Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department was invited by the Office for National Statistics to provide evidence or input into its review of the ethnicity harmonised standard.

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

A review of the harmonised standard for ethnicity data collection is underway by the Government Statistical Service Harmonisation team.

A public consultation between October 2025 and February 2026 sought views from a wide range of users, including government departments and public bodies, to understand user needs for ethnic group data. This was supplemented by a programme of engagement activity, including with representatives of all government departments.

The Office for National Statistics have committed to providing an initial response to the public consultation in April, and a full report on the consultation in late summer 2026 will include more detailed information on the departments that responded to the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, what evidence her Department submitted to the Office for National Statistics' review of the ethnicity harmonised standard, including in relation to the recording of Sikhs and Jewish people as ethnic groups.

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

A review of the harmonised standard for ethnicity data collection is underway by the Government Statistical Service Harmonisation team.

A public consultation between October 2025 and February 2026 sought views from a wide range of users, including government departments and public bodies, to understand user needs for ethnic group data. This was supplemented by a programme of engagement activity, including with representatives of all government departments.

The Office for National Statistics have committed to providing an initial response to the public consultation in April, and a full report on the consultation in late summer 2026 will include more detailed information on the departments that responded to the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, what the savings targets are for each directorate in her Department for (a) 2026-27, (b) 2027-28 and (c) 2028-29.

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

Each year, the department must make tough decisions to ensure every pound of taxpayers’ money is driving high and rising standards for our children, ensuring every child has the best start in life.

The department considers priorities across the department to determine how best to allocate its available funding.

A breakdown of the department’s funding for 2026/27 will be published in due course in the 2026/27 Main Estimate and in each subsequent year. This will be published on GOV.UK.

The 2025/26 Main Estimate can be found at: https://www.gov.uk/government/publications/main-supply-estimates-2025-to-2026.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will (a) complete a full skills audit of staff within her Department and (b) share that audit with trade unions.

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

The department supports 15 professions to which we encourage staff to align themselves, and we collect data monthly on the number of members of each. As part of the Government Skills Campus platform, which is currently in development, the department is exploring the most effective ways to capture the live skills of staff. The department will then seek to agree with trade unions an appropriate approach to sharing this data.

Question to the Department for Education:

To ask the Secretary of State for Education, whether a dedicated teacher retention strategy will be informed by evidence on teacher mental health and workplace wellbeing.

Answered by Georgia Gould - Minister of State (Education)

A well supported, high-quality education workforce is critical to our mission to break down the barriers to opportunity for children and young people, which is why recruiting and retaining our expert teachers is at the heart of the government’s Plan for Change. Detailed plans on how we will recruit and retain more teachers in our 6,500 additional teachers delivery plan are available at: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.

We will promote best practice in workload and wellbeing management, including flexible working opportunities, and tackle the external pressures where schools are filling the gaps.

We will invest in a new programme that provides training, resources and peer support to help schools learn from each other, to normalise flexible working and manageable workloads. We will also invest £1 million additional funding each year for wellbeing support, providing up to 2,500 leaders annually with a safe and confidential space to develop new strategies to manage their resilience and capacity to thrive in their role.

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Question to the Department for Education:

To ask the Secretary of State for Education, with reference to research from The University of Manchester entitled The right to play: making play a policy and practice priority, what steps her Department is taking to ensure that all schools have access to green spaces.

Answered by Georgia Gould - Minister of State (Education)

Play is an essential part of children’s physical, social and cognitive development, as recognised in the early years foundation stage statutory framework. All education settings, from early years to further education, can register with the National Education Nature Park which provides free and quality assured resources, guidance and support to enable them to turn their grounds from grey to green.

The Education Estates Strategy also recently set out how the new design specifications and Renewal and Retrofit Programme will increase access to nature and create better outdoor places with more variety, so that pupils can undertake both quiet and energetic activities.

The value of access to nature and outdoor learning is also being recognised and promoted through enrichment, with our upcoming Enrichment Framework including 'Nature, outdoors and adventure' as one of five categories that schools should seek to cover in a broad and well-rounded enrichment offer.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 22 of her Department's consultation document entitled SEND Reform: Putting Children and Young People First, CP1509, how will (a) schools, (b) colleges and (c) early years settings access the Inclusive Mainstream Fund in Huntingdonshire.

Answered by Georgia Gould - Minister of State (Education)

The Inclusive Mainstream Fund provides £1.6 billion in funding, over three years, to schools, colleges and early years settings to deliver an improved inclusion offer.

The department will soon publish methodology documents to explain how the funding will be distributed for the three phases. The funding will be made available to early years, schools and 16-19 institutions through new grants from 2026/27.

Question to the Department for Education:

To ask the Secretary of State for Education, whether Specialist Resource Bases and Alternative Provisions are eligible for funding from the free breakfast clubs scheme.

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

All state-funded schools with primary aged pupils, including those with specialist units, special schools and alternative provision schools, are in scope for the free breakfast clubs programme.

Through the Children’s Wellbeing and Schools Bill, all state-funded schools with primary-aged pupils will be required to offer a free breakfast club and will be funded to do so.

We are undertaking national roll out of free breakfast clubs to these schools in phases, with 2,000 starting in the 2026/2027 financial year. We will share details regarding how schools can join the programme in future years, in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of changes to SEND funding on mainstream school budgets in Maidenhead.

Answered by Georgia Gould - Minister of State (Education)

Nationally, mainstream school funding allocated through the dedicated schools grant (DSG) is increasing by 2.6% per pupil, from £6,608 in 2025/26 to £6,778 in 2026/27. This brings total funding for mainstream schools through the DSG schools block to £50.5 billion in 2026/27. This will support mainstream schools with ongoing costs and deliver an excellent education for all, including pupils with special educational needs and disabilities (SEND).

From 2026/27 onwards, we will provide £1.6 billion for a new Inclusive Mainstream Fund over three years.

We will provide more details on how this funding will be distributed in the coming weeks.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve GCSE pass rates among pupils eligible for free school meals in the Ashfield constituency.

Answered by Georgia Gould - Minister of State (Education)

The ‘Every Child Achieving and Thriving’ White Paper sets out our plans to build a system that supports every child to achieve and thrive.

It sets a clear path to raising standards and broadens children’s education. This includes a refreshed curriculum, improved transitions and an enrichment entitlement for every child.

To help improve GCSE outcomes for disadvantaged pupils, we are driving standards through new RISE teams, a refreshed high-quality curriculum and assessment system, recruiting 6,500 additional teachers and piloting a new place‑based Headteacher Retention Incentive to attract and support headteachers in the areas that need them most.

Additionally, in the 2026/27 financial year, £3.2 billion of pupil premium funding will support improved outcomes for disadvantaged pupils, and the National Funding Formula will allocate £5.6 billion according to deprivation. We are also developing a new model to better target disadvantage funding at the most entrenched need.

When this generation finishes secondary school, our ambition is for all pupils to reach at least a grade 5 across their GCSEs and for the disadvantage gap to be halved, with 30,000 more disadvantaged pupils passing English and maths GCSEs.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve educational opportunities in former coalfield areas.

Answered by Georgia Gould - Minister of State (Education)

All children and young people should have every opportunity to succeed. Our mission is to make this a reality across the country, including in former coalfield areas.

We’re investing £9.5 billion into early years next year to help families access affordable high-quality childcare places all over the country including those in former coalfield areas. We are also taking bold action to lift 550,000 children out of poverty, tackling the high levels of deprivation seen in many former coalfield areas.

Our “Every Child Achieving and Thriving” white paper sets out our plan to provide a stretching, enriching and inclusive school experience for every child. We are consulting on funding reforms to reflect different lengths and depths of disadvantage that children may be experiencing including the persistent challenges faced in former coalfield areas.

The department is also strengthening routes into post-16 education, employment and training so every young person can progress into secure, well-paid work. We recognise that former coalfield areas face some of the biggest barriers to opportunity and this government will ensure those Children and Young People benefit from the landmark reforms we are making to education and beyond.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has issued guidance to early years educational settings on the use of screens in nurseries.

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 children have the best start in life and are kept healthy and safe. Details about the framework are available here: https://assets.publishing.service.gov.uk/media/68c024cb8c6d992f23edd79c/Early_years_foundation_stage_statutory_framework_-_for_group_and_school-based_providers.pdf.pdf.

The department has published guidance to inform practitioners about online safety and appropriate device usage in early years settings, including an ‘Internet safety’ page on the Help for Early Years Providers platform here: https://help-for-early-years-providers.education.gov.uk/health-and-wellbeing/internet-safety. This includes information on how device use affects development, outlining both benefits and challenges.

Following the publication of new screen time guidance for parents, we will update this page to provide further emphasis on screen time and outline considerations around adult use of technology within settings. We will also incorporate updated guidance into the EYFS frameworks and review Development Matters to include information on screen time and digital literacy.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure all secondary schools offer a wide range of GCSE subject options.

Answered by Georgia Gould - Minister of State (Education)

As part of their duty to teach a broad and balanced curriculum, schools are expected to offer a range of subject options to help meet the aspirations of all pupils.

On 23 February, the department published a consultation which includes proposals to improve the Progress 8 model to maintain a strong academic core and ensure breadth and choice for every child. The consultation is available here: https://www.gov.uk/government/consultations/key-stage-4-performance-measures-and-targeted-rise-extension. We want to recognise the value of subjects that strengthen our economy and society, for example the arts and sciences, and the importance of a broad pre-16 curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 92 of the Strategic Defence Review, how many meetings officials from their Department have attended on the national conversation on defence and security; which directorate in their Department is responsible for the departmental contribution to that national conversation; and what the job title is of the official responsible.

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

Officials from the department regularly attend meetings to discuss matters of national security, defence and resilience as well as the associated public communications required to deliver these lines of efforts. The conversation on national defence was a recommendation in the 2025 Strategic Defence Review (SDR), which the government accepted. The Ministry of Defence is the lead department for delivering the SDR, with support from the Cabinet Office, and particularly from the National Security Secretariat.

As set out in the SDR, the national conversation will be a multi-year, cross-departmental effort designed to deliver on the whole-of-society approach to national security and defence allowing government, the private sector and public to play their part in strengthening the UK’s resilience to any potential future shocks. This work addresses the risks and threats the UK faces, including those below and above the threshold of an armed attack.

The department is actively supporting this work. It plans to promote communications as part of National Preparedness Week later this year and is increasing engagement with its sectors on resilience issues.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the findings in the report by Magic Breakfast, Root causes of child morning hunger, published on 9 March.

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

The department appreciates the publication of the report and looks forward to giving it our full consideration. This government is committed to tackling child poverty and delivering meaningful action to support children and families. The removal of the two- child limit on Universal Credit will lift 450,000 children out of poverty, rising to around 550,000 alongside other measures set out in our Child Poverty Strategy, such as the expansion of free school meals. These interventions will lead to the largest expected reduction in child poverty over a Parliament since comparable records began.

We recognise the importance of a healthy breakfast at the start of the day for pupils and the impact this can have on attendance and readiness to learn. This is why we are rolling out free breakfast clubs in every state-funded school with primary-aged pupils in England, so that all children can have the best start in life. Since April 2025, the programme has delivered 7 million meals to almost 180,000 pupils across the country. We are investing a further £80 million to fund approximately 2,000 additional schools between April 2026 and March 2027.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the change in prevalence of child morning hunger in (1) early years, (2) primary school, and (3) secondary school, settings in England in the past 12 months.

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

The department appreciates the publication of the report and looks forward to giving it our full consideration. This government is committed to tackling child poverty and delivering meaningful action to support children and families. The removal of the two- child limit on Universal Credit will lift 450,000 children out of poverty, rising to around 550,000 alongside other measures set out in our Child Poverty Strategy, such as the expansion of free school meals. These interventions will lead to the largest expected reduction in child poverty over a Parliament since comparable records began.

We recognise the importance of a healthy breakfast at the start of the day for pupils and the impact this can have on attendance and readiness to learn. This is why we are rolling out free breakfast clubs in every state-funded school with primary-aged pupils in England, so that all children can have the best start in life. Since April 2025, the programme has delivered 7 million meals to almost 180,000 pupils across the country. We are investing a further £80 million to fund approximately 2,000 additional schools between April 2026 and March 2027.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the 2027–28 cost of participating in the Erasmus+ programme.

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

The government have now concluded negotiations with the European Commission on the UK’s association to Erasmus+ in 2027. This commitment covers the 2027/28 academic year. Any participation in Erasmus+ into the next Multiannual Financial Framework will need to be agreed in the future and be based on a fair and balanced contribution.

We have secured significantly improved financial terms compared to default arrangements, ensuring a fairer balance between the UK’s contribution to the EU and the number of UK participants who receive funding. We negotiated a 30% discount, securing participation for 2027 at a cost of approximately £570 million, saving UK taxpayers around £240 million while securing the benefits of participation for young people in the UK and across the EU.

The UK will receive most of that money back to distribute amongst UK beneficiaries. UK participants will also have the opportunity to compete for grants from a c.£1 billion central pot directly managed by the European Commission.

The department will report to Parliament the costs arising from our participation, including costs related to the implementation of the programme, in its annual accounts.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the lessons to be learned from the special educational needs reforms introduced by the government of Wales; and what consideration they have given to introducing similar reforms in England.

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

The department has already consulted with colleagues in the Welsh government on analysis published in the special educational needs and disabilities (SEND) consultation document comparing rates of special education needs across both nations. The use of data to assess the efficacy of the Welsh SEND reforms introduced in 2021 was not feasible due to variation at school and local authority level.

We will continue to work with the devolved governments as we progress the proposals set out in the SEND consultation document, as well as preparations for future legislation, to ensure that legislative impacts are fully understood and addressed.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of current Initial Teacher Training provision in preparing teachers to support children with speech and language needs.

Answered by Georgia Gould - Minister of State (Education)

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.

Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.

We have recently updated the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND.

We have also committed to a full review of early career teacher training in 2027, which will include a focus on SEND.

In addition, we have announced a training package of over £200 million that will upskill staff in every school, college and nursery to better support pupils with SEND. Finally, we know the importance of ensuring children can speak and listen well from the earliest years, so we will develop a new oracy framework to sit alongside the revised national curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to paragraph 88 of the UK Government Resilience Action Plan, how many meetings Ministers in their Department have attended related to the Home Defence Programme.

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

My right hon. Friend, the Secretary of State for Education has regular discussions with officials, external experts and ministerial colleagues on a range of issues, including national security, defence and resilience.

The Home Defence Programme was established in August 2024 to build the UK’s resilience to any potential escalation to conflict. It is an evolving and enduring programme of work which provides defence, security and resilience planning, focused on aligning military and civil effort in the event of a period of crisis and international hostilities affecting the UK. It is informed by and reflects the recommendations from government strategies, including the Strategic Defence Review, National Security Strategy and Resilience Action Plan.

The department is actively supporting this work. Officials in the department are in regular discussions with The Ministry of Defence and other government departments.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the impact of free school breakfasts on school attendance in (1) early years, (2) primary school, and (3) secondary school, settings in England in the past 12 months.

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

Free breakfast clubs are for schools with primary-aged pupils, so that we make sure we give the youngest pupils the best start in life whilst helping parents with costs of childcare. Free breakfast clubs remove barriers to opportunity by offering primary school children, no matter their circumstance, a supportive start to the school day. School leaders report that free breakfast clubs are improving punctuality, attendance, behaviour and concentration. We have an ongoing free breakfast club programme evaluation which aims to build evidence and insights into impact on attendance for primary-age pupils.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to promote teaching as a career path for young people and current teachers.

Answered by Georgia Gould - Minister of State (Education)

Since July 2024, this government has taken targeted action to boost teacher supply. This work started with our reset of the relationship with the sector, to re-establish teaching as an attractive profession, making it one that existing teachers want to remain in, former teachers want to return to, and new graduates wish to join. We have published our delivery plan for 6,500 new expert teachers, focusing delivery across three key themes:

• Attract: We will optimise routes into teaching.
• Retain: We will improve teaching experience and boost retention.
• Develop: We will expand career-long development opportunities.

We are offering recruitment incentives in the subjects where they are needed most, with significant investment in tax-free teacher training bursaries and scholarships of up to £31,000 for school and college teachers.

We have recognised the importance of teachers with a pay rise for school teachers and leaders of nearly 10% since this government took power.

Our approach is already starting to pay-off, with the secondary and special school workforce growing by 2,346 teachers between 2023/24 and 2024/25.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to work with local authorities to improve safeguarding standards in early years settings.

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

The department works closely with local authorities to strengthen safeguarding standards across early years settings, including nurseries and childcare centres.

Through the Children’s Wellbeing and Schools Bill, we are seeking to require the automatic involvement of education and childcare settings in multi-agency safeguarding arrangements, ensuring their participation and that their views are represented at both strategic and operational levels. These measures strengthen the role of education and childcare providers in safeguarding and support effective information sharing through statutory guidance.

As part of wider safeguarding reforms, in September 2025 we strengthened safeguarding requirements through changes to the early years foundation stage statutory framework, including enhanced expectations on safer recruitment, child absences, safer eating, safeguarding training and whistleblowing.

In addition, we have appointed an expert panel to inform the development of guidance for the early years sector on the use of digital devices and CCTV within safeguarding. This guidance is due to be published in the autumn and will set out best practice, technical information and clear expectations for providers.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the adequacy of the (a) availability and (b) consistency of guidance offered to parents of children with communication difficulties.

Answered by Georgia Gould - Minister of State (Education)

As part of our new investment, schools will be able to access support, advice, training and specialist expertise from professionals such as speech and language therapists, educational psychologists, occupational therapists and specialist teachers. These experts will work directly with school staff to equip them with the skills and strategies to better meet need, including delivering group‑level interventions to address needs early and effectively.

We will also set out guidance on inclusive, evidence-based ordinarily available provision through the National Inclusion Standards, to support all mainstream settings to meet the needs of all children and young people effectively. Schools will be required to produce an Inclusion Strategy, encouraging effective cohort-level planning for common and predictable needs and the meaningful implementation of inclusive education.

We also continue to involve and engage with families and special educational needs and disabilities stakeholders through our Participation and Family Support programme.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to introduce measures for tracking spoken language skills alongside existing literacy assessments.

Answered by Georgia Gould - Minister of State (Education)

The department recognises the importance of speaking and listening skills, which has been very clearly set out by the recent Curriculum and Assessment Review. As part of our English curriculum reform, we will make sure that communication skills inherent in curriculum subjects are more clearly expressed through revised programmes of study. We will revise the English and drama programmes of study to add more clarity and specificity in speaking and listening, as well as ensuring that the reformed English language GCSE focusses on the features and use of language as a form of communication.

We will also create a new oracy framework to sit alongside the national curriculum that will support primary teachers to help their pupils become confident, fluent speakers. We will also publish a combined secondary oracy, reading and writing framework that brings together guidance on these topics, to support teachers to connect and use all three in their teaching and to embed literacy and oracy across the entire curriculum as part of a whole school strategy. We will consider assessment approaches as part of this.

We want a record 75% of children to achieve a Good Level of Development by 2028. To achieve this, children will need to meet the Communication and Language Early Learning Goals.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's announcement of 11 February 2026 entitled 10-year plan to revitalise schools and colleges for every child, how many and what proportion of secondary schools do not have an inclusion base, SEN units or pupil support unit.

Answered by Georgia Gould - Minister of State (Education)

The number of state-funded secondary schools with resourced provision or special educational needs units, as of January 2025, was 485. This represents 14% of all state-funded secondary schools.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 88735 on Schools: South Suffolk, tabled on 10 November 2025.

Answered by Georgia Gould - Minister of State (Education)

The response to Written Parliamentary Questions 88735, 88736 and 88737 was published on 18 March 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 88737 on Special Educational Needs: Finance, tabled on 10 November 2025.

Answered by Georgia Gould - Minister of State (Education)

The response to Written Parliamentary Questions 88735, 88736 and 88737 was published on 18 March 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to respond to Question 88736 on Special Educational Needs, tabled on 10 November 2025.

Answered by Georgia Gould - Minister of State (Education)

The response to Written Parliamentary Questions 88735, 88736 and 88737 was published on 18 March 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, how many additional educational psychologists, speech and language therapists and occupational therapists will be required annually to deliver the Experts at Hand programme.

Answered by Georgia Gould - Minister of State (Education)

The government is providing substantial, targeted investment to help local areas grow and strengthen their specialist workforce. Over the next three years, £1.8 billion will be made available to local area partnerships to develop and rollout of the Experts at Hand offer.

Local area partnerships will design and implement their own Experts at Hand models, tailored to local needs and workforce capacity. This will be supported by strong national oversight. The department will set the overall framework, provide guidance and tools, and work closely with local areas to ensure consistent quality.

​To support this, we have also announced £15 million for new speech and language therapy advanced practitioner roles, as well as continuing our investment in the educational psychology workforce with £26 million to train at least 200 educational psychologists per year from 2026 and 2027, building on previous investment.

The department knows that continuing to build the pipeline of speech and language therapists is essential. That is why we are working with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of a Substitute Teachers Register to help ensure supply teachers are not underpaid or maltreated by their employer.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Sheffield Hallam to the answer of 26 February 2026 to Question 109848

Question to the Department for Education:

To ask the Secretary of State for Education, when her proposed timetable is for publishing her Department's white paper related to Schools and SEND.

Answered by Georgia Gould - Minister of State (Education)

On 23 February, we published two major documents: the ‘Every Child Achieving and Thriving’ Schools White Paper and the SEND Consultation Document. Together, these set out our plans to build an education system that will ensure that children and young people with special educational needs and disabilities (SEND) get the right support at every stage of their education.

We are consulting on the reforms in the publication, and you can access the consultation here: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.

Question to the Department for Education:

To ask the Secretary of State for Education, how many directors with responsibility for human resources are employed across their department and its executive agencies; and how many of those directors hold professional HR qualifications from the Chartered Institute of Personnel and Development or equivalent professional bodies.

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

Organograms for the department, including senior civil service posts, are published on GOV.UK here: https://www.data.gov.uk/dataset/5a1f3831-86d6-4979-9164-99e982361ca4/organogram-department-for-education. The data sets out director-level roles and responsibilities across the core department, including for our Executive Agencies.

Information on the professional qualifications of individual employees is personal data, and it would not be appropriate to release this at an individual level. However, all directors appointed with responsibility for human resources would be expected to have the appropriate skills, experience and, where relevant, professional qualifications necessary to undertake the role effectively, including experience aligned with Chartered Institute of Personnel and Development (CPID) standards or equivalent professional bodies in line with requirements set out by the Government People Group.

Question to the Department for Education:

To ask His Majesty's Government what was the median salary of primary school head teachers in England in each year since 1996–97 in (1) cash terms, and (2) real terms adjusted for inflation.

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

The tables attached reflect median pay for classroom teachers, headteachers and ‘other leadership’ teachers. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately but has been produced for this response and included.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census.

These figures are adjusted for inflation by using the Consumer Price Index from Office for Budget Responsibility Economic and Fiscal Outlook from March 2026, on a financial year basis.

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

In exceptional circumstances, schools can pay their headteachers up to 25% above the maximum of their headteacher group or go beyond 25% if supported by an independently-assessed and approved business case.

Question to the Department for Education:

To ask His Majesty's Government what estimate they have made of the number of undergraduate students from Wales undertaking degree courses at universities in England.

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

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education sector. These data are shared with the department and include a wide range of information on student courses.

Figure 7 of HESA’s ‘Higher Education Student Statistics: UK, 2024/25’ reports the number of enrolments for UK providers based on student permanent address prior to study. According to Figure 7, in the academic year 2024/25, there were 25,820 undergraduate student enrolments with a Welsh permanent address at Higher Education providers in England.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 12 February (HL14125), what is the breakdown of the students from England who participated in the Erasmus programme in 2020 by English region.

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

In 2020, the regional breakdown of higher education students from England who participated in the Erasmus+ programme was:

• 18.6% from the South West.
• 14.7% from London.
• 13.7% from the West Midlands.
• 11.7% from the East Midlands.
• 10.6% from Yorkshire and The Humber.
• 10.4% from the South East.
• 8.4% from the North West.
• 7.1% from the North East.
• 4.8% from the East of England.

All Erasmus+ data is publicly available.

Question to the Department for Education:

To ask His Majesty's Government what additional resources they are putting into careers guidance in schools and colleges to help reduce potential future increases in the number of young people not in education, employment or training.

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

The department is expanding opportunities for young people through high-quality careers guidance and meaningful work experience. Evidence shows that strong careers provision can reduce the risk of a young person being not in education, employment or training by 8% after age 16 and 18.

Working with the Careers & Enterprise Company (CEC), we continue to raise quality through investment in careers hubs, employer networks and careers leader training, all of which help schools and colleges improve their provision. The CEC is introducing OnTrack+, a data tool that helps educators identify emerging support needs for learners in years 7 to 11, strengthening engagement and supporting successful post-16 transitions.

The department’s ambition is for every young person to have two weeks’ worth of work experience during their secondary education. We are investing in pilot activities to identify and remove barriers to high-quality placements, with targeted support for disadvantaged cohorts and learners in state-funded alternative provision.

Question to the Department for Education:

To ask His Majesty's Government how many children are not registered for school in the last year in which statistics are available for.

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

Information is collected from local authorities in England on a termly basis on how many children they have recorded as being in elective home education (EHE) or who are children missing education (CME). On the census data for the 2025/26 autumn term, local authorities reported 126,000 children in EHE and 34,700 CME.

As there is currently no legal requirement for parents to inform local authorities that their children are not in school, this information is based only on those parents of which local authorities are aware.

As part of the Children’s Wellbeing and Schools Bill, we are introducing a requirement for every local authority in England and Wales to hold compulsory Children Not in School registers.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Taylor of Stevenage on 16 March (HL Deb col 732), what steps, if any, they plan to take to ensure that university leaders who fail to take action to combat antisemitism are held accountable.

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

The E6 condition of registration, introduced by the Office for Students (OfS) on 1 August last year, requires registered higher education providers to have strong policies to prevent and address harassment, including antisemitic abuse. The government expects universities to comply fully with E6 and the OfS has powers to act where institutions breach this condition of registration.

Question to the Department for Education:

To ask His Majesty's Government what percentage of university undergraduate courses offer a placement year.

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

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education sector. This data is shared with the department and includes a wide range of information on student courses.

The department only has placement data on courses that have students enrolled on. For the 2024/25 academic year, approximately 23.9% of undergraduate courses with students enrolled on had the option of taking a placement with a length of at least one year.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has her Department made as to the impact of having to sit SATS on SEND children.

Answered by Georgia Gould - Minister of State (Education)

Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area.

The key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in special educational needs (SEN) and trials with hundreds of Year 6 pupils. Children with SEN have a range of needs and abilities, and it is important they are able to participate in assessments to demonstrate their achievements. Schools are able to utilise a range of access arrangements where appropriate, while for any children with SEN and others who are working below the standards of the national curriculum assessments there are alternative teacher assessments.

Primary assessments were reviewed as part of the independent Curriculum and Assessment Review, led by Professor Becky Francis. The review panel, which included an expert in SEN, published their final report in November, concluding that the primary assessment system is generally working well and that the assessments are important for evaluating pupils’ progress.

Question to the Department for Education:

To ask His Majesty's Government what was the median salary of secondary school deputy head teachers in England in each year since 1996–97 in (1) cash terms, and (2) real terms adjusted for inflation.

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

The tables attached reflect median pay for classroom teachers, headteachers and ‘other leadership’ teachers. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately but has been produced for this response and included.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census.

These figures are adjusted for inflation by using the Consumer Price Index from Office for Budget Responsibility Economic and Fiscal Outlook from March 2026, on a financial year basis.

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

In exceptional circumstances, schools can pay their headteachers up to 25% above the maximum of their headteacher group or go beyond 25% if supported by an independently-assessed and approved business case.

Question to the Department for Education:

To ask His Majesty's Government what was the median salary of primary school deputy head teachers in England in each year since 1996–97 in (1) cash terms, and (2) real terms adjusted for inflation.

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

The tables attached reflect median pay for classroom teachers, headteachers and ‘other leadership’ teachers. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately but has been produced for this response and included.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census.

These figures are adjusted for inflation by using the Consumer Price Index from Office for Budget Responsibility Economic and Fiscal Outlook from March 2026, on a financial year basis.

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

In exceptional circumstances, schools can pay their headteachers up to 25% above the maximum of their headteacher group or go beyond 25% if supported by an independently-assessed and approved business case.

Question to the Department for Education:

To ask His Majesty's Government what was the median salary of secondary school head teachers in England in each year since 1996–97 in (1) cash terms, and (2) real terms adjusted for inflation.

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

The tables attached reflect median pay for classroom teachers, headteachers and ‘other leadership’ teachers. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately but has been produced for this response and included.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census.

These figures are adjusted for inflation by using the Consumer Price Index from Office for Budget Responsibility Economic and Fiscal Outlook from March 2026, on a financial year basis.

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

In exceptional circumstances, schools can pay their headteachers up to 25% above the maximum of their headteacher group or go beyond 25% if supported by an independently-assessed and approved business case.

Question to the Department for Education:

To ask the Secretary of State for Education, what rationale does her Department use to support the use of SATS for SEND children.

Answered by Georgia Gould - Minister of State (Education)

Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area.

The key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in special educational needs (SEN) and trials with hundreds of Year 6 pupils. Children with SEN have a range of needs and abilities, and it is important they are able to participate in assessments to demonstrate their achievements. Schools are able to utilise a range of access arrangements where appropriate, while for any children with SEN and others who are working below the standards of the national curriculum assessments there are alternative teacher assessments.

Primary assessments were reviewed as part of the independent Curriculum and Assessment Review, led by Professor Becky Francis. The review panel, which included an expert in SEN, published their final report in November, concluding that the primary assessment system is generally working well and that the assessments are important for evaluating pupils’ progress.

Question to the Department for Education:

To ask His Majesty's Government how many prospective chairs of school governors and prospective school governors fail identity checks through Verifile as a percentage of the total who are required to use the Verifile service.

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

The department does not hold this data, as it does not carry out identity checks on maintained school governors or those on local governing bodies in academy trusts. ​​The governing body for a maintained school and the academy trust for a trust local governing body are responsible for ensuring such checks are conducted.

Question to the Department for Education:

To ask His Majesty's Government how many prospective chairs of school governors and prospective school governors are required each year to carry out identity checks using Verifile.

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

The department does not hold this data, as it does not carry out identity checks on maintained school governors or those on local governing bodies in academy trusts. ​​The governing body for a maintained school and the academy trust for a trust local governing body are responsible for ensuring such checks are conducted.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the performance of secondary schools in Gloucester constituency.

Answered by Georgia Gould - Minister of State (Education)

Data shows that a significant Attainment 8 gap between selective grammar schools in Gloucester and non-selective schools, with a 30+ point gap between the highest (Denmark Road, 72.9) and lowest scoring (Gloucester Academy, 36.6) schools. Grammar schools drive the locally authority average (50.3 compared to the national average of 46). Schools with lower attainment 8 scores serve more disadvantaged populations locally.

Overall secondary attendance trend in the Gloucester constituency is improving, increasing from 90.4% in 2023/24 to 90.9%, in 2024/25. Note the national average is 90.9% and local authority average is 91.5%.

Overall, Ofsted ratings demonstrate an improvement trend in schools in Gloucester. Holmleigh Park and Gloucester Academy have improved from an ‘Inadequate’ Ofsted judgement, to ‘Good’. The department continues to work closely with local partners to closely monitor this continuing trend of improvement.

Question to the Department for Education:

To ask the Secretary of State for Education, how the proposed fast‑track route for early intervention will be defined, including eligibility thresholds, time limits and approved evidence‑based programmes.

Answered by Georgia Gould - Minister of State (Education)

To achieve this, we will work with the Department for Health and Social Care (DHSC), and NHS England to enable better information sharing between health professionals and local authorities. This will speed up the process of matching children to the right specialist provision package and create a more direct route to specialist provision for those with the most complex needs at the earliest stage.

We have asked for feedback on this proposal as part of the consultation and will build on these responses to develop this policy in partnership with parents, local authorities, settings, DHSC and NHS England.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of (1) the extent, and (2) the impact, of the provision of arts and culture activities for children in schools by external organisations.

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

Participation in the arts brings a range of benefits for children and young people. In addition to the value of arts engagement in and of itself, the Education Endowment Fund’s teaching and learning toolkit, for example, reports positive impacts on academic outcomes in other curriculum areas, as well as benefits to children’s wellbeing and attitudes to learning.

There is a range of support available to schools from external organisations to help them provide arts and cultural activities. The government will be publishing a new enrichment framework this academic year, which will encourage partnership working and signpost to organisations, such as Arts Council England.

We are also committed to revitalising arts as part of the reformed national curriculum and qualifications, with high-quality support for teachers of these subjects through the new National Centre for Music and Arts, and our music hubs network.

Question to the Department for Education:

To ask His Majesty's Government whether they plan to introduce an auto-enrolment system for all children eligible for free school meals.

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

This government is committed to breaking down barriers to opportunity and tackling child poverty. We want to make sure that every family that needs support can access it.

The government is introducing a new eligibility threshold for free school meals so that all children from households in receipt of Universal Credit will be eligible for free school meals from September 2026. This will make it easier for parents to know whether their children are entitled to receive free meals. This new entitlement will mean over 500,000 of the most disadvantaged children will begin to access free meals, lifting 100,000 children out of poverty and putting £500 per child back in families’ pockets.

We are also rolling out improvements to the Eligibility Checking System, the digital portal currently used by local authorities to verify if a child meets the eligibility criteria for free lunches. Giving parents and schools access will accelerate eligibility checks, making it easier to check if children are eligible for free meals.

Question to the Department for Education:

To ask His Majesty's Government what reasons have been identified for prospective chairs of school governors and prospective school governors failing identity checks when using the Verifile service.

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

The department does not hold this data, as it does not carry out identity checks on maintained school governors or those on local governing bodies in academy trusts. ​​The governing body for a maintained school and the academy trust for a trust local governing body are responsible for ensuring such checks are conducted.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the professional overview board of the National Inclusion Standards will include (a) speech and language therapists and (b) other experts on speech, language and communication.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Isle of Wight East to the answer of 23 March 2026 to Question 121270.

Question to the Department for Education:

To ask the Secretary of State for Education, what mechanisms are in place to monitor local authorities’ compliance with statutory duties relating to high needs element 3 funding; and whether her Department plans to strengthen oversight to ensure that all eligible students receive appropriate support in a timely manner.

Answered by Georgia Gould - Minister of State (Education)

Where a child or young person with special educational needs or disabilities (SEND) has an education, health and care (EHC) plan, the local authority must secure the special educational provision specified in the plan. The allocation of top-up funding to the school or college often helps secure that provision.

Our national guidance on allocation of high needs top-up funding (sometimes called element 3) is set out in section 7 of the 2026 to 2027 high needs funding operational guide here: https://www.gov.uk/government/publications/high-needs-funding-arrangements-2026-to-2027/high-needs-funding-2026-to-2027-operational-guide#highneedstopfunding. This includes guidance that local authorities should collaborate with neighbouring local authorities when reviewing and developing their top-up funding bands, with a view to bringing more consistency to the levels of top-up funding for schools and colleges used routinely for placements by more than one local authority. The guidance also refers to conditions of grant that require local authorities to make timely payments of top-up funding.

In February, we launched our SEND reform consultation to build on existing good practice and improve inclusivity and support in schools and colleges. These include reforms to the allocation of funding and to accountability, which will create a simpler, fairer and more collaborative system focused on outcomes, replacing bureaucracy with clarity and trust.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the consistency of local authorities’ approaches to allocating high needs element three funding to further education colleges; and whether her Department plans to introduce national guidance.

Answered by Georgia Gould - Minister of State (Education)

Where a child or young person with special educational needs or disabilities (SEND) has an education, health and care (EHC) plan, the local authority must secure the special educational provision specified in the plan. The allocation of top-up funding to the school or college often helps secure that provision.

Our national guidance on allocation of high needs top-up funding (sometimes called element 3) is set out in section 7 of the 2026 to 2027 high needs funding operational guide here: https://www.gov.uk/government/publications/high-needs-funding-arrangements-2026-to-2027/high-needs-funding-2026-to-2027-operational-guide#highneedstopfunding. This includes guidance that local authorities should collaborate with neighbouring local authorities when reviewing and developing their top-up funding bands, with a view to bringing more consistency to the levels of top-up funding for schools and colleges used routinely for placements by more than one local authority. The guidance also refers to conditions of grant that require local authorities to make timely payments of top-up funding.

In February, we launched our SEND reform consultation to build on existing good practice and improve inclusivity and support in schools and colleges. These include reforms to the allocation of funding and to accountability, which will create a simpler, fairer and more collaborative system focused on outcomes, replacing bureaucracy with clarity and trust.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is taking steps to help reduce classroom sizes in primary schools.

Answered by Georgia Gould - Minister of State (Education)

Education is a devolved matter, and the response outlines the information for England only. Measures are in place to limit and reduce class sizes, particularly for younger children. Legislation caps the size of an infant class at 30 pupils per qualified teacher. Infant classes are those in which most pupils turn five, six, or seven during the school year. Current data shows the average infant class size is 26.2 pupils, a decrease of 0.4 compared with the previous year.

There is no statutory limit on class sizes for older children aged eight and above. Schools have the flexibility to organise these classes according to local needs and circumstances, ensuring pupils receive the support they need to achieve and thrive. The average primary class size, covering both infant and junior classes, is 26.4 pupils, down by 0.2 from last year.

These trends, alongside the statutory infant class limit, demonstrate that current measures are helping to keep class sizes manageable in primary schools.

Question to the Department for Education:

To ask His Majesty's Government what data they collect about educational attainment outcomes of children with dyslexia and other literacy challenges in key stage 1 phonics screening.

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

The information requested is not held centrally. The department holds information on pupils’ special educational needs and their attainment by 14 types of primary need. Dyslexia is usually included in the wider category of primary need ‘specific learning difficulty’. In 2025, 33% of pupils with ‘specific learning difficulty’ recorded as their primary need met the expected standard in the phonics screening check in year 1. The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress. Reading Ambition for All is a continuous professional development programme to support schools help struggling readers, delivered by our 34 English Hubs, reaching more than 600 schools this academic year.

Question to the Department for Education:

To ask His Majesty's Government how many (1) schools, (2) university technical colleges, and (3) colleges have achieved exceptional grades since November 2025; and which of them, if any, have achieved five or more exceptional grades.

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

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the noble Lord directly and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask the Secretary of State for Education, whether SEND practitioners will be provided with training on how to support children with speech, language and communication.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Isle of Wight East to the answer of 23 March 2026 to Question 121271.

Question to the Department for Education:

To ask the Secretary of State for Education, how much has been spent on Supported Internships; and what the projected cost of the 12‑month extension is.

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

Since 2022, the department has invested around £33 million into supported internships to provide more opportunities for young people with special educational needs and disabilities (SEND) to transition into sustained, paid employment. This investment has been delivered by the Internships Work consortium and has provided training and support to local authorities, employers, education providers and job coaches to increase the number of supported internships and improve quality across the country.

As part of this investment, we also launched a pilot to test supported internships with young people who have learning difficulties and disabilities and are furthest from the labour market, but who do not have an education, health and care plan. This pilot has helped hundreds of young people to develop the skills and confidence needed for the workplace, demonstrating positive outcomes.

In the consultation on SEND reform that was published alongside the ‘Every child achieving and thriving’ paper, we set out that we intend to continue this pilot for at least a further year. Further details will be published in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to Answer of 12 January 2026 to Question 102600, what assessment she has made of the potential impact of those funded qualifications on employment rates in the logistics sector.

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

The Further Education Outcomes statistics publication provides data on the progression from further education courses to sustained employment in the following academic year. It is published annually each November, with the most recent edition available at:

https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcomes/2022-23#explore-data-and-files.

Note this does not show the logistics sector specifically or assess the impact of funded qualifications on employment rates.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help ensure free speech is maintained on university campuses.

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

This government is absolutely committed to freedom of speech and academic freedom. We commenced provisions from the Higher Education (Freedom of Speech) Act 2023 on 1 August 2025 that strengthen provider duties on free speech, including a requirement to put in place free speech codes of practice, and require the Office for Students (OfS) to promote free speech, while banning non-disclosure agreements on complaints about bullying, harassment and sexual misconduct.

The OfS has also issued extensive guidance to higher education (HE) providers on commencement of their duties. The OfS’ Director for Freedom of Speech and Academic Freedom continues to work with the HE sector to offer advice and share best practice, so HE providers themselves are more effectively protecting free speech and academic freedom.

The department is seeking a suitable legislative vehicle to amend and repeal elements of the Higher Education (Freedom of Speech) Act 2023 at the earliest opportunity.

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 30 per cent discount will apply after the 2027-28 academic year.

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

We have successfully negotiated fair terms for the UK’s association to Erasmus+ in 2027, the final year of the EU’s 2021-2027 Multiannual Financial Framework.

Any participation in Erasmus+ into the next Multiannual Financial Framework will need to be agreed in the future and be based on a fair and balanced contribution.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of effective marginal deduction rates exceeding 50 per cent on Plan 2 student loan borrowers’ labour supply, including decisions on a) overtime, b) hours worked and c) promotions.

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

Plan 2 loans were designed and implemented by the previous government and, given the inherited fiscal situation, the department is making tough but necessary decisions.

Graduates only begin repaying their student loan once earnings exceed the earnings threshold, after which they pay 9% of income above that level. At the end of the tax year, a borrower with total earnings below the annual student loan repayment threshold, may reclaim any repayments made where a pay period threshold was exceeded.

If earnings fall below the repayment threshold, borrowers are not required to make repayments, regardless of their plan. Any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, what comparative assessment her Department has made of the (a) average repayment duration and (b) total interest paid over the life of the loan for (i) male and (ii) female Plan 2 student loan borrowers.

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

The median repayment duration of loans for students in the final cohort of Plan 2 borrowers, those who commenced study in the 2022/23 academic year, is 30 years. This is consistent with the average borrower in this cohort not being forecast to fully repay their loan and instead have some loan debt written off after 30 years. Information on repayment behaviour for this cohort is published here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2022-23.

The department does not hold figures comparing the lifetime repayment duration for male and female Plan 2 borrowers or the total interest paid over the life of the loan.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will assess the potential merits of using the Turing scheme to enhance reciprocal cooperation with other European countries so it is aligned with the Erasmus+ scheme.

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

There are no plans to change the scope of the Turing Scheme, including the sectors in which it operates. The Turing Scheme is global by design and has supported placements in over 160 countries. The Turing Scheme already provides inclusion support through extra funding for students with special educational needs and disabilities, additional support needs (in Scotland) and additional learning needs (in Wales). The government keeps the scope of the Turing Scheme under review, and decisions on the Turing Scheme for future years will be shared in due course.

Our association to Erasmus+ will open up opportunities for learners, educators, young people and communities. It is an investment in opportunity for our young people, our workforce and our future, opening doors for tens of thousands across the UK.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she has to help ensure the Turing scheme funds cooperation, research, tool-building and shared training systems across countries in Europe.

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

There are no plans to change the scope of the Turing Scheme, including the sectors in which it operates. The Turing Scheme is global by design and has supported placements in over 160 countries. The Turing Scheme already provides inclusion support through extra funding for students with special educational needs and disabilities, additional support needs (in Scotland) and additional learning needs (in Wales). The government keeps the scope of the Turing Scheme under review, and decisions on the Turing Scheme for future years will be shared in due course.

Our association to Erasmus+ will open up opportunities for learners, educators, young people and communities. It is an investment in opportunity for our young people, our workforce and our future, opening doors for tens of thousands across the UK.

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Question to the Northern Ireland Office:

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

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

Question to the Department for Work and Pensions:

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

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

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

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

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

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to (a) increase awareness and (b) increase training for first aid for epilepsy.

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

The Department of Health and Social Care recognises the importance of increasing public understanding of epilepsy and ensuring that people who witness a seizure know how to respond safely. The National Health Service website provides clear, accessible first‑aid information on managing an epileptic seizure, including when to call 999 and how to keep a person safe until the seizure ends.

This is supported by the National Institute for Health and Care Excellence’s Clinical Knowledge Summary scenario on managing an epileptic seizure, which gives evidence‑based advice for clinicians on seizure first aid and post‑seizure assessment. The guidance advises health professionals to ensure that families and carers know exactly what to do during a seizure, including basic first aid and when to call an ambulance. For those at risk of prolonged or repeated seizures, the guidance also advises that an individualised emergency management plan should be agreed upon, detailing any prescribed rescue medication and who is trained to use it.

Sector‑specific guidance is also available to support wider awareness. The Department for Education provides materials for schools on supporting pupils with medical conditions, including epilepsy care plans and seizure‑response guidance for teachers and school staff. In workplaces, the Health and Safety Executive provide information for employers and colleagues on responding appropriately to seizures, ensuring safety, and enabling people with epilepsy to participate fully in work.

In addition, voluntary sector organisations like Epilepsy Action work alongside the NHS on public awareness campaigns on tonic-clonic seizure first aid, featuring CARE, or Comfort, Action, and Reassure, techniques.

Together, these resources help ensure that members of the public, professionals, and employers have access to reliable information on seizure first aid.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what assessment her Department has made with the Department for Education of the potential impact of recent instances of Chinese owned companies taking equity stakes in UK university technology research spinout companies on technology security.

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

The Government recognises the importance of safeguarding the UK’s research and innovation ecosystem, including the university spinout sector, from risks associated with foreign ownership, influence, or investment. The government will not hesitate to use our powers to protect national security wherever we identify concerns and we have a range of effective measures in place to do so.

The Government is actively protecting the UK’s research and spinout ecosystem from national security risks. The National Protective Security Authority (NPSA), working with the National Cyber Security Centre (NCSC), supports universities and spinouts through the Secure Innovation programme, providing advice on due diligence, investment screening and managing security risks. Targeted Secure Innovation Security Reviews further help early‑stage firms identify and mitigate vulnerabilities linked to foreign engagement.

The Government has powers under the National Security and Investment (NSI) Act 2021 to review and, where required, intervene in investments that may pose a risk to national security. The Government also monitors the market at all times to identify acquisitions of potential national security interest.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what work is being done with the Secretary of State for Education to address the additional workload of teaching assistants that are providing medical attention for disabled and severely ill children in SEND schools.

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

The Schools White Paper, Every child achieving and thriving, and the consultation on Special Educational Needs and Disabilities (SEND) reforms have now been published, as of 23 February. The White Paper and the consultation are available, respectively, at the following two links:

https://www.gov.uk/government/publications/every-child-achieving-and-thriving

https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first/send-reform-putting-children-and-young-people-first-html-version

These documents set out our ambitions to transform outcomes for children, young people, and their families who have been let down for far too long. The Department for Health and Social Care and NHS England have worked closely with the Department for Education on the reforms, and continued close partnership between health, social care, and education will be needed to realise the opportunity created by these crucial reforms.

The Government is currently consulting on proposed updates to the statutory guidance on supporting pupils with medical conditions at school, with further information available at the following link:

https://www.gov.uk/government/consultations/proposal-on-support-for-pupils-with-medical-conditions-at-school

The Government will publish non-statutory guidance to clarify the roles and responsibilities of health and education in supporting pupils with medical conditions in education settings. Schools are responsible for managing their resources and budgets. They must comply with their statutory duties, including those under the Equality Act and the duty under section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions.

Integrated care boards (ICBs) have various statutory duties under the Children and Families Act 2014 to work with local authorities, including on: identifying and notifying where a child or young person has potential SEND; joint commissioning; participating in education, health and care assessments and plans; and securing health provision. Reform proposals include the creation of New Specialist Provision Packages for children and young people with complex needs, which set out exactly what support and resources are required for specific needs. These will be developed and reviewed by an Independent Expert Panel with education and health co-chairs, and shaped through testing with parents. For children under five years old with complex needs, we will introduce a fast track for a Specialist Provision Package and Education, Health and Care Plan.

The NHS Medium Term Planning Framework for 2026/27 to 2028/29, published October 2025, included, for the first time, a clear requirement for ICBs and providers to meet their statutory SEND duties and support the Government’s SEND reform plans. The framework is available at the following link:

https://www.england.nhs.uk/wp-content/uploads/2025/10/medium-term-planning-framework-delivering-change-together-2026-27-to-2028-29.pdf

Each ICB is also required to have an executive lead for children and young people with SEND. ICBs will need to work alongside local authorities to develop Local SEND Reform Plans, which will set out each local area’s approach to implementing SEND reforms, tailored to local context and need. These plans will lay the foundation for long-term reform, set how partners will work together, and enable ongoing monitoring of progress, including introduction of the new Experts at Hand service.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment he has made of the level of his Department's role in SEND provision, especially for children with a) disabilities and life limiting-illnesses and b) children who need regular medication throughout the school day.

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

The Schools White Paper, Every child achieving and thriving, and the consultation on Special Educational Needs and Disabilities (SEND) reforms have now been published, as of 23 February. The White Paper and the consultation are available, respectively, at the following two links:

https://www.gov.uk/government/publications/every-child-achieving-and-thriving

https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first/send-reform-putting-children-and-young-people-first-html-version

These documents set out our ambitions to transform outcomes for children, young people, and their families who have been let down for far too long. The Department for Health and Social Care and NHS England have worked closely with the Department for Education on the reforms, and continued close partnership between health, social care, and education will be needed to realise the opportunity created by these crucial reforms.

The Government is currently consulting on proposed updates to the statutory guidance on supporting pupils with medical conditions at school, with further information available at the following link:

https://www.gov.uk/government/consultations/proposal-on-support-for-pupils-with-medical-conditions-at-school

The Government will publish non-statutory guidance to clarify the roles and responsibilities of health and education in supporting pupils with medical conditions in education settings. Schools are responsible for managing their resources and budgets. They must comply with their statutory duties, including those under the Equality Act and the duty under section 100 of the Children and Families Act 2014 to make arrangements for supporting pupils with medical conditions.

Integrated care boards (ICBs) have various statutory duties under the Children and Families Act 2014 to work with local authorities, including on: identifying and notifying where a child or young person has potential SEND; joint commissioning; participating in education, health and care assessments and plans; and securing health provision. Reform proposals include the creation of New Specialist Provision Packages for children and young people with complex needs, which set out exactly what support and resources are required for specific needs. These will be developed and reviewed by an Independent Expert Panel with education and health co-chairs, and shaped through testing with parents. For children under five years old with complex needs, we will introduce a fast track for a Specialist Provision Package and Education, Health and Care Plan.

The NHS Medium Term Planning Framework for 2026/27 to 2028/29, published October 2025, included, for the first time, a clear requirement for ICBs and providers to meet their statutory SEND duties and support the Government’s SEND reform plans. The framework is available at the following link:

https://www.england.nhs.uk/wp-content/uploads/2025/10/medium-term-planning-framework-delivering-change-together-2026-27-to-2028-29.pdf

Each ICB is also required to have an executive lead for children and young people with SEND. ICBs will need to work alongside local authorities to develop Local SEND Reform Plans, which will set out each local area’s approach to implementing SEND reforms, tailored to local context and need. These plans will lay the foundation for long-term reform, set how partners will work together, and enable ongoing monitoring of progress, including introduction of the new Experts at Hand service.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what Barnett consequentials will be generated for the Scottish government by (a) grants awarded to local authorities in England to address SEND deficits announced in the written statement entitled Local Government Finance Settlement 2026-27 to 2028-29, published on 9 February 2026, HCWS1315, and (b) additional funding for SEND announced in the Spring Statement.

Answered by James Murray - Chief Secretary to the Treasury

At Spring Forecast 2026 it was confirmed that the Scottish Government will receive £533 million Barnett consequentials in 2026-27, through the application of the Barnett formula to the grants for Local Authorities to address SEND deficits in England.

The Barnett formula applies mechanically to new funding for the Department for Education in 2028-29, to support reforms of the SEND system. This results in an additional £362 million for the Scottish Government in 2028-29.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what Barnett consequentials will be generated for Scotland by (a) the awarding of grants to local authorities in England to address SEND deficits, as set out in UIN HCWS1315 and (a) the funding for SEND announced in the Spring Statement 2026.

Answered by James Murray - Chief Secretary to the Treasury

At Spring Forecast 2026 it was confirmed that the Scottish Government will receive £533 million Barnett consequentials in 2026-27, through the application of the Barnett formula to the grants for Local Authorities to address SEND deficits in England.

The Barnett formula applies mechanically to new funding for the Department for Education in 2028-29, to support reforms of the SEND system. This results in an additional £362 million for the Scottish Government in 2028-29.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what discussions he has had with the Aviation Industry Skills Industry Board on the value of ongoing funding during the transition from Apprenticeship Level to the Growth and Skills Levy for Level 3+ Leadership and Management Apprenticeship Standard Apprenticeships.

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

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

The Department for Transport regularly attends Aviation Industry Skills Board meetings, where they provide government updates alongside colleagues from the Department for Work and Pensions, the Department for Education and Skills England. Skills England recently discussed the Growth and Skills levy with this group and government will continue to engage as we deliver this reform.

From September 2026, we will withdraw funding from 16 existing apprenticeship standards. Three of these are generic leadership and management apprenticeships, which have grown significantly but are predominantly used as continuing professional development for established staff aged 25 and over.

The changes to streamline the apprenticeship offer will help to create headroom to invest in opportunities for young people. Over the past 10 years, apprenticeship starts among young people have fallen sharply. Starts for 16–24-year-olds have declined by 40%, and over half of all apprenticeship starts are now by learners aged over 25, many of which are at higher levels. To support our ambition of 50,000 more young people into apprenticeships, we are expanding foundation apprenticeships into hospitality and retail, introducing an incentive of up to £2,000 for SMEs that take on 16–24-year-old apprentices as new employees, and launching a new level 2 administrative assistant apprenticeship for young people.

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

Found: The Department for Education should require all mainstream secondary schools in England to formally review

We call on the Department for Education to make practical cooking and food education a compulsory part of the national curriculum for all primary and secondary school pupils.

Found: We call on the Department for Education to make practical cooking and food education a compulsory part

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

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Found: The Department for Education (DfE) will continue to build awareness and understanding

Found: Scotland): subsidycontrol@gov.scot • Subsidy Control Unit (Wales): subsidycontrolunit@gov.wales • DfE

Found: ‘28 6.1 Number of MCA-funded achievements at a level 1 qualification 9,422 27,890 9,420 18,750 DfE

Found: enrolments on Level 1 and Entry level courses 65,940 210,000 70,000 140,000 Data available through the DfE

Found: learners achieving a Level 3+ qualification for the first time) (cumulative) 460 1,300 450 880 Internal DfE

Found: ESOL), achievements (ASF only) 166,260 428,020 150,050 292,600 DfE Further Education & Skills publication

Found: Number of L1 achievements 14,720 14,195 14,160 14,185 DfE ILR / LCRCA 4.2.

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Found: They are also closely linked to 24 Office for National Statistics, 2024 25 Department for Education

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Found: pay comparisons using the Longitudinal Education Outcomes (LEO) dataset, published by the Department for Education

Found: Joint visit with DfE and Home Office.

Found: Joint visit with DfE and Home Office.

Found: Any relevant findings will also be shared with the Department for Education (DfE) and Department for

Found: The change to a 4-year inspection window is part of the Department for Education’s (DfE) and Ofsted’s

Found: DfE media enquiries Central newsdesk - for journalists 020 7783 8300

Found: statutory guidance on court orders and pre-proceedings for local authorities, issued by the Department for Education

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Found: Ofsted carried out this visit under a section 118(2) request from the Department for Education.

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Found: individual support from the Department for Business, Energy and Industrial Strategy or the Department for Education

Found: Information on the types of project that Regional Department for Education (DfE) Directors make decisions

Found: To support openness and accountability, each month the Department for Education (DfE) will publish:

Found: To support openness and accountability, each month the Department for Education (DfE) will publish:

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Found: The Department for Education and DCMS will work in partnership to ensure there is strategic alignment

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Found: • DSIT will continue to work closely with the Department for Education and Department for Work and

Found: Retrieved from https://www.gov.scot/policies/girfec/ 22 Department for Education. (2025).

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Found: should be directed to: information Pupil Wellbeing Branch Support for Learners Division Department for Education

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Found: This might include schools or settings registered with the Department of Education (DfE) and inspected

Found: Work to address these longstanding concerns has been undertaken in collaboration with the Department for Education

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Found: London: Institute of Education, University of London / Department for Education and Skills Sylva, K.

Found: participation in UK taskforces and steering groups, formal four nations policy forums, joint working with DfE