Question to the Department for Education:

To ask the Secretary of State for Education, what steps schools are expected to take to help ensure that pupils and families experiencing (a) furniture or (b) appliance poverty are directed to sources of support.

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

The government’s Child Poverty Strategy, ‘Our Children, Our Future: Tackling Child Poverty’, was published on 5 December 2025. It sets out the steps this government will take to reduce child poverty in the short term, as well as putting in place the building blocks we need to create long-term change. The measures set out in the strategy will lift 550,000 children out of poverty, the largest expected reduction in child poverty over any parliamentary session since comparable records began.

The government is investing in the future of our children and putting money into families' pockets, enabling them to afford the essentials that are necessary to give children what they need to learn and grow by introducing key measures such as removing the two-child limit in Universal Credit.

Furthermore, government is helping families who need support to access essential household items through the Crisis and Resilience Fund, a £1 billion fund to ensure families have a safety net when they need it, and Pride in Place Programme, which will deliver up to £5 billion in funding to 244 in-need neighbourhoods across the country. This will give communities the option to invest in measures that support families with the cost of living, which could include establishing new community shops with access to discounted food and school uniforms or directly supporting families with essential household items, such as beds and white goods.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help reduce child bed poverty and it's potential impact on education.

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

The government’s Child Poverty Strategy, ‘Our Children, Our Future: Tackling Child Poverty’, was published on 5 December 2025. It sets out the steps this government will take to reduce child poverty in the short term, as well as putting in place the building blocks we need to create long-term change. The measures set out in the strategy will lift 550,000 children out of poverty, the largest expected reduction in child poverty over any parliamentary session since comparable records began.

The government is investing in the future of our children and putting money into families' pockets, enabling them to afford the essentials that are necessary to give children what they need to learn and grow by introducing key measures such as removing the two-child limit in Universal Credit.

Furthermore, government is helping families who need support to access essential household items through the Crisis and Resilience Fund, a £1 billion fund to ensure families have a safety net when they need it, and Pride in Place Programme, which will deliver up to £5 billion in funding to 244 in-need neighbourhoods across the country. This will give communities the option to invest in measures that support families with the cost of living, which could include establishing new community shops with access to discounted food and school uniforms or directly supporting families with essential household items, such as beds and white goods.

Question to the Department for Education:

To ask the Secretary of State for Education, how much their department spent on X and xAI since July 2024.

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

During the period 1 July 2024 to 19 January 2026, the department and its executive agencies spent £27,118.12 on sector comms and awareness with X and its predecessor platform/brand Twitter.

xAI acquired X on 28 March 2025. £4,834.80 was spent before the acquisition by xAI. £22,283.32 was spent after the acquisition by xAI.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of a reduction in the number of experienced childminders on the availability of early years and out-of-school childcare places in the context of the expansion of funded childcare hours.

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

This department is taking a range of measures to support the financial sustainability of childminding businesses and other early years providers. From April 2026, local authorities will be required to pass at least 97% of their funding directly to providers (an increase from 96%). We are also working with local authorities and others to ensure that childminders and other early years providers can be paid monthly for the funded hours they provide, making their income more stable. Furthermore, from 1 November 2024, the government introduced new flexibilities to help childminders join and stay in the profession, supporting the government’s commitment to roll out expanded childcare entitlements and give children the best start in life.

In addition, the expansion of the early years entitlements could benefit childminders in different ways. For example, the national average three and four year-old hourly funding rate of local authorities is increasing by 4.1%, the two year-old hourly funding rate is increasing by 3.3%, and the nine months to two year-old hourly funding rate is increasing by 3.4%. Childminders may also benefit from an expected increase in demand for places.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 23 January 2026 to Question 105701 on Turing: Finance, whether the Turing scheme will continue in 2027-28; and what her target is for the number of outbound UK students using the Turing scheme in 2026-27.

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

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, with applications for funding now open and closing at 16:00 on Monday 16 March. Looking ahead, we remain committed to international mobility. That’s why the UK has agreed association with Erasmus+ on better financial terms for the UK. Decisions on the Turing Scheme for future years will be shared in due course.

The Turing Scheme is a demand led, competitive programme, so providers can shape applications to the needs of their students. The department does not set targets for the number of Turing Scheme placements in each year as this is highly dependent on the numbers of students that individual providers intend to send, where they intend to go and how long they intend to go for. Instead, we allocate funding in a way that prioritises the participation of students from disadvantaged backgrounds and those with special educational needs and disabilities.

Question to the Department for Education:

To ask the Secretary of State for Education, what her expected timetable is for publication of the call for evidence on safeguarding children out of school settings.

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

The government launched the call for evidence on 29 May 2025 to better understand current practice in the out-of-school settings sector and invite views on possible approaches to further strengthen safeguarding standards.

This closed on 21 September 2025 and the department is currently analysing responses, with support from independent external analysts, given the significance of this issue.

The department also intends to carry out further engagement, including focus groups with parents and small providers, and sector roundtables with safeguarding experts and sector representatives, before issuing a full response.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding was originally made available for the provision of the planned 92 new special and AP free schools that were commissioned by the previous Government and were subject to a value for money review by this Government.

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

For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.

For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.

Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.

Question to the Department for Education:

To ask the Secretary of State for Education, how much alternative funding has been provided to the local authorities who have decided to not proceed with the building of the proposed special and AP free schools, following the review of planned special and AP free schools.

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

For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.

For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.

Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.

Question to the Department for Education:

To ask the Secretary of State for Education, how much alternative funding has been provided to the local authorities of the 18 cancelled special and AP free schools, to create specialist spaces in mainstream schools.

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

For the 18 schools where no trust had been appointed and which were in the earliest stages of development local authorities will receive funding for 2487 school places in Summer 2026, equivalent to places the school would have provided.

For local authorities with the choice between accepting the alternative funding offer or continuing with the free school, the deadline to confirm their choice is 27 February 2026. After this date, we will know how many local authorities have accepted the alternative funding offer and the total funding amount.

Funding for delivery of free school projects are provided at different stages of a project’s development, in line with key delivery milestones. Most of the projects in scope of the alternative funding offer are at the earliest stages of development and therefore have not received any funding. Where sites have been secured for these schools, details and costs of acquisitions will have been set out on the Land Registry website. Additionally, the department will have published contract details and costs for all free school construction contracts on Contracts Finder.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that reintroduced maintenance grants reach students who need them most; what proportion of the student population will be eligible for support; and what steps she is taking to ensure take-up rates among students from the most disadvantaged backgrounds.

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

This government is committed to supporting the aspiration of every person who meets the requirements and wants to attend higher education. This is why we are reintroducing maintenance grants for students from low-income households studying courses aligned with the government’s Missions and the Industrial Strategy. Maintenance grants will be available to new and continuing full-time students from the 2028/29 academic year. Students who have a household residual income of £25,000 or less will receive the maximum grant of £1,000 per year.

The proportion of students that receive maintenance grants will depend on the list of eligible subjects, and it is vital that this is informed by the best and most up-to-date evidence on future employment and skills priorities. The full list of eligible subjects will be confirmed in advance of maintenance grant introduction, helping raise awareness amongst prospective students.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the (a) revenue from the international student levy on higher education providers’ income from international students and (b) cost of introducing maintenance grants for the most disadvantaged students.

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

The International Student Levy (ISL) will require higher education providers to pay a flat fee of £925 per international student per year. An impact analysis of the ISL published in November 2025 estimated that the levy would raise £445 million in the 2028/29 financial year, rising to £480 million in 2030/31. The full impact analysis is available here: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/international-student-levy-impact-analysispdf.

Proceeds from the ISL will be fully reinvested into higher education and skills, to support the reintroduction of targeted maintenance grants, progression through the post-16 system, and for wider skills. This will make sure that revenue from international students directly benefits domestic students from low-income households.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Commissioner for Public Appointment annual report 2024-25, published in December 2025, Appendix: direct appointments, what the business case was for appointing a non-executive director for three years; and whether she has had correspondence with the Commissioner.

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

The departmental board provides important strategic oversight and challenge. We had an existing non-executive director vacancy and made this appointment to bring in highly valuable delivery expertise. The direct appointment process was followed in full in line with the guidance, including consultation via correspondence with the Commissioner for Public Appointments.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of designating Portage services as a targeted early years and SEND support offer across all local authorities; what steps she is taking to address regional variation in access to Portage provision; and what consideration she has given to providing (a) sustainable and predictable funding, (b) national training standards and (c) further research and evaluation to support the consistent delivery of evidence-based early intervention services.

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

Help for families of children with additional needs is central to the Best Start in Life Strategy, which spotlights high-quality, inclusive and joined-up services.

The department is considering delivery expectations for how Best Start Family Hubs (BSFHs) can deliver special educational needs and disabilities (SEND) support, alongside flexibility to meet community needs.

From April, BSFHs will receive funding to recruit a dedicated SEND practitioner for every hub to support parents, identify emerging needs sooner and coordinate services. Evaluation of BSFHs will build the evidence base to inform future reform.

We will fund partnerships between early years settings and schools to test and implement different approaches to improving transitions to reception, including for children with SEND. These will allow staff to spend time to share expertise, help parents and children build relationships with schools and help teachers spot issues early.

Plans for reform will be in the upcoming Schools White Paper.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 23 January 2026 to Question 105698 on Erasmus+ Programme, what estimate her Department has made of the number of inbound EU students who will study in the UK.

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

The UK has agreed to associate to Erasmus+ in 2027 on terms that represent a fair balance between the UK’s contribution and the benefits the programme offers.

We have agreed a 30% discount compared to the default terms in the Trade and Cooperation Agreement, as well as a review of the UK’s participation in the programme ten months after our association, including data concerning demand for funding in the UK.

In 2018/19, there were approximately 31,000 inbound higher education (HE) student mobilities via the Erasmus+ programme. There were approximately 16,000 outbound HE student mobilities in the same year. The department expects there will be a greater number of HE mobilities on reassociation, given the expansion of the programme.

In real terms, the Erasmus+ budget for 2027 is 50% higher than in 2019. Due to this increased budget, we expect that over 100,000 people could benefit from mobility and partnership opportunities from participation in 2027 across all sectors.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of applying an interest rate of RPI plus 3% to Plan 2 student loans for graduates earning over £50,270 on the disposable income of those graduates.

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

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

Plan 2 loans interest rates are applied at the Retail Price Index (RPI) only, then variable up to RPI +3% depending on earnings. Interest rates do not impact monthly repayments made by student loan borrowers, which stay at a constant rate of 9% above an earnings threshold to protect lower earners. If a borrower’s salary remains the same, their monthly repayments will also stay the same. Any outstanding loan and interest is written off at the end of the loan term, and debit is never passed on to family members or descendants.

Question to the Department for Education:

To ask His Majesty's Government whether they periodically review the effect of the structure of the Progress 8 and accountability measures in arts subjects in schools.

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

The department has reviewed Progress 8 and determined that it has had an impact, including on arts subjects. As a result, as part of the government response to the Curriculum and Assessment Review, published on 5 November 2025, we announced our intention to consult shortly on an improved version of Progress 8 that will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum. We will continue to monitor patterns in subject entry, including arts subjects, in the future.

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 internal exclusion on pupil behaviour, attendance and educational outcomes; and what plans she has to strengthen monitoring, reporting and quality assurance mechanisms to ensure consistency and adequacy of provision for pupils placed in internal exclusion settings.

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

The department will consult on an internal suspension framework to help schools use these sanctions effectively within their behaviour policies, supporting pupils to remain engaged in their education and reducing lost learning. The consultation will seek views on appropriate requirements for recording and reporting internal suspension to ensure consistent practice, transparency, and effective oversight.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps he is taking to ensure vulnerable children in care are given the best start in life.

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

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

Reforming children’s social care is essential to ensuring vulnerable children have the best start in life. We are shifting the system toward early, preventative support so more families can stay safely together.

Our plans will help children remain with their families wherever possible, increase support for kinship carers and foster families and improve outcomes for children in care and care leavers, including through the rollout of the Staying Close programme. We will also fix the care market to reduce profiteering and put children’s needs first, alongside strengthening multi‑agency approaches to keep children safe.

Backed by £2.4 billion over the next three years, national reforms to Family Help, Multi‑Agency Child Protection and Family Group Decision Making will be delivered through the Families First Partnership programme, with local authorities deciding how best to use these resources to support vulnerable children in care. A further £1.5 billion will improve access to affordable early education, raise early years quality and strengthen family services.

Question to the Department for Education:

To ask His Majesty's Government what diploma qualifications they will fund for trainee stonemasons from September 2026.

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

On 20 October 2025, alongside the publication of the Post-16 Education and Skills White Paper, the department published a consultation on post-16 level 3 and below pathways, which closed on 12 January 2026. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

We will update the information on qualifications funded in the 2026/27 academic year as soon as possible.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will publish an assessment of the economic impact on early years providers of changes to employers national insurance.

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

The government position was to compensate public sector employers only for the National Insurance Contributions (NICs) increase announced in Budget 2024. For eligible early years settings, this was provided through the dedicated £25 million Early Years NICs and Teachers’ Pay Grant in 2025/26.

We recognise the impact on the early years sector and remain committed to protecting investment. We expect to invest over £9.5 billion in 2026/27, an above-inflation increase on 2025/26. National average funding rate increases reflect full costs of delivering a full year of expanded entitlements for early years providers.

Question to the Department for Education:

To ask the Secretary of State for Education, whether Multi-Academy Trust boards are permitted to redact minutes of board meetings that relate to the use of public funds; what guidance her Department issues on transparency and redaction of trust governance documents; and what assessment she has made of the adequacy of current practices.

Answered by Georgia Gould - Minister of State (Education)

The Academy Trust Governance Guide outlines that the trust board is responsible for being open and transparent about its decisions and actions. This guide is accessible at: https://www.gov.uk/government/publications/academy-trust-governance-guide.

The Academy Trust Handbook and trust’s articles of association state that trusts must make available on request for inspection the agenda for board, local committees/governing bodies and committee meetings, approved minutes of each meeting, and any report, document or other paper considered at each meeting.

Trusts may exclude from its records material which, by reason of its nature, the trustees are satisfied should remain confidential, such as names of employees or pupils. The trust must comply with the Data Protection Act 2018 and UK General Data Protection Regulations.

To monitor financial oversight, trusts must submit an annual report and accounts in accordance with the Charity Commission’s Statement of Recommended Practice and the departments Accounts Direction to the department.

The requirements set out in the Academy Trust Handbook are reviewed annually.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with local authorities and employer groups on the availability of work‑experience placements for Year 10 pupils; and what steps she is taking to ensure adequate placements in all areas.

Answered by Georgia Gould - Minister of State (Education)

The government set out its vision for reforming work experience in the 2025 careers statutory guidance. Every pupil will have access to 2 weeks’ worth of multiple and varied workplace experiences throughout key stages 3 and 4.

According to the Careers & Enterprise Company (CEC) Compass+ self-assessment tool, the majority of students in 74% schools and colleges had an experience of the workplace in the 2024/25 academic year. Note this data does not capture duration.

The department funds the CEC to work with local areas and engage employers to deliver this commitment. CEC’s careers hubs work in partnership with mayoral strategic authorities and local authorities resulting in stronger career provision and increased employer engagement, locally. Findings from a recent pilot found that careers hubs, working with local authorities and mayoral strategic authorities, successfully coordinated work experience provision across multiple schools and employers, reducing duplication and widening access.

Regionally, careers hubs work with cornerstone employer groups, who represent the local labour market and support the region's strategic employment engagement. Nationally, CEC holds strategic partnerships with employer groups, sector and representative bodies supporting all employers to deliver workplace experiences.

Question to the Department for Education:

To ask the Secretary of State for Education, what the average time taken was to complete an Education, Health and Care Plan assessment in England in each of the last five years.

Answered by Georgia Gould - Minister of State (Education)

The number of requests for an education, health and care (EHC) needs assessment received during the calendar year, the outcome of those requests and the number of requests where the decision is outstanding at the end of the calendar year is available at: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

This publication also includes the number of EHC needs assessments carried out during the calendar year, the outcome of these assessments, the number of assessments where the decision is outstanding at the end of the calendar year and the number and percentage of EHC plans issued within 20 weeks of the date of the request. The latest available data relates to the 2024 calendar year. Information for the 2025 calendar year will be published later this year.

Question to the Department for Education:

To ask the Secretary of State for Education, how many children and young people were waiting for an Education, Health and Care Plan decision in January (a) 2025 and (b) 2026.

Answered by Georgia Gould - Minister of State (Education)

The number of requests for an education, health and care (EHC) needs assessment received during the calendar year, the outcome of those requests and the number of requests where the decision is outstanding at the end of the calendar year is available at: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

This publication also includes the number of EHC needs assessments carried out during the calendar year, the outcome of these assessments, the number of assessments where the decision is outstanding at the end of the calendar year and the number and percentage of EHC plans issued within 20 weeks of the date of the request. The latest available data relates to the 2024 calendar year. Information for the 2025 calendar year will be published later this year.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure an adequate number of university places for students studying doctorates in Clinical Psychology.

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

Universities are autonomous bodies, independent from government, and are responsible for their own admissions decisions, including provision for doctoral places.

NHS England commissions taught doctorate programmes for Clinical Psychologists. NHS funded trainees receive placement funding at the national tariff rate and are funded at 100 per cent of salary cost at AFC band 6. NHS funded trainees also receive tuition support from NHS England, as well as contribution to travel and accommodation costs necessary to support trainees.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. In the 2024/25 academic year, there were 913 entrants to doctorates in clinical psychology in UK HE providers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support universities offering doctorates in Clinical Psychology.

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

Universities are autonomous bodies, independent from government, and are responsible for their own admissions decisions, including provision for doctoral places.

NHS England commissions taught doctorate programmes for Clinical Psychologists. NHS funded trainees receive placement funding at the national tariff rate and are funded at 100 per cent of salary cost at AFC band 6. NHS funded trainees also receive tuition support from NHS England, as well as contribution to travel and accommodation costs necessary to support trainees.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. In the 2024/25 academic year, there were 913 entrants to doctorates in clinical psychology in UK HE providers.

Question to the Department for Education:

To ask the Secretary of State for Education, how many university places there are for doctorates in Clinical Psychology.

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

Universities are autonomous bodies, independent from government, and are responsible for their own admissions decisions, including provision for doctoral places.

NHS England commissions taught doctorate programmes for Clinical Psychologists. NHS funded trainees receive placement funding at the national tariff rate and are funded at 100 per cent of salary cost at AFC band 6. NHS funded trainees also receive tuition support from NHS England, as well as contribution to travel and accommodation costs necessary to support trainees.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. In the 2024/25 academic year, there were 913 entrants to doctorates in clinical psychology in UK HE providers.

Question to the Department for Education:

To ask His Majesty's Government how much was paid to retired teachers in pension payments in 2024; and what estimate they have made of the total pension payments to retired teachers in (1) 2040, and (2) 2050.

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

A total of £2.921 billion was paid by members into the Teachers’ Pension Scheme in the 2024/25 financial year, and £8.866 billion was paid by employers over the same period.

In the 2024/25 financial year, £10.253 billion was paid to retired members of the Teachers’ Pension Scheme.

The Teachers’ Pension Scheme does not produce long‑term forecasts beyond its normal planning horizon. Estimates for 2040 and 2050 are therefore not available.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 5 January (HL13131), when they expect to be in a position to share more information on the planned review of childcare provision.

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

The Childcare Review is currently in the early stages of cross government discussions to consider how the early education and childcare alongside family support works for families and children. We will also be working with stakeholders throughout the year to gather insights and build our evidence base. We aim to conclude the Review later this year.

Question to the Department for Education:

To ask His Majesty's Government how much in total was paid to the Teachers' Pension Scheme by (1) teachers, and (2) employers, in 2024.

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

A total of £2.921 billion was paid by members into the Teachers’ Pension Scheme in the 2024/25 financial year, and £8.866 billion was paid by employers over the same period.

In the 2024/25 financial year, £10.253 billion was paid to retired members of the Teachers’ Pension Scheme.

The Teachers’ Pension Scheme does not produce long‑term forecasts beyond its normal planning horizon. Estimates for 2040 and 2050 are therefore not available.

Question to the Department for Education:

To ask the Secretary of State for Education, further to the Cabinet Office press release entitled Young people from all backgrounds to get opportunity to study abroad as UK-EU deal unlocks Erasmus+, published on 17 December 2025, on what basis was the £570 million a year cost calculated; and what estimate he has made of the potential cost to the public pursue of (a) EU students studying in the UK and (b) UK students studying in the EU.

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

I refer the hon. Member for Kingswinford and South Staffordshire to the answer of 2 February 2026 to Question 107708.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate on the number of international students in British universities she expects to be part of Erasmus scheme exchanges after the UK rejoins the scheme.

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

In 2018/19, there were approximately 31,000 inbound higher education student mobilities via the Erasmus+ Programme. There were approximately 16,000 outbound higher education student mobilities in the same year.

The department expects there will be a greater number of higher education mobilities on reassociation, given the expansion of the programme.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that proposals in the SEND White Paper do not reduce the rights of children and young people with special educational needs and disabilities as set out in the Children and Families Act 2014.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Guildford to the answer of 20 January 2026 to Question 98569.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps Student Loans Company is taking to ensure that borrowers repaying through PAYE are not issued incorrect repayment demands.

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

UK-based student loan repayments are collected by HMRC through the tax system. Employers deduct repayments for employees with a student loan when their earnings are above the relevant student loan repayment threshold. Employers will pass the collected repayments to HMRC, and HMRC pass details of the repayments to the Student Loans Company (SLC).

SLC may write to a customer directly if they have been paid more student loan or grant than they are entitled to. Overpayments are due to be repaid separately from the customer’s main student loan balance, and it is right that the SLC seek repayment of such sums.

If a borrower thinks they have received a letter in error, we encourage them to engage with SLC. Customer satisfaction is important to SLC, and they continue to invest in systems to provide customers with a more intuitive and comprehensively digital service. SLC welcomes feedback from customers to further improve their service.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she intends to publish statutory guidance or a code of practice setting out the duty of care owed by higher education providers to their students.

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

Universities are already required to comply with their duties under the common law and legislation such as the Equality Act 2010, which includes an anticipatory duty to make reasonable adjustments for disabled students, including those with mental health conditions which meet the definition set out within the Equality Act. The government has no plans to publish statutory guidance or a code of practice on a duty of care owed by higher education providers to their students.

Our focus is on ensuring that providers adopt consistent, evidence‑based approaches to student safety and wellbeing by embedding the recommendations of the national review of higher education student suicide deaths and other best practice identified through the Higher Education Mental Health Implementation Taskforce’s wider outputs and sector-led guidance.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the phonics screener for the early identification of dyslexia in primary schools.

Answered by Georgia Gould - Minister of State (Education)

Early identification of need and support is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

There are several assessments in place to measure progress and help teachers to identify where pupils may require additional support with literacy. These include the phonics screening check, the end of key stage 1 non-statutory assessments and the key stage 2 statutory assessments. The phonics screening check helps teachers to identify pupils who may need extra help and enables schools to benchmark their pupils against national performance. This is not specifically designed to test for dyslexia.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. Reading Ambition for All is a continuous professional development programme to support the lowest attaining children in reading, with a particular focus on those with SEND. This programme is delivered by 34 English hubs, reaching more than 600 schools, this academic year.

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Found: maintenance loans). https://commonslibrary.parliament.uk/research-briefings/cbp-9801/ 10 Department for Education

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Found: Government departments as detailed in Table B: • £(60.0) million budget cover transfer to Department for Education

Found: EstimateTransfer to Ministry of Defence for radar mitigation-10Supplementary EstimateTransfer to Department for Education

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Found: On access to higher education, the response said the Ministry of Justice and Department for Education

Found: BodiesFood Standards Agency (FSA) streamlining regulation0.0397607075941407840.00.0=SUM(E49:G49)Department for Education

Found: of the funding to ensure its impact, funding examples of which includes ESF, LSIP, AEB, ESFA, DWP, DfE

Found: Across the four UK nations, guidance assigns schools responsibility for legal compliance (the DfE, for

Found: which could help it tackle key loss areas such as household composition. 5 Data from the Department for Education

Found: Backing your business: our plan for small and medium sized businesses, 31 July 2025, p43 195 Department for Education

Found: DEL Total Department for Business and Trade Post Office Convictions £0.113m £0.113m Department for Education

Found: The ambition, shared by the Department for Culture, Media and Sport, Department for Education and Department

Found: - Is it true that the DfE is planning to make cuts to spending on PE before the implementation of the

Found: Mark Chivers: You may well have seen that yesterday the DfE announced 13,000 apprenticeships and T Levels

Found: This was conducted by Neil McIvor, who was then the Chief Data Officer at the Department for Education

Found: the Schools Minister and provided detailed feedback to the D epartment f or E ducation (DfE

Found: Letter from the Minister for Children and Families at the Department for Education relating to the Committee

Found: Republic (Sanctions) (EU Exit) (Amendment) Regulations 2025 Appendix 4: Memorandum from the Department for Education

Found: In July 2025 the Department for Education published the updated Relationships and Sexual Health Education

Found: In July 2025 the Department for Education published the updated Relationships and Sexual Health Education

Found: Is it for the Home Office to defray the costs or for the Department for Education and higher education

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

Found: All the work that we did on unaccompanied asylum-seeking children jointly with the DfE we also did with

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps he is taking to promote media literacy among child users.

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

Supporting parents and children is central to our media literacy approach. On 10 February, DSIT launched a pilot media literacy communications campaign to give parents tools to help children build resilience and critical thinking skills online. A new Online Safety hub, developed with DfE, will provide everyone in the UK with clear guidance on media literacy and online safety.

Under the Online Safety Act, Ofcom has a media literacy strategy that prioritises support for children and families, especially those with additional needs.

In formal education, the Department for Education has committed to strengthening media literacy in the updated national curriculum.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is planning to take to ensure the exchange of best practice among Healthcare Trusts from their deployment of Mental Health Support Teams.

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

The Department of Health and Social Care, along with NHS England and the Department for Education, jointly provide guidance and support to providers and commissioners of Mental Health Support Teams (MHST). This includes both the implementation of new teams and improving the quality and effectiveness of existing teams.

A national MHST Community of Practice has also been established, hosted by NHS England, with examples of best practice routinely made available to providers and commissioners.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of trends in the availability of flexible, remote or hybrid working on mothers with childcare responsibilities, including in Basingstoke; whether he has made an assessment of the potential impact of (a) school hours, (b) school holidays and (c) the availability of informal childcare on women’s participation in the labour market; and whether his Department plans to take steps to help encourage employers to offer flexible roles that enable parents to (i) maintain employment, (ii) develop skills and (iii) reduce reliance on out-of-work benefits.

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

We’re delivering a modern deal for working parents through the Employment Rights Act. Improving access to flexible working to allow parents to fit work around their family life, and employers will be expected to agree flexible working requests unless there is a clear and reasonable reason why they can’t.

Access to childcare support is essential in enabling parents to move into or progress in employment. Eligible Universal Credit (UC) customers can be reimbursed up to 85% of their registered childcare costs each month up to the maximum amounts (caps). The UC childcare offer can be used alongside the Department for Education’s early years and childcare entitlements in England to help cover costs of childcare during school holidays and before or after the school day, and there are similar offers in the Devolved Nations.

To deliver our long-term ambition, the Department for Education is leading a cross-government review of early education and childcare support to design and deliver a simpler system that maximises benefits for child development and parents’ ability to work or work more hours.

We are also investing up to £289m in Wraparound Childcare places before and after school, and during the school holidays, rolling out Free Universal Breakfast Clubs in every primary school, and spending over £200m each year on free Holiday Childcare places for our most disadvantaged children. These policies will ensure that parents have access to affordable, quality childcare so they can work, study, and train.

Question to the Home Office:

To ask the Secretary of State for the Home Department, how many unaccompanied asylum-seeking children were supported by local authorities in each financial year since 2019-20.

Answered by Alex Norris - Minister of State (Home Office)

The Home Office does not hold data on the number of unaccompanied asylum-seeking children (UASC) supported by local authorities. Local authorities have a duty to provide services to all children in need in their area. Under section 20(1) of the Children Act 1989, when a local authority has accommodated an unaccompanied child for 24 hours, they become 'looked after'. An unaccompanied child is entitled to the same support as any other looked after child, regardless of their immigration status. The Department for Education publishes annual data on the number of UASC looked after by local authorities in England here -

Children looked after in England including adoptions - reporting year 2025

Question to the Home Office:

To ask the Secretary of State for the Home Department, if she will make an assessment of the potential merits of issuing emergency visas to students in Gaza who have confirmed UK university places; and whether her Department has had recent discussions with UK universities on facilitating safe passage for affected students.

Answered by Mike Tapp - Parliamentary Under-Secretary (Home Office)

The Government provided exceptional support to enable the departure of Chevening Scholars and fully funded scholarship students from Gaza, for students whose courses began before 31 December 2025. This support was for students who met the relevant requirements of the Immigration Rules.

The Government is reviewing the impact of the policy implemented to-date, and any decision on further support will depend on the evolving international situation. We will continue to keep the policy under review.

This has been a cross-Government initiative and the Home Office, Department for Education and the Foreign, Commonwealth & Development Office have engaged with Higher Education Institutions throughout this process.

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

To ask the Secretary of State for Culture, Media and Sport, how the schools identified to receive support through the National Youth Strategy will be selected; and whether schools on the Isle of Wight will receive support.

Answered by Stephanie Peacock - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The Government's National Youth Strategy is a 10-year plan designed to ensure that every young person nationwide has somewhere to go, someone who cares for them, and a community they feel a part of. Schools are key to implementing the strategy including through enrichment activities, especially for disadvantaged youth.

DCMS, in partnership with DfE, will invest £22.5 million over 3 years to enable up to 400 schools across England to deliver a youth-voice led, tailored enrichment offer. This funding will help schools meet the Enrichment Framework benchmarks and ensure disadvantaged pupils have access to good enrichment activities, supporting their wellbeing, personal development, and life skills.

The programme is currently in the design phase, and we will share the selection criteria in due course.

Question to the Department for Environment, Food and Rural Affairs:

To ask the Secretary of State for Environment, Food and Rural Affairs, what recent discussions she has had with colleagues in the Department for Education regarding steps taken to increase awareness of the dangers of swimming in (a) cold water, (b) open water among school-age children.

Answered by Emma Hardy - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)

The Secretary of State has regular discussions with Cabinet colleagues on a range of issues.

Swimming and water safety is a vital life skill. Swimming and water safety are compulsory elements of the PE National Curriculum at Key Stages 1 and 2. In addition, the changes made to the Government’s statutory RSHE guidance will ensure all pupils are taught about the water safety code, supporting them to be safe in different types of water.

This will help ensure all pupils are taught about the water safety code, supporting them to be safe in different types of water.

The Government is also providing a grant of up to £300,000 to deliver Inclusion 2028 – a programme which upskills teachers to deliver high quality, inclusive PE, including swimming and water safety, to pupils with special educational needs and disabilities.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, whether her Department has made an assessment of the effectiveness of existing road safety programmes delivered by (a) Police and (b) Fire services.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, if she will make an assessment of the potential merits of introducing (a) road safety and (b) Bikeability into the national curriculum for both (i) primary and (ii) secondary school children, as part of the Lifelong Learning for Road Users.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, whether she will take steps with Cabinet colleagues to include (a) the Safe Drive Stay Alive, (b) Think! and (c) similar road safety campaigns in Key Stage 4 Personal, Social, Health and Economic education.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

Question to the Department for Environment, Food and Rural Affairs:

To ask the Secretary of State for Environment, Food and Rural Affairs, what steps she has taken with Cabinet colleagues to help increase workforce numbers in the farming and agriculture sectors in (a) Newcastle-under-Lyme, (b) Staffordshire and (c) England.

Answered by Angela Eagle - Minister of State (Department for Environment, Food and Rural Affairs)

The Government recognises that access to a sufficient workforce is essential for the resilience and productivity of the farming and agriculture sectors.

Defra works closely with other Government departments, including the Department for Work and Pensions (DWP) and the Department for Education, to support workforce supply and ensure that employers in agriculture can access the people and skills they need. This includes engagement on employment programmes, skills routes and local delivery, which can benefit businesses in Newcastle-under-Lyme, Staffordshire and across England.

Through the agricultural reform programme, we are investing £2.7 billion a year to support productivity, innovation and business resilience, helping to make farming and agriculture more sustainable and attractive as long-term careers.

The DWP delivers Sector-based Work Academy Programmes, which provide training, work experience and a guaranteed job interview tailored to employer needs. Between April 2021 and December 2025, DWP delivered 1,380 SWAP starts in the agriculture sector, helping employers to recruit and support people into agricultural roles.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment his Department has made of trends in the level of social care standards across England; and what steps he is taking to support greater consistency of care provision.

Answered by Stephen Kinnock - Minister of State (Department of Health and Social Care)

National standards of care will be an integral part of the national care service we are building, so people can rely on consistent, high‑quality care wherever they live.

We are already progressing towards this through our three objectives for adult social care: giving people real choice and control, joining up health and social care around people’s lives, and ensuring consistent high‑quality care underpinned by national standards.

This year, the Government will set new national standards for care technologies and develop trusted guidance. This will mean that people and care providers can easily find out which technologies are fit for purpose, secure and meet compatibility requirements of health and social care systems in the future.

At the same time, in partnership with the Department for Education, we are developing a catalogue of data standards for Children’s and Adult’s Social Care Case Management Systems. This will enable greater data sharing with other agencies involved in organising a person’s care, in turn, improving the experience of care, local authority efficiency and the quality of central government data collection and reporting.

The Care Quality Commission (CQC) is the independent regulator for health and social care in England. CQC monitors, inspects and regulates adult social care services to make sure they meet fundamental standards of quality and safety. National measures of care quality have remained steady, with 85% of all social care settings regulated by the CQC rated Good or Outstanding on 2 January 2026. Where concerns on quality or safety are identified, the CQC uses its regulatory and enforcement powers available and will take action to ensure the safety of people drawing on care and support.

The independent commission into adult social care is underway as part of our critical first steps towards delivering a national care service. Phase 1 will report this year.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to consider the development of national standards for adult social care in England.

Answered by Stephen Kinnock - Minister of State (Department of Health and Social Care)

National standards of care will be an integral part of the national care service we are building, so people can rely on consistent, high‑quality care wherever they live.

We are already progressing towards this through our three objectives for adult social care: giving people real choice and control, joining up health and social care around people’s lives, and ensuring consistent high‑quality care underpinned by national standards.

This year, the Government will set new national standards for care technologies and develop trusted guidance. This will mean that people and care providers can easily find out which technologies are fit for purpose, secure and meet compatibility requirements of health and social care systems in the future.

At the same time, in partnership with the Department for Education, we are developing a catalogue of data standards for Children’s and Adult’s Social Care Case Management Systems. This will enable greater data sharing with other agencies involved in organising a person’s care, in turn, improving the experience of care, local authority efficiency and the quality of central government data collection and reporting.

The Care Quality Commission (CQC) is the independent regulator for health and social care in England. CQC monitors, inspects and regulates adult social care services to make sure they meet fundamental standards of quality and safety. National measures of care quality have remained steady, with 85% of all social care settings regulated by the CQC rated Good or Outstanding on 2 January 2026. Where concerns on quality or safety are identified, the CQC uses its regulatory and enforcement powers available and will take action to ensure the safety of people drawing on care and support.

The independent commission into adult social care is underway as part of our critical first steps towards delivering a national care service. Phase 1 will report this year.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to increase awareness among young people of career opportunities in British manufacturing industries.

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

The Government is taking a range of steps to increase awareness among young people of the diverse and rewarding career opportunities available in British manufacturing. This forms part of our wider efforts to reduce the number of young people who are not in education, employment or training (NEET). Promoting the Youth Guarantee, the Government’s commitment to ensure young people have access to support to find a job, training or an apprenticeship, is a key element of this approach.

The Department for Work and Pensions (DWP) promotes careers in manufacturing to young people through a range of national and local activity, including Jobcentre-led manufacturing-focused careers sessions, employer talks and jobs boards focused on apprenticeships and early careers roles. Work Coaches are also being upskilled to help them confidently challenge outdated myths and discuss modern manufacturing with young people.

We work closely with industry bodies such as Make UK and the Institute for Grocery Distributors, to support young people to better understand the breadth of manufacturing careers available. In addition, we encourage employers to directly engage with schools and colleges, and work closely with the National Careers Service to provide clear information on routes into the sector. We also promote pathways into manufacturing, including government skills interventions such as Sector-based Work Academy Programmes and Skills Bootcamps, and apprenticeships.

National Manufacturing Day (NMD) further supports these efforts by opening up factories and workplaces to schools, colleges, and local communities. Through activities such as factory tours, demonstrations and employer-led talks young people can see firsthand what modern manufacturing looks like and the range of roles available, including apprenticeships and graduate routes. The Department for Education (DfE) supports NMD by promoting it to schools and parents and providing materials on education and training routes into the sector for school leavers.

Finally, DWP hosts regular Jobs and Careers Fairs, with planned events throughout 2026, designed to support young people, particularly those who are NEET or at risk of becoming NEET, to explore opportunities across different sectors, including manufacturing. These events enable young people to access advice and training and engage directly with employers.

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Found: for the British Council GREAT programme 2.45 2.45 (Section C) Transfer in funding from Department for Education

Found: Resource Capital Total Net Budget Resource Capital Non-Budget Expenditure Net Cash Requirement Department for Education

Found: 13,880,577 6,246,260 Non-Budget Expenditure - - Net Cash Requirement 194,029,050 87,313,073 Department for Education

Found: 2 because the Estimate and Table 2 include grants paid by DfE to Academies.

Found: 2 because the Estimate and Table 2 include grants paid by DfE to Academies.

Found: Apprenticeships pilot programme for the screen industries was green-lit this year by the Department for Education

Found: Joint analysis by the Ministry of Justice and the Department for Education has shown that 80% of children

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Found: (DfE) on secure children’s home policy and special educational needs change programmes.

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Found: Recommendation 3 – That relevant Central Government Departments, led by the Department for Education

Found: cars licensed to households with families who have at least one dependent child and vape. 131 DfE

Found: The Department for Education will consult the sector on the design of a new proactive advisory service

Found: The DfE document, “Basic need allocations 2026-27 and 2027-28: Explanatory note on methodology”, refers

Found: protection plans by initial category of abuse by sex, age and ethnicity’ published by the Department for Education

Found: Authority explained, “Forecasts are provided from the statutory return (SCAP) which is submitted to the DfE

Found: Services'. 2021 – The CNC works on the design of the new standard and programme with the Department for Education

Found: The Department for Education will consult the sector on the design of a new proactive advisory service

Found: proposed arrangements for 2027/2028; c) the Trust’s and the LA’s responses to the objection; d) DfE

Found: from the Longitudinal Education Outcomes (LEO) data set are published each year by the Department for Education

Found: March 2025 and 3,930 children aged under one were subject to CPPs on the same date.1 1 Department for Education

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Found: (DfE) introducing a unique reference number for children, the upgrading of police information

Found: Care, the Ministry of Housing, Communities and Local Government, Public Heath Wales, Department for Education

Found: (DfE), UK Research and Innovation (UKRI), Ministry of Housing, Communities and Local

Found: (DfE), UK Research and Innovation (UKRI), Ministry of Housing, Communities and Local

Found: Special Guardianship Regulations 2005 (as amended) and the Special Guardianship Guidance (Department for Education

Found: Research commissioned by the Department of Education (DfE) in 2022 identified that the main reason for