector, as stated in the Motor Insurance Taskforce Final Report (10.12.25).

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

Several apprenticeships, including Level 2 Autocare Technician, Level 3 Accident Repair technician and Level 4 Vehicle Damage Assessor, are available to support employers and learners in the vehicle repair sector to develop the skills they need.

For non-levy paying employers, we are fully funding apprenticeship training for eligible people aged 16 to 24 and introducing a new incentive of up to £2,000 for taking on 16 to 24-year-old apprentices as new employees.

The engineering skills package will provide £182 million over three years to support engineering skills in England, working with Skills England to determine how this can increase the pipeline of skills. This includes launching Technical Excellence Colleges to address engineering skills shortages.

Skills England supports multiple occupational standards in vehicle maintenance and repair, covering HGV and other heavy vehicle maintenance, light goods vehicle maintenance, servicing and accident repair. It is currently working with employers to revise and update a number of these standards, including incorporating skills relating to electric vehicle maintenance and repair.

Question to the Department for Education:

To ask the Secretary of State for Education, whether independent oversight mechanisms will apply to Individual Support Plans under the proposed SEND reforms; and whether families will be able to challenge the adequacy of provision where detailed support is no longer contained within an Education, Health and Care Plan.

Answered by Georgia Gould - Minister of State (Education)

There will be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting using schools’ improved complaints systems. The school complaints system will be strengthened by having clearer processes, reduced duplication, and the inclusion of an appropriate, independent special educational needs and disabilities specialist in the final stage panel.

The use and quality of ISPs will also be considered in Ofsted inspections, and the department will also work with parent groups and experts to explore how a second opinion could give families extra confidence that their child’s plan is right and being delivered well. We also expect governors will sample ISPs.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of the risk that schools could be discouraged from identifying children with SEND due to inadequate resourcing and capacity under the proposed reforms to the SEND system.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Dewsbury and Batley to the answer of 20 April 2026 to Question 119169.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's White Paper entitled Every Child Achieving and Thriving, published on 23 February 2026, whether she has made an assessment of the number and availability of trained professionals needed to deliver the proposed Experts at Hand service.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Dewsbury and Batley to the answer of 24 March 2026 to Question 121419.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the government has conducted a risk assessment of whether, as a result of the proposed reforms to the END system, schools could be discouraged from identifying children as having SEND due to inadequate resourcing and capacity.

Answered by Georgia Gould - Minister of State (Education)

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). In the SEND reform consultation document, we stated that the department intends to create clear statutory duties for schools, including identifying and meeting needs as early as possible and ensuring that they monitor children and young people’s progress to ensure timely and effective interventions. Parents can also continue to seek a needs assessment and obtain resolution via mediation or through appealing to the tribunal if necessary.

To support schools to meet this legal duty, the department will develop National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs. By 2028, we will have invested up to £15 million to build the evidence base for and then bring into effect National Inclusion Standards.

This comes alongside significant investment to bolster capacity and expertise. This includes £4 billion over three years, which includes £1.8 billion so every community has access to Experts at Hand, £1.6 billion directly to schools for early intervention, and over £200 million to train all staff across early years, schools and colleges.

The children’s rights impact assessment conducted by the department on the proposed reforms in the SEND consultation document is available here: https://assets.publishing.service.gov.uk/media/69985b75047739fe61889ebe/SEND_reform_child_s_rights_impact_assessment.pdf.

For schools and colleges, we will over time rebalance funding, by moving a portion of funding currently distributed through local authorities from high needs budgets directly into mainstream core budgets, to support earlier intervention and a more proactive approach to meeting needs. Alongside this, mainstream settings will continue to receive high needs funding from local authorities which covers the costs of delivery of a specialist provision package for those with the most complex needs, including through specialist bases.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to non-statutory guidance entitled First aid in schools, early years and further education updated 14 February 2022, whether she has recently reviewed the adequacy of the number of members of staff in each school who should be first aid trained.

Answered by Georgia Gould - Minister of State (Education)

Individual decisions about the provision of first aid training is a matter for early years, schools and colleges as employers. They are best placed to assess the needs of their staff and pupils and to determine the appropriate level of first aid provision.

To support this, the department makes available non-statutory guidance, including 'First aid in schools, early years and further education', which sets out the factors that settings should consider when meeting their duties relating to first aid on and off their premises. This guidance is accessible at: https://www.gov.uk/government/publications/first-aid-in-schools/first-aid-in-schools-early-years-and-further-education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of teaching on social media harms, including body image and algorithmic content, within PSHE curricula in secondary schools.

Answered by Georgia Gould - Minister of State (Education)

As part of statutory relationships, sex and health education (RSHE), pupils are taught about online safety and harms, including the implications of sharing private or personal data online, and the risks associated with over-reliance on social media.

The department updated its RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught the similarities and differences between the online world and the physical world, including the impact of unhealthy or obsessive comparison with others online, including through setting unrealistic expectations for body image, as well as how information is targeted at them.

Schools have flexibility to tailor their curriculum to local needs, drawing on high quality resources and evidence‑based materials.

The government commissioned Oak National Academy to make lesson materials which reflect the new guidance freely available.

The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the command paper, Protecting What Matters, CP 1540, 9 March 2026, page 25, through what mechanism she intends to promote the role of the Standing Advisory Councils on Religious Education.

Answered by Georgia Gould - Minister of State (Education)

Standing Advisory Councils on Religious Education (SACREs) already have a statutory role in advising local authorities on religious education and collective worship.

As set out in Protecting What Matters, the government intends to promote the role of SACREs by supporting improved analysis of their annual reports to better understand the role they play in local communities, including in relation to cohesion. This will help inform future engagement with SACREs and wider sector stakeholders.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's White Paper entitled Every child achieving and thriving, published on 23 February 2026, what assessment her Department has made of the adequacy of the level of senior pay in multi‑academy trusts; and what steps her Department is taking to ensure that funding is not diverted from the classroom to excessive management salaries.

Answered by Georgia Gould - Minister of State (Education)

The department is clear that executive pay must be justifiable, transparent, evidence-based and reflect individual responsibility. Trustees should adhere to these principles in setting pay, supported by our guidance and advice. We are taking steps to respond to instances where we see high salaries compared to peers. This includes tightening the Academy Trust Handbook (ATH) by requiring executive pay increases to be proportionate and justified, to prevent excessive increases for individuals carrying out broadly similar roles.

The department reviews trusts’ annual accounts to identify trusts with outlying levels of executive pay and engages with them to ensure compliance with the requirements of the ATH.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she made of the adequacy of the level of the Service Pupil Premium to support the needs of military children, including for children who have attended several different schools over a short period and have a parent deployed overseas on military service.

Answered by Georgia Gould - Minister of State (Education)

The service pupil premium (SPP) provides additional funding for state-funded schools in England attended by children from service families. In the 2026/27 financial year it is worth £360 per service child.

The SPP is not a personal budget and schools have flexibility over its expenditure. The funding is primarily to enable schools to offer pastoral support and help mitigate the negative impact of family mobility or parental deployment. We have published advice and wider guidance for schools and local authorities on supporting service pupils, which can be found here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.

In addition to the SPP, schools also attract funding for pupil mobility through the ’mobility factor’ in the schools national funding formula. In the 2026/27 financial year, schools will attract £985 for eligible primary pupils and £1,415 for eligible secondary pupils, above a threshold of 6% of the schools’ pupil numbers, where more than 6% of the school’s pupil numbers are classified as mobile.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the level of funding required to improve school food standards.

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

We are consulting on proposed updates to the School Food Standards in England. Healthier food does not have to mean higher cost. We tested proposals to check affordability and are working closely with the sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help reduce the cost of living for working parents.

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

It is our ambition that families have access to high quality, affordable and flexible early education and care, improving the life chances for every child, and the work choices for every parent. The evidence is clear that high quality early education and childcare boosts child development, especially for the most disadvantaged children, and makes it easier for parents to work. Through our best start in life strategy, we are ensuring that families across the country can access affordable early education and childcare that supports them to achieve and thrive.

As the government builds a stronger economy with sustainable public finances, it is continuing to invest in the early years sector, supporting the successful delivery of the entitlements. In 2026/27, we are expecting to provide over £9.5 billion for the early years entitlements, more than doubling annual public investment in the early years sector compared to 2023/24. The successful expansion of government-funded childcare for working parents is saving eligible families using their full entitlement an average of £8,000 per year.

National average funding rate increases continue to reflect forecast cost pressures on the early years sector, including the National Living Wage announced at Autumn Budget 2025, and go further, taking into account the wider workforce pressures felt by the sector since April 2025.

We want to look at how we can make government support simpler for providers and parents, improve access and increase the overall impact for children and families. We will work across government to look at how early education and childcare support provided by government works for families and children. We will be driving take up of the 15-hour entitlements to ensure that disadvantaged children are benefiting, holding local authorities to account for their take up through the Local Government Outcomes Framework to ensure those children and households that stand to benefit the most do so.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the effectiveness of the decision to allocate £126 million to kinship care pilot schemes.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to footnote 7 to Table 5.2 of the 2025 Public Expenditure Statistical Analyses, if she will set out a timeline and completion date for improving the recording of central government academy expenditure between primary and secondary phases of education.

Answered by Georgia Gould - Minister of State (Education)

Spend data for academies is reported at academy trust level. Allocating trust expenditure by phase remains challenging due to both the continuing increase in the number of academies combined with a decreasing number of academy trusts and the ability of academy trusts to incur spend on their schools’ behalf. Many academy trusts with multiple academies amalgamate funding for its academies to form one central fund. This practice can enhance a trust’s ability to allocate resources in line with improvement priorities and running costs across the trust’s constituent academies but makes apportionment of that spending by phase more challenging.

The department is exploring whether a spending apportionment using pupil numbers would provide more reliable and relevant information. If this methodology meets the standards of trustworthiness, quality and value required of accredited official statistics, we will seek to implement this for the Public Expenditure Statistical Analyses 2027.

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 kinship care preventing children entering the statutory care system on Bedford Borough Council; and how this informs funding policy for kinship carers.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what her Department's timeline is for national implementation of kinship care financial support; and what assessment she has made of the potential impact of the time taken on kinship carers in Bedford Borough.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with Bedford Borough Council on the financial support needs of kinship carers; and whether Bedford has been considered for inclusion in kinship care pilot schemes.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that kinship carers in Bedford Borough and other local authority areas do not wait for financial reform while kinship care pilot schemes are evaluated.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that evidence gathered from kinship care pilot areas is representative of kinship carers, including in Bedford Borough and neighbouring local authorities.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what support is available to kinship carers in (a) Bedford Borough and (b) Bedfordshire not participating in the kinship care pilot programme.

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

Kinship care plays a vital role in keeping children safe within their wider family networks, helping to provide stability and loving homes while reducing the need for statutory care.

The department has launched the kinship allowance pilot in seven local authority areas, known as Kinship Zones, with £126 million of funding confirmed for the first two years. This level of funding reflects the investment required to test the provision of an allowance paid at the Fostering National Minimum Allowance rate and to support a robust evaluation at scale.

The pilot areas were selected to reflect a mix of geographies and service models so that findings are informative nationally. Those local authorities that are not currently Kinship Zones either did not apply to participate or were unsuccessful.

The pilot has been designed as a test‑and‑learn programme to understand what support works best for kinship families and to build strong evidence on impact, implementation and value for money of the pilot, including whether it improves outcomes for children, supports stable placements and reduces pressure on the care system and other public services. This will inform future policy decisions, including for areas outside the pilot such as Bedford. No decisions have been taken on national rollout.

While the pilot is underway, all kinship carers can continue to access support through their local authority and department funded national provision, including advice, training and peer support. We encourage local authorities to review their local offer and learn from best practice across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking with Cabinet colleagues to support joined up working in the development of skills in the environmental health sector.

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

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and support people to train in sectors which support growth and meet priority skills needs. The department is working across government to achieve these aims.

Several universities deliver Environmental Health provision spanning BScs, MScs, and degree apprenticeships. All courses are professionally regulated by the Chartered Institute of Environmental Health and support people to access careers in this occupation.

The Environmental Health Practitioner apprenticeship allows individuals to develop the knowledge and skills needed to work in areas such as environmental protection, food safety, housing standards and public health.

Skills England works with employers to ensure that apprenticeship content is relevant and up to date. It will soon be updating the Environmental Health Practitioner assessment plan in line with new Apprenticeship Assessment Principles to ensure that the assessment is proportionate, timely and efficient while retaining rigour and validity.

These reforms and polices are applicable in England. Skills policy in Scotland is devolved and is a matter for the Scottish Government.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support the development of skills in the environmental health sector.

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

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and support people to train in sectors which support growth and meet priority skills needs. The department is working across government to achieve these aims.

Several universities deliver Environmental Health provision spanning BScs, MScs, and degree apprenticeships. All courses are professionally regulated by the Chartered Institute of Environmental Health and support people to access careers in this occupation.

The Environmental Health Practitioner apprenticeship allows individuals to develop the knowledge and skills needed to work in areas such as environmental protection, food safety, housing standards and public health.

Skills England works with employers to ensure that apprenticeship content is relevant and up to date. It will soon be updating the Environmental Health Practitioner assessment plan in line with new Apprenticeship Assessment Principles to ensure that the assessment is proportionate, timely and efficient while retaining rigour and validity.

These reforms and polices are applicable in England. Skills policy in Scotland is devolved and is a matter for the Scottish Government.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the equity of the different student loan interest rate structures in (a) Plan 2 and (b) Plan 5.

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

Decisions on Plan 2 and Plan 5 conditions were made by the previous government. This government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers. Over time, this has led to reforms being made to student loan terms. Such reforms consider factors such as macroeconomic conditions, demographic trends and the participation rate in higher education at the time. Therefore, this leads to different plans having different terms and conditions.

When comparing Plan 2 and Plan 5 loans it is important to compare the terms in the round. Whilst Plan 5 will ask graduates to repay for longer, and from a lower annual income threshold of £25,000, it also increases certainty for borrowers by reducing their interest rate to match inflation only.

Question to the Department for Education:

To ask the Secretary of State for Education, for what reasons her Department applies different interest rates to different student loan repayment plans.

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

Decisions on Plan 2 and Plan 5 conditions were made by the previous government. This government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers. Over time, this has led to reforms being made to student loan terms. Such reforms consider factors such as macroeconomic conditions, demographic trends and the participation rate in higher education at the time. Therefore, this leads to different plans having different terms and conditions.

When comparing Plan 2 and Plan 5 loans it is important to compare the terms in the round. Whilst Plan 5 will ask graduates to repay for longer, and from a lower annual income threshold of £25,000, it also increases certainty for borrowers by reducing their interest rate to match inflation only.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure the adequacy of support guidelines in (a) primary and (b) secondary schools for children with autism.

Answered by Georgia Gould - Minister of State (Education)

To ensure teachers can support children before needs escalate, the department will develop National Inclusion Standards that set out evidence-informed tools, strategies and approaches for educators across the 0 to 25 system, to use in identifying and supporting children and young people with additional needs.

Access to support should not be dependent on a child or young person having a diagnosis. Educators will be able to draw on the National Inclusion Standards to put in place evidence-based support as needs are identified, including for autistic children and young people.

From this year, schools will be held to account on the use of their inclusion funding in the form of an Inclusion Strategy. This will ensure schools are taking steps through evidence-based activities and approaches to embed inclusive practice. Ofsted will be able to draw on the strategy to assess how effectively leaders are planning for, implementing and delivering inclusive practice.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to take steps with Cabinet colleagues to (a) maintain funding for all 16 to 24 year olds enrolled in further education and training, (b) extend VAT reimbursement to further education colleges and (c) lift the cap on the Adult Skills Fund for 18 to 24 year old learners who are not in education, employment or training.

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

The department has made significant increases to the average funding per student since the 2024/25 academic year, an expected per student increase of 10.5%. We expect that the average per student funding in 2026/27 will stand at £6,874, compared to £6,219 in the 2024/25 academic year. We will continue to fund the demographic increase in 16 to 19-year-olds, providing significant investment to ensure there are valuable and high-quality post-16 places for every student that wants one.

My right hon. Friend, the Prime Minister has committed to looking into VAT reimbursement to further education colleges. The Government does keep all taxes under review, and any changes would be announced at a fiscal event.

We are committed to investing in education and skills training for adults and are investing over £1.4 billion in the Adult Skills Fund (ASF) this academic year. The ASF supports a range of learners, including young people who are unemployed.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of geographic inequalities in access to a range of V and T Levels.

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

There are 21 T Levels available across England, delivered by over 320 providers. Further subjects are being introduced from 2028, and the first rollout of V Levels will be in 2027. We have published a transition document for providers to move to the new system- supporting access to the full suite of reformed qualifications across the country. This document can be found at: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways/outcome/transition-plan-to-the-reformed-16-to-19-qualifications-landscape.

We recognise the challenges of T Level delivery in some areas, particularly around accessing industry placements in rural locations. We provide a contracted offer to support employers to engage with and offer placements and a ‘Connect’ service to help providers and employers to connect locally. We are also making further changes to support students in rural locations where travelling to placements can be more difficult, including greater provision for remote placements.

In addition, the 1,200-member-strong T Level Ambassador Network published regional plans in February 2026, using evidence to better target engagement activity across the North, Midlands and South.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential financial impact of school transport costs on families in areas outside London; and whether she has plans to review school transport policy to address regional disparities in costs.

Answered by Georgia Gould - Minister of State (Education)

Children of compulsory school age, 5 to 16, will be eligible for free travel if they attend their nearest school and would not be able to walk there because of the distance, their special educational needs, disability or mobility problem, or the safety of the route. Extended rights to free travel support low-income families to exercise school choice. The department does not currently have any plans to change the existing statutory framework.

Central government funding for home-to-school travel is provided through the Local Government Finance Settlement. From the 2026/27 financial year, it includes a new specific relative needs formula for home-to-school travel which estimates each authority’s relative need to spend based on pupil numbers and home-to-school distances. This ensures funding reflects real journeys to school including in areas outside London.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 120952 from the hon. Member for Meriden and Solihull East.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 120023 from the hon. Member for Twickenham.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 120171 from the hon. Member for Yeovil.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 122925 from the hon. Member for Brighton Pavilion.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 123366 from the hon. Member for Brighton Pavilion.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 121418 from the hon. Member for Meriden and Solihull East.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 122251 from the hon. Member for Meriden and Solihull East.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 122680 from the Rt hon. Member for Braintree.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 121149 from the hon. Member for Chichester.

Answered by Georgia Gould - Minister of State (Education)

The responses to these Written Parliamentary Questions have been issued.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of trends in the pay gap between further education teachers and school teachers, and the potential impact of this gap on the level of recruitment and retention in technical subjects.

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

The statutory requirements for maintained schoolteachers' pay are set nationally subject to recommendations from the School Teachers’ Review Body. In 2023/24, the median full-time equivalent (FTE) salary for teachers in secondary schools was £47,666.

Further education (FE) colleges have statutory autonomy over the pay of their staff. There is value in colleges having the freedom to meet local technical skills needs within their own local circumstances, and the government does not set college teacher pay. In 2023/24, the median FTE average salary for teachers on permanent or fixed term contracts in FE colleges was £36,316 and £47,133 in sixth form colleges.

FE teachers are central to delivering high-quality technical education. Last year, we announced an additional £190 million broadly equivalent to the pay award in schools for colleges and other 16-19 providers to help them address the recruitment and retention of specialist FE teachers. Our targeted retention incentive offer is designed to retain eligible FE teachers in technical subjects with payments of up to £6,000 after tax. In its first year, nearly 6,000 teachers received a payment.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department’s press release entitled Interest rate cap introduced to protect Plan 2 borrowers, published on 7 April 2026, what assessment she has made of the impact of the cap on incentives for graduates to pursue higher education.

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

The government has taken decisive action to cap the maximum interest rates on Plan 2 and Plan 3 (postgraduate) student loans at 6%, instead of the Retail Prices Index (RPI) plus 3%, for the 2026/27 academic year. This short term protective measure removes the risk of a temporary increase in inflation causing loan balances to compound at an unsustainable rate.

The interest rate cap follows changes we have already made to the student finance system to improve it and make it fairer for students, graduates and taxpayers. This includes increasing the repayment threshold for Plan 2 loans to £28,470 in April 2025, its first increase since 2021, and increasing it again on 6 April this year, to £29,385. The department is also reintroducing targeted, means-tested maintenance grants from the 2028/29 academic year, providing students from low income households with up to £1,000 extra support that will not need to be repaid.

Found: leadership and support from central government departments affected by the Covenant such as MHCLG, DfE

Found: Department of Health and Social Care, the Department for Science, Innovation and Technology, the Department for Education

Found: Alongside the ACE concept, Dynamic Force Employment (DFE) involves the episodic and flexible use of

Found: deep-rooted issues the town faced, particularly regarding education, where we were told that the Department for Education

Found: Department for the Environment, Food and Rural Affairs DESNZ Department for Energy Security and Net Zero DfE

Found: Letter to the Permanent Secretary to the Department for Education relating to Treasury Minute response

Found: Department for Transport, the MMO, the Maritime 24 and Coastguard Agency, DESNZ and the Department for Education

Found: (DfE) and Ministry of Justice (MoJ) to cascade the requirement to retain records to their

Found: My officials have been in discussion with the Wales Office and the Department for Education and we

Found: will not include an official quotation from a Minister; it will be, “Sources within the Department for Education

Found: DfE in the NEET scorecard has identified a number of disadvantaged groups, and it is well established

Found: with Machinery of Government changes enabling closer strategic planning and delivery oversight between DfE

Found: Strategic ask: DWP should work jointly with the Department for Education, local authorities, and post

Found: The Department for Education should: Work with the Department for Health and Social Care to amend the

Found: progress in prestigious technical education pathways to employment – this is our local response with DfE

Found: between the Department for Work and Pensions, the Department of Health and Social Care, and Department for Education

Found: intervention from government as part of the Kent and Medway pilot which has been discussed with Department for Education

Found: Youth Futures Foundation, prepared by the National Centre for Social Research, 2023) 10 Ibid. 11 DfE

Found: people are confirmed NEET, a growing number are not being successfully tracked which the Department for Education

Found: from interviews included:  Care leavers receive inconsistent support in their transition to work. 3 DfE

Found: The DfE (Jan 2025) national RONI guidance, which Manchester contributed to, is strongly aligned with

Found: because we have not had a chance to talk to this Select Committee— obviously having moved from the DFE

Found: The Department for Education (DfE) should be responsible for the delivery of all core services for children

Found: We support the recommendation of Alliance for Youth Justice that the Department for Education to become

Found: The latter has a particular focus on remand fostering and is aligned with recent DfE ambitions on fostering

Found: Care, Education and Employability Fund, jointly governed by the Ministry of Justice, the Department for Education

Found: options and phasing out YOI’s responsibility for the secure estate should be moved from the MoJ to the DfE

Found: support, compounding the disadvantage many children in custody already face. 27 Ofsted (2025). 28 MoJ & DfE

Found: The Framework for Integrated Care (SECURE STAIRS) 9 Ministry of Justice & Department for Education (2019

Found: Department for Education (2026) SEND reform: Putting children and young people first.

Found: Department for Education and Skills.

Found: 2015/541/contents. 5 ‘Children’s homes regulations, including quality standards: guide’; Department for Education

Found:  The DfE has developed new routes of entry into the teaching and social work professions to broaden

Found: Similarly, the Department for Education (DfE) has opened up multiple routes of entry into teaching and

Found: CM is a member of the Advisory Panel of services supporting the Department for Education and Ofsted

Found: Young Adults in the Secure Estate SUMMARY CONCLUSIONS Question 14 (‘Education’ section) Joint MoJ and DfE

Found: plans for all children and young people up to the age of 25, regardless of the type of 8 Department for Education

Found: data provided to Professor Dame Carolyn Hamilton DBE of Coram International at CCLC by the Department for Education

Found: assets.childrenscommissioner.gov.uk/wpuploads/2023/03/cc-family- contact-in-youth-custody.pdf 6 Department for Education

Found: results (2024–25), xxviii HMIP’s Children in Custody annual survey results (2024–25), xxix MoJ and DfE

Found: expectations for children deprived of their liberty.37 The Ministry of Justice should support the Department for Education

Found: I was at a meeting recently where the Department for Education, another Government Department, announced

Found: I was at a meeting recently where the Department for Education, another Government Department, announced

Found: study for individual subjects (eg: geography, citizenship), a cross-curricular theme and/or specific DfE

Found: As the recent DFE International Education strategy states, there is a need to create more opportunities

Found: study for individual subjects (eg: geography, citizenship), a cross-curricular theme and/or specific DfE

Found: trying to introduce children and young people in the next generation, you are bringing in the Department for Education

Found: to introduce children and young people in the next generation, you are bringing in the Department for Education

Found: Areas Members strongly welcome the recommendation for closer collaboration between the Department for Education

Found: Would it be the Department for Education or the National Health Service?

Found: I am replying on behalf of the Ministry of Justice, the Department for Education, HM Courts & Tribunals

Found: This letter explains why the Ministry of Justice and the Department for Education will not meet the

Found: Letter from Permanent Secretary of the Department for Education to the Chair of the Public Accounts Committee

Found: Funding for school sport and PE is the responsibility of the Department for Education (DfE) and forms

Found: The DWP is very concerned about high level of need and the DFE is highly concerned about how it reforms

Found: I feel really heartened by the very positive response that we are getting from Ministers in DfE, in

Found: the attached note, this department launched a project last month (March 2026) with the Department for Education

Found: We have partnered with the Department for Education on their free breakfast clubs programme, offering

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made with Cabinet colleagues of the potential merits of enabling British National (Overseas) visa holders to access apprenticeship programmes in (a) the health and social care sector and (b) other sectors before completing three years’ residence in the UK.

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

The department regularly reviews the apprenticeship funding rules, often in consultation with others, including the Home Office and the Department for Education.

This includes the requirements for ordinary residency. This three-year residency requirement is longstanding within the apprenticeship programme. It applies to both UK and non-UK nationals. It is applied consistently to ensure that the individuals have a connection to the UK and are committed to living in the country before they are eligible for training funded by the taxpayer.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to improve (a) awareness, (b) diagnosis and (c) treatment of meningitis in West Dorset constituency.

Answered by Sharon Hodgson - Parliamentary Under-Secretary (Department of Health and Social Care)

The UK Health Security Agency (UKHSA) has confirmed three cases of meningococcal disease among young people in Weymouth, Dorset. These three cases have been confirmed as meningitis B and are the same sub-strain serotype P1.19, P1.15. The UKHSA has confirmed that these cases are not linked to the recent outbreak of meningococcal disease in Kent.

As a precautionary measure, antibiotics and the Bexsero vaccine are being offered to young people currently in school years 7 to 13, or the equivalent in terms of age, or anyone not in full time education who would be in one of these year groups, who study or live in the Weymouth, Portland, and Chickerell areas of Dorset. The UKHSA and Dorset Council have issued advice to staff, parents, and carers at all educational settings in the area.

The UKHSA is providing support to education settings, in close partnership with the Department for Education. All affected education settings in Weymouth remain open and events involving children and young people should continue as normal. The UKHSA has published up to date information to ensure parents and concerned members of the public can find the latest information on how the incident is being managed and who can access antibiotics and vaccines, which is available at the following link:

https://www.gov.uk/government/news/antibiotics-and-menb-vaccination-to-be-offered-to-young-people-in-dorset

Children and young people should attend their education setting normally, unless specifically told otherwise by a health professional. Attendance supports the education, health, and wellbeing of children and young people.

As my Rt Hon. Friend, the Secretary of State for Health and Social Care, told the House on 17 March in the context of the recent meningococcal disease outbreak in Kent, the Joint Committee on Vaccinations (JCVI) has been asked to re-examine eligibility for meningitis vaccines to assess, for example, an expanded offer to older children and/or young adults. The JCVI will provide updated advice to the Department this summer around whether, and to what extent, a vaccine programme for older children and/or young adults would be clinically effective as well as an assessment of the cost-effectiveness of such a vaccination programme.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment his Department has made of the prevalence of meningitis in West Dorset constituency.

Answered by Sharon Hodgson - Parliamentary Under-Secretary (Department of Health and Social Care)

The UK Health Security Agency (UKHSA) has confirmed three cases of meningococcal disease among young people in Weymouth, Dorset. These three cases have been confirmed as meningitis B and are the same sub-strain serotype P1.19, P1.15. The UKHSA has confirmed that these cases are not linked to the recent outbreak of meningococcal disease in Kent.

As a precautionary measure, antibiotics and the Bexsero vaccine are being offered to young people currently in school years 7 to 13, or the equivalent in terms of age, or anyone not in full time education who would be in one of these year groups, who study or live in the Weymouth, Portland, and Chickerell areas of Dorset. The UKHSA and Dorset Council have issued advice to staff, parents, and carers at all educational settings in the area.

The UKHSA is providing support to education settings, in close partnership with the Department for Education. All affected education settings in Weymouth remain open and events involving children and young people should continue as normal. The UKHSA has published up to date information to ensure parents and concerned members of the public can find the latest information on how the incident is being managed and who can access antibiotics and vaccines, which is available at the following link:

https://www.gov.uk/government/news/antibiotics-and-menb-vaccination-to-be-offered-to-young-people-in-dorset

Children and young people should attend their education setting normally, unless specifically told otherwise by a health professional. Attendance supports the education, health, and wellbeing of children and young people.

As my Rt Hon. Friend, the Secretary of State for Health and Social Care, told the House on 17 March in the context of the recent meningococcal disease outbreak in Kent, the Joint Committee on Vaccinations (JCVI) has been asked to re-examine eligibility for meningitis vaccines to assess, for example, an expanded offer to older children and/or young adults. The JCVI will provide updated advice to the Department this summer around whether, and to what extent, a vaccine programme for older children and/or young adults would be clinically effective as well as an assessment of the cost-effectiveness of such a vaccination programme.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is taking to reduce the waiting time for NHS children’s speech and language therapy support in (a) Ashfield, (b) Nottinghamshire and (c) nationally.

Answered by Sharon Hodgson - 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.

The Nottingham and Nottinghamshire Integrated Care Board (ICB) recognises that waiting times for children’s speech and language therapy (SLT) remain too long in parts of Nottinghamshire, including Ashfield, and is taking action with system partners to improve access.

Since the 2023 Special Educational Needs and Disabilities (SEND) inspection of local services for children and young people with SEND, the ICB and partners have undertaken targeted transformation activity, including:

- introduction of a SLT advice line to support earlier intervention;

- refocusing clinical capacity to address long waits in autism pathways; and

- piloting open-access early years drop-in sessions for children under four year olds.

A revised service delivery model is being implemented across SLT pathways, including:

- group assessment of all two to three year olds;

- increased use of group-based therapy and parent-supported interventions; and

- enhanced parent/carer training to support children at home.

These changes will be implemented alongside additional improvements to the model, including building workforce capacity and capability and improving support to schools and early years settings.

Nationally, ICBs are being supported to reduce waiting times through an evidence informed Children and Young People Community Speech and Language Therapy Toolkit developed with speech and language therapists, children, families, and carers.

We have set a clear target through the Medium-Term Planning Framework for systems to work to reduce long waits for community health services, including speech and language therapy.

By 2028/29, at least 80% of community health services activity should take place within 18 weeks. This will be a key part of the shift from hospital to community. In 2026/27, ICBs and community health services providers must also develop plans to eliminate 52 week waits. Whilst targets are not service-line specific, capacity growth and waiting time targets should impact positively on children and young people’s speech and language therapy services.

NHS England is also working with the Department for Education to identify and support children with speech, language and communication needs to deliver the Early Language Support for Every Child programme in Early Years and Primary School settings. This programme is funding innovative workforce models to support early intervention for children with unidentified speech, language, and communication needs which may reduce exacerbation of need that might lead to a specialist speech and language therapist and/or Education Health Care Plan referral in the medium-term.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, which (a) departmental officials, (b) external academic partners, and (c) private contractors were responsible for designing the methodology and key performance indicators (KPIs) of the 6-week digital wellbeing pilot studies currently being conducted by the Government.

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

The pilots were developed by professional analysts within DSIT, with advice from the Government Office for Science. This included a roundtable convened by the Government Chief Scientific Adviser, Dame Angela McLean, of academics and Chief Scientific Advisers from FCDO, DfE and College of Policing. Private contractors were not involved in designing the methodology.

The pilots are qualitative studies, intended to generate in‑depth insights into young people’s navigation and experience of social media. The research is not designed to be statistically representative, so KPIs are limited to delivery logistics, such as recruitment targets, rather than impact measures.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what the selection process was for the appointment of experts to the academic panel for the digital wellbeing consultation; and what criteria were used to ensure a balance of multi-disciplinary expertise in child psychology, data science, and social media harms.

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

Professor Russell Viner, former Chief Scientific Advisor to the Department for Education, will chair the academic panel. The government will announce further members once all checks, including security checks, have concluded. Declarations of conflicts of interest will also be published.

Officials worked with the Government Office for Science and Department for Education to identify potential academic panel members with relevant expertise to consider the digital safety issues explored in the ‘Growing up in the online world’ consultation, including AI, education, paediatrics, psychology, psychiatry, and social research.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what the selection process was for the appointment of experts to the academic panel for the digital wellbeing consultation; and what criteria were used to ensure a balance of multi-disciplinary expertise in child psychology, data science, and social media harms.

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

Professor Russell Viner, former Chief Scientific Advisor to the Department for Education, will chair the academic panel. The government will announce further members once all checks, including security checks, have concluded. Declarations of conflicts of interest will also be published.

Officials worked with the Government Office for Science and Department for Education to identify potential academic panel members with relevant expertise to consider the digital safety issues explored in the ‘Growing up in the online world’ consultation, including AI, education, paediatrics, psychology, psychiatry, and social research.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, if she will publish the names and institutional affiliations of the members of the academic panel appointed to assess (a) the public responses to the 'Growing up in the online world' consultation and (b) the data arising from the government’s 6-week digital wellbeing pilot studies.

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

Professor Russell Viner, former Chief Scientific Advisor to the Department for Education, will chair the academic panel. The government will announce further members once all checks, including security checks, have concluded. Declarations of conflicts of interest will also be published.

Officials worked with the Government Office for Science and Department for Education to identify potential academic panel members with relevant expertise to consider the digital safety issues explored in the ‘Growing up in the online world’ consultation, including AI, education, paediatrics, psychology, psychiatry, and social research.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment she has made of the potential merits of a full review of statutory maternity pay, accrued annual leave flexibility for teachers and the gender equality implications of statutory maternity pay.

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

The Government is committed to making life better for families and has announced a review of the parental leave and pay system. All current and upcoming parental leave and pay entitlements are in scope of the Parental Leave and Pay Review, including Statutory Maternity Pay.

Specific occupational maternity and contractual leave arrangements for teachers are the remit of the Department for Education, employers and unions.

Question to the Home Office:

To ask the Secretary of State for the Home Department, whether she plans to review current guidance and training to ensure that equality considerations do not inhibit proportionate and effective statutory action in safeguarding and youth justice contexts.

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

Where there are safeguarding concerns, or where youth justice services are involved with an individual, decisions on these cases must be based on the individual circumstances of the case alone. Protected characteristics, such as ethnicity, should not influence the judgement of risk relating to that individual, or the assessment of whether statutory provision should be made.

As the Home Secretary said in the House of Commons debate on the Southport Inquiry, the only factors that should be taken into account are the potential risks posed by an individual and how best to manage those risks.

The Department for Education is developing a set of practice standards and training for Lead Child Protection Practitioners (LCPPs). The standards will describe the knowledge and skills expected of LCPPs to work effectively in Multi-Agency Child Protection Teams, to take evidence-informed child protection decisions. The standards will reflect the importance of not letting social bias or professional anxiety influence actions or outcomes when working with children and adults from different cultural and racial backgrounds.

Youth justice services are supported to identify and assess safeguarding risk through case management guidance.

Question to the Home Office:

To ask the Secretary of State for the Home Department, if she will (a) make an assessment of the adequacy of the statutory framework for agencies to investigate and respond where parents and carers actively hinder, obstruct and decline to engage with safeguarding and youth justice processes in cases involving credible ongoing risk and (b) bring forward legislative proposals to strengthen oversight and investigatory powers in such circumstances.

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

Where existing statutory frameworks underpin safeguarding processes, there is no requirement for parents or carers to co-operate. However, parental or carer consent is not required for agencies to share information relating to safeguarding and child protection. This is set out in Department for Education guidance on information sharing for safeguarding practitioners.

Government is making this even clearer through the Children’s Wellbeing and Schools Bill, which includes a new Information Sharing Duty for the purposes of safeguarding and promoting the welfare of children, and will be accompanied by statutory guidance to support frontline practitioners to understand their responsibilities.

Where a safeguarding concern has been identified relating to a child or young person, or there is suspected criminality relating to knife-related violence, multi-agency and law-enforcement partners can share information and conduct investigations without the consent of the relevant parent or guardian.

In relation to Youth Justice processes, there are legal obligations that can be placed on parents and carers, to ensure that any risk relating to a minor can be appropriately managed. A court can issue a Parenting Order in a number of different circumstances, where children are engaged in criminal or antisocial behaviour. Parenting Orders require the parent or guardian to attend counselling or parenting support sessions and comply with other requirements the court considers necessary. Non-compliance can lead to breach proceedings in court and is punishable with a fine.

Criminal orders that are placed on a child or young person themselves are applied by the court and generally (with few exceptions) parental or carer consent is not required.

Where there are concerns that a child or young person is involved in criminality, and to protect public safety and prevent harm, the police will take forward their enquiries as appropriate, and parental or carer cooperation is not required to share information, conduct an investigation, place a minor under caution, or charge a minor with a criminal offence.

The law already provides significant stop and search and wider enforcement powers, enabling police to disrupt immediate risk and remove weapons from the streets, including without the need for reasonable suspicion. Police can also arrest suspects, seize weapons, and evidence, and conduct searches of persons and premises where legal thresholds are met. These powers apply to children as well as adults. Where these powers are used on children, they are subject to additional statutory safeguards under the Police and Criminal Evidence Act 1984 and its Codes of Practice to protect welfare and ensure proportionality.

The Southport Inquiry Phase 1 report, published on 13 April, considers in detail the actions of the perpetrator’s parents and many of the issues raised here. The Chair has rightly raised the challenging question of how to minimise the risk that parents may choose not to co-operate or report concerns to safeguarding agencies such as social care or healthcare, or the police about their child having knives or other weapons, and has made two recommendations relevant to parents.

In relation to future changes to strengthen oversight and powers, Government is considering these recommendations alongside the others in the report and will respond by summer 2026.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the adequacy of the Government's processes for responding to sustained parental or carer non‑cooperation with safeguarding or law‑enforcement authorities in cases involving escalating knife‑related violence risk within the home, including matters raised in The Southport Inquiry Report.

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

Where existing statutory frameworks underpin safeguarding processes, there is no requirement for parents or carers to co-operate. However, parental or carer consent is not required for agencies to share information relating to safeguarding and child protection. This is set out in Department for Education guidance on information sharing for safeguarding practitioners.

Government is making this even clearer through the Children’s Wellbeing and Schools Bill, which includes a new Information Sharing Duty for the purposes of safeguarding and promoting the welfare of children, and will be accompanied by statutory guidance to support frontline practitioners to understand their responsibilities.

Where a safeguarding concern has been identified relating to a child or young person, or there is suspected criminality relating to knife-related violence, multi-agency and law-enforcement partners can share information and conduct investigations without the consent of the relevant parent or guardian.

In relation to Youth Justice processes, there are legal obligations that can be placed on parents and carers, to ensure that any risk relating to a minor can be appropriately managed. A court can issue a Parenting Order in a number of different circumstances, where children are engaged in criminal or antisocial behaviour. Parenting Orders require the parent or guardian to attend counselling or parenting support sessions and comply with other requirements the court considers necessary. Non-compliance can lead to breach proceedings in court and is punishable with a fine.

Criminal orders that are placed on a child or young person themselves are applied by the court and generally (with few exceptions) parental or carer consent is not required.

Where there are concerns that a child or young person is involved in criminality, and to protect public safety and prevent harm, the police will take forward their enquiries as appropriate, and parental or carer cooperation is not required to share information, conduct an investigation, place a minor under caution, or charge a minor with a criminal offence.

The law already provides significant stop and search and wider enforcement powers, enabling police to disrupt immediate risk and remove weapons from the streets, including without the need for reasonable suspicion. Police can also arrest suspects, seize weapons, and evidence, and conduct searches of persons and premises where legal thresholds are met. These powers apply to children as well as adults. Where these powers are used on children, they are subject to additional statutory safeguards under the Police and Criminal Evidence Act 1984 and its Codes of Practice to protect welfare and ensure proportionality.

The Southport Inquiry Phase 1 report, published on 13 April, considers in detail the actions of the perpetrator’s parents and many of the issues raised here. The Chair has rightly raised the challenging question of how to minimise the risk that parents may choose not to co-operate or report concerns to safeguarding agencies such as social care or healthcare, or the police about their child having knives or other weapons, and has made two recommendations relevant to parents.

In relation to future changes to strengthen oversight and powers, Government is considering these recommendations alongside the others in the report and will respond by summer 2026.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the adequacy of law and statutory guidance to ensure that safeguarding, youth justice and mental health agencies can share relevant risk information without parental consent where necessary to protect public safety and prevent serious harm; and whether she plans to (a) clarify and (b) strengthen information sharing powers in such cases.

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

Where existing statutory frameworks underpin safeguarding processes, there is no requirement for parents or carers to co-operate. However, parental or carer consent is not required for agencies to share information relating to safeguarding and child protection. This is set out in Department for Education guidance on information sharing for safeguarding practitioners.

Government is making this even clearer through the Children’s Wellbeing and Schools Bill, which includes a new Information Sharing Duty for the purposes of safeguarding and promoting the welfare of children, and will be accompanied by statutory guidance to support frontline practitioners to understand their responsibilities.

Where a safeguarding concern has been identified relating to a child or young person, or there is suspected criminality relating to knife-related violence, multi-agency and law-enforcement partners can share information and conduct investigations without the consent of the relevant parent or guardian.

In relation to Youth Justice processes, there are legal obligations that can be placed on parents and carers, to ensure that any risk relating to a minor can be appropriately managed. A court can issue a Parenting Order in a number of different circumstances, where children are engaged in criminal or antisocial behaviour. Parenting Orders require the parent or guardian to attend counselling or parenting support sessions and comply with other requirements the court considers necessary. Non-compliance can lead to breach proceedings in court and is punishable with a fine.

Criminal orders that are placed on a child or young person themselves are applied by the court and generally (with few exceptions) parental or carer consent is not required.

Where there are concerns that a child or young person is involved in criminality, and to protect public safety and prevent harm, the police will take forward their enquiries as appropriate, and parental or carer cooperation is not required to share information, conduct an investigation, place a minor under caution, or charge a minor with a criminal offence.

The law already provides significant stop and search and wider enforcement powers, enabling police to disrupt immediate risk and remove weapons from the streets, including without the need for reasonable suspicion. Police can also arrest suspects, seize weapons, and evidence, and conduct searches of persons and premises where legal thresholds are met. These powers apply to children as well as adults. Where these powers are used on children, they are subject to additional statutory safeguards under the Police and Criminal Evidence Act 1984 and its Codes of Practice to protect welfare and ensure proportionality.

The Southport Inquiry Phase 1 report, published on 13 April, considers in detail the actions of the perpetrator’s parents and many of the issues raised here. The Chair has rightly raised the challenging question of how to minimise the risk that parents may choose not to co-operate or report concerns to safeguarding agencies such as social care or healthcare, or the police about their child having knives or other weapons, and has made two recommendations relevant to parents.

In relation to future changes to strengthen oversight and powers, Government is considering these recommendations alongside the others in the report and will respond by summer 2026.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what assessment she has made of the potential impact of high levels of household cash savings on long-term financial resilience and returns for UK consumers.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The Government wants to see more people benefit from the higher returns and long-term financial resilience that investing can provide, which will also benefit UK capital markets and the wider economy. That is why the Chancellor has set out a series of bold measures to get Britain investing again, including the reforms to ISAs announced at Autumn Budget.

The Government and Financial Conduct Authority (FCA) are working closely with the industry-led initiatives to promote the benefits of investing to the public, and to reform how firms talk about the risks and benefits of investing.

In addition, HM Treasury has worked closely with the FCA on the introduction of targeted support, which went live on 6 April. This allows authorised firms, with the relevant permission, to provide customers with proactive help on investment decisions, including suggesting specific products – helping people to act on information and make choices that are right for their circumstances.

In the longer term, HM Treasury is working closely with the Department for Education to strengthen financial education. As part of the Financial Inclusion Strategy, published in November 2025, the Government announced that financial education will be made compulsory in primary schools in England, alongside a renewed focus on financial education in secondary schools.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what steps her Department is taking with other Government departments to improve (i) financial education and (ii) investment literacy among the public.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The Government wants to see more people benefit from the higher returns and long-term financial resilience that investing can provide, which will also benefit UK capital markets and the wider economy. That is why the Chancellor has set out a series of bold measures to get Britain investing again, including the reforms to ISAs announced at Autumn Budget.

The Government and Financial Conduct Authority (FCA) are working closely with the industry-led initiatives to promote the benefits of investing to the public, and to reform how firms talk about the risks and benefits of investing.

In addition, HM Treasury has worked closely with the FCA on the introduction of targeted support, which went live on 6 April. This allows authorised firms, with the relevant permission, to provide customers with proactive help on investment decisions, including suggesting specific products – helping people to act on information and make choices that are right for their circumstances.

In the longer term, HM Treasury is working closely with the Department for Education to strengthen financial education. As part of the Financial Inclusion Strategy, published in November 2025, the Government announced that financial education will be made compulsory in primary schools in England, alongside a renewed focus on financial education in secondary schools.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what steps her Department is taking to encourage greater participation in equity investment among UK households.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The Government wants to see more people benefit from the higher returns and long-term financial resilience that investing can provide, which will also benefit UK capital markets and the wider economy. That is why the Chancellor has set out a series of bold measures to get Britain investing again, including the reforms to ISAs announced at Autumn Budget.

The Government and Financial Conduct Authority (FCA) are working closely with the industry-led initiatives to promote the benefits of investing to the public, and to reform how firms talk about the risks and benefits of investing.

In addition, HM Treasury has worked closely with the FCA on the introduction of targeted support, which went live on 6 April. This allows authorised firms, with the relevant permission, to provide customers with proactive help on investment decisions, including suggesting specific products – helping people to act on information and make choices that are right for their circumstances.

In the longer term, HM Treasury is working closely with the Department for Education to strengthen financial education. As part of the Financial Inclusion Strategy, published in November 2025, the Government announced that financial education will be made compulsory in primary schools in England, alongside a renewed focus on financial education in secondary schools.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what steps she is taking to ensure that regulatory frameworks support greater access to low-cost retail investment products.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The Government wants to see more people benefit from the higher returns and long-term financial resilience that investing can provide, which will also benefit UK capital markets and the wider economy. That is why the Chancellor has set out a series of bold measures to get Britain investing again, including the reforms to ISAs announced at Autumn Budget.

The Government and Financial Conduct Authority (FCA) are working closely with the industry-led initiatives to promote the benefits of investing to the public, and to reform how firms talk about the risks and benefits of investing.

In addition, HM Treasury has worked closely with the FCA on the introduction of targeted support, which went live on 6 April. This allows authorised firms, with the relevant permission, to provide customers with proactive help on investment decisions, including suggesting specific products – helping people to act on information and make choices that are right for their circumstances.

In the longer term, HM Treasury is working closely with the Department for Education to strengthen financial education. As part of the Financial Inclusion Strategy, published in November 2025, the Government announced that financial education will be made compulsory in primary schools in England, alongside a renewed focus on financial education in secondary schools.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what assessment she has made of the potential implications for economic growth of the proportion of UK household wealth held directly in equities being lower than in other G7 countries.

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

The Government wants to see more people benefit from the higher returns and long-term financial resilience that investing can provide, which will also benefit UK capital markets and the wider economy. That is why the Chancellor has set out a series of bold measures to get Britain investing again, including the reforms to ISAs announced at Autumn Budget.

The Government and Financial Conduct Authority (FCA) are working closely with the industry-led initiatives to promote the benefits of investing to the public, and to reform how firms talk about the risks and benefits of investing.

In addition, HM Treasury has worked closely with the FCA on the introduction of targeted support, which went live on 6 April. This allows authorised firms, with the relevant permission, to provide customers with proactive help on investment decisions, including suggesting specific products – helping people to act on information and make choices that are right for their circumstances.

In the longer term, HM Treasury is working closely with the Department for Education to strengthen financial education. As part of the Financial Inclusion Strategy, published in November 2025, the Government announced that financial education will be made compulsory in primary schools in England, alongside a renewed focus on financial education in secondary schools.

Question to the Home Office:

To ask the Secretary of State for the Home Department, whether she will issue guidance to local authorities and other public bodies on the retention of historic records that may be relevant to investigations into group-based child sexual exploitation.

Answered by Jess Phillips

Baroness Casey made clear in her audit into Group-Based Child Sexual Exploitation and Abuse that local authorities, police forces and other relevant agencies should be required not to destroy any relevant records. Once the government responded to Baroness Casey’s report and accepted all her recommendations in June 2025, including establishing an Inquiry, organisations already had additional legal obligations to protect relevant information.

Alongside her appointment on 9 December 2025, the Chair of the Inquiry wrote to the Cabinet Secretary to highlight the publication of the draft Terms of Reference at the earliest possible opportunity, to ensure that organisations were retaining information in line with the specific scope that the draft Terms of Reference established, including the time period, organisations, and issues likely to be examined. This letter highlighted the need for relevant local and national bodies to be ready to meet their legal obligations to provide relevant records, information and data to the Inquiry as it is requested.

This letter was shared with Ministry of Housing, Communities and Local Government (MHCLG), Department of Health and Social Care (DHSC), Department for Education (DfE) and Ministry of Justice (MoJ) to cascade the requirement to retain records to their relevant sectors, including local councils, health agencies and police forces.

Following this, on 14 January 2026 the Home Office Permanent Secretary wrote to the National Police Chiefs’ Council (NPCC) and other arm’s length bodies to pass on the Chair’s letter to the Cabinet Secretary, to set out the need for full transparency and cooperation with the Inquiry.

The Inquiry has full statutory powers to compel evidence and witnesses and the Inquiry Chair has been clear that any gaps in evidence will be identified and investigated. If the Inquiry identifies potential criminal wrongdoing, including the destruction of evidence that should have been retained, this will be passed to law enforcement to assess.

We expect organisations to comply with the law on record retention and do not intend to issue further guidance. The Inquiry may choose to write to affected organisations on record retention in due course now it has been formally established.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of the risk that relevant records may have been destroyed before formal retention notices were issued; and what steps she has taken to ensure no loss of material occurs.

Answered by Jess Phillips

Baroness Casey made clear in her audit into Group-Based Child Sexual Exploitation and Abuse that local authorities, police forces and other relevant agencies should be required not to destroy any relevant records. Once the government responded to Baroness Casey’s report and accepted all her recommendations in June 2025, including establishing an Inquiry, organisations already had additional legal obligations to protect relevant information.

Alongside her appointment on 9 December 2025, the Chair of the Inquiry wrote to the Cabinet Secretary to highlight the publication of the draft Terms of Reference at the earliest possible opportunity, to ensure that organisations were retaining information in line with the specific scope that the draft Terms of Reference established, including the time period, organisations, and issues likely to be examined. This letter highlighted the need for relevant local and national bodies to be ready to meet their legal obligations to provide relevant records, information and data to the Inquiry as it is requested.

This letter was shared with Ministry of Housing, Communities and Local Government (MHCLG), Department of Health and Social Care (DHSC), Department for Education (DfE) and Ministry of Justice (MoJ) to cascade the requirement to retain records to their relevant sectors, including local councils, health agencies and police forces.

Following this, on 14 January 2026 the Home Office Permanent Secretary wrote to the National Police Chiefs’ Council (NPCC) and other arm’s length bodies to pass on the Chair’s letter to the Cabinet Secretary, to set out the need for full transparency and cooperation with the Inquiry.

The Inquiry has full statutory powers to compel evidence and witnesses and the Inquiry Chair has been clear that any gaps in evidence will be identified and investigated. If the Inquiry identifies potential criminal wrongdoing, including the destruction of evidence that should have been retained, this will be passed to law enforcement to assess.

We expect organisations to comply with the law on record retention and do not intend to issue further guidance. The Inquiry may choose to write to affected organisations on record retention in due course now it has been formally established.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what assessment she has made of whether all relevant public bodies have taken the necessary steps to preserve records that may be required by the independent inquiry into grooming gangs.

Answered by Jess Phillips

Baroness Casey made clear in her audit into Group-Based Child Sexual Exploitation and Abuse that local authorities, police forces and other relevant agencies should be required not to destroy any relevant records. Once the government responded to Baroness Casey’s report and accepted all her recommendations in June 2025, including establishing an Inquiry, organisations already had additional legal obligations to protect relevant information.

Alongside her appointment on 9 December 2025, the Chair of the Inquiry wrote to the Cabinet Secretary to highlight the publication of the draft Terms of Reference at the earliest possible opportunity, to ensure that organisations were retaining information in line with the specific scope that the draft Terms of Reference established, including the time period, organisations, and issues likely to be examined. This letter highlighted the need for relevant local and national bodies to be ready to meet their legal obligations to provide relevant records, information and data to the Inquiry as it is requested.

This letter was shared with Ministry of Housing, Communities and Local Government (MHCLG), Department of Health and Social Care (DHSC), Department for Education (DfE) and Ministry of Justice (MoJ) to cascade the requirement to retain records to their relevant sectors, including local councils, health agencies and police forces.

Following this, on 14 January 2026 the Home Office Permanent Secretary wrote to the National Police Chiefs’ Council (NPCC) and other arm’s length bodies to pass on the Chair’s letter to the Cabinet Secretary, to set out the need for full transparency and cooperation with the Inquiry.

The Inquiry has full statutory powers to compel evidence and witnesses and the Inquiry Chair has been clear that any gaps in evidence will be identified and investigated. If the Inquiry identifies potential criminal wrongdoing, including the destruction of evidence that should have been retained, this will be passed to law enforcement to assess.

We expect organisations to comply with the law on record retention and do not intend to issue further guidance. The Inquiry may choose to write to affected organisations on record retention in due course now it has been formally established.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what systems her department has put in place to ensure that local authorities, police forces and other agencies cannot delete or destroy records that may be relevant to the independent inquiry into grooming gangs.

Answered by Jess Phillips

Baroness Casey made clear in her audit into Group-Based Child Sexual Exploitation and Abuse that local authorities, police forces and other relevant agencies should be required not to destroy any relevant records. Once the government responded to Baroness Casey’s report and accepted all her recommendations in June 2025, including establishing an Inquiry, organisations already had additional legal obligations to protect relevant information.

Alongside her appointment on 9 December 2025, the Chair of the Inquiry wrote to the Cabinet Secretary to highlight the publication of the draft Terms of Reference at the earliest possible opportunity, to ensure that organisations were retaining information in line with the specific scope that the draft Terms of Reference established, including the time period, organisations, and issues likely to be examined. This letter highlighted the need for relevant local and national bodies to be ready to meet their legal obligations to provide relevant records, information and data to the Inquiry as it is requested.

This letter was shared with Ministry of Housing, Communities and Local Government (MHCLG), Department of Health and Social Care (DHSC), Department for Education (DfE) and Ministry of Justice (MoJ) to cascade the requirement to retain records to their relevant sectors, including local councils, health agencies and police forces.

Following this, on 14 January 2026 the Home Office Permanent Secretary wrote to the National Police Chiefs’ Council (NPCC) and other arm’s length bodies to pass on the Chair’s letter to the Cabinet Secretary, to set out the need for full transparency and cooperation with the Inquiry.

The Inquiry has full statutory powers to compel evidence and witnesses and the Inquiry Chair has been clear that any gaps in evidence will be identified and investigated. If the Inquiry identifies potential criminal wrongdoing, including the destruction of evidence that should have been retained, this will be passed to law enforcement to assess.

We expect organisations to comply with the law on record retention and do not intend to issue further guidance. The Inquiry may choose to write to affected organisations on record retention in due course now it has been formally established.

Question to the Department for Business and Trade:

To ask the Secretary of State for Business and Trade, what discussions he has had with the Secretary of State for Education and the Chancellor of the Exchequer on (a) parental leave allowances and (b) childcare entitlements for PhD students in the context of the parental leave and pay review.

Answered by Kate Dearden - Parliamentary Under Secretary of State (Department for Business and Trade)

The Parental Leave and Pay Review is considering all current and upcoming parental leave and pay entitlements, including the needs of working families who do not currently qualify.

There are a number of areas where there are clear links and interdependencies with the parental leave and pay system, including childcare provision. The Review will consider these in its policy development, but it is not within its scope to make findings on childcare entitlements.

Officials are working closely across government, including with the Department for Education and His Majesty’s Treasury. The Review will conclude in early 2027.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what recent discussions she has had with the Department for Education on the effect of VAT on the affordability for families of children's play centres.

Answered by Dan Tomlinson - Exchequer Secretary (HM Treasury)

The Government recognises the vital role that children’s play centres play in supporting working families and their contribution to communities across the country. To support them and other businesses we are introducing new permanently lower business rates for eligible retail, hospitality and leisure (RHL) properties, including soft play centres. These tax reductions are worth nearly £1 billion per year and will benefit over 750,000 properties.

VAT is a broad-based tax on consumption, and the 20 per cent standard rate applies to most goods and services. A tax relief here would come at a cost to the Exchequer, reducing the revenue available for vital public services and would have to represent value for money for the taxpayer. Exceptions to the standard rate have always been limited and balanced against affordability considerations.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what financial support the Department is providing to families of children affected by trauma; and what assessment she has made of the potential impact of the reduction in the Adoption Support Fund (ASGSF) on individuals that would benefit from that Fund.

Answered by Sharon Hodgson - Parliamentary Under-Secretary (Department of Health and Social Care)

The Department of Health and Social Care provides support through funding a range of health services, including targeted services, that can support children who are affected by physical and mental trauma.

For example, in December 2025, my Rt Hon. Friend, the Secretary of State for Health and Social Care, announced a three-year pilot project to improve mental health support for children in care and their families. “Adoption support that works for all”, published in February, confirmed that this pilot will be designed so that it includes support for adoptive families.

The Department for Education revised criteria for the Adoption and Special Guardianship Support Fund (ASGSF) in April 2025 to ensure support for all those applying for ASGSF funding. An equalities impact assessment was published in July 2025. My Hon. Friend, the Parliamentary Under-Secretary of State for Children, Families and Wellbeing, recently announced the continuation of the ASGSF for 2026 to 2028, and a consultation on the longer-term future of adoption support, including a call for evidence on what works for children and families.

Question to the Scotland Office:

To ask the Secretary of State for Scotland, what engagement his department has had with the Department for Education regarding accessing apprenticeship training through English providers where there is no alternative provider in Scotland.

Answered by Kirsty McNeill - Parliamentary Under-Secretary (Scotland Office)

The responsibility for skills policy, and the provision of apprenticeship training in Scotland, lies with the Scottish Government as a devolved matter. Funding for apprenticeships and providers in Scotland are a devolved responsibility. UK Government officials, including those from DWP responsible for apprenticeships, regularly meet their counterparts in the devolved administrations to discuss issues, including eligibility.

Apprenticeship schemes in England are available to eligible learners working most of their time in England, including those who live in other parts of the UK. Due to devolved funding arrangements, learners based in Scotland who do not work in England are not eligible for funding for an English apprenticeship, even in cases where a comparable training provider does not exist in Scotland.

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