Question to the Department for Education:

To ask the Secretary of State for Education, if she will conduct an Impact Assessment of the SEND reforms on mainstream schools’ workload and resource requirements.

Answered by Georgia Gould - Minister of State (Education)

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will conduct an Impact Assessment of the SEND reforms on early years settings supporting children with additional needs.

Answered by Georgia Gould - Minister of State (Education)

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the introduction of new statutory guidance for supporting pupils with medical conditions and allergies in schools on costs for schools.

Answered by Georgia Gould - Minister of State (Education)

Schools have existing statutory duties to make arrangements for supporting pupils with medical conditions. The draft statutory guidance makes clear to schools what is expected of them in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions.

Schools will be required to stock ‘spare’ adrenaline auto-injectors, and many already choose to do so. The department’s draft guidance suggests most schools should stock 2 to 4 pairs of adrenaline auto-injectors, at a likely cost of £300. The government is in discussion with suppliers to facilitate options here and will look to say more in due course.

School funding is increasing by £1.7 billion in 2026/27, including funding for special educational needs and disabilities reform announced within the Schools White Paper. Our overall investment in schools funding is a critical step forward in our mission to support teachers and leaders to deliver high and rising standards across every school and for every pupil, including those with medical conditions and allergies.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will conduct an Impact Assessment of the SEND reforms on transport obligations for children with SEND.

Answered by Georgia Gould - Minister of State (Education)

The government has published equalities and children’s rights impact assessments alongside SEND reform: Putting Children and Young People First.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will conduct an Impact Assessment of the SEND reforms on children and young people with Education, Health and Care Plans.

Answered by Georgia Gould - Minister of State (Education)

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will conduct an Impact Assessment of the SEND reforms on special schools and specialist provision.

Answered by Georgia Gould - Minister of State (Education)

Impact assessments were published alongside the consultation to aid engagement during the consultation period.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure young carers with neurodiverse learning needs are able to access additional support at school.

Answered by Georgia Gould - Minister of State (Education)

Every child deserves a high quality, inclusive education establishment in their community, including young carers with neurodiverse learning needs.

We have now announced plans to reform the special educational needs and disabilities system, with further information available at: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.

The department will introduce a new universal offer, ensuring all children receive the right support in mainstream schools. For all those with additional needs there will be layers of targeted support that remove barriers to learning, with schools working alongside parents and local partnerships.

Regional improvements for standards and excellence has made a universal offer to equip mainstream schools with the expertise, evidence and networks they need to embed consistently high quality, inclusive practice and improve outcomes for every child, including young carers. Ofsted’s renewed inspection framework, introduced in November 2025, focuses explicitly on inclusion and their inspection toolkit is clear that inspectors will consider the impact of a school’s work to improve the attendance, behaviour, inclusive personal development and wellbeing of young carers.

Furthermore, this government is preparing a cross-government action plan for unpaid carers of all ages which it plans to publish later this year. This will include actions to strengthen the support that is provided to young carers.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to schools and local authorities on recognising and supporting pupils with a Pathological Demand Avoidance profile when developing an Education, Health and Care Plan.

Answered by Georgia Gould - Minister of State (Education)

All children will benefit from a strengthened universal offer of high quality, inclusive teaching in every mainstream setting, with early identification of needs and evidence-based support as standard. On top of the universal offer, we propose that there will be three flexible layers of support for those that need it. These layers are Targeted, Targeted Plus and Specialist. These layers will be guided by the National Inclusion Standards, which will provide evidence-informed tools and strategies for identifying and supporting children’s needs, including for children with profiles of need such as Pathological Demand Avoidance. Children in early years settings, mainstream schools and colleges will benefit from access to education and support from health professionals without long waits for assessments.

Children will not need a statutory education, health and care (EHC) plan to receive Targeted or Targeted Plus support, as there will be a duty on schools and funding to provide it. Settings will have a statutory duty to record and monitor special educational needs and provision in an Individual Support Plan for children and young people with special educational needs and disabilities.

For those with complex needs, we are developing new Specialist Provision Packages (SPPs), designed with independent experts and tested with parents, and intended to each include a description of the need profile it is designed to support. SPPs will underpin the right to the educational provision set out in an EHC plan, and we propose that only those children and young people who need an SPP will have an EHC plan in future.

Question to the Department for Education:

To ask the Secretary of State for Education, whether proposed SEND reforms will consider the experiences of SEND children with regards to SATs.

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 department’s special educational needs and disabilities (SEND) reforms are designed to ensure that every child can access a high quality, inclusive education, with early and consistent support in place across the system.

Key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in SEND, as well as trials with hundreds of year 6 pupils. Children with SEND have a range of needs and abilities, and it is important they can participate in assessments to demonstrate their achievements. Schools can utilise a range of access arrangements where appropriate, while for any children with SEND 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 2025, led by Professor Becky Francis. In line with the Review’s recommendations, we are strengthening the national curriculum so that it is more accessible and ambitious for all pupils, including those with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, when the Government plans to publish the detailed national SEND standards and how compliance with those standards will be monitored and enforced across local authorities.

Answered by Georgia Gould - Minister of State (Education)

The National Inclusion Standards will set out evidence-based tools, strategies and approaches to identify and support children and young people with additional needs. Settings should consider the National Inclusion Standards when planning their Inclusion Strategy. To hold schools accountable for how they plan to deliver inclusive practice and meet the needs of their cohort, they will be required to produce an inclusion strategy outlining their plan to embed inclusive practice and meet the needs of their cohort. There will be a legal duty on settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support. Ofsted will draw on settings’ inclusion strategies to assess effectiveness of leaders plans, implementing and delivering inclusive practice, and will consider the use and quality of ISPs in inspections. Local areas have been commissioned to develop local special educational needs and disabilities (SEND) reform plans setting out how partners across education, health and care will deliver SEND reform locally.

Question to the Department for Education:

To ask His Majesty's Government, further to the reply by Baroness Smith of Malvern on 28 January (HL Deb col 1030), what inspection arrangements they are proposing for the governance of single academy trusts.

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

The Children’s Wellbeing and Schools Bill introduces new powers for Ofsted to inspect academy trusts. These inspections will focus on trusts, rather than schools. The detailed arrangements will be set out in secondary legislation and subject to proposed consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that further education colleges are included in the design and implementation of the SEND reforms set out in the Schools White Paper, including the new Individual Support Plan system and the Inclusive Mainstream Fund.

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

Our special educational needs and disabilities (SEND) reform proposals, including the new Individual Support Plans and the Inclusive Mainstream Fund, aim to improve help and support for children and young people with SEND up to age 25. The consultation document explains the changes we plan to make and asks for comments from everyone with an interest.

Our proposals were informed by our national conversation on SEND, through a series of online conversations and regional events. For the post-16 sector this also included two roundtables, a series of follow-up discussions with key stakeholders on emerging themes and visits to colleges by departmental officials and Ministers.

During the consultation period, we are engaging with the post-16 sector in several ways, including a series of webinar events, facilitated by post-16 membership organisations, which are aimed directly at providers, and including representatives of the post-16 sector in key working groups such as the SEND development group. These seek to provide clarity on key proposals and offer an opportunity for open discussion so that providers feel able to make informed written responses to the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will consider the experiences of SEND children in SATs, and include reform of SATs and other statutory assessment in the government's plans to put inclusion at the heart of education.

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 department’s special educational needs and disabilities (SEND) reforms are designed to ensure that every child can access a high quality, inclusive education, with early and consistent support in place across the system.

Key stage 2 tests are subject to robust test development processes, which include reviews involving serving teachers and experts in SEND, as well as trials with hundreds of year 6 pupils. Children with SEND have a range of needs and abilities, and it is important they can participate in assessments to demonstrate their achievements. Schools can utilise a range of access arrangements where appropriate, while for any children with SEND 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 2025, led by Professor Becky Francis. In line with the Review’s recommendations, we are strengthening the national curriculum so that it is more accessible and ambitious for all pupils, including those with SEND.

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve SEND provision in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

The department has announced plans for special educational needs and disabilities reform, with further information available at: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.

An inclusive education system for all children and young people requires a strong universal offer. We will introduce new National Inclusion Standards to guide schools on what effective, inclusive universal provision and evidence-based targeted provision looks like.

For those whose needs cannot be met through the universal offer alone, there will be additional layers of support (targeted, targeted plus and specialist). A duty will be placed on settings to produce an Individual Support Plan for any pupil receiving targeted or specialist support, developed together with parents and young people to ensure every professional understands their needs and how best to support them.

We have announced £1.6 billion for an Inclusive Mainstream Fund to support schools, colleges and early years settings to embed inclusive practice over the next three years. We will provide educators with a new landmark training package on inclusion, with an investment of over £200 million over three years. We have also announced a new £1.8 billion investment over three years to deliver expertise to all settings from Educational Psychologists, Speech and Language Therapists and Occupational Therapists. We are consulting on our plans for reform and encourage the sharing of views through the ongoing consultation at: 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, what assessment she has made of the potential impact of the age at which vocational and technical training begins on (a) pupil engagement at Key Stage 3 and (b) skills shortages in construction and technical trades.

Answered by Georgia Gould - Minister of State (Education)

There are 46 key stage 4 (KS4) Technical Awards, which pupils can take alongside GCSEs. These qualifications cover broad sector areas such as health and social care, building and construction, and support the development of knowledge and practical skills. In 2024/25, 45% of students in state-funded schools took at least one Technical Award.

The Curriculum and Assessment Review emphasised maintaining stability to allow these qualifications to embed fully in the system and did not recommend introducing structured vocational pathways at ages 11 to 14, and we have no current plans to pilot such models. For pupils in KS4, we will review the current suite of Technical Awards from 2027 with a focus on their impact and progression to post-16 pathways.

This is because the Review concluded that in comparison to other jurisdictions, we have a reasonably broad and balanced curriculum to age 16, which offers all children an entitlement to a core set of knowledge. The department is maintaining the existing architecture of key stages, national assessments and qualifications, which international comparisons suggest have had a positive impact on attainment. New measures at key stage 3, including better sequenced content, a year 8 statutory reading test and improved use of diagnostic assessment, are designed to support engagement and progress without narrowing the curriculum prematurely. To prepare learners for a changing world, we are developing an oracy framework and embedding financial, media and digital literacy and climate and sustainability education into the relevant subjects.

The Review concluded that structured vocational pathways are most effective post‑16. The department is therefore reforming the 16 to 19 system through A levels, T Levels and new V Levels, alongside redesigned Level 2 pathways, ensuring clear, high quality routes into technical fields and helping address skills shortages, including in construction and the wider technical trades.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help promote the inclusion of disability history in the national curriculum.

Answered by Georgia Gould - Minister of State (Education)

The government’s ambition is for every child and young person to receive a rich and broad, inclusive and innovative education, and that the curriculum reflects our modern society and diverse communities, including disabled people. We will ensure disability is taught in the curriculum, so that all children and young people have a positive and informed understanding of disability.

The history curriculum provides a broad and flexible framework that allows schools to select which topics to teach across the key stages, and this can include history relating to disabled people. We are in the process of refreshing the history curriculum to support the teaching of the inherent diversity within history. We will consult on the curriculum from early summer, and we will fully implement the new full national curriculum for first teaching from September 2028.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effectiveness of introducing structured vocational education pathways for pupils aged 11 to 14, including in comparable education systems such as that operated by the Government of the Netherlands, in England; and whether she plans to pilot similar models in England.

Answered by Georgia Gould - Minister of State (Education)

There are 46 key stage 4 (KS4) Technical Awards, which pupils can take alongside GCSEs. These qualifications cover broad sector areas such as health and social care, building and construction, and support the development of knowledge and practical skills. In 2024/25, 45% of students in state-funded schools took at least one Technical Award.

The Curriculum and Assessment Review emphasised maintaining stability to allow these qualifications to embed fully in the system and did not recommend introducing structured vocational pathways at ages 11 to 14, and we have no current plans to pilot such models. For pupils in KS4, we will review the current suite of Technical Awards from 2027 with a focus on their impact and progression to post-16 pathways.

This is because the Review concluded that in comparison to other jurisdictions, we have a reasonably broad and balanced curriculum to age 16, which offers all children an entitlement to a core set of knowledge. The department is maintaining the existing architecture of key stages, national assessments and qualifications, which international comparisons suggest have had a positive impact on attainment. New measures at key stage 3, including better sequenced content, a year 8 statutory reading test and improved use of diagnostic assessment, are designed to support engagement and progress without narrowing the curriculum prematurely. To prepare learners for a changing world, we are developing an oracy framework and embedding financial, media and digital literacy and climate and sustainability education into the relevant subjects.

The Review concluded that structured vocational pathways are most effective post‑16. The department is therefore reforming the 16 to 19 system through A levels, T Levels and new V Levels, alongside redesigned Level 2 pathways, ensuring clear, high quality routes into technical fields and helping address skills shortages, including in construction and the wider technical trades.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure value for money for funding from her Department to support multi-academy trusts with financial issues.

Answered by Georgia Gould - Minister of State (Education)

The government is delivering on its manifesto commitment by legislating to introduce Ofsted inspection of academy trusts to help drive better outcomes for children and provide greater confidence for parents. Robust financial oversight is crucial to achieving a strong school system and trust inspections will look at whether trusts are using their resources efficiently and strategically to support high quality education. This will provide families clear and independent assurance about the strength of the trust responsible for their child’s academy.

We know there is excellent practice across the sector, with schools and trusts proactively finding ways to secure better value from their resources. The department’s Maximising Value for Pupils programme helps schools seize opportunities to maximise value in four key areas: commercial spend, assets, including reserves, workforce deployment, and developing capabilities, including digital and technology.

Where an academy trust is facing financial difficulties, the department offers practical advice and guidance covering financial management, educational performance, and governance. Where failings in financial management or governance are identified, the department can take robust action to drive the required improvement, for example through issuing a Financial Notice to Improve. We may also commission a School Resource Management Adviser to provide additional specialist advice where required.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of encouraging education employers to promote membership of a credit union to teachers and non-teaching staff.

Answered by Georgia Gould - Minister of State (Education)

The government is a strong supporter of the mutual sector, including credit unions. The department is not the employer of any school staff, and it would therefore be inappropriate to encourage or recommend membership to specific financial products or institutions.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will publish a breakdown of student loan recipients by nationality in each of the last five years.

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

Attached is a table that provides data about students in receipt of student loans by nationality, for the 2020/21 – 2024/25 academic years.

This dataset reports the number of UK Nationals, and provides a breakdown of nationalities for non-UK Nationals. Previous similar parliamentary questions used nationality as self‑reported by applicants on their Student Finance application form. Under that approach, UK Nationals could record an additional nationality alongside proof of their UK national status, which led to inconsistent reporting for borrowers who held UK National status.

The department and the Student Loans Company (SLC) have strengthened the quality and consistency of their data and now hold robust information on a borrower’s UK national status and nationality. This has reduced the number of ‘unknown’ records previously reported to less than 0.07% in the last year of this dataset. This is a live management information dataset which is not static, and data can be updated over time as SLC update their records and re-categorise data.

Question to the Department for Education:

To ask the Secretary of State for Education, how Specialist Resource Provisions fit within new school bases proposed in SEND reforms.

Answered by Georgia Gould - Minister of State (Education)

As part of our reforms, to clarify and simplify terminology, we will collectively describe provision such as special educational needs (SEN) units, resourced provision and pupil support units as inclusion bases, underpinned by two models:

1. Support bases: commissioned and funded by individual settings and academy trusts.
2. Specialist bases: commissioned and funded by the local authority.

There are many examples of inclusion bases in mainstream settings that offer high quality teaching, bespoke learning environments and flexible access to specialist education or health support, helping children thrive academically, socially, and emotionally. These will continue to play an important role.

As a core component of our £3.7 billion high needs capital settlement we will invest in a transformational expansion of inclusion bases, so they become a core part of every local education offer. They will deliver high quality teaching and support to more children who benefit from provision that bridges the gap between mainstream and specialist.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department plans to take to ensure that the experiences of children and young people with dyslexia are captured when measuring attainment at the end of secondary school.

Answered by Georgia Gould - Minister of State (Education)

The department is committed to ensuring the exams system is equitable for all students, and that students with disabilities, including dyslexia, can access exams and assessments without disadvantage.

Ofqual, the independent regulator of exams and assessments in England, has a statutory duty to ensure that assessments are a fair representation of a student’s knowledge and requires awarding organisations to put processes in place to ensure that all students can access assessments appropriately.

The Equality Act 2010 also requires awarding organisations to make reasonable adjustments where assessment arrangements could place a student, who is disabled within the meaning of the Act, at a substantial disadvantage in comparison to someone who is not disabled.

These adjustments can include, but are not limited to, extra time to complete assessments or assistance via a reader or a scribe, depending on the individual needs of the student.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department gathers on the educational outcomes of children with dyslexia and other literacy challenges in the Key Stage 1 phonics screening check.

Answered by Georgia Gould - Minister of State (Education)

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’, developed with input from the British Dyslexia Association, 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 the Secretary of State for Education, pursuant UIN 82150 what assessment her Department has made of the availability of discretionary transport support for children with special educational needs and disabilities who are not yet of compulsory school age, what guidance is provided to local authorities on exercising this discretion, and what potential impact variations in local authority budgets have on access to such support.

Answered by Georgia Gould - Minister of State (Education)

The department’s ‘Home-to-school travel’ statutory guidance makes clear that discretionary travel need not be limited to children of compulsory school age. The guidance is available here: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of the introduction of a GCSE in the Cornish language; and whether she has held discussions with qualification bodies on the viability and timeline for approving such a qualification.

Answered by Georgia Gould - Minister of State (Education)

Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations: AQA, OCR, Pearson Edexcel and WJEC. These organisations have the freedom to create a Cornish GCSE based on subject content set by the department. This decision would be informed by several factors, including the level of demand from schools, and the proportion of the UK population who speak the language.

Question to the Department for Education:

To ask the Secretary of State for Education, what criteria her Department will use to identify and select areas for participation in the Mission Coastal programme; and whether these criteria will be published as part of the programme’s rollout.

Answered by Georgia Gould - Minister of State (Education)

The department is currently considering our approach to identifying possible areas for Mission Coastal and will announce further details in due course. Our ambition is that both Mission North East and Mission Coastal will transform outcomes in areas where disadvantage is entrenched and drive change nationwide.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will consider including Cornwall within the Mission Coastal programme.

Answered by Georgia Gould - Minister of State (Education)

The department is currently considering our approach to identifying possible areas for Mission Coastal and will announce further details in due course. Our ambition is that both Mission North East and Mission Coastal will transform outcomes in areas where disadvantage is entrenched and drive change nationwide.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 64 of the policy paper entitled SEND Reform: Putting Children and Young People First, published on 23 February 2026, CP1509, when she expects recommendations from the national expert panel on specialist provision packages to be published.

Answered by Georgia Gould - Minister of State (Education)

The government’s consultation on special educational needs and disabilities reform, ‘Putting Children and Young People First’, sets out the proposal to introduce Specialist Provision Packages, which would provide comprehensive, evidence-based support for children and young people with the most complex needs. This is subject to consultation.

The packages will be developed and reviewed by experts, tested with parents and supported through continued multi-agency working. Legislation to introduce the new packages, and the independent expert panel that will oversee them, will be brought forward at the earliest opportunity, with guidance to follow so settings can plan and prepare ahead of proposed implementation from September 2029.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 63 of the policy paper entitled SEND Reform: Putting Children and Young People First, published on 23 February 2026, CP1509, when she plans to introduce new specialist provision packages.

Answered by Georgia Gould - Minister of State (Education)

The government’s consultation on special educational needs and disabilities reform, ‘Putting Children and Young People First’, sets out the proposal to introduce Specialist Provision Packages, which would provide comprehensive, evidence-based support for children and young people with the most complex needs. This is subject to consultation.

The packages will be developed and reviewed by experts, tested with parents and supported through continued multi-agency working. Legislation to introduce the new packages, and the independent expert panel that will oversee them, will be brought forward at the earliest opportunity, with guidance to follow so settings can plan and prepare ahead of proposed implementation from September 2029.

Question to the Department for Education:

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

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

Question to the Department for Education:

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

Question to the Department for Education:

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

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

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

Question to the Department for Education:

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

Question to the Department for Education:

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

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

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

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of recent 16–18 funding decisions on the Government’s stated ambition to develop a high‑skill workforce; and whether she plans to review the funding framework to ensure Further Education colleges can deliver the expected level of technical and vocational training.

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

Question to the Department for Education:

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

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

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

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

Question to the Department for Education:

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

Question to the Department for Education:

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

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

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

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

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

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

Question to the Department for Education:

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

Answered by Georgia Gould - Minister of State (Education)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Found: Department for Education and Skills.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Found: information to help deliver sessions within PSHE regarding community resilience, with an expectation from DfE

Found: University execution partnerships (Lead: DfE / UKRI) — MBA/business school programmes providing execution

Found: responses from across multiple departments and public sector bodies (DSIT, DWP, MOJ, HO, DEFRA, CO, HMRC, DFE

Found: In England, Department for Education are responsible for the NEET agenda, while in Scotland it is Skills

Found: Dyslexia is estimated to affect around 10% of the population, but Department for Education (DfE) statistics

Found: The benefits of the UTC approach can be expanded beyond the existing programme through: A Department for Education

Found: Effective targets require: Joined-up action across DfE, DWP and DHSC Long-term, stable funding rather

Found: Recent evidence from the Department for Education suggests that 51.3% of 16-24 year olds who identify

Found: A report by the Department for Education [13] indicated that coordinated transition planning, early and

Found: Government departments, including the DfE, DWP and DHSC, must take a joined-up approach, recognising

Found: Key system weaknesses include: Fragmented responsibilities between DfE, DWP, local authorities, Combined

Found: ➢ High-quality careers provision (Gatsby-aligned) with a focus on disadvantaged settings: DfE

Found: As Stephen Morgan MP, Parliamentary Under-Secretary of State at the Department for Education, has stated

Found: families entitled to FSM (under the current criteria) do not benefit from their entitlement (Department for Education

Found: responsibility for child poverty outcomes, and with membership drawn from the Treasury, DWP, MHCLG, DfE

Found: should be a cross-government target, rather than responsibility sitting solely with the Department for Education

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

Found: Buildings 20 Great Smith Street London SW1P 3BT tel: 0370 000 2288 www.education.gov.uk/contactus/dfe

Found: Skills England sits with the Department for Education, apprenticeships are with DWP, and manufacturing

Question to the Department for Work and Pensions:

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

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

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

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

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

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

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

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

Question to the Home Office:

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

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

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

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

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

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

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

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

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

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

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

Question to the HM Treasury:

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

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

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

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

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

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

Question to the HM Treasury:

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

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

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

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

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

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

Question to the HM Treasury:

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

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

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

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

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

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

Question to the HM Treasury:

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

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

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

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

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

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

Question to the HM Treasury:

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

Answered by Lucy Rigby - Economic Secretary (HM Treasury)

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

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

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

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

Question to the Home Office:

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

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

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

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

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

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

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

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

Question to the Home Office:

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

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

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

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

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

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

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

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

Question to the Home Office:

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

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

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

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

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

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

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

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

Question to the Home Office:

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

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

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

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

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

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

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

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

Question to the Department for Business and Trade:

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

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

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

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

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

Question to the HM Treasury:

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

Answered by Dan Tomlinson - Exchequer Secretary (HM Treasury)

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

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

Question to the Department of Health and Social Care:

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

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

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

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

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

Question to the Scotland Office:

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

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

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

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

Question to the Department for Work and Pensions:

To ask His Majesty's Government what estimate they have made of the number of parents who were previously unemployed who have entered (1) part-time, and (2) full-time, employment as a result of Government-funded childcare.

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

We have not made this specific assessment and to do so would be at disproportionate cost.

There is relevant information in our published statistics which show in November 2025, 26% of households on Universal Credit (UC) with pre-school children and in which all claimants had earnings received the childcare element.

We are undertaking a number of activities to address this key barrier to work. This includes provision of the Governments UC childcare offer. This helps to address a key barrier to work by providing financial help with childcare to make it easier for low-income families to choose to work, stay in work and progress in work.

Eligible UC customers can claim back up to 85% of their registered childcare costs each month regardless of the number of hours they work. This is up to a maximum amount of £1071.09 a month for a single child and £1836.16 a month for families with two or more children.

Additionally, through the Child Poverty Strategy, we are improving access to childcare. This includes our commitment to create more places in schools-based nurseries, £600 million to extend the Holiday Activities and Food programme and free breakfast clubs in every primary school.

Alongside this, the Department for Education will lead a cross-government review of early education and childcare support to design and deliver a simpler system that maximises benefits for child development and parental ability to work or work more hours.

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