Question to the Department for Education:

To ask the Secretary of State for Education, how many pupils with education, health and care plans in the Tees Valley combined authority area and its Middlesbrough and Stockton-on-Tees local authority areas were initially placed in mainstream schools and subsequently secured a specialist placement following a successful tribunal appeal in each of the last three years.

Answered by Georgia Gould - Minister of State (Education)

The information requested is not held by the department.

Question to the Department for Education:

To ask the Secretary of State for Education, by how much they plan to reduce their Department's budget to help fund the digital ID scheme.

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

Digital Identity policy is in development, with a dedicated team inside the Cabinet Office working to develop the proposals.

Costs in this Spending Review period will be met within the existing Spending Review settlements.

We are inviting the public to have their say in the upcoming consultation as we develop a safe, secure, and inclusive system for the UK. No final decisions will be made until after the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to implement (a) statutory requirements on safer sleep in nursery settings, (b) a strengthened Ofsted inspection process for nurseries and (c) mandatory CCTV in nurseries.

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

The Early Years Foundation Stage (EYFS) statutory framework includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance. The department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts, including the Lullaby Trust, on proposed new wording and plan to make these changes as soon as possible.

Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements, including safeguarding, children’s welfare, leadership and management. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe. The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV 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 group will be appointed to inform guidance on the safe and effective use of digital devices and CCTV within safeguarding, including whether CCTV should be mandated and setting out best practice, technical advice and clear expectations.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of the school absence fine system; what guidance is provided to local authorities on (a) determining exceptional circumstances, (b) ensuring consistent application of fines and (c) offering flexible payment terms for families experiencing financial hardship; and whether she plans to review the system to ensure it supports families facing difficulties.

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

The department’s ‘Working together to improve school attendance’ statutory guidance provides support for local authorities on the application of penalty notices, including a national framework for issuing fixed penalty notices designed to embed our support-first approach and improve consistent application nationally.

The department does not specify what constitutes exceptional circumstances for school absence. Headteachers, who know their pupils best, are best placed to make those judgements on a case-by-case basis.

Regulations state penalty notices must be paid in full within statutory timeframes. They offer an alternative to prosecution and influence a change in parental behaviours.

The department will continue to keep the attendance enforcement system under review.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the availability of specialist occupational therapists to support children and young people with SEND in schools.

Answered by Georgia Gould - Minister of State (Education)

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support pupils with SEND in Epping Forest.

Answered by Georgia Gould - Minister of State (Education)

On 16 January, the government announced a £200 million investment over the course of this Parliament to upskill staff in every school, college and nursery, ensuring a skilled workforce for generations to come. This builds on the landmark £3 billion investment to create more specialist places and ensure more children and young people can thrive at a setting close to home.

We are also determined to deliver reform that stands the test of time and rebuilds the confidence of families, which is why we are currently engaging a wide range of people and organisations, including parents and young people, in every region of the country to inform development of our proposals and ensure that lived experience and partnership are at the heart of our solutions.

We will set out our proposals for reform in the upcoming Schools White Paper, and we will consult widely on these proposals and continue to work with a wide range of partners to refine them and deliver them.

Essex is currently undergoing a local area special educational needs and disabilities inspection by Ofsted and the Care Quality Commission, the results of which will be published in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will review arrangements allowing academies to act as admissions authorities, particularly for children who (a) live within a school’s designated catchment area but do not attend a primary school operated by the school’s sponsoring trust and (b) attend a trust‑run primary school outside the catchment area receiving higher priority for admission; and what steps she is taking to ensure that admissions policies do not disadvantage local children.

Answered by Georgia Gould - Minister of State (Education)

Admission arrangements are set and applied locally. Provided they are lawful and comply with the School Admissions Code, it is for the school’s admissions authority to decide what criteria to set, as long as they are fair, clear and objective.

Admission authorities may choose to give priority to children living within a designated catchment area or those attending named feeder schools, however, these must be clearly defined and made on reasonable grounds.

Admission authorities must consult locally before making any changes to their admission arrangements, or at least once every seven years, to ensure they continue to meet local need.

Once a school’s admission arrangements have been determined, anyone who believes they are unfair or unlawful may submit an objection to the Schools Adjudicator. Where the Adjudicator finds that a school’s admission arrangements are unfair or unlawful, they must be revised.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to ensure that any changes to SEND provision include access to occupational therapy for children and young people with SEND in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

Question to the Department for Education:

To ask the Secretary of State for Education, when she will publish The Schools White Paper covering SEND matters.

Answered by Georgia Gould - Minister of State (Education)

To create a reformed special educational needs and disabilities (SEND) system that will stand the test of time, we have undertaken a national engagement campaign on SEND reform, building on extensive engagement over the past year with children, young people, parents and professionals.

The upcoming Schools White Paper will outline our proposed SEND reforms and will be followed by a formal consultation and further engagement.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential effect of cuts to teacher training bursaries in 26/27 on teacher recruitment in Lincolnshire.

Answered by Georgia Gould - Minister of State (Education)

The government committed, in our Plan for Change, to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in colleges, over the course of this parliament.

We are making progress. The latest workforce data reported over 2,300 more secondary and special school teachers in 2024/25 than in 2023/24, and this year over 32,000 trainees began training, a rise of 11% on the previous year.

Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. In reviewing these annually, we take account of historic recruitment, forecast economic conditions, and teacher supply need in each subject. We are continuing to offer bursaries worth up to £29,000 tax-free to encourage more talented people to train to teach key subjects such as mathematics, physics, chemistry and computing.

In addition, we offer a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. In Lincolnshire, there are 56 schools where teachers are eligible for these payments.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to local authorities on the SEND support that should be available to children with education, health and care plans while families are awaiting the outcome of a tribunal appeal.

Answered by Georgia Gould - Minister of State (Education)

The special educational needs and disabilities (SEND) Code of Practice is statutory guidance for local authorities and other organisations that work with children with SEND. It explains the duties, policies and procedures in Part 3 of the Children and Families Act 2014. The Code sets out the support that families should receive from local authorities whilst they are awaiting the outcome of their Tribunal appeal. It explains that, in such circumstances, local authorities should continue to ensure the provision that is set out in an education, health and care (EHC) plan is delivered. It also stipulates that amendments to the cessation of EHC plans are not lawful whilst an appeal is ongoing. This is to ensure continuity of support for children and young people.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to provide dedicated funding for (a) sensory-friendly adaptations and (b) other environmental adjustments in schools to support the inclusion of children and young people with SEND.

Answered by Georgia Gould - Minister of State (Education)

In December, the department announced at least £3 billion for high needs capital between 2026/27 and 2029/30, to support children and young people with special educational needs and disabilities or who require alternative provision. This funding is intended to create facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs. It can also be used to adapt mainstream schools to be more accessible and to create special school places for pupils with the most complex needs.

The department will confirm local authority allocations later in the spring.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of school absence fines on (a) neurodiverse children and (b) their families.

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

The statutory guidance ‘Working together to improve school attendance’ promotes a 'support first' approach, which sets clear expectations about how schools, local authorities and wider services should work together with families to address attendance barriers. This includes where a pupil's attendance is affected by their neurodiversity.

The guidance is clear that schools should work in partnership with families, establish strategies to remove any in-school barriers these pupils face, and consider support or reasonable adjustments.

The department has also introduced a national framework for issuing fixed penalty notices which strengthens protections for parents with an expectation that attendance support will have been provided before a penalty notice can be used.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of equalising financial allowances between foster carers and kinship carers.

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

The department will soon begin to trial a new Kinship Allowance in a number of local authorities. Funding for this was announced at the Autumn Budget 2024.

The pilot will provide all those caring for a child in a kinship arrangement with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order, where the child would have otherwise been in care, an allowance paid at the same rate as foster care, in the pilot local authorities.

This will support approximately 4,500 kinship children and help equalise the financial allowance between foster carers and kinship carers.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the written answer to question 55157 of 9 June 2025 on Construction and Social Services: Education, how many Careers Hubs there are in (a) Fylde constituency and (b) Lancashire.

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

​​The department funds the Careers and Enterprise Company to work with a regional network of 44 careers hubs across England, in partnership with Mayoral Strategic Authorities, to connect with local skills needs.

​There is one careers hub working with all eligible secondary schools and colleges in Lancashire, including all eight schools in the Fylde constituency.

​Lancashire Careers Hub brings schools together with a wide range of employers in the region to help strengthen the links between education and the world of work. An example in the Fylde constituency is Carr Hill High School’s work with BAE Systems to embed local labour market information throughout education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help support (a) nurseries and (b) early years settings to improve their safeguarding practices in Surrey Heath constituency.

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

The ‘Early Years Foundation Stage’ (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children are kept healthy and safe.

To support the early years sector with the safeguarding changes which were introduced to the EYFS in September 2025, the department is developing an online early years safeguarding training package in collaboration with the NSPCC.

It will be a free and universal offer open to all early years settings, educators and reception-based staff to access.

The department has regular contact with each local authority in England, including Surrey, about their sufficiency of childcare and any other issues they are facing.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to ensure that occupational therapists are consulted in the design of (a) new school buildings and (b) new learning environments, funded through school capital investment programmes.

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

Departmental construction programmes build or rebuild schools in line with our design and construction standards. These standards integrate statutory requirements for accessibility and equitable use in all new or rebuilt school settings, including mainstream.

Since our specifications are prepared by industry experts and reference the latest standards and guidance for accessible, equitable and inclusive environments, it is not necessary to engage with occupational therapists.

We use evidence from building-in-use studies to ensure the specifications guiding our designs meet end-user needs and are updated when necessary.

Stakeholder engagement forms an integral part of the delivery process for all projects using the department’s suite of documentation.

The Equality Act 2010 requires local authorities to prepare accessibility strategies for the schools for which they are the responsible bodies. There is a similar duty for individual schools of all types to develop accessibility plans.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help improve the governance of academy trusts in Surrey.

Answered by Georgia Gould - Minister of State (Education)

Robust governance is crucial to achieving a strong school system, helping every child achieve and thrive. The department has produced dedicated governance guidance in addition to requirements in the Academy Trust Handbook. The Effective Governance Resources page on GOV.UK consolidates best practice to help boards govern strategically, flexibly and effectively. It was published in September 2025 here: https://www.gov.uk/government/publications/effective-governance-resources.

Where there are concerns about the governance of an academy trust, the department can set conditions to improve that the trust must meet to avoid further action. My right hon. Friend, the Secretary of State for Education can terminate an academy’s funding agreement where there is a serious breakdown in governance.

This month we have announced that we are legislating to introduce inspection of multi-academy trusts. Reporting on the quality and effectiveness of trust governance will help drive better outcomes for children and provide greater confidence for parents.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of SEND provision for (a) blind and (b) partially sighted children in Surrey Heath constituency.

Answered by Georgia Gould - Minister of State (Education)

The majority of children with visual impairments are taught in mainstream schools, and all schools have legal duties to make reasonable adjustments for disabled pupils, including the provision of auxiliary aids. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with complex needs. Local authorities must ensure sufficient school places for those with special educational needs and disabilities and keep this under review.

We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment. We have also introduced a sensory impairment apprenticeship route into teaching, supporting local authorities and schools to commission appropriately qualified staff to ensure visually impaired children are not disadvantaged.

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 making safe sleep training for early years staff mandatory.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to expand the use of play based and exploratory learning approaches within Key Stage 1 to support children’s cognitive, social, and emotional development.

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

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has (a) commissioned and (b) plans to commission research into the effectiveness of formal versus play based learning approaches for children aged 5 to 7.

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

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will consider the potential merits of making safer sleep training for early years staff mandatory.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, when the changes to the EYFS to include safer sleep will be laid as a statutory instrument.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, how many infant deaths have occurred in nursery or early years settings in England in each of the last five years, and what steps are being taken to reduce these incidents.

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

The department is responsible for setting the standards which early years settings, such as nurseries, must follow. These are set out in the Early Years Foundation Stage (EYFS) statutory framework, which is available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework--2. The department has responsibility for policy on inspection and registration. Ofsted is responsible for implementation.

Given the sensitivity of information relating to serious childcare incidents and the need to ensure data quality, Ofsted does not publish incident-level data as routine statistics. However, Ofsted has confirmed that, in the last five financial years (2020/21 to 2024/25), there have been 11 notifications relating to child deaths in registered early years settings in England. These figures relate to notifications made to Ofsted and do not represent a determination of cause or fault, nor do they necessarily reflect the total number of child deaths.

The death of any child is extremely concerning and our thoughts are with the affected children and their families. The safety of our youngest children is our utmost priority, and the department continually monitors and reviews safeguarding requirements for early years settings to help ensure children are kept as safe as possible.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure schools report safeguarding concerns during family court proceedings.

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

Keeping children safe is an absolute priority for this government, and schools and colleges play a critical role in this.

They are supported by the statutory guidance, 'Keeping children safe in education' (KCSIE), which all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children. The guidance is available here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Local authorities, police, and health services share an equal statutory duty to work together, and schools and colleges must work with local safeguarding partners to protect children.

KCSIE makes clear that all staff have a responsibility to identify and respond to any safeguarding concerns and stresses the importance of effective information sharing at the right time to ensure children receive the support they need. This includes ensuring clear processes and principles are in place for sharing information not only within the school or college and with children’s social care, but with safeguarding partners and other relevant organisations.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department holds on the proportion of children who experienced cyber bullying in 2025; and what steps her Department is taking with Cabinet colleagues to reduce this.

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

The department monitors the prevalence of bullying among children and young people through the National Behaviour Survey (NBS).

The most recent NBS results, for the 2024/25 academic year, showed that 21% of secondary school aged pupils reported being bullied in the past 12 months. Of those pupils, 29% reported that at least some of the bullying occurred online.

The department is procuring an expert and evidence-led review into best practice on behaviour and preventing and tackling bullying, including cyber-bullying. The learning from this will support leaders to develop safe, supportive school cultures.

Through statutory relationships, sex and health education, pupils are taught about online relationships, the implications of sharing private or personal data (including images) online, harmful content, cyberbullying, what over-reliance on social media looks like and where to get help.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve education on (a) sexual consent and (b) relationships.

Answered by Georgia Gould - Minister of State (Education)

The department published updated relationships, sex and health education statutory guidance in July 2025. It focuses on building healthy relationships skills from the start of primary school. It sets out that secondary schools should cover how to recognise, respect and communicate consent and boundaries in both platonic and romantic relationships.

Pupils should be taught the law about the age of consent and that they have a choice about whether to have sex. Pupils should also be taught about their capacity to give, withhold or remove consent at any time, even if initially given.

This government, in December 2025, has published a new strategy to tackle violence against women and girls. We want to protect young people and drive forward education on healthy relationships and will be investing £11 million to pilot the best interventions in schools over the next three years.

Question to the Department for Education:

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

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

It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life.

From April 2026, local authorities will be required to pass at least 97% of their funding directly to providers, an increase from 96%. We will work with local authorities and others to ensure that, where they want to, childminders and other early years providers are paid monthly for the funded hours they provide, making their income more stable. Childminders, who often care for children of different ages, can use the funding they receive to support costs across all the children they look after. We expect this will also bring increased demand for childminder places, providing new opportunities for growth.

From 1 November 2024, the government introduced new flexibilities to help childminders join and stay in the profession, supporting the government’s commitment to roll out expanded childcare entitlements and give children the best start in life.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help reduce risks of suicide, self-harm and depression among care-experienced young people; and what plans she has to ensure continuity of mental health and wellbeing support for care-experienced young people beyond the age of 18.

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

The department is committed to reviewing the shockingly high number of early deaths amongst care-experienced young people. As I stated in the House of Commons, at the beginning of the first ever National Care Leavers Month in November 2025, suicide and early death are, tragically, part of the care experience for too many. To start to solve a problem, we must first confront it.

As we progress this review, we will carefully consider how to improve the support that care leavers receive across a range of aspects of their lives, including mental and physical health, housing, education, employment and training, and relationships.

We are already taking action through the Children’s Wellbeing and Schools Bill, including placing a new duty on local authorities to provide Staying Close support to care leavers up to the age of 25, to help care leavers find and keep suitable accommodation and to access services relating to health and wellbeing, relationships, education, training and employment.

In addition, we are reviewing guidance on ‘Promoting the health and wellbeing of looked-after children’ and extending it to cover care leavers up to age 25.

In December 2025, my right hon. Friend, the Secretary of State for Health and Social Care and I announced that, in a boost for mental health support, the government will trial a 3-year pilot to make sure children in care have access to the support they need sooner. This will build on existing work across the country, bringing together social workers and NHS health professionals to work together to provide direct mental health support to children and families when they need it most.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Written Statement of 15 December 2025 on Investment in high needs place, HCWS1163, which (a) Members of Parliament and (b) local authorities met departmental officials to discuss the status of one or more of the 28 mainstream free school projects ahead of their cancellation.

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

The department has engaged with trusts, local authorities and other stakeholders in relation to projects in scope of the mainstream review, including reviewing the evidence they have provided. This included all of the local authorities with a project in scope.

MPs with an interest in projects were invited to a ‘drop in’ session during the review and again following the announcement on 15 December 2025. Individual meetings with interested MPs have also taken place.

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 in smartphone usage on children's (a) level of reading comprehension and (b) average time spent reading per week.

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

The department knows that reading for pleasure is hugely important and brings a range of benefits, yet just 1 in 3 children aged 8-18 say they enjoy reading in their free time, and a recent omnibus survey found that 31% of parents of primary-aged children and 40% of parents of secondary-aged children said their child prefers spending time online or playing video games, citing this as a barrier to encouraging reading in their free time.

The department has launched the National Year of Reading 2026, in collaboration with the National Literacy Trust, to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change.

The National Year of Reading encourages everyone to see how reading, in all its forms, can unlock more of our existing passions and interests, from reading a story in a print book or on an e-reader, to reading a magazine article or an online blog, to listening to an audio book on a phone or tablet. Recognising that, digital technology is not incompatible with the National Year of Reading.

Question to the Department for Education:

To ask the Secretary of State for Education, when updated guidance on electric car salary sacrifice schemes for multi-academy trusts will be published; and whether interim measures will be provided to allow trusts to implement schemes in the meantime.

Answered by Georgia Gould - Minister of State (Education)

New electric vehicle salary sacrifice schemes in the public sector are currently paused whilst a cross-government review on these schemes is undertaken by HMT. Academy trusts with existing schemes can keep them in place but not expand them by adding new members. The department will inform academy trusts when a decision has been made, and the Academy Trust Handbook will be updated accordingly.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 2 December 2025 to question 91065, for what identified needs is she considering whether Artificial Intelligence approaches to British Sign Language might form a solution.

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

The department is currently assessing what artificial intelligence tools have been developed in this space. Once we have assessed the landscape, we will reach out to relevant stakeholders to discuss whether the tools we have identified can solve those problems.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 2 December 2025 to question 91065, what engagement she has undertaken with BSL signers regarding Artificial Intelligence approaches to British Sign Language.

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

We are currently researching the artificial intelligence tools that are available on the market and what they can provide for users. Once this research has concluded, we will engage with British Sign Language signers which will help inform next steps.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Written Statement of 15 December 2025 on Investment in high needs place, HCWS1163, what meetings were held with the 18 local authorities that had successful bids for a (a) special and (b) AP free school ahead of the cancellation of those projects.

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

Meetings were held with a small number of local authorities with projects across the special and alternative provision free schools pipeline during the process of formulating policy. As set out in the Written Ministerial Statement of 15 December 2025 (HCWS1163), policy decisions have been taken to ensure that capital investment delivers specialist places more quickly and flexibly.

For 18 projects where a trust had not been appointed by July 2024 and so are furthest from opening, the department concluded that local authorities are best placed to create the required places sooner than would be possible through the free school route. Each affected authority will be given an alternative funding package, calculated on a per-place basis, enabling them to expand existing provision or adapt mainstream settings as part of their local special educational needs and disabilities (SEND) strategy and in line with SEND reform.

Authorities can submit representations if they disagree with the decision. The deadline for them to do so is 27 February 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will add Humanism to the Religious Education syllabus on the National Curriculum in England.

Answered by Georgia Gould - Minister of State (Education)

Religious education (RE) is not part of the national curriculum but is a mandatory subject for all pupils aged 5 to 18 in state-funded schools in England. Schools should deliver RE in an objective, critical and pluralistic way and already have the flexibility, through their locally agreed syllabi, to include the study of non-religious world views such as humanism.

We welcome the Curriculum and Assessment Review’s recommendation that Vanessa Ogden, a former Review panellist specialising in RE, should lead a sector group, independent from government, to develop a draft RE curriculum. The sector group’s work on RE will reflect the role the subject plays in building understanding between people of different faiths, beliefs and communities, including those with non-religious world views. If the group reaches consensus on a draft curriculum, the government will consult on whether to add it to the national curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will publish an estimated timetable for the removal of the English baccalaureate.

Answered by Georgia Gould - Minister of State (Education)

As part of the government response to the Curriculum and Assessment Review's final report, published on 5 November 2024, we announced our intention to remove EBacc headline and additional measures at key stage 4.

This will take effect for the key stage 4 performance measures for the 2025/26 academic year, to be published in autumn 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of changes to funding for schools on the development of young children.

Answered by Georgia Gould - Minister of State (Education)

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

The additional funding announced at the Spending Review will deliver an above real terms per pupil increase up to 2028/29. Core school funding is increasing by £1.7 billion in the 2026/27 financial year to a total of £67 billion.

This investment is a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising 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 ending compulsory collective worship in schools.

Answered by Georgia Gould - Minister of State (Education)

Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.

Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to provide additional (a) guidance and (b) professional development for primary teachers on incorporating learning through play into classroom.

Answered by Georgia Gould - Minister of State (Education)

The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements that all early years settings must follow to ensure every child has the best start in life and is clear that play is essential for children’s development.

The department is committed to supporting settings to deliver the EYFS for the benefit of all children and provides a range of resources, including written and online guidance on curriculum and pedagogy, to assist early years teachers.

The department provides free guidance and training in delivering developmentally appropriate, play based learning. Our early years child development training, developed with sector experts, offers practical advice and materials for those working with Reception-aged children, including content about how play supports early learning and development.

It reflects an emphasis on active, exploratory, play based learning as the foundation for children’s cognitive, language, social and emotional development.

Finally, we have committed in our strategy for improving child development to a new training course for classroom teachers in reception and enhancing the National Professional Qualification for Headship with more content on effective Reception practice.

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 Housing, Communities and Local Government on special measures for local authorities not meeting statutory requirements for children with special educational needs and disabilities.

Answered by Georgia Gould - Minister of State (Education)

The department publishes annual SEN2 data on education, health and care (EHC) plans and assessments, including timeliness. This informs performance monitoring and targeted support. Where a council does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement, including through issuing improvement notices or statutory directions to drive urgent improvements.

The department works with NHS England, to support and intervene in areas of poor performance following inspection.

Recent changes to the Area special educational needs and disabilities (SEND) framework conducted by Ofsted and the Care Quality Commission, in consultation with the department and the Department of Health and Social Care and NHS England, include specifying which member of the partnership should take forward areas for improvement or areas for priority action. This would include areas for improvement and priority action being directed specifically to health where appropriate.

We will work together with all stakeholders to understand the impact of any SEND reforms on Area SEND inspections and changes needed as a result of these reforms.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent steps her Department has taken to educate children on the safe use of social media.

Answered by Georgia Gould - Minister of State (Education)

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

The department published updated RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught how to identify when social media is used as part of bullying, harassment and other forms of abusive and/or illegal behaviour, and how to recognise and manage peer influence on social media in relation to risk-taking behaviour and personal safety. The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.

In response to the recently published Curriculum and Assessment Review, we are committed to strengthening digital and media literacy in the updated national curriculum. Full details of the final report are accessible at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an estimate of the yearly number of (a) EU students who will study in the UK and (b) UK students who will study in the EU when the Erasmus+ is fully operational.

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

In 2018/19, there were approximately 31,000 inbound higher education student mobilities via the Erasmus+ programme. There were approximately 16,000 outbound higher education student mobilities in the same year. The department expects there will be a greater number of higher education mobilities on reassociation, given the expansion of the programme. We expect that over 100,000 people could benefit from mobility and partnership opportunities from participation in 2027 across all sectors.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has modelled the potential impact of Plan 2 interest rates on graduate retention in key public service professions.

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

The department does not provide analysis for impacts of policies on graduate retention in key public service professions.

Borrowers, including those in public services professions, remain protected as repayments are determined by income, not the amount borrowed. If a borrower’s salary remains the same, their monthly repayments will also stay the same.

Borrowers only start repaying their student loan once earnings exceed the student loan repayment threshold, after which they pay 9% of income above that level. The Plan 2 repayment threshold freeze does not change that or increase borrowers’ student loan balances. At the end of the repayment term any outstanding loan debt, including interest accrued, will be cancelled.

It is important that we have a sustainable student finance system, 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 His Majesty's Government what assessment they have made of reports that the government of the United Arab Emirates will not provide scholarships to students seeking to attend UK universities on the grounds that they might be subject to radicalisation by Islamic extremists on UK campuses.

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

The UK offers one of the best education systems in the world, especially teaching and research in high growth sectors of the future. We welcome high quality students from across the world, including from the United Arab Emirates (UAE).

No form of extremism has any place in our society, and we have some of the strongest laws in the world to protect our citizens from hatred and terrorism. The government maintains stringent measures to safeguard all students and our Prevent strategy, recently updated to address evolving threats, and our consistent review and proscription of extremist organisations, underline our ongoing commitment to student welfare and campus safety.

The education sector continues to play a vital role in safeguarding learners from radicalisation, being the highest contributor of referrals to the Prevent programme. To support this effort, we provide resources through the Educate Against Hate website, helping pupils and staff understand terrorism risks and challenge extremist views.

The UK and UAE have a deep and long-standing bilateral relationship and we will continue to discuss this matter with their government.

Question to the Department for Education:

To ask the Secretary of State for Education, further to the Cabinet Office press release, Young people from all backgrounds to get opportunity to study abroad as UK-EU deal unlocks Erasmus+, of 17 December 2025, whether the Turing scheme will be continued, and whether she plans any changes to the Turing scheme’s funding or scope.

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

The government remains committed to international mobility. That’s why we have announced the UK has agreed to join the Erasmus+ programme in 2027. The Turing Scheme continues to deliver these opportunities and is confirmed for the 2026/27 academic year.

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, with applications for funding opening at 12:00 on Tuesday 20 January and closing at 16:00 on Monday 16 March.

The aims of the Turing Scheme for the 2026/27 academic year are to enhance transferable skills, widen opportunity and drive value for money.

We are continuing to focus the scheme’s funding on students from disadvantaged and underrepresented backgrounds and those with special educational needs and disabilities.

Further details, including guidance for providers and application information, are available at: https://www.gov.uk/government/publications/turing-scheme-international-placements-2026-to-2027.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 23 December 2025 to Question 98631, what assessment she has made of the potential impact of the mathematical sciences on delivering the Industrial Strategy and the Growth Mission; and whether the reviewed Strategic Priorities Grant budget for 2026-27 will include additional funding for those sciences.

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

The government recognises mathematical sciences as a valuable subject in higher education.

As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 18 December 2025 to Question 98630, if she will recognise mathematical sciences as a strategically important high-cost subject as part of the Strategic Priorities Grant funding for 2026-27.

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

The government recognises mathematical sciences as a valuable subject in higher education.

As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.

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 on enabling directors of children's services to commission CAMHS services in partnership with mental health trusts.

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

The departments are working closely together to ensure every child has the best start in life and to improve access to local mental health support for all children.

This includes:

• A 3-year mental health support pilot to ensure children in care have access to the support they need sooner, building on existing work to bring together social workers and health professionals to provide direct mental health support to children and families when they need it most.
• To help all pupils to achieve and thrive in education, the government will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate.
• By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with the Chancellor of the Exchequer on the potential merits of increasing the 3- and 4-year-old childcare funded hours rate.

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

The department will provide over £9.5 billion for the early years entitlements in 2026/27. This will fund a full year of the expanded entitlements and an above inflation increase to funding rates. This increase ensures funding for the entitlements reflects forecasts of average earnings and inflation next year, and the national living wage announced at the Autumn Budget. On average, nationally, we are increasing the 3- and 4-year-old hourly funding rate by 4.95%.

Since the introduction of the Early Years National Funding Formula in 2017, the national average funding rate to local authorities for 2-year-olds has been higher than that for 3-4-year-olds. We know, from listening to the sector and from our own regular research, that the cost of delivery is highest for younger children due to tighter staffing ratios and, consequently, higher staff costs, as staffing makes up the most significant proportion of provider costs. Our funding rates are set to reflect this.

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 use of smart phones on levels of disruption in classrooms.

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

Mobile phones have no place in schools.

The department’s new, stronger guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.

The guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff, while our attendance and behaviour hub lead schools will support other schools to implement and enforce a mobile phone policy where needed.

For the first time, Ofsted will check school mobile phone policy on every inspection, with schools expected to be phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspections.

In addition, a consultation will identify the next steps in the government’s plan to boost children’s wellbeing online.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of early intervention support for families where children display harmful or aggressive behaviour at home in Surrey Heath constituency.

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

The national rollout of Family Help, Multi-Agency Child Protection and Family Group Decision Making reforms is being delivered through the Families First Partnership (FFP) programme.

The programme is backed by £2.4 billion in funding over the next three years, which is ringfenced for spend on prevention.

Multi-disciplinary Family Help teams will prioritise supporting the whole family, wrapping support around them and intervening at the earliest opportunity to prevent challenges escalating, including for families where children display harmful or aggressive behaviour at home. Local partnerships should use population needs assessments to identify agencies, services and practitioners needed in their multi‑disciplinary teams.

The FFP programme team in the department will work closely with all local authorities, including Surrey, to monitor progress and provide support. In 2025/26, Surrey local authority received £5.1 million of ringfenced funding for the delivery of FFP, and based on indicative allocations they will receive £10.1 million in 2026/27.

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 transition from the Early Years Foundation Stage to Year 1 on children’s wellbeing.

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

The department recognises that moving between key stages can be challenging for some children, and that children’s experience of school can significantly impact their attendance, attainment and wellbeing.

This government is committed to giving every child the best start in life, ensuring they have what they need to achieve and thrive in school. The Early Years Foundation Stage statutory framework aims to ensure children have the skills and knowledge needed to thrive and make a successful transition to later schooling.

The government is expanding mental health support teams, so all schools can access specialist mental health professionals, supporting their whole school approach to mental health and wellbeing, and providing early intervention.

The department will also publish a best practice framework to help schools improve pupil experience and engagement. As part of this work, we will consider the evidence around effective transitions strategies that can promote and support children’s wellbeing.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will take steps to require the provision of CCTV in early years settings.

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

The Early Years Foundation Stage (EYFS) 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.

The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV 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 will be appointed to inform sector guidance on the safe and effective use of CCTV and digital devices within safeguarding. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that social care professionals working with adoptive families receive trauma-informed training.

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

I refer my hon. Friend, the Member for South East Cornwall to the answer of 13 January 2026 to Question 102909.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that teachers and pupils are adequately equipped to use artificial intelligence tools safely and effectively in the classroom.

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

The department is taking comprehensive action to ensure teachers and pupils are equipped to use artificial intelligence (AI) safely and effectively. Our Generative AI policy position sets clear guidance on the opportunities and risks of AI, and provides practical advice for safe, responsible use by educators. It emphasises that AI should enhance not replace high quality teaching and is informed by extensive evidence from educators, experts, parents and pupils.

We have also introduced updated Generative AI Product Safety Standards, announced at the UK Generative AI for Education Summit on Monday 19 January. These set out the safeguards AI developers must meet, including child centred design, enhanced filtering of harmful content, and protections for pupils’ cognitive and emotional wellbeing, ensuring tools are safe by design.

At Bett 2026 on Wednesday 21 January, my right hon. Friend, the Secretary of State for Education has committed to a five‑point plan for AI in education, including a strong focus on building the evidence for the safe and effective use of AI and technology tools to support pupils and teachers, and a new digital skills pathway for education staff.

Alongside this, we have published sector-developed support materials and are investing in evidence-based AI tools, helping schools adopt AI confidently, safely and in ways that support teaching and learning.

Question to the Department for Education:

To ask the Secretary of State for Education, how much revenue has been generated from the application of VAT to private school fees to date and how this revenue has been allocated.

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

The government has estimated that ending tax breaks for private schools will raise £1.8 billion a year by 2029/30. At the Autumn Budget 2025, the re-costing of the measure showed it will raise around £40 million per year more than originally forecast. This will raise essential revenue to help fund public services, including supporting the 94% of children in state schools.

Question to the Department for Education:

To ask His Majesty's Government what plans they have for (1) issuing revised and streamlined guidance to schools about sponsoring visas for overseas teachers of modern foreign languages, and (2) making the process of sponsoring those visas cost-free for schools, colleges and other educational establishments.

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

The department is continuing to look at how best to support schools to navigate the visa sponsorship processes to ensure that high quality international teachers can train and work as teachers in England. We have dedicated, school specific guidance to support schools that would like to employ international teachers. We regularly review this guidance to ensure it provides accurate, up to date and clear information. We have tested the content with schools and continue to engage with the sector for further feedback. The guidance can be found here: https://www.gov.uk/guidance/recruit-teachers-from-overseas.

The costs of sponsoring a visa are charged at the same level across professions. There are no plans to introduce any new sector-based exemptions from these costs, or to provide funding to cover the cost of any processes related to domestic or international teacher recruitment, but there are lower rates for smaller employers.

Question to the Department for Education:

To ask His Majesty's Government what the basis was for the decision not to introduce an advanced languages premium to boost A level take-up.

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

In our response to the independent Curriculum and Assessment Review we made a commitment to work with the sector to understand successful approaches to supporting the languages pipeline, starting at primary by reforming the curriculum, increasing take up at GCSE, and boosting demand at A level and degree level, to meet future social and economic needs.

We also want to learn from successful approaches such as the ‘Languages for All’ programme in partnership with Royal Holloway University of London, which has doubled the number of students studying modern languages at A level, through their pilot in Hounslow.

The department will support teachers to implement changes to the curriculum, though continued investment in the National Consortium for Languages Education, which provides high quality professional development and wraparound support for language teachers, with national reach.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the impact of the introduction of the advanced maths premium on take-up of A level maths.

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

Introduced in 2018, the advanced maths premium (AMP) provides 16 to 19 providers with £900 extra funding per additional student, over a baseline year, studying AS or A level maths and further maths. The AMP, alongside other 16 to 19 provider premiums such as the high value course premium, focuses on subjects that lead to higher economic return, to enable a more productive economy. The AMP aims to support schools and colleges to increase the number of level 3 maths students. Provision of the AMP has coincided with a 23% increase in A level maths entries between academic years 2018/19 to 2024/25 (years since AMP introduction), although entries are driven by a range of factors such as student choice, and we cannot attribute causality.

More details on AMP can be accessed here: https://www.gov.uk/guidance/16-to-19-funding-advanced-maths-premium.

Question to the Department for Education:

To ask His Majesty's Government what discussions, if any, they have had with the Office for Students about priorities and criteria for category C1 strategic funding for university courses.

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

The Strategic Priorities Grant (SPG) is one of our main higher education funding levers and provides support for high-cost subjects. Funding is allocated by the Office for Students (OfS) based on subject classifications. Subjects are grouped into price groups (A, B, C1.1, and C1.2), which reflect the cost of delivering those courses.

As set out in the 2025/26 SPG guidance letter from my right hon. Friend, the Secretary of State for Education to the OfS, we are working with the OfS to review and reform the high-cost subject funding, including price group C1, to ensure that it best aligns with the government’s growth mission and is targeted effectively towards provision that supports the industrial strategy and future skills needs.

We are working closely with the OfS to understand the impact of any changes to SPG funding, and the department will issue guidance to the OfS in due course setting out our funding priorities for 2026/27.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the level of teaching of craft in schools; and whether the Curriculum and Assessment Review will impact the current arrangements for craft teaching.

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

The independent Curriculum and Assessment Review final report and the government response were both published on 5 November 2025.

The response included a commitment to revise the art and design programmes of study to exemplify the knowledge and skills that pupils should develop, including through their own creative practice, and to encourage teaching of a broader range of artists and media. This will include consideration of craft, which is covered in the existing national curriculum.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 8 January (HL Deb col 1407), what estimate they have made of the number of UK nationals training as modern foreign language teachers in the next five years, in the light of the reduction in university modern language courses.

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

In academic year 2025/26, there were 765 UK nationals starting postgraduate initial teacher training in modern foreign languages. The department has not made any estimate of the impact of a reduction in university modern languages courses on UK national modern foreign languages trainee teachers.

Question to the Department for Education:

To ask His Majesty's Government whether they plan to encourage the introduction of further university level non-academic heritage craft skills courses across the country.

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

The government recognises the importance of heritage craft skills and supports their development through apprenticeships, vocational qualifications and partnerships with sector bodies.

Higher education institutions in England are autonomous and independent, and so they are responsible for determining the courses they offer. The government does not intervene in academic content. However, we encourage collaboration between universities, further education providers and heritage organisations to embed practical craft skills where appropriate, including through vocational and foundation degrees.

Question to the Department for Education:

To ask His Majesty's Government what the current status is of funding for level 2 and level 3 building crafts and other heritage craft skills diploma courses; and whether they will reinstate level 3 funding for courses including stone masonry and joinery.

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

On 12 January 2026, the department’s consultation on post-16 pathways at level 3 and below closed. We are currently reviewing the responses and will provide a government response in due course and set out how we will transition to the new system.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of increase in demand for special educational needs and disabilities places in the past 10 years.

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

A greater proportion of our school children are educated in special schools than at any time in the past fifty years.

For the first time in 2023, the school capacity survey asked local authorities to provide data on the capacity of special schools and the capacity of special education needs (SEN) units and resourced provision in mainstream schools, as well as their forecast future demand for specialist provision. This is published at: https://www.gov.uk/government/statistics/school-capacity-in-england-academic-year-2023-to-2024.

Since 2015/16, the number of children in all types of special schools has increased from 115,000 to 200,000 in 2024/25. The number of specialist placements overall is expected to continue to increase based on current trends.

The department also collects numbers of pupils on roll with SEN through the school census with data from 2025/26 onwards. Data is published by type of provision and can be accessed here at: https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2025.

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 compensatory funding to further education institutions for the increase in Employer National Insurance contributions on colleges.

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

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

To recognise the increase to employers’ National Insurance contributions, we made approximately £155 million available in 2025/26 to support further education institutions and other mainstream settings that receive annual funding allocations from the department for the provision of post-16 education. This funding was made available via the Post-16 National Insurance contributions grant in September 2025. All decisions related to the 2026/27 financial year are being considered and information will be provided in due course.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 8 January (HL Deb col 1408), when the research that showed that bursaries and scholarships are more important to overseas trainee modern foreign language teachers than the international relocation payment was carried out.

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

The research was commissioned by the department in 2024 with fieldwork taking place between March and November of the same year. The attached report was published in June 2025 and is also available here: https://www.gov.uk/government/publications/international-teacher-recruitment.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help tackle regional variations in disabled children’s social care in the context of the publication of the Law Commission’s report on 16 September 2025.

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

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to accept the recommendations of the Law Commission’s report on disabled children’s social care, published on 16 September 2025.

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

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to conduct a review of collective worship in schools in England.

Answered by Georgia Gould - Minister of State (Education)

Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.

Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her department plans to assess the (a) funding and (b) availability of the Adoption and Special Guardianship Support Fund for families with children dealing with complex trauma in Stockport constituency.

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

The government has confirmed the adoption and special guardianship support fund (ASGSF) will continue in 2026/27 and that applications which start in 2025/26 and which run into 2026-27 can be made. Details of the ASGSF from April 2026, including for families in Stockport, will be made available once departmental business planning decisions are completed. We will share details of the public engagement process on longer-term decisions as soon as possible.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of support available in mainstream state schools for pupils with dyspraxia who do not meet the threshold for an Education, Health and Care Plan in Surrey.

Answered by Georgia Gould - Minister of State (Education)

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

The department knows from our extensive engagement with parents, teachers, local authority staff and leaders, charities and others that there are significant challenges in the special educational needs and disabilities (SEND) system. They need to be addressed urgently. But we must ensure we do so in a way that builds trust and confidence in the system and leads to improved outcomes for children and young people.

The department will set out our proposals for reform in a Schools white paper and we will consult widely on these proposals and continue to work with a wide range of partners to refine and deliver them.

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 unmet special educational needs relating to dyspraxia on pupil wellbeing, attainment and school attendance.

Answered by Georgia Gould - Minister of State (Education)

Where a pupil is not attending school due to unmet or additional needs, including dyspraxia, the ‘Working together to improve school attendance’ guidance sets out clear expectations on how schools, local authorities and wider services work together to access and provide the right support to improve attendance.

We understand that early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, therefore we are supporting settings by strengthening the evidence base of what works. The government will set out proposals for reforms to the special educational needs and disabilities system through a Schools white paper in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she made of the potential impact of Local Government Reorganisation upon the secondary school places in Huntingdonshire.

Answered by Georgia Gould - Minister of State (Education)

The department is reviewing all local government reorganisation proposals to consider the potential impact on children’s services, including school places. Huntingdonshire is in tranche three of the local government reorganisation process and the statutory consultation on proposals is expected to launch in Spring 2026. I encourage all local areas to respond to the consultation.

There will then be a transition period during which the department will work with local areas to support children’s services in the new authorities, including plans to ensure there are sufficient school places.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that communication in (a) adoption support and (b) reunification cases is (i) timely and (ii) compliant with statutory guidance.

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

Regional adoption agencies should clearly set out on their websites what adoption support is available, who provides it, and how families can access it. This should include an overview of universal, targeted and specialist forms of support. During the adoption assessment process, prospective adopters must also receive information, counselling and advice about adoption, including the support services they may be entitled to. In addition, the Adoption and Special Guardianship Support Fund provides nationwide access to funded post‑adoption support, including therapeutic interventions for adopted children and their families.

In early‑permanence placements such as foster‑to‑adopt, reunification may occur if the court decides a child should return to their birth family. In these circumstances, reunification must follow statutory care‑planning duties, ensuring well‑planned transitions and appropriate support for carers and parents. Adoption England’s Reunification Framework provides structured guidance for practitioners to manage these transitions safely and sensitively, ensuring the child’s needs remain central throughout the process.

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 creating a national strategy for modern foreign language teaching in the context of levels of take-up of modern foreign language GCSEs.

Answered by Georgia Gould - Minister of State (Education)

The early years foundation stage (EYFS) statutory framework which early years providers are required to follow includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/

To make the existing requirements clearer for all the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at Levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Found: The Ministry of Justice and Department for Education will review the Justice and Education Select Committee

Found: I was pleased to see the commitments made by both Ministry of Justice and Department for Education to

Found: A number of individual departments (including DHSC, MHCLG, HMT and DfE) have reported an approximate

Found: .  Holding answers are not classified as replies for reporting purposes.DHSC MoD DfE Home Office 0

Found: opportunity not crisis, 21 July 2023 [railway rolling stock industry (30,000 people)] 5 Department for Education

Found: that further work is required with the Department of Health and Social Care (DHSC), the Department for Education

Found: The Department for Education has commenced discussions with the British Council with a view to them

Found: It could be the Department of Health and Social Care, the Department for Education, or the Home Office

Found: The Department for Education (DfE) will engage with sector experts and young people in working out how

Found: As set out in the Budget, the Department for Education will lead a review of childcare provision.

Found: Next week the Minister of State at the Department for Education and myself will be meeting with all of

Found: Next week the Minister of State at the Department for Education and myself will be meeting with all

Found: Like Indrani, for digital, a bit of estates and procurement we rely on the Department for Education

Found: group we had attendance on that group not just from DEFRA but also Ministers from the Department for Education

Found: They will need schools and education opportunities, so the Department for Education has a role.

Found: The Department for Education has employed Oak National Academy to help it with materials to give teachers

Found: The Department for Education has employed Oak National Academy to help it with materials to give teachers

Found: 16 to 21 year-olds—this is the generation that grew up with tech—in attendance at the Department for Education

Found: Some of this sits in DFE as well so we have a joint Minister with Jacqui Smith doing that and a team

Found: of doing things, and it could be integrated into the curriculum again if conversations happen with DFE

Found: How much communication have you had from the Department for Education?

Found: How much communication have you had from the Department for Education?

Question to the Department of Health and Social Care:

To ask His Majesty's Government what initiatives are (1) in place, and (2) planned, to provide advice for families of pre-school aged children about healthy eating and nutrition.

Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)

Last October, the first Best Start in Life campaign was launched, tackling the confusion and pressure facing parents in the early years by providing trusted, expert information to give every child the best start in life. The joint Department of Health and Social Care and Department for Education campaign provides National Health Service backed advice and guidance on a wide range of topics, including infant feeding, and weaning and directs parents to the Best Start in Life website for support on how to feed their baby.

Through the Family Hubs and Start for Life programme, local authorities are expected to connect a range of services through Family Hubs, including nutrition and weight management services. Staff in the family hub should be able to raise the topic of weight management with families and should be aware of what services are available and be able to connect families to them.

The Healthy Start Scheme helps to encourage a healthy diet for pregnant women, babies, and young children under four years old from very low-income households. In April 2026 the value of the weekly payments will increase by 10%. Pregnant women and children aged over one and under four years old will each receive £4.65 per week, up from £4.25, and children under one years old will each receive £9.30 per week, up from £8.50.

The funding for Healthy Start can be used to buy, or be put towards the cost of, fresh, frozen, or tinned fruit and vegetables, fresh, dried, and tinned pulses, milk, and infant formula. Healthy Start beneficiaries are also eligible for free Healthy Start Vitamins.

Question to the Department for Transport:

To ask the Secretary of State for Transport, what assessment she has made of the potential impact of up-front pilot training costs on (a) the pilot workforce, (b) diversity within the profession and (c) the long-term resilience of the aviation sector; and what steps she is taking to help tackle barriers to entry for trainees from lower- and middle-income backgrounds.

Answered by Keir Mather - Parliamentary Under-Secretary (Department for Transport)

This Government works closely with industry to address financial barriers to pilot training and to support the growth of a diverse aviation workforce, including through the Aviation Industry Skills Board. This area is a priority not only for my Department, but also the Department for Business and Trade, the Department for Work and Pensions and Skills England.

A training organisation has been approved to deliver a first officer apprenticeship, which would provide training completely cost-free to young people. In addition, British Airways, Jet2.com, and TUI have periodically offered partly or fully funded training programmes.

My officials are working with the Department for Education and airlines to encourage them to deliver this apprenticeship.

Question to the Department of Health and Social Care:

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

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

No such specific assessment has been made. The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.

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

In partnership with NHS England, the Department for Education has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.

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

To ask His Majesty's Government whether Young Futures Hubs will be co-located with, or work with, Family Hubs.

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

The Government is delivering a network of 50 Young Futures Hubs by March 2029. This is a cross-government priority, coordinated with the Department for Education and the Department of Health and Social Care.

While local authorities will decide on precise locations based on community needs, we expect co-location to be a key consideration where it improves accessibility and strengthens local support for young people.

Eight early adopters have been announced. The early adopter phase will look at how Young Futures Hubs interact with existing services, including Family Hubs.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment his Department has made of the potential impact of redundancy on access to levy-funded leadership development for experienced NHS staff; and whether he plans to introduce mitigations to prevent the loss of training opportunities following involuntary redundancy.

Answered by Karin Smyth - Minister of State (Department of Health and Social Care)

No assessment has been made of the potential impact of redundancy on access to levy-funded development for experienced National Health Service staff.

The Department for Education issues guidance for all apprentices who are at risk of redundancy, which is available on their website. This sets out the terms for supporting apprentices at risk of redundancy and for continuing to fund their apprenticeships following redundancy.

To further bolster training opportunities for experienced NHS staff, NHS England is expanding some national leadership and development offers, increasing flexible and mid-career offers, and widening access based on skills and potential rather than linear progression. Additional targeted outreach and career support are being used in places to encourage participation from experienced staff, including during periods of organisational change.

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

To ask His Majesty's Government what plans they have to form a cross-departmental group for craft drawing together the responsibilities in this area of the Department for Culture, Media and Sport, the Department for Education and the Department for Business and Trade.

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

The Government is committed to supporting the creative industries, including the craft sector, which is why we put them front and centre of our Industrial Strategy, including publishing the Creative Industries Sector Plan last year. The Department for Culture, Media and Sport is working closely with all other relevant government departments to support the craft sector and deliver on the Sector Plan. DCMS currently has no plans to form a cross-departmental group for craft, however DCMS and Skills England jointly run a Creative Sector Skills Forum, which has a rolling cast list and includes representation for the crafts sector depending on the agenda. This includes the Crafts Council, Heritage Crafts and Officials from DWP and DfE as needed.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, if he will publish a list of organisations represented at his Department's conference on food poverty on 14 and 15 January 2026.

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

The DWP Food Poverty Conference took place at the Abbey Centre on 15 January 2026.

Our aim was to bring together a range of local authorities, other government departments, charities and academics to share and discuss a range of good practice happening on the ground to respond to increasing need in relation to food poverty.

We received a high level of interest in the conference. Due to venue capacity, places were offered on a first come first served basis.

We saw over 30 local authorities represented from different regions across England. Examples include the Greater London Authority, Medway Council, Bristol City Council, Greater Manchester Combined Authority, North Yorkshire Council, King’s Lynn and West Norfolk and East Lindsey District Council. Local government sat alongside over a dozen national third sector organisations – such as Trussell, Feeding Britain, Sustain and Community Shop – as well as officials from across five government departments, including DWP, DfE, Defra, DHSC and MHCLG.

We’ve been encouraged by the positive feedback on the conference and the strong engagement shown across sectors. As a result, we are exploring the possibility of hosting a second conference online later in the year to enable more organisations to participate. We will provide further details as plans materialise.

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

To ask the Secretary of State for Housing, Communities and Local Government, What discussions he has had with the Secretary of State for Education on providing additional funding support to local authorities in receipt of the lowest amount of funding for the provision of support for children with special educational needs.

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

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what consideration his Department gave to increasing the number of years for the transitional arrangements for the Fair Funding Review to be in effect.

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

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what consideration was given to providing additional financial support to local authorities that will have large reductions in Government funding.

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

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what assessment has been made of the adequacy of the transitional funding arrangements in the Fair Funding Review in ensuring the sustainable operation of local authorities.

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

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask His Majesty's Government whether they plan to provide funding for (1) a scheme based on the expansion of the National Saturday Club provided by the National Trust at Coleshill, and/or, (2) a scheme based on the expansion of the summer school provided by the King’s Foundation, to provide taster experiences in heritage building crafts for school-age children across the county to tackle inequalities of access to those careers.

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

Whilst we do not have specific plans relating to those schemes, the Government is committed to supporting young people in accessing the skills they need to thrive, including in heritage skills. The Department for Education, which is responsible for skills and education, is working with secondary schools and colleges to develop their careers programmes, with the input of over 3,500 business volunteers. This provides young people with insights into a range of jobs and careers across all sectors, including heritage crafts and skills.

DCMS, working with our arms length bodies and wider government are introducing school aged children to future heritage careers. Through Government funding, Historic England delivers the Heritage Schools Programme which brings local heritage to schools across England, broadening access to local history and raising awareness of the many future job opportunities in the heritage sector. The National Lottery Heritage Fund (NLHF) funds a range of programmes that support heritage crafts, high-quality training and paid training placements in heritage careers. This includes the Future Heritage Leadership programme, launched in November 2025 to help young adults (18 - 30 year olds) get into the heritage sector with a strong focus on those from diverse backgrounds.

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

To ask His Majesty's Government whether the Minister for Museums, Heritage and Gambling currently attends the Construction Skills Mission Board; and if not, whether she plans to do so in the future to ensure that heritage building craft skills are represented.

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

The Minister for Museums, Heritage Gambling is not a member of the Construction Skills Mission Board (CSMB). The CSMB is an industry-led group, consisting of construction senior leaders, small business representatives, and union representatives. Officials representing five supporting departments (the Department for Work and Pensions, Ministry of Housing, Communities and Local Government, Department for Business and Trade, Department for Education, and the Department for Energy Security and Net Zero) observe meetings of the Board with relevant ministers joining when necessary. Historic England, Government advisors on the historic environment, advises the board on consideration on heritage skills via the CSMB sub committee on Repair, Maintenance and Infrastructure.

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Found: with mobile phones and social media, Department for Science, Innovation and Technology / Department for Education

We simply request that the following three books and enactments be included in the national curriculum for all public schools, Police colleges, University Law courses and Judicial College within Royal Courts of Justice.

A. Observation of Due process of Law 1368

B. 1688 Bill of Rights

Found: Department for Education make these three books required reading to all students

Found: Cabinet Offi ce, Department for Business & Trade, Department for Culture, Media & Sport, Department for Education

Found: 1 Impact of sentencing on proven reoffending for young offenders Insights from the MoJ – DfE

Found: facilitate a conversation between the local authority and other government departments ((OGDs), e.g., DfT, DfE

Found: redeveloped for alternative use for a period of time (“7 year rule”) as defined by the Department for Education

Found: This report will help support the Department for Education in completing this action – please refer

Found: practical help and support… …including from the Department for Work and Pensions (DWP), the Department for Education

Found: British Chambers of Commerce (BCC), Cisco, Cognizant, Confederation of British Industry (CBI), Department for Education

Found: able to access funding in respect of their employees that live outside England. 4.145 The Department for Education

Found: NHS England and DHSC are working closely with the Department for Education (DfE) on the Partnerships

Found: This data is provided by the DfE before consolidation, at the highest level of granularity possible.date

Found: Department for Education (DfE) data does not include education settings in Wales, Scotland or Northern

Found: with the updated Relationships, Sex and Health Education (RSHE) guidance published by the Department for Education

Found: with the updated Relationships, Sex and Health Education (RSHE) guidance published by the Department for Education

Found: RPC-DFE-25111-IA-(1) 14 January 2026 The Higher Education (Fee Limits and Fee Limits Condition) (England

Found: British Chambers of Commerce (BCC), Cisco, Cognizant, Confederation of British Industry (CBI), Department for Education

Found: He will join from the Department for Education (DfE) at the beginning of March 2026.

Found: the School to my requests for further information; • information available on the websites of the DfE

Found: RAF-FF continue to engage with DFE re SEND.

Found: The UK Government’s Department for Education publishes monthly data on ITE applications.

Found: Labour Force Survey / Annual Population Survey The Department for Education (DfE) also publish an annual

Found: In addition, the Department for Education in England has been informed of the proposals to identify any