Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to increase the number of places available for educational psychology courses at universities in England, and whether she has considered salaried training routes for experienced professionals.

Answered by Georgia Gould - Minister of State (Education)

The department recently announced £26 million investment to train at least 200 new educational psychologists per year, starting in 2026 and 2027. This is set to be followed by further investment from 2028 to train more educational psychologists than we currently do, subject to future spending reviews. This builds on £31 million invested to train around 200 educational psychologists annually since 2023.

To qualify, trainees are required to undertake a three year doctorate training course. The department funds the tuition fees and year one bursary payment. In years two and three, trainees are based on placements across England, with placement providers funding a bursary or salary for these years.

Following graduation, department-funded trainees are required to remain in local authority employment for a minimum period (three years for trainees who began in September 2024).

This investment in the training scheme will help to grow local authority workforces, so that more educational psychologists are available to provide a variety of support, including identifying and supporting needs earlier and bolstering capacity to deliver assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has plans to review the commencement date of interest accruing on student loans.

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

We inherited the student loans system, including Plan 2, which was devised by the previous government. Threshold freezes have been introduced to protect taxpayers and students now, alongside future generations of learners and workers.

Borrowers on Plan 5 student loans only accrue interest at Retail Price Index, currently 3.2%. This means graduates will not repay more than they borrow in real terms.

Interest accrues on loan balances from the first day the loan is paid to the learning provider, and/or to the student, until the loan has been repaid in full or cancelled. Interest rates do not impact monthly repayments made by borrowers.

Question to the Department for Education:

To ask His Majesty's Government what consideration they have given to exempting PhD students from the international student levy.

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

The International Student Levy will require higher education providers to pay a flat fee of £925 per international student per year. The income raised by the levy will be reinvested into skills.

Providers will be given an allowance for the first 220 international students per year. This is to mitigate the levy having a disproportionate impact on smaller providers, particularly those operating specialist and resource intensive models with limited other means of cross-subsidisation. The levy will not be introduced until 2028/29 to give providers time to plan for its introduction. Providers will pay the levy one year in arrears, to help with their financial planning.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has reviewed the findings of the National Association of Disability Practitioners’ December 2025 critique of the Equality Impact Assessment relating to Disabled Students’ Allowance changes; and what steps she plans to take in response that critique.

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

The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.

The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.

The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.

Question to the Department for Education:

To ask the Secretary of State for Education, whether any further reductions or restrictions to DSA-funded assistive technology or non-medical support are currently under consideration.

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

The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.

The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.

The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.

Question to the Department for Education:

To ask the Secretary of State for Education, how many formal requests for meetings her Department has received from disability sector organisations regarding recent DSA policy changes since October 2025.

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

The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.

The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.

The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the average additional years in repayment for Plan 2 student loan borrowers attributable to charging interest at RPI plus up to three percentage points compared with CPI only.

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

The department does not hold analysis of the impact on the number of additional years of repayment for Plan 2 borrowers attributable to the level of interest charged.

Question to the Department for Education:

To ask the Secretary of State for Education, how she supports arts programs in schools.

Answered by Georgia Gould - Minister of State (Education)

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

The department is committed to revitalising arts education in schools, including changes to the curriculum, qualifications, accountability and enrichment.

We are consulting on an improved Progress 8 model, which balances a strong academic core with breadth and student choice. The current structure has hampered progress in subjects that strengthen our economy and society, including the arts. The improved version recognises the value of these subjects.

The department is supporting arts in schools through a £13 million investment in the new National Centre for Arts and Music Education, which will launch in September 2026 to provide strategic national leadership, support excellent teaching, and promote arts opportunities, ensuring every child can access a high‑quality arts education.

The department provides significant funding for the Music Hub network, Music Opportunities Pilot, Music and Dance Scheme, and Dance and Drama Awards, all designed to improve equity in the arts, mainly in schools and colleges.

The Department for Culture, Media and Sport (DCMS) committed £22.5 million enrichment in up to 400 schools, across all types of enrichment activity, including arts and culture.

Arts Council England, an arm’s-length body of DCMS, provides funding to a range of programmes that support arts in schools. As part of the government’s recent response to the independent review of Arts Council England, the department has committed to enabling all children across the country to have access to excellent culture in both schools and communities.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has had discussions with (a) University College London and (b) other higher education institutions on levels of student society support for Ayatollah Ali Khamenei.

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

As stated by my right hon. Friend, the Secretary of State for Defence on 1 March, Ayatollah Khamenei ran an oppressive and brutal regime, murdering thousands of his own citizens and exporting terror, including to Britain. It is horrifying to see his death mourned publicly in this country.

We condemn all extremist intimidation, harassment and incitement to hatred in our universities. Where public mourning involves this sort of unacceptable behaviour, it should not be tolerated. The department’s Prevent Coordinators engage with universities on concerns relating to students’ union activity and student conduct, to ensure that the correct policies and procedures have been followed. Students’ Unions, where they are registered charities, are regulated by the Charity Commission for compliance with charity law, which assesses and manages them through its regulatory framework.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has issued guidance to higher education institutions on the promotion of narratives in student societies linked to foreign political leadership.

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

As stated by my right hon. Friend, the Secretary of State for Defence on 1 March, Ayatollah Khamenei ran an oppressive and brutal regime, murdering thousands of his own citizens and exporting terror, including to Britain. It is horrifying to see his death mourned publicly in this country.

We condemn all extremist intimidation, harassment and incitement to hatred in our universities. Where public mourning involves this sort of unacceptable behaviour, it should not be tolerated. The department’s Prevent Coordinators engage with universities on concerns relating to students’ union activity and student conduct, to ensure that the correct policies and procedures have been followed. Students’ Unions, where they are registered charities, are regulated by the Charity Commission for compliance with charity law, which assesses and manages them through its regulatory framework.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the Office for Students has reviewed the adequacy of compliance procedures at students' unions following public statements praising Ayatollah Ali Khamenei.

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

As stated by my right hon. Friend, the Secretary of State for Defence on 1 March, Ayatollah Khamenei ran an oppressive and brutal regime, murdering thousands of his own citizens and exporting terror, including to Britain. It is horrifying to see his death mourned publicly in this country.

We condemn all extremist intimidation, harassment and incitement to hatred in our universities. Where public mourning involves this sort of unacceptable behaviour, it should not be tolerated. The department’s Prevent Coordinators engage with universities on concerns relating to students’ union activity and student conduct, to ensure that the correct policies and procedures have been followed. Students’ Unions, where they are registered charities, are regulated by the Charity Commission for compliance with charity law, which assesses and manages them through its regulatory framework.

Question to the Department for Education:

To ask His Majesty's Government, with regard to the consultation on the proposed revisions to Keeping children safe in education, published on 12 February, why paragraph 97 of the draft guidance makes provision for pupils to participate in sports teams of the opposite sex.

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

The recently published consultation draft of ‘Keeping children safe in education’ does not say that schools should accept requests for pupils to join sports teams for the opposite sex. The guidance is absolutely clear that some sports may need to be played in single sex sports to ensure children’s safety, and that where this is the case there should be no exceptions.

Where there are other reasons for providing single sex sports, the guidance sets out that schools should take into account all the relevant factors, including the best interests of the child, as well as considering the impact on other children.

Schools should be informed by advice from national governing bodies on what is appropriate for individual sports.

Question to the Department for Education:

To ask His Majesty's Government what plans they have for protections for teachers and staff at schools, colleges and universities who do not use pronouns of one gender for students of the opposite biological sex.

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

Schools, further education colleges and higher education institutions are responsible for their own decisions on employment issues. The department expects schools, colleges and universities, like all employers, to follow all relevant employment law, statutory guidance and abide by their obligations under the Equality Act.

Guidance for schools and colleges on gender-questioning children can be found in ‘Keeping children safe in education’. The guidance is clear that a school or college must also be conscious of the rights of pupils and staff in relation to their religion or belief as protected characteristics. Alongside this, the guidance also states that schools or colleges will appropriately sanction any cases of bullying or harassment and take a strong stand against bullying.

Question to the Department for Education:

To ask His Majesty's Government what plans they are taking to promote the National Year of Reading 2026 in early years settings, in schools, further and higher education.

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

​I refer the noble Lady to the answer of 31 March 2026 to Question HL14644.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will will consider exempting PhD students from the International Student Levy.

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

We are engaging with the higher education sector to shape the design of the International Student Levy (ISL) to make delivery as easy as possible for providers. A technical consultation on the delivery of the ISL was open for responses until 18 February 2026. The government will publish its response in Summer 2026.

We have listened to concerns raised by the sector. The levy will not be introduced until 2028/29 to give providers time to plan for its introduction. Providers will also pay the ISL one year in arrears, to help with their financial planning and will also be given an allowance for the first 220 international students per year. This is to mitigate the ISL having a disproportionate impact on smaller providers, particularly those operating specialist and resource intensive models with limited other means of cross-subsidisation.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the cost to the public purse of industrial disputes in further education colleges.

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

Further education colleges, rather than government, are responsible for setting and negotiating terms and conditions and managing their industrial relations.

Based on engagement with the sector, we know colleges affected by recent strikes have generally implemented measures to ensure the impact on learners is minimised as far as possible. This has included rearranging classes, providing online learning where possible, and keeping libraries and learning centres open to allow the opportunity for independent study.

We encourage colleges to continue to adopt these and other appropriate mitigations where that is necessary. We encourage colleges and unions to remain engaged in open and constructive dialogue for the best interests of staff and students.

We all have a shared goal in ensuring our young people gain the best education during this critical transition period, advancing their opportunities and supporting economic growth.

Question to the Department for Education:

To ask the Secretary of State for Education, how many UK students have studied abroad under the Turing scheme by country in the most recent year for which figures are available; and at what cost.

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

The 2023/24 academic year is the most recent year for which data is published on placements completed using Turing Scheme funding and the associated costs. In 2023/2024, 32,714 UK students took part in international placements through the Turing Scheme, travelling to 153 countries. The most popular destinations were Spain (4,728), France (3,178), Italy (1,841), the United States (2,468), Australia (1,002) and Japan (750).

Across all sectors, the scheme spent £82.8 million of funding in that year on placements for students in higher education, further education and vocational training, and schools. The department does not hold information on the cost of placements by individual destination country.

A full breakdown of destinations and funding is available at: https://www.gov.uk/government/publications/turing-scheme-funding-outcomes-2023-to-2024.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 24 February (HL Deb col 565), whether they will publish a breakdown by programme area of the £4 billion for special educational needs and disabilities reform over the next three years, including allocations for (1) the Inclusive Mainstream Fund, (2) Experts at Hand, (3) Best Start Family Hubs, and (4) a national training package.

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

As set out in special educational needs and disabilities reform: putting children and young people first, the breakdown of our £4bn investment package, over the next three years, is as follows:

• £1.6 billion on Inclusive Mainstream Fund
• £1.8 billion on Experts at Hand
• Over £200 million on Best Start Family Hubs
• Over £200 million on national training package
• Over £200 million on local authority transformation
• Over £40 million on specialist training (including educational psychologists and speech and language therapists)

The government will publish breakdowns by programme area for this coming financial year as part of publishing allocations in the coming months.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the capacity of the childcare sector to deliver Government-funded childcare places; and what their current estimate is of any shortfall or surplus of places.

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

Through the Best Start in Life strategy, the department is focused on reforming the childcare system and delivering on our Plan for Change. This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in early years entitlements next year compared to 2025/26. The school-based nursery programme is a £400 million capital investment to deliver the government’s manifesto commitment to create or expand thousands of additional school-based nurseries across England, increasing access to childcare for families.

The department is providing £82 million of capital funding to over 600 primary and maintained nursery schools across phases 1 and 2 which will create over 11,000 new nursery places by September 2027, of which over 5,000 places were available from September 2025.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract. There are currently no sufficiency challenges reported.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the levels of the risk of insolvency among universities in England.

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

We are aware that some higher education (HE) providers are making difficult decisions about course consolidation and closures. As autonomous institutions, HE providers are responsible for managing their own finances. It is therefore right that they focus on ensuring their courses are financially sustainable.

The Office for Students (OfS) is responsible for monitoring and reporting on the HE sector’s financial sustainability. The department works closely with the OfS to understand the sector’s changing financial landscape and level of risk.

The government recognises that the sector's financial environment is challenging. This is why tuition fee caps were uplifted in line with forecast inflation for 2025/26, with further uplifts planned for 2026/27 and 2027/28. We will then legislate to increase tuition fee caps automatically for future academic years. The department has also appointed Professor Edward Peck as OfS Chair, where he will play a key role in strengthening its commitment to financial sustainability.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the number of course closures announced in higher education over the past year.

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

We are aware that some higher education (HE) providers are making difficult decisions about course consolidation and closures. As autonomous institutions, HE providers are responsible for managing their own finances. It is therefore right that they focus on ensuring their courses are financially sustainable.

The Office for Students (OfS) is responsible for monitoring and reporting on the HE sector’s financial sustainability. The department works closely with the OfS to understand the sector’s changing financial landscape and level of risk.

The government recognises that the sector's financial environment is challenging. This is why tuition fee caps were uplifted in line with forecast inflation for 2025/26, with further uplifts planned for 2026/27 and 2027/28. We will then legislate to increase tuition fee caps automatically for future academic years. The department has also appointed Professor Edward Peck as OfS Chair, where he will play a key role in strengthening its commitment to financial sustainability.

Question to the Department for Education:

To ask the Secretary of State for Education, what is her most recent estimate of (1) the Resource Accounting and Budgeting charge and (2) the estimated cost to Government of support for the student finance system, based on future loan write-offs and interest subsidies, (a) in net present-value terms, and (b) as a proportion of the initial loan outlay.

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

The Resource Accounting and Budgeting (RAB) charge, the government subsidy anticipated on student loans issued in any particular financial year, is calculated as the present value of student loan outlay less expected future repayments. This is in accordance with relevant International Financial Reporting Standards and guidance from HM Treasury’s's Government Financial Reporting Manual.

In the 2024/25 financial year, the RAB charge was £6.2 billion, or 29.6% of the £20.7 billion of the student loans issued.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support further education colleges that have unresolved industrial disputes.

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

Further education colleges, rather than government, are responsible for setting and negotiating terms and conditions and managing their industrial relations.

Based on engagement with the sector, we know colleges affected by recent strikes have generally implemented measures to ensure the impact on learners is minimised as far as possible. This has included rearranging classes, providing online learning where possible, and keeping libraries and learning centres open to allow the opportunity for independent study.

We encourage colleges to continue to adopt these and other appropriate mitigations where that is necessary. We encourage colleges and unions to remain engaged in open and constructive dialogue for the best interests of staff and students.

We all have a shared goal in ensuring our young people gain the best education during this critical transition period, advancing their opportunities and supporting economic growth.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has collected post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software.

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

The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.

The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.

The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment his Department has made of the impact of changes to Disabled Students’ Allowance support on demand for Access to Work or other employment support schemes.

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

The department is aware of the response written on behalf of the National Association of Disability Practitioners in December 2025 to the change made from March 2025 to remove Disabled Students’ Allowance (DSA) funding for non-specialist spelling and grammar software other than in exceptional circumstances. The department keeps all support funded through DSA under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

Since October 2025, the department has received one formal request for a meeting regarding recent DSA policy changes from a disability sector organisation.

The department’s policy change to remove DSA funding for non-specialist spelling and grammar software other than in exceptional circumstances applied only to DSA applicants whose needs assessments took place from 17 March 2025. Students who had already been awarded this software had their awards left in place. It is therefore not the case that software has been removed from students' part-way through their courses. While it is too early to collect any post-implementation data on the academic performance or withdrawal rates of students previously supported with specialist assistive software, given that the policy change came into effect less than a year ago, the department is continuing to monitor the participation, attainment, and completion rates for disabled students in higher education.

The department has not undertaken a specific assessment of the impact of DSA changes on demand for Access to Work or other employment support schemes. DSA is designed to address disability related barriers to study, while Access to Work provides support in employment-related barriers to study. The department and the Department for Work and Pensions are in regular contact.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support schools to recruit qualified physics teachers in the West Midlands.

Answered by Georgia Gould - Minister of State (Education)

The department’s Plan for Change commits us to recruiting an additional 6,500 new expert teachers across secondary and special schools and our colleges over the course of this Parliament.

In 2023/24, just 17% of the postgraduate initial teacher training target for physics trainees was met. In 2025/26, this increased to 78%, with 1,095 new entrants, reaching the highest number for physics since comparable statistics began in 2014/2015.

Additionally, full-time equivalent (FTE) teachers in state-funded schools in the West Midlands increased by 353 to 52,658 per the latest census, and across the country the workforce has grown by 2,346 FTE in secondary and special schools, which are the schools where they are needed most.

We are continuing to support physics teacher recruitment with bursaries worth £29,000 and tax free scholarships worth £31,000. We are also supporting retention alongside increased recruitment, with a targeted retention incentive, worth up to £6,000 after tax, for teachers in years 1-5 of their career who choose to work in the most disadvantaged schools.

Question to the Department for Education:

To ask the Secretary of State for Education, how many whistleblowing complaints relating to (a) free speech, (b) academic freedom and (c) political discrimination have been reported to her Department since 2020.

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

This government is absolutely committed to freedom of speech and academic freedom. Under the Public Interest Disclosure Act 1998, the department is not the prescribed person for whistleblowing concerns in higher education (HE) and does not receive whistleblowing complaints related to HE.

Question to the Department for Education:

To ask His Majesty's Government what recent steps they have taken to improve the quality and accessibility of social care services for children across the UK.

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

Children’s social care is a devolved matter, and the response outlines the information for England only.

The department is taking forward a comprehensive programme of major reforms, including a focus on early help, family support and stronger safeguarding, as set out in the ‘Keeping children safe, helping families thrive’ statement and the Children’s Wellbeing and Schools Bill. Our measures will strengthen multi‑agency child protection, expand kinship and foster care support, and enhance Ofsted’s powers to tackle unregistered or substandard provision.

The department is also delivering the Families First Partnership programme to keep families together and reduce reliance on high-cost residential placements. Placement quality, financial transparency and workforce capacity are being improved through significant investment and new oversight measures.

Question to the Department for Education:

To ask His Majesty's Government how much in total was paid to the Teachers' Pension Scheme by (1) teachers, and (2) employers, in (a) 2021, (b) 2022, and (c) 2023; and how much was paid to retired teachers in pension payments in each of those years.

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

In the 2020/21 financial year, a total of £2.48 billion was paid by members into the Teachers’ Pension Scheme (TPS), and £6.15 billion was paid by employers over the same period. £9.41 billion was paid to retired members of the TPS within this financial year.

In the 2021/22 financial year, a total of £2.57 billion was paid by members into the TPS, and £6.357 billion was paid by employers over the same period. £9.563 billion was paid to retired members of the TPS within this financial year.

In the 2022/23 financial year, a total of £2.65 billion was paid by members into the TPS, and £6.58 billion was paid by employers over the same period. £9.93 billion was paid to retired members of the TPS within this financial year.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department holds on the number of Remediable Service Statements issued to retired teachers; and whether her Department will publish these statistics on a regular basis.

Answered by Georgia Gould - Minister of State (Education)

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

As of 18 March 2026, 73,913 Remediable Service Statements (RSSs) have been issued to retired members, and there are 68,126 remaining to be issued. There are currently no plans to publish RSS statistics on the website. However, the scheme administrator keeps affected members informed of general progress through established channels, including My Pension Online and its website. The latest update is available here: https://www.teacherspensions.co.uk/news/public-news/2025/11/timeline-for-sending-out-remediable-service-statements-rss.aspx.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the activities of the National Education Union on community cohesion.

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

Education plays a vital role in preparing our children and young people for life in a modern and diverse Britain. Accordingly, the department plays a key role in the government’s efforts to strengthen social cohesion, as outlined in the recently published social cohesion action plan ‘Protecting What Matters’.

As part of these actions to strengthen social cohesion, my right hon. Friend, the Secretary of State for Education has launched an independent review into antisemitism in schools and colleges in England, led by Sir David Bell.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of trends in the level of (a) recruitment and (b) retention in further education colleges in (i) island and (ii) coastal communities.

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

The department is taking actions to strengthen the recruitment and retention in further education (FE) colleges across the country, including coastal and island communities, as outlined in the recent Post-16 Education and Skills White Paper.

Across the spending review period we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This will support colleges to recruit and retain excellent teachers. Delivery of this funding is weighted to account for levels of disadvantage.

Our national recruitment campaign promotes careers in FE, and retention payments of up to £6,000 after tax are offered for early career teachers, with higher payments for providers with a higher proportion of disadvantaged learners. Bursaries of up to £31,000 are available for teacher training. With reference to pay, FE colleges, rather than the government, are responsible for setting pay.

The department will continue to monitor workforce recruitment and retention trends through the FE Workforce Data Collection.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of pay disparities between mainland further education colleges and those in island communities on staff recruitment and retention.

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

The department is taking actions to strengthen the recruitment and retention in further education (FE) colleges across the country, including coastal and island communities, as outlined in the recent Post-16 Education and Skills White Paper.

Across the spending review period we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This will support colleges to recruit and retain excellent teachers. Delivery of this funding is weighted to account for levels of disadvantage.

Our national recruitment campaign promotes careers in FE, and retention payments of up to £6,000 after tax are offered for early career teachers, with higher payments for providers with a higher proportion of disadvantaged learners. Bursaries of up to £31,000 are available for teacher training. With reference to pay, FE colleges, rather than the government, are responsible for setting pay.

The department will continue to monitor workforce recruitment and retention trends through the FE Workforce Data Collection.

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the number of Plan 2 student loan borrowers who have seen their outstanding balance increase despite making regular repayments in South Basildon and East Thurrock constituency in each of the last five years.

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

There are 330 people with contact postcodes held by the Student Loan Company (SLC) indicating they live in the South Basildon and East Thurrock constituency who have repaid their plan 2 Student Loan.

There are 6,530 people in the constituency who currently have outstanding plan 2 student loans; of which 5,700 borrowers have loans that have become liable to repay as they are beyond the statutory repayment due date.

In the 2024/25 financial year, 2,100 plan 2 borrowers with loans that had become liable to repay made regular repayments but saw their outstanding balance increase as the total interest added exceeded the total amount repaid over the year. Outstanding debt, including interest, is cancelled at the end of the loan term, with no detriment to the borrower.

For this analysis, a borrower is deemed to have made regular repayments if they have made at least four repayments in the 2024/25 financial year. This may include borrowers who stopped their regular repayments or ceased being liable to repay part-way through the year.

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

(Borrower numbers rounded to the nearest 10).

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the number of people in the South Basildon and East Thurrock constituency who have fully repaid their Plan 2 student loan.

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

There are 330 people with contact postcodes held by the Student Loan Company (SLC) indicating they live in the South Basildon and East Thurrock constituency who have repaid their plan 2 Student Loan.

There are 6,530 people in the constituency who currently have outstanding plan 2 student loans; of which 5,700 borrowers have loans that have become liable to repay as they are beyond the statutory repayment due date.

In the 2024/25 financial year, 2,100 plan 2 borrowers with loans that had become liable to repay made regular repayments but saw their outstanding balance increase as the total interest added exceeded the total amount repaid over the year. Outstanding debt, including interest, is cancelled at the end of the loan term, with no detriment to the borrower.

For this analysis, a borrower is deemed to have made regular repayments if they have made at least four repayments in the 2024/25 financial year. This may include borrowers who stopped their regular repayments or ceased being liable to repay part-way through the year.

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

(Borrower numbers rounded to the nearest 10).

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the number of people who have outstanding Plan 2 student loans in South Basildon and East Thurrock constituency.

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

There are 330 people with contact postcodes held by the Student Loan Company (SLC) indicating they live in the South Basildon and East Thurrock constituency who have repaid their plan 2 Student Loan.

There are 6,530 people in the constituency who currently have outstanding plan 2 student loans; of which 5,700 borrowers have loans that have become liable to repay as they are beyond the statutory repayment due date.

In the 2024/25 financial year, 2,100 plan 2 borrowers with loans that had become liable to repay made regular repayments but saw their outstanding balance increase as the total interest added exceeded the total amount repaid over the year. Outstanding debt, including interest, is cancelled at the end of the loan term, with no detriment to the borrower.

For this analysis, a borrower is deemed to have made regular repayments if they have made at least four repayments in the 2024/25 financial year. This may include borrowers who stopped their regular repayments or ceased being liable to repay part-way through the year.

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

(Borrower numbers rounded to the nearest 10).

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support young adults in Newbury constituency with financial difficulties as a result of freezes to the Plan 2 student loan repayment threshold.

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

Plan 2 loans were designed and implemented by previous governments, and we are having to make hard choices to balance taxpayer and borrower interests to ensure that the student finance system remains sustainable.

Student loan repayments are linked to income, not to the amount borrowed or interest applied. The repayment threshold will rise in April 2026, to £29,385 which is a higher rate than the average graduate salary three years after graduation. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. Even with the freeze, in year one the average borrower on a Plan 2 loan will repay around £8 more than had the freeze not been enforced.

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of freezes to the Plan 2 student loan repayment threshold on recent graduates.

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

Plan 2 loans were designed and implemented by previous governments, and we are having to make hard choices to balance taxpayer and borrower interests to ensure that the student finance system remains sustainable.

Student loan repayments are linked to income, not to the amount borrowed or interest applied. The repayment threshold will rise in April 2026, to £29,385 which is a higher rate than the average graduate salary three years after graduation. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same. Repayments are made at a constant rate of 9% above the earnings threshold, and the 9% rate strikes a balance between affordability for graduates and fairness to taxpayers. Even with the freeze, in year one the average borrower on a Plan 2 loan will repay around £8 more than had the freeze not been enforced.

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

Question to the Department for Education:

To ask the Secretary of State for Education, what her Department’s estimate is of the (a) total level of student loan debt of Plan 2 students who started their course between 2012 and 2023 and (b) total level of student loan debt of Plan 2 students at the point that the freeze in repayment thresholds is planned to end in 2029-2030 for which the latest data is available.

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

The current mean average level of student loan balance of Plan 2 students who started their course between 2012 and 2023 to the nearest £100, as of 9 February, is £52,100 for England domiciled borrowers.

We do not hold a forecast for this average balance in 2029/30 on a consistent basis to the above figure provided by the Student Loans Company (SLC), as we forecast loan balances at the course level rather than borrower level, so cannot calculate the average balance by borrower.

The total level of student loan balances of Plan 2 students who started their course between 2012 and 2023 is £213 billion (to the nearest billion, as of 31 March 2025), for England and EU domiciled borrowers, as published here: https://www.gov.uk/government/statistics/student-loans-in-england-2024-to-2025/student-loans-in-england-financial-year-2024-25.

Our modelled forecast of estimated total loan balance at the end of 2029/30 is £249 billion (rounded to the nearest billion, estimate for 1 April 2030), as published here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25#explore-data-and-files.

The 2029/30 total loan balance figure is forecasted and not certain. More details on the methodology are here: https://explore-education-statistics.service.gov.uk/methodology/student-loan-forecasts-for-england.

Question to the Department for Education:

To ask the Secretary of State for Education, what is her Department’s estimate of the (a) average level of student loan debt of Plan 2 students who started their course between 2012 and 2023 and (b) average level of student loan debt of Plan 2 students at the point that the freeze in repayment thresholds is planned to end in 2029-2030 for which the latest data is available.

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

The current mean average level of student loan balance of Plan 2 students who started their course between 2012 and 2023 to the nearest £100, as of 9 February, is £52,100 for England domiciled borrowers.

We do not hold a forecast for this average balance in 2029/30 on a consistent basis to the above figure provided by the Student Loans Company (SLC), as we forecast loan balances at the course level rather than borrower level, so cannot calculate the average balance by borrower.

The total level of student loan balances of Plan 2 students who started their course between 2012 and 2023 is £213 billion (to the nearest billion, as of 31 March 2025), for England and EU domiciled borrowers, as published here: https://www.gov.uk/government/statistics/student-loans-in-england-2024-to-2025/student-loans-in-england-financial-year-2024-25.

Our modelled forecast of estimated total loan balance at the end of 2029/30 is £249 billion (rounded to the nearest billion, estimate for 1 April 2030), as published here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25#explore-data-and-files.

The 2029/30 total loan balance figure is forecasted and not certain. More details on the methodology are here: https://explore-education-statistics.service.gov.uk/methodology/student-loan-forecasts-for-england.

Question to the Department for Education:

To ask the Secretary of State for Education, what was the repayment forecast for Plan 2 student loan graduates in each of the last five years compared to actual repayments in each of those years.

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

The actual repayments for plan 2 are published in Figure 14 on this page:

https://www.gov.uk/government/statistics/student-loans-in-england-2024-to-2025/student-loans-in-england-financial-year-2024-25#income-contingent-loan-borrower-repayment-status.

The forecasts for Plan 2 are published here:

2020/21: https://explore-education-statistics.service.gov.uk/data-tables/permalink/537c9923-1dee-4dd7-03b6-08de802d14ab.

2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/72cb044b-3268-42b8-2298-08de802e40a1.

2022/23: https://explore-education-statistics.service.gov.uk/data-tables/permalink/63aca262-3422-41f2-03b4-08de802d14ab.

2023/24: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8be5221a-77a1-4544-2297-08de802e40a1.

2024/25: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8b17045b-d933-4ac1-03af-08de802d14ab.

Forecasts are always likely to deviate from actuals due to uncertainty around many factors. Forecasts are based on the most up to date inputs available. Even looking only a year into the future, factors affecting repayments are likely to deviate from model inputs, especially in times of greater economic uncertainty. Over time, improvements to modelling methodology also affect accuracy of forecasts.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with the Secretary of State for Health and Social Care on whether medical students will qualify for maintenance grants when these are reintroduced.

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

This government is committed to supporting the aspiration of every person who meets the requirements and wants to attend higher education. We must, therefore, reform the higher education system to better support disadvantaged students.

Maintenance grants will support students studying courses aligned with the government’s missions and the Industrial Strategy at Levels 4 to 6 under the Lifelong Learning Entitlement, including technical qualifications and degrees. The new grants will provide disadvantaged students with up to £1,000 extra per year on top of existing maintenance loans, increasing the cash in student’s pockets without increasing their debt.

It is vital that the list of subjects that will be eligible for maintenance grants is informed by the best and most up-to-date evidence available on future employment and skills priorities. The full list of eligible subjects will be confirmed in advance of maintenance grant introduction in the 2028/29 academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of maintaining thresholds for repayment of student loans between 2027-28 and 2029-30 for Plan 2 students who started their course between 2012 and 2023 on fair access to higher education for students from economically disadvantaged backgrounds.

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

Plan 2 loans were designed and implemented by previous governments. Students in England starting degrees under this government have different arrangements.

Lower earning graduates remain protected by this change. Graduates only begin repaying once their earnings exceed the threshold, paying 9% of income above that level. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same.

The department has produced the attached analysis regarding the lifetime impact of freezing the repayment and interest thresholds.

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of maintaining thresholds for repayment of student loans between 2027-28 and 2029-30 for Plan 2 students who started their course between 2012 and 2023 on fair access to higher education for women students.

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

Plan 2 loans were designed and implemented by previous governments. Students in England starting degrees under this government have different arrangements.

Lower earning graduates remain protected by this change. Graduates only begin repaying once their earnings exceed the threshold, paying 9% of income above that level. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same.

The department has produced the attached analysis regarding the lifetime impact of freezing the repayment and interest thresholds.

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to Part 2 student loan repayments and the freezing of interest thresholds on [a] women and [b] students with disabilities.

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

We inherited a Plan 2 loan system that was devised and implemented by the previous government, and there have not been retrospective changes to repayments. Students sign the terms and conditions of the student loan plan type available at the time of their studies before any money is paid to them. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans.

There has also been no freezing of interest rate threshold. Interest accrues on loan balances at a rate of Retail Price Index (RPI) to RPI+3% until the loan has been repaid in full or is cancelled. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold and interest rates do not impact monthly repayments made by borrowers.

If a borrower becomes disabled and permanently unfit for work, loan balances, including interest, may be written off. For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will undertake a review of student and graduate opinion about the retrospective nature of changes to Part 2 student loan repayments and the freezing of interest thresholds.

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

We inherited a Plan 2 loan system that was devised and implemented by the previous government, and there have not been retrospective changes to repayments. Students sign the terms and conditions of the student loan plan type available at the time of their studies before any money is paid to them. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans.

There has also been no freezing of interest rate threshold. Interest accrues on loan balances at a rate of Retail Price Index (RPI) to RPI+3% until the loan has been repaid in full or is cancelled. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold and interest rates do not impact monthly repayments made by borrowers.

If a borrower becomes disabled and permanently unfit for work, loan balances, including interest, may be written off. For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made on the number of people with a Plan 3 student loan in England and Wales; and what is the total value of those loans.

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

The number of England‑domiciled borrowers with a Plan 3 student loan was 603,000, rounded to the nearest thousand, and the total value of those loans was £6.521 billion, rounded to the nearest million, as of 31 March 2025.

Education is a devolved matter, and the Welsh Government is responsible for providing equivalent figures for borrowers in Wales.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for secondary school head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for primary school deputy head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for secondary school deputy head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask the Secretary of State for Education, how many students starting an undergraduate degree course in 2025 at each Russell Group University had achieved a) 3 or more A Levels and b) a T Level and c) a BTEC; and what was this as a proportion of the number of students passing those qualifications in 2025.

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

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and includes information on the qualifications held by students on entry to their course at a UK HE provider. The latest student data held by the department refers to the 2024/25 academic year and covers students starting degree courses in 2024.

The number of English-domiciled entrants to undergraduate courses in each Russell Group university in the 2024/25 academic year reported by HESA to have achieved either three or more A Levels, a T Level, or a BTEC, can be found in the attached spreadsheet.

The spreadsheet also presents the undergraduate entrant figures as a proportion of the total number of pupils in England achieving three or more A Levels, a T Level, or a BTEC in the 2023/24 academic year. Caution is advised when interpreting the data in this spreadsheet due to low and inconsistent reporting rates for HE entry qualifications. Counts in the spreadsheet have been rounded to the nearest 5.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will commission an analysis of areas with the highest levels of prosecutions for truancy, to examine the contributing social, economic, and institutional factors, to help inform evidence-based policy responses.

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

The department conducts analysis of data received via its Parental Responsibility Measures for Attendance data collection, which provides information on the national use of legal interventions to improve school attendance, including prosecutions, by local authority. We will continue to use the results of this data analysis to inform conversations with local authorities on addressing barriers to attendance, using a ’support first’ approach to pupils’ attendance. The department’s guidance is clear that prosecutions should only be used as a last resort, where all other routes have been exhausted or deemed inappropriate in the circumstances of the individual case.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will review the statutory guidance on school attendance to allow exemptions for term-time holidays for children in foster care with complex needs and SEND when travel during peak holiday periods is not feasible.

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

There are currently no plans to review our approach to term-time holidays. Schools may grant a leave of absence for exceptional circumstances at their discretion by judging each application on the specific facts. However, generally a holiday would not constitute an exceptional circumstance. The school year is structured so that there are opportunities for holidays outside of term-time. Schools and local authorities also have considerable flexibility to plan term dates themselves and hold INSET days and other occasional days at quieter times of the year, allowing parents and carers to plan breaks at times that suit them.

This government recognises there can be considerable additional pressures on some pupils and their parents and carers, including for children in foster care with complex needs. However, all children have a right to a full-time education and we do not believe the solution is to endorse additional time away from school.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer on 12 March 2026 to question 117273, if she will provide financial assistance to schools to accommodate pupils from nearby private schools that have closed.

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

School funding is increasing by £1.7 billion in 2026/27, meaning that core school budgets will total £67 billion, an increase on the £65.3 billion provided in 2025/26.

In 2026/27, the most deprived schools have, on average, attracted the largest per pupil funding amounts through the schools National Funding Formula.

Question to the Department for Education:

To ask the Secretary of State for Education, what enforcement mechanisms will apply to ensure full compliance with Individual Support Plan commitments.

Answered by Georgia Gould - Minister of State (Education)

There will be a legal duty on education 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.

The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns. Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting, including making use of the improved schools complaints process if necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent special educational needs and disabilities specialist (for example, a special educational needs coordinator, multi-academy trust inclusion director or senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The ISP will be tailored in line with the layers of support, with guidance to support education settings in creating high-quality plans. ISPs will be standardised across settings to facilitate transitions. ISPs will be interactive, accessible, and available in a digital format, supporting consistency across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what a) guidance and b) support does her Department provide to ensure sufficient school transport capacity in rural areas such as West Dorset during periods of high demand.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support local authorities such as Dorset Council in managing demand for school transport during peak holiday periods.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the availability of school bus places during peak holiday periods in West Dorset.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what specific nutritional and processing specifications are included in contracts for the National Breakfast Club programme to help ensure that the £100m+ of annual public spend is not directed toward ultra-processed cereals and breads.

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

The National School Breakfast Programme is an inherited scheme from the previous government and the contract will end in July 2026. The contract with the supplier, Family Action, stipulates that all food available for schools to purchase must meet the School Food Standards. ​

The School Food Standards already restricts foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods. However, to ensure quality and nutrition in meals for the future, we are revising the School Food Standards. We are engaging experts across the sector, such as nutritionists, and are developing our plans to consult on the changes.  ​

This government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. Since April 2025, we have funded 750 schools to offer a free breakfast club as early adopters, delivering seven million meals so far. We are moving into national rollout, investing a further £80 million into the programme to fund an additional 2,000 schools between April 2026 and March 2027. Schools delivering free breakfast clubs have autonomy in how they procure their breakfast food, which must meet the School Food Standards.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing a maximum five per cent threshold for ultra-processed foods (Nova Group 4) in the updated School Food Standards.

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

The Scientific Advisory Committee on Nutrition has considered the impact of processed foods on health in 2023 and 2025, and recommends that on balance, most people are likely to benefit from reducing their consumption of processed foods high in energy, saturated fat, salt and free sugars and low in fibre.

The School Food Standards already restrict foods high in fat, salt and sugar, as well as low-quality reformed or reconstituted foods, but to ensure quality and nutrition in meals for the future, we are revising the School Food Standards. We are engaging experts across the sector, such as nutritionists, and are developing our plans to consult on the changes.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will publish guidance on quality standards for Individual Support Plans to prevent variation between local authorities and ensure consistent support for children nationwide.

Answered by Georgia Gould - Minister of State (Education)

There will be a legal duty on education 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.

The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns. Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting, including making use of the improved schools complaints process if necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent special educational needs and disabilities specialist (for example, a special educational needs coordinator, multi-academy trust inclusion director or senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The ISP will be tailored in line with the layers of support, with guidance to support education settings in creating high-quality plans. ISPs will be standardised across settings to facilitate transitions. ISPs will be interactive, accessible, and available in a digital format, supporting consistency across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her department is taking to ensure pupils, particularly those with imminent exams, can continue to attend schools safely in the context of the meningitis outbreak.

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

Children and young people, including those identified as contacts of cases, can and should continue to attend school or college as normal, including sitting exams and qualifications, unless directly advised otherwise by the local health protection team.

Meningococcal disease does not spread easily, and outbreaks of the size seen in Kent are rare. Transmission of meningococcal disease requires close and prolonged contact to spread, including living in the same household, and intimate contact such as kissing or sharing vapes.

A targeted programme of preventative antibiotics and meningitis B vaccination has been introduced to provide longer-term protection for students and young people in the area. Vaccination has been offered to all those who have received preventative antibiotics, and to year 11, 12 and 13 students in schools and colleges in Kent where confirmed or probable cases have been identified. Widening the vaccine offer is a precautionary measure to ensure longer-term protection whilst helping to minimise disruption to school attendance at a critical time in the academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, whether school children who have been in a classroom, dining hall, shared areas with someone who now has confirmed meningitis are being offered a)antibiotics b)vaccinations.

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

Children and young people, including those identified as contacts of cases, can and should continue to attend school or college as normal, including sitting exams and qualifications, unless directly advised otherwise by the local health protection team.

Meningococcal disease does not spread easily, and outbreaks of the size seen in Kent are rare. Transmission of meningococcal disease requires close and prolonged contact to spread, including living in the same household, and intimate contact such as kissing or sharing vapes.

A targeted programme of preventative antibiotics and meningitis B vaccination has been introduced to provide longer-term protection for students and young people in the area. Vaccination has been offered to all those who have received preventative antibiotics, and to year 11, 12 and 13 students in schools and colleges in Kent where confirmed or probable cases have been identified. Widening the vaccine offer is a precautionary measure to ensure longer-term protection whilst helping to minimise disruption to school attendance at a critical time in the academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure access for pre-school children with additional needs to nursery places in the Poole constituency.

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

We want every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disability (SEND) reforms we announced in February, will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams.

Alongside this, we will work with local authorities to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places. This will provide parents greater confidence that their children can access the early education and childcare they are entitled to.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of requiring nurseries to use monitoring or recording equipment, including cameras; and whether her Department has issued guidance to early years providers on the use of such technology to support safeguarding.

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

The ‘Early years foundation stage’ statutory framework sets the standards and requirements early years providers must meet to ensure that children have the best start in life and are kept healthy and safe. Providers are required to have safeguarding policies addressing the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about using monitoring and recording equipment are for individual providers, subject to safeguarding and data protection requirements.

As part of the department’s ongoing review of safeguarding requirements, an expert advisory panel has been appointed and is working at pace to inform guidance for the sector on the safe and effective use of CCTV and digital devices. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations. It will be published in summer 2026.

Question to the Department for Education:

To ask His Majesty's Government what the £3.5 billion of funding allocated to the Department for Education for 2028–29, additional to the previously planned funding at Autumn Budget 2025, will be spent on.

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

The £4 billion in funding over the spending review period (2026/27, 2027/28 and 2028/29) is newly allocated funding from existing departmental budgets. This investment is additional to the core funding allocations for 2026/27 for early years, schools and post-16 funding that have already been announced.

The department confirmed an additional £3.5 billion of new funding for the special educational needs and disabilities (SEND) system in 2028/29, to support reforms to improve outcomes and experiences for children, young people and their families, as outlined in ‘SEND reform: putting children and young people first’.

Question to the Department for Education:

To ask the Secretary of State for Education, what safeguards are in place to ensure that nurseries undertake adequate pre-employment checks to prevent people with a history of abusive behaviour from working with children; and what steps her Department is taking to help ensure ongoing monitoring and safeguarding compliance once staff are in post.

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

Safer recruitment is a core part of safeguarding in early years settings. The ‘Early Years Foundation Stage’ (EYFS) statutory framework requires providers to have clear and robust recruitment procedures in place to ensure that only suitable people work with children.

Since September 2025, the safeguarding and welfare requirements in the EYFS have been strengthened to clarify expectations, formalise best practice and improve consistency across the sector, including clearer requirements on safer recruitment, references, safeguarding training, paediatric first aid and whistleblowing.

Providers must obtain references for all staff, students and volunteers before recruitment. The EYFS sets out expectations when obtaining references including not relying on applicants to obtain their reference, references to be provided by a senior person with appropriate authority relating to recent and relevant employment, and to ensure any concerns must be resolved before appointment.

All staff must be subject to appropriate Disclosure and Barring Service (DBS) checks. Where checks are ongoing, individuals may only work under appropriate supervision and must never be left alone with children.

Safeguarding policies must set out safer recruitment procedures and be supported by effective induction, supervision, safeguarding training and whistleblowing arrangements to maintain a strong safeguarding culture.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support nurseries in recruiting and retaining sufficient numbers of qualified staff; and what assessment she has made of the potential impact of the current availability of childcare staffing on the provision of early years education.

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

The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change. That is why we are supporting the sector to attract talented staff and childminders by creating conditions for improved recruitment, alongside programmes to better utilise the skills of the existing workforce and make early years careers as accessible as possible.

We are attracting new people into the early years sector through initiatives like our national recruitment campaign and financial incentives programmes. We are also ensuring there is a career path for everyone who wants to become an early years teacher, through increasing places on our existing teacher training programmes and introducing a new early years teacher degree apprenticeship route.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. No local authority is reporting sufficiency issues.

Question to the Department for Education:

To ask the Secretary of State for Education, what capital funding is available to increase the number of childcare places in settings that are already at capacity, including those operating within primary schools.

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

High-quality early years education is central to our mission to break down barriers to opportunity, give every child the best possible start in life, and is essential to our Plan for Change. This government is boosting availability and access through the school-based nurseries programme, supporting school-led provision and private, voluntary and independent (PVI) providers and childminders operating from school sites.

The department recently announced that we are investing £45 million to support 331 additional schools to establish or grow their nurseries as part of Phase 2 of the School-Based Nursery scheme, creating more than 6,000 further places. This includes a school-based nursery in North Northumberland. Phase 3 of the programme is backed by up to £325 million of additional funding and will invite local authorities to develop multi-year funding proposals that outline plans for new or expanded school-based nurseries in their area. This will enable eligible schools, including those working in partnership with PVIs and childminders operating from school sites, to increase the number of childcare places available or establish new nursery provision. Local authorities may also use the grant funding to expand or create provision for maintained nursery schools, or on Best Start Family Hub sites.

Question to the Department for Education:

To ask the Secretary of State for Education, how many early years pre-school settings have closed in the Royal Borough of Windsor and Maidenhead in the last 12 months; and what steps the Government is taking to support the financial sustainability of early years providers.

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

Through our Best Start in Life strategy, we are focused on reforming the childcare system, delivering on our plan for change. We will act to increase affordability and accessibility, improve quality and ensure our workforce is valued and respected. This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements next year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates.

It is important to continue to monitor the sufficiency of childcare places. While we do not retain data on settings closures, we continually monitor the sufficiency of childcare in the Royal Borough of Windsor and Maidenhead. The department has regular contact with them, and all other local authorities in England, about their sufficiency of childcare and any issues they are facing. The 2025 Survey of Childcare and Early Years Providers shows that England-wide early years places increased to 1,620,800 (+1%) between 2024 and 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to ensure that nursery places are available to children with a range of special needs in Poole constituency.

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

We want every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disability (SEND) reforms we announced in February, will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams.

Alongside this, we will work with local authorities to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places. This will provide parents greater confidence that their children can access the early education and childcare they are entitled to.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department's estimate of local authorities’ projected SEND deficits in 2028/29 assumes that 6.8% of pupils will have an EHCP in the academic year 2027/8, 7.3% in academic year 2028/9 and 7.7% in academic year 2029/30.

Answered by Georgia Gould - Minister of State (Education)

The Office for Budget Responsibility, as the independent authority, publishes estimates of future spend.

From 2028/29, special educational needs and disabilities (SEND) spending will be covered by the overall government departmental expenditure limit budget, meaning local authorities are not expected to fund future SEND costs from general funds once the Statutory Override ends at the end of 2027/28.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department collects on children with dyslexia to improve understanding of the number of children with dyslexia in schools, their support needs in the classroom and their educational outcomes.

Answered by Georgia Gould - Minister of State (Education)

Information on the numbers of children with dyslexia is not collected separately by the department. Dyslexia is included within the wider special educational need type of ‘Specific learning difficulties’ (SpLD).

All the information held by the department relating to children with SpLD is provided by schools via the school census. This data is also available for local authorities, enabling them to take informed decisions when supporting the needs of children in their communities.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department requires local authorities to collect in relation to the numbers of children with dyslexia in education in their area.

Answered by Georgia Gould - Minister of State (Education)

Information on the numbers of children with dyslexia is not collected separately by the department. Dyslexia is included within the wider special educational need type of ‘Specific learning difficulties’ (SpLD).

All the information held by the department relating to children with SpLD is provided by schools via the school census. This data is also available for local authorities, enabling them to take informed decisions when supporting the needs of children in their communities.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will introduce a maximum 5 per cent threshold for ultra-processed foods (Nova Group 4) in the updated School Food Standards, in line with the successful 2025 implementation by the Isle of Man Government; and if she will make a statement.

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

I refer my hon. Friend, the Member for Chelsea and Fulham to the answer of 7 April 2026 to Question 121632.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will take steps to help to minimise the potential impact on mothers who are prosecuted for their child’s truancy from school.

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

Absence is one of the biggest barriers to success for children and the government is committed to improving attendance through a support first approach.

The Working Together to Improve School Attendance statutory guidance sets out clear expectations for schools, trusts, local authorities to work collaboratively with families to identify and address the underlying reasons for non‑attendance, and put in place support. This guidance can be accessed at: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.

Prosecution is a last resort, used only where support has been exhausted or not engaged with. In most instances, absences linked to illness, disability, mental health or special education needs should be authorised and not lead to prosecution. The decision to prosecute rests solely with the local authority, but paragraph 164 of the guidance sets out factors for their consideration, including public interest tests and equalities considerations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has paid for followers on social media platforms it uses.

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

The department has not paid for followers on its social media platforms.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to address disparities in hourly rates in relation to national funding for nurseries.

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

The department uses the early years national funding formulae (EYNFF) to distribute the early years entitlements budget to local authorities. The EYNFF determine local authority hourly funding rates by taking into consideration the different costs of delivering early years provision in different parts of the country.

The hourly funding rate for each entitlement varies to reflect the costs of delivering provision to different age groups. We know that the cost of delivery is highest for younger children due to higher staff costs, as staffing makes up the most significant proportion of provider costs.

Rates also vary between local authorities reflecting the different communities that local authorities serve. However, it is local authorities who are responsible for setting individual provider funding rates in consultation with their providers and schools forum, and fund providers using their own local funding formula.

The department will consult on changes to how early years funding is calculated and distributed, details of which will be published in 2026, to ensure funding is matched to need.

Question to the Department for Education:

To ask the Secretary of State for Education, how calculations of national funding rates by age group for nurseries are currently conducted.

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

The department uses the early years national funding formulae (EYNFF) to distribute the early years entitlements budget to local authorities. The EYNFF determine local authority hourly funding rates by taking into consideration the different costs of delivering early years provision in different parts of the country.

The hourly funding rate for each entitlement varies to reflect the costs of delivering provision to different age groups. We know that the cost of delivery is highest for younger children due to higher staff costs, as staffing makes up the most significant proportion of provider costs.

Rates also vary between local authorities reflecting the different communities that local authorities serve. However, it is local authorities who are responsible for setting individual provider funding rates in consultation with their providers and schools forum, and fund providers using their own local funding formula.

The department will consult on changes to how early years funding is calculated and distributed, details of which will be published in 2026, to ensure funding is matched to need.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 24 February (HL Deb col 565), whether the £4 billion increase over the spending review period that has been allocated to fund special educational needs and disabilities reform is additional funding that increases the spending allocation to the Department for Education above that set out in the Autumn Budget 2025.

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

The £4 billion in funding over the spending review period (2026/27, 2027/28 and 2028/29) is newly allocated funding from existing departmental budgets. This investment is additional to the core funding allocations for 2026/27 for early years, schools and post-16 funding that have already been announced.

The department confirmed an additional £3.5 billion of new funding for the special educational needs and disabilities (SEND) system in 2028/29, to support reforms to improve outcomes and experiences for children, young people and their families, as outlined in ‘SEND reform: putting children and young people first’.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for primary school head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Anderson of Stoke-on-Trent on 11 March (HL14898), what assessment they have made of the cost to the public of multi academy trust chief executives pay in comparison to similar roles in the maintained school sector.

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

The responsibilities of multi-academy trust chief executives are not directly comparable to those of leaders in the maintained sector.

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 estimate she has made of the total historic SEND deficits accrued in local authorities in England up to the end of (a) 2024/5 and (b) 2025/6; and what estimate she has made of the level of funding that will be required from central government to offset these historic SEND deficits.

Answered by Georgia Gould - Minister of State (Education)

We have set out plans to address Dedicated Schools Grant deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit as at 31 March 2026, once they have produced and received approval for a strong plan to drive sustained and energetic action. This is in accordance with our 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.

Question to the Department for Education:

To ask the Secretary of State for Education, how much her Department has spent on special severance payments in each of the last three years.

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

The total value of severance payments is set out in the department’s Annual Report and Accounts, which are available for the last three years.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department has issued to further education providers on recognising participation in National Professional Qualification programmes as Continuing Professional Development; and whether staff are expected to undertake such training within paid working time.

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

National Professional Qualifications (NPQs) are part of a wider evidence-based national continuing professional development offer available to teachers and leaders throughout their career. They are designed for different types of leaders, from those in, or preparing to take up, formal leadership roles such as head teachers, to those taking on leadership responsibilities beyond their classroom. This includes leaders in the further education (FE) sector.

They are designed to be flexible and completed around existing commitments, with programme structure and delivery varying between providers.

The Post-16 Education and Skills White Paper committed to refocusing NPQs and associated funding to better support FE teachers and leaders, as part of establishing professional development pathways for FE staff.

Updated guidance on how to apply for the courses will be available when registration opens for the next cohort.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of early years funding rates in helping to ensure the financial sustainability of pre-school and nursery settings.

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

The government expects to provide over £9.5 billion for the early years entitlements in 2026/27, more than doubling annual public investment in the early years sector compared to 2023/24, as a result of successfully rolling-out the expansion of government-funded childcare for working parents.

In 2026/27, we are delivering an above-inflation increase on 2025/26 entitlements funding rates. This increase allows the national average funding rate to continue reflecting forecast cost pressures on the early years sector, including the National Living Wage announced at Autumn Budget 2025, and goes further, taking into account the wider workforce pressures felt by the sector since April 2025.

In December 2025, we announced above inflation national average increases of 4.95% to the 3 to 4-year-old hourly funding rate, a 4.36% increase to the 2-year-old hourly funding rate, and a 4.28% increase to the 9 month to 2-years-old hourly funding rate.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her department has made of the potential impact on mothers who are prosecuted for their child’s truancy from school.

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

Absence is one of the biggest barriers to success for children and the government is committed to improving attendance through a support first approach.

The Working Together to Improve School Attendance statutory guidance sets out clear expectations for schools, trusts, local authorities to work collaboratively with families to identify and address the underlying reasons for non‑attendance, and put in place support. This guidance can be accessed at: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.

Prosecution is a last resort, used only where support has been exhausted or not engaged with. In most instances, absences linked to illness, disability, mental health or special education needs should be authorised and not lead to prosecution. The decision to prosecute rests solely with the local authority, but paragraph 164 of the guidance sets out factors for their consideration, including public interest tests and equalities considerations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has plans to review the Childcare Sufficiency Duty.

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

Through our Best Start in Life strategy, we are focused on reforming the childcare system, delivering on our plan for change. We will act to increase affordability and accessibility, improve quality and ensure our workforce is valued and respected. This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements next year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates.

It is important to continue to monitor the sufficiency of childcare places. While we do not retain data on settings closures, we continually monitor the sufficiency of childcare in the Royal Borough of Windsor and Maidenhead. The department has regular contact with them, and all other local authorities in England, about their sufficiency of childcare and any issues they are facing. The 2025 Survey of Childcare and Early Years Providers shows that England-wide early years places increased to 1,620,800 (+1%) between 2024 and 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of levels of (a) graduate debt and (b) recent media reports on levels of children from low-income households choosing to study at university.

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

The department is committed to addressing the persistent disadvantage gap in access to higher education (HE) and we are encouraged by the fact that disadvantaged young people continue to choose this pathway.

We are introducing targeted, means-tested maintenance grants of up to £1,000 per year from the 2028/29 academic year. These will be paid on top of existing loan amounts, increasing the cash in students’ pockets without increasing their debt.

Repayments are based on income, not loan amount or interest. Borrowers earning below the earnings threshold make no repayments. Any outstanding loan, including interest, is cancelled at the end of the term, with no detriment to the borrower, and debt is never passed to family members or descendants.

HE providers intending to charge higher level tuition fees must have an Office for Students approved access and participation plan articulating how they will improve equality of opportunity for underrepresented groups, including students from low-income backgrounds.

We have gone further and asked Professor Kathryn Mitchell to lead an HE Access and Participation Task and Finish Group to consider how to tackle systemic barriers across the journey into HE for disadvantaged students.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that students from low-income households are encouraged to consider university education.

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

The department is committed to addressing the persistent disadvantage gap in access to higher education (HE) and we are encouraged by the fact that disadvantaged young people continue to choose this pathway.

We are introducing targeted, means-tested maintenance grants of up to £1,000 per year from the 2028/29 academic year. These will be paid on top of existing loan amounts, increasing the cash in students’ pockets without increasing their debt.

Repayments are based on income, not loan amount or interest. Borrowers earning below the earnings threshold make no repayments. Any outstanding loan, including interest, is cancelled at the end of the term, with no detriment to the borrower, and debt is never passed to family members or descendants.

HE providers intending to charge higher level tuition fees must have an Office for Students approved access and participation plan articulating how they will improve equality of opportunity for underrepresented groups, including students from low-income backgrounds.

We have gone further and asked Professor Kathryn Mitchell to lead an HE Access and Participation Task and Finish Group to consider how to tackle systemic barriers across the journey into HE for disadvantaged students.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 29 November 2024 to Question 15559, if she will set out what recent assessment her Department has made of the potential merits of introducing a stepped repayment structure for Plan 2 student loans.

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

We are determined that the higher education funding system should deliver for students, for our economy, and for universities.

The government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure [i] comparability of skills funding between mayoral combined authorities and non mayoral combined authorities and [ii] that skills funding is used to ensure the upskilling of local communities.

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

Approximately 68% of the Adult Skills Fund is currently devolved to 11 strategic authorities, 1 local authority and the Greater London Authority. From August 2026, a further 4 strategic authorities and 3 local authorities will receive this funding, taking the proportion to around 73%. Where funding is not devolved, the Department for Work and Pensions continue to administer it.

The funding allocation methodology is the same for mayoral and non-mayoral strategic authorities. However, as set out in the English Devolution White Paper, areas with a mayor have a single consolidated pot of adult skills funding with no ringfences.

To ensure that devolved skills funding meets the needs of local economies, in devolved areas each strategic authority is expected to develop and deliver a Strategic Skills Plan. This plan is informed by the region’s Local Skills Improvement Plan (LSIP) and Local Growth Plan.

LSIPs set out the skills needs of an area and the changes required to better align skills provision with employer needs. In both mayoral and non-mayoral areas, the strategic authority works jointly with the designated employer representative body to develop and implement the plan.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the international student levy on university incomes.

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

The International Student Levy will require higher education (HE) providers to pay a flat fee of £925 per international student per year. An impact analysis of the levy published in November 2025 estimated the income losses to the HE sector from the levy in isolation to be £270 million in its first year. The full impact analysis is available here: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/international-student-levy-impact-analysispdf.

HE providers are independent from government and as such are responsible for managing their own finances. The department has announced increases to tuition fee limits in line with forecast inflation for the 2025/26, 2026/27, and 2027/28 academic years. We will also legislate, when parliamentary time allows, to increase tuition fee caps automatically for future academic years.

Over the next five years, tuition fee limit uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion cost of the levy. This approach ensures the sector benefits from compounding annual increases, delivering growing resources to support quality education and innovation.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of people in South Basildon and East Thurrock constituency have not achieved a grade 4 in a) English and b) Maths by age 19.

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

The official statistics release 'Level 2 and 3 attainment age 16 to 25' includes numbers and proportions of those achieving GCSE English language and maths by age 19 for those who were recorded in mainstream state-funded schools in year 11, the final year of secondary school. The latest data available is for the 2023/24 academic year, available here: https://explore-education-statistics.service.gov.uk/find-statistics/level-2-and-3-attainment-by-young-people-aged-19/2023-24.

For South Basildon and East Thurrock constituency, the figures for those who have not achieved a grade 4 in a) English language and b) maths are provided in the table below.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of graduates who were not in high-skilled roles 15 months after graduation remain outside high-skilled employment a) three years later and b) five years later.

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

The department does not produce estimates of the proportion of graduates in high-skilled roles at three or five years after graduation.

Graduate Outcome survey data published by HESA shows that around 70% of UK domiciled students who graduated with an undergraduate degree from a UK higher education provider during the 2022/23 academic year were in high-skilled employment fifteen months after graduation. This survey data does not track graduates beyond fifteen months to outline details of graduate employment three or five years later.

While the department uses Longitudinal Educational Outcomes data to track graduate earning and employment outcomes at three and five years after graduation, this data does not include graduate occupation. The latest Graduate Outcomes survey data was published in July 2025 and can be found at: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has considered taking additional steps to facilitate further Parliamentary scrutiny of amending the terms of student loan repayments administrated by Student Finance England.

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

Parliamentary scrutiny is occurring in relation to the student loan system. For example, there has recently been a Westminster Hall Debate, as well as through the various mechanisms of parliamentary questions.

It is worth remembering that these loans were designed and implemented by previous governments, and the department is having to make hard choices to balance taxpayer and borrower interests to ensure that the student finance system remains sustainable. It is important that we have a sustainable student finance system that is fair to students and the taxpayer. We will continue to keep the terms of the system under review to ensure this remains the case.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of Plan 2 student loan borrowers have repaid in real terms more than (a) 100 per cent, (b) 120 per cent and (c) 150 per cent of the amount originally borrowed; and how many of those borrowers have (i) an outstanding balance and (ii) fully repaid their loans.

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

The department does not hold data that allows us to provide the proportion of the amount originally borrowed that has been repaid in real terms.

The projected percentage of Plan 2 student borrowers in 2022 who are expected to fully repay their loan in real terms is available at:

https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2022-23.

Question to the Department for Education:

To ask the Secretary of State for Education, what was the funding per student in English further education colleges in 2010, 2024 and 2025-26.

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

The table below uses the published 16 to 19 funding allocations to derive the average total programme funding per student in general further education (FE) colleges, for the 2024/25 and 2025/26 academic years. The figures are not available for 2010 to 2011.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of access to post-18 information for deaf pupils.

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

We are improving careers advice in schools and colleges through the adoption of updated Gatsby Benchmarks into statutory guidance. The benchmarks put more focus on inclusion, making sure all pupils – including those in specialist settings – get personalised support and good quality, up-to-date information about future pathways, study options and labour market opportunities. We are funding training for careers leaders, Special Educational Needs Coordinators and other educators to help implement these benchmarks.

Young people who are deaf can also use the National Careers Service to get clear information about post‑18 options, along with careers and education advice designed for those with special educational needs or disabilities. The Service’s Accessibility Statement sets out how it supports people who face barriers in accessing information.

As they move into adulthood, deaf young people can receive more in‑depth, one‑to‑one guidance from community-based advisers. This enhanced support is prioritised for several groups, including individuals with SEND.

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 further education funding model on workforce planning.

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

We use the 16 to 19 funding formula to calculate an allocation of funding to each institution, each academic year for 16-19-year-olds. We calculate the basic funding for institutions using lagged student volumes and funding rates, which depend on the size of their students’ study programmes or T Levels.

The department issues allocations to institutions each spring setting out how much 16 to 19 funding they will receive in the coming academic year, which can help with planning.

The Adult Skills Fund engages adults aged 19 and above and provides the skills and learning they need to equip them for work, an apprenticeship or further learning. The recent move of adult skills to the Department for Work and Pensions provides an opportunity to strengthen the bonds between the Adult Skills Fund and progression into the labour market and will help ensure that the skills and employment systems are more fully aligned.

Further education providers are able to use this funding to support workforce and other costs.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the value of interest repayments on Plan 2 student loans net of (a) the Government’s cost of financing student loan outlay, (b) expected write-offs and (c) administrative costs.

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

Repayments made against accrued interest are not separated from repayments made against the borrowed portion of the loan.

The department publishes an estimate of the subsidy portion of student loan outlay in the form of the Resource Accounting and Budgeting (RAB) charge. The RAB charge for Plan 2 outlay in England in 2024/25 was 32%.

The RAB charge is calculated as the present value of student loan outlay less expected future repayments, discounted by inflation plus the financial instrument discount rate. Expectations of interest, write offs and the government’s borrowing costs are factored into the fair value of student loans on issuance. In valuing the loan book at financial year end, estimated operational costs of servicing student loans are accounted for, in accordance with International Financial Reporting Standards. Higher interest relative to inflation reduces the forecasted cost of the loan system due to increased future repayments.

Question to the Department for Education:

To ask the Secretary of State for Education, how much and what proportion of the downward revaluation of the student loan book in the latest outturn reflects (a) revised graduate earnings and repayment assumptions and (b) changes in the discount rate used to value future repayments.

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

As of 31 March 2025, the fair value of the student loan book was £157.9 billion, representing a £6.9 billion increase on the opening balance of £151.0 billion.

The fair value loss in the 2024/25 financial year was £8.6 billion. Of this, the change in the discount rate brought about a £280 million gain. The residual loss was £6.7 billion, which was impacted by changes in macroeconomic determinants such as the Office for Budget Responsibility’s earnings outlook, which was more pessimistic than in the prior year.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 10 February 2026 to Question 109541 on Jean Monnet Action: Finance, whether UK educational institutions will participate in the Jean Monnet Actions in relation to (a) supporting European Union studies, (b) the Jean Monnet Network on internal policy and (c) teacher training.

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

I refer the hon. Member for Kingswinford and South Staffordshire to the answer of 26 March 2026 to Question 114071.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her department has made of access to Communication Support Workers for post-18 year old deaf students.

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

As set out under section 20 of the Equality Act 2010, all education and training providers, and other related service providers, have a duty to make reasonable adjustments for disabled people, including those with a hearing impairment, so they are not placed at a substantial disadvantage compared to non-disabled students.

Education and training providers should assess the individual needs of the student and put in place the appropriate assistance. Where necessary, an education and training provider can arrange for a student to be supported by a Communication Support Worker.

University students can be supported by Disabled Students Allowance (DSA) which covers disability‑related study costs and ensure hearing impaired students have equal access to learning. Feedback from stakeholders shows that British Sign Language (BSL) interpreters are more suitable in a higher education setting. Therefore, DSA funds BSL interpreters rather than Communication Support Workers.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to answer Question (a) 115147, (b) 115148 and (c) 115149 tabled by the hon. Member for Bicester and Woodstock on 23 February 2026.

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

The response to Written Parliamentary Question 115148 was published on 2 March 2026. The responses to Written Parliamentary Questions 115147 and 115149 were published on 31 March 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding her Department provides to the Royal Veterinary College; and whether her Department has oversight of the RVC’s funding of the Centre for Environmental Justice.

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

The government provides funding to higher education (HE) providers in England on an annual basis through the Strategic Priorities Grant. This funding supports the teaching of expensive-to-deliver subjects such as science and engineering, access and participation of students from under-represented groups, and for world-leading specialist providers such as the Royal Veterinary College.

Through this funding, the Royal Veterinary College has been allocated £12.5 million for the current academic year, 2025/26. Providers are independent and autonomous from government and are responsible for determining how best to use their funding to support teaching and students. Oversight of HE providers in England is the responsibility of the Office for Students.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the net present value impact on the public finances of capping total interest on Plan 2 student loans at 20 per cent of the original principal.

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

The department does not hold analysis on the impact on the public finances of capping total interest on Plan 2 student loans at 20% of the original principal value of the loan.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the contract for the National school breakfast club programme prohibits the use of ultra-processed cereals and breads; and if she will set out the nutritional and processing specification of that contract.

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

The National School Breakfast Programme (NSBP) is an inherited scheme from the previous government and the contract will end in July 2026. The contract with the supplier Family Action stipulates that all food available for schools to purchase must meet the School Food Standards, which already restrict foods high in fat, salt and sugar, as well as low-quality reformed or reconstituted foods. To ensure quality and nutrition in meals for the future, we are revising the School Food Standards and are engaging with experts across the sector.

This government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. All NSBP schools with primary-aged pupils will have the opportunity to transition onto the free breakfast clubs programme from September 2026. NSBP secondary schools will be provided with continued support at an equivalent value to what they receive on the NSBP for the 2026/7 academic year. Further details for secondary schools will follow shortly.

Question to the Department for Education:

To ask the Secretary of State for Education, what learnings she has taken from the PESP rollout in Australia when developing the commitment to the digital parenting offer contained in the BSIL strategy.

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

The Best Start in Life strategy sets out the government’s commitment to widening access to high-quality, evidence-based parenting and home learning environment support. This will help ensure that families receive the interventions most effective in supporting children’s early development and reducing disparities before they reach school age.

The department remains focused on ensuring that parenting support in England is informed by strong evidence and aligned with the needs of families. We will continue to take a careful, evidence-led approach to future decisions. This includes tracking emerging practice in the UK and internationally, including learning from Australia’s programmes.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the response of 16 March 2026 to question reference 118609, how much of the revenue raised from VAT on independent school fees was directly spent on teaching staff in the state sector.

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

Together, reforms to VAT and business rates will raise around £1.8 billion a year by 2029/30. This measure will raise essential revenue that will be invested in our public services, such as our £1.7 billion increase to school funding in 2026/27, meaning that core school budgets will total £67 billion compared to £65.3 billion in 2025/26.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of capacity considerations in class sizes for Key Stage 1 and 2 in schools with high levels of SEND; and whether she will consider a needs‑weighted pupil cap to reflect the additional time and support required.

Answered by Georgia Gould - Minister of State (Education)

The School Standards and Framework Act 1998 limits the size of an infant class to 30 pupils per teacher. An infant class is one in which the majority of children will reach the age of 5, 6 or 7 during the school year, i.e. Reception, Year 1 and Year 2.

Through the reforms outlined in the Schools White Paper, we will ensure that children and young people with special educational needs and disabilities (SEND) get the right support at every stage of their education.

We are also committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with SEND, by investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30. This is to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.

As well as this, we are providing around £1.8 billion over the next three years for local area partnerships, including local authorities and Integrated Care Boards, to work together to develop a new ‘Experts at Hand’ offer. This is designed to strengthen the capability of mainstream education settings by providing access to professionals such as educational psychologists and speech and language or occupational therapists, providing earlier intervention and support for young people.

Question to the Department for Education:

To ask His Majesty's Government what additional funding schools and colleges will receive as a result of the announced special educational needs and disabilities reforms in (1) 2026–27, (2) 2027–28, (3) 2028–29, and (4) 2029–30.

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

In every year of this Parliament, core funding for schools and special educational needs and disabilities is expected to increase, subject to future spending reviews. The government is committed to prioritising early intervention and is making a major increase in investment, with £4 billion over the three years of the Spending Review. This will reverse the trend of late intervention and escalation in needs.

Within this total, the Inclusive Mainstream Fund will provide over £500 million per financial year, over three years, to schools, colleges and early years settings to develop and embed improved inclusion practice. On Wednesday 25 March, the department published methodology documents explaining how funding will be allocated for the Inclusive Mainstream Fund. Details on the funding for schools and mainstream 16-19 provision are available here: https://www.gov.uk/government/publications/inclusive-mainstream-fund-2026-to-2027. Details on the Inclusive Early Years Fund are available here: https://www.gov.uk/government/publications/inclusive-early-years-fund-2026-to-2027. Funding from 2029 to 2030 onwards is subject to future spending reviews.

Also on 25 March, we announced further details on the allocation of £860 million of high needs capital funding as part of the landmark £3.7 billion announced to deliver 60,000 more specialist places. This funding will drive a transformative expansion of inclusion bases across the country, as well as adaptations to improve the inclusivity and accessibility of mainstream settings as well as supporting special school place creation where needed.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps his Department is taking to respond to calls from more than 100 organisations for a Good Food Bill to help improve access to healthy and affordable food.

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

The government is committed to raising the healthiest generation ever and breaking down barriers to opportunity.

We are extending free school meals to all children from households in receipt of Universal Credit from September 2026. We are taking decisive action to drive down poverty by ensuring that over half a million disadvantaged children receive the support they need in school to be healthy, get the most out of their education, and enjoy lifelong success. This action will lift 100,000 children across England out of poverty and put £500 back in families’ pockets.

The government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. Free breakfast clubs remove barriers to opportunity by offering primary school children, no matter their circumstance, a supportive start to the school day.

These meals must be compliant with the School Food Standards. To ensure they support our work to create the healthiest generation of children in history, we are revising the School Food Standards and are engaging with stakeholders.

Additionally, we are working with the Department for Environment, Food and Rural Affairs to add support for the outcomes of their Government Food Strategy.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to explicitly recognise the role of school milk provision within the revised School Food Standards.

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

The department is committed to raising the healthiest generation ever and are continuing our work to revise the School Food Standards. We are engaging experts across the sector and are developing our plans to consult on the changes.

We know milk is excellent for children’s growth and development. Regulation 9 of the School Food Standards states that lower fat milk or lactose reduced milk must be available to children who want it for drinking at least once a day during school hours. Under Section 512ZB (3) of the Education Act 1996, it is also a legislative requirement that milk is provided free of charge to pupils who meet the free school meal criteria.

Question to the Department for Education:

To ask the Secretary of State for Education, how many apprentices the Department recruited in 2015 compared to (a) 2022, (b) 2023 and (c) 2024.

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

The number of apprentices that enrolled onto apprenticeship programmes within the department in each calendar year is as follows:

• 2022: 324 apprentices
• 2023: 257 apprentices
• 2024: 206 apprentices
• 2025: 271 apprentices

Note: this is a combination of new apprentices joining the department and existing staff embarking on apprenticeship programmes as part of their career development.

The department does not hold data for 2015. For comparison purposes we can confirm that in 2016 the department had 32 apprentices enrol onto apprenticeship programmes. In 2017, the department had 54 apprentices enrol onto apprenticeship programmes.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number and proportion of pupils that would need to move from the independent to the state sector for VAT revenue from school fees to fall below the additional cost of educating those pupils in the state sector.

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

HM Treasury published a tax information and impact note on applying VAT to private school fees: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees. This is a comprehensive assessment of the VAT policy, including estimated revenue and costs of increased pupil numbers in the state sector.

Abolish the 11 plus nationally. Require phase out of remaining state-funded selective grammar schools and prevent the creation of new ones. Focus on SEND support. Require local authorities to redirect resources from selective testing (11 plus) toward an inclusive, mainstream-first education system.

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Question to the Northern Ireland Office:

To ask His Majesty's Government what aspects of the Safeguarding the Union Command Paper (CP 1021), published on 31 January 2024, have been (1) fully implemented, (2) partially implemented, and (3) not implemented.

Answered by Baroness Anderson of Stoke-on-Trent - Baroness in Waiting (HM Household) (Whip)

The Government is committed to continuing to take forward the Safeguarding the Union command paper, and to protecting Northern Ireland’s place in the UK Internal Market.

We continue to make progress on the implementation of the commitments made in the command paper. For instance, the digitisation of the News Letter was completed last year and there remains no Border Control Post at Cairnryan. In January, the East-West Council met for the third time where the Government announced there would be a pilot for the UK school twinning programme, which is being developed between the UK Government’s Department for Education and the Northern Ireland Executive’s Department of Education.

Other recent steps include the allocation of £2.25 million for Intertrade UK over the next three years and the opening of round two of the Connect Fund to support community and voluntary groups. In line with commitments made in the command paper, in December the Government published our response to Lord Murphy’s Independent Review of the Windsor Framework, and is now taking action on all of its recommendations.

Question to the Home Office:

To ask His Majesty's Government, further to the Child Poverty Strategy, published on 5 December 2025, what discussions the Home Office have had with the Department for Education about the guidance to local authorities on statutory duties under section 17 of the Children Act 1989; and what steps they have taken to ensure that safeguarding and the best interests of children are considered in that guidance.

Answered by Lord Hanson of Flint - Minister of State (Home Office)

Section 17 of the Children Act 1989 establishes the general duty of local authorities in England to safeguard and promote the welfare of children within their area who are in need and, so far as is consistent with that duty, to promote the upbringing of such children by their families.

I can confirm that the Home Office is working with the Department for Education alongside other government departments and the NRPF network to produce guidance to assist local authorities in their duties to those with No Recourse to Public Funds as part of the Child Poverty Strategy.

The duty Section 17 of the Children Act 1989 duty does not apply to the Home Office. Instead, Section 55 of the Borders, Citizenship and Immigration Act 2009 places a duty on the Home Office to make arrangements for ensuring that immigration, asylum, nationality and general customs functions are discharged having regard to the need to safeguard and promote the welfare of children in the UK.

The statutory guidance, called ‘Every Child Matters’, issued under Section 55 (3), sets out the key arrangements for safeguarding and promoting the welfare of children as they apply both generally to public bodies who deal with children in the UK (Part 1) and specifically to the Home Office (Part 2).

Question to the Department for Work and Pensions:

To ask His Majesty's Government how they plan to encourage parents, children and teachers to discuss the child-friendly version of the child poverty strategy published on 13 March.

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

The child‑friendly version of the government’s Child Poverty Strategy is designed to help teachers and parents talk to children about the challenges facing children and families in poverty. It provides a clear, reassuring, and age‑appropriate overview of what poverty means, why some families face difficulties, and the actions the government is taking in response.

In developing the strategy, the government undertook structured engagement with children and families experiencing poverty, placing their views at the centre of the work. A Children’s Rights Impact Assessment was also published, outlining the expected positive effects on children’s rights. The child-friendly version of the Strategy (attached) and the Children’s Rights Impact Assessment can be found on the Strategy’s gov.uk webpages: Our Children, Our Future: How the government is helping children and families (Child Friendly) and Child Poverty Strategy: Child Rights - GOV.UK.

UNICEF has shared the strategy with its network of 1,600 Rights Respecting primary schools, and the Department for Education has highlighted it in its sector communications. Further promotion has been supported through social media activity and a stakeholder toolkit to help raise awareness of the child‑friendly strategy.

The Department for Education should require all mainstream secondary schools in England to formally review and discuss recognised Level 2 alternatives, including Functional Skills, with families during the GCSE options process, and ensure accessible routes where appropriate for all pupils.

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