Question to the Department for Education:

To ask the Secretary of State for Education, how many schools have been identified as high fire risk in the latest Condition Data Collection by local authority area.

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

237 schools and colleges in England had RAAC confirmed in areas of their buildings, none of which are in Shropshire. By the end of this Parliament, every school and college in England that isn't being fully or substantially rebuilt will be RAAC-free. All schools having RAAC permanently removed through the school rebuilding programme will be in delivery, with over half already underway.

The department’s current Condition Data Collection 2 (CDC2) programme is visiting every government-funded school in England to collect data about the condition of their buildings. CDC2 is a high-level, non-invasive, visual inspection of condition and not a structural survey. It does not collect structural risks, nor data on school compliance with all statutory and legislative responsibilities, including fire safety.

It is the responsibility of those who run our schools to ensure that fire risk assessments are undertaken regularly. The department provides guidance about fire safety to these responsible bodies, including in the ’Good estate management for schools’ guide, which is available at: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety.

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools contain (a) RAAC and (b) other structural risks in the most recent Condition Data Collection for (i) Shropshire, (ii) North Shropshire and (iii) England.

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

237 schools and colleges in England had RAAC confirmed in areas of their buildings, none of which are in Shropshire. By the end of this Parliament, every school and college in England that isn't being fully or substantially rebuilt will be RAAC-free. All schools having RAAC permanently removed through the school rebuilding programme will be in delivery, with over half already underway.

The department’s current Condition Data Collection 2 (CDC2) programme is visiting every government-funded school in England to collect data about the condition of their buildings. CDC2 is a high-level, non-invasive, visual inspection of condition and not a structural survey. It does not collect structural risks, nor data on school compliance with all statutory and legislative responsibilities, including fire safety.

It is the responsibility of those who run our schools to ensure that fire risk assessments are undertaken regularly. The department provides guidance about fire safety to these responsible bodies, including in the ’Good estate management for schools’ guide, which is available at: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the contribution of playtime to children’s a) social, b) emotional and c) cognitive development.

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

The early years foundation stage statutory framework is clear that play is essential for children’s wellbeing and development. Play builds confidence and enthusiasm for learning, and develops self-awareness, self-regulation and social skills. Early years practitioners should plan how to support children’s development through high quality play.

Schools are expected to organise the school day and school week in the best interests of their pupil cohort, to both provide them with a full-time education suitable to their age, aptitude and ability, and to incorporate time for play and other activities.

The department commissioned the Children of the 2020s study to improve our understanding of children’s progress throughout key phases of learning and education. We will assess the findings of the study for supporting children’s holistic development including through play and other approaches.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to issue guidance encouraging schools to adopt evidence-based playtime improvement schemes.

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

Breaktimes can be an important part of a pupil’s school experience, providing opportunities to rest, play and connect with peers.

While the department has no plans to introduce dedicated guidance or measures on breaktime, we have committed to work with partners to draw up and publish a good practice framework to help schools increase pupil engagement. This will include support for schools to effectively measure the factors which contribute to children attending, achieving and thriving at school, to inform evidence-based support inside and outside of school.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will include measures related to breaktime quality within (a) school wellbeing and (b) inspection frameworks.

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

Breaktimes can be an important part of a pupil’s school experience, providing opportunities to rest, play and connect with peers.

While the department has no plans to introduce dedicated guidance or measures on breaktime, we have committed to work with partners to draw up and publish a good practice framework to help schools increase pupil engagement. This will include support for schools to effectively measure the factors which contribute to children attending, achieving and thriving at school, to inform evidence-based support inside and outside of school.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with children’s nursery operators on (a) the viability of that sector and (b) the adequacy of the level of funding for childcare provided by the Government.

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

In 2025/26 alone, the government expects to spend over £8 billion on early years entitlements, increasing to over £9 billion in 2026/27, and we have increased the early years pupil premium by over 45%. We have also provided further funding of £75 million for the early years expansion grant.

At the 2025 Spending Review, the government announced it will provide an additional £1.6 billion per year by 2028/29, compared to 2025/26, to continue the expansion of government-funded childcare for working parents, boosting children’s life chances and work choices for their parents. We will also spend over £400 million over the next four years to deliver school-based nurseries across England.

The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children. We have regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the number of free childcare places in Bournemouth.

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

In 2025/26 alone, the government expects to spend over £8 billion on early years entitlements, increasing to over £9 billion in 2026/27, and we have increased the early years pupil premium by over 45%. We have also provided further funding of £75 million for the early years expansion grant.

At the 2025 Spending Review, the government announced it will provide an additional £1.6 billion per year by 2028/29, compared to 2025/26, to continue the expansion of government-funded childcare for working parents, boosting children’s life chances and work choices for their parents. We will also spend over £400 million over the next four years to deliver school-based nurseries across England.

The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children. We have regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the number of (a) part-time and (b) flexible childcare places.

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

In 2025/26 alone, the government expects to spend over £8 billion on early years entitlements, increasing to over £9 billion in 2026/27, and we have increased the early years pupil premium by over 45%. We have also provided further funding of £75 million for the early years expansion grant.

At the 2025 Spending Review, the government announced it will provide an additional £1.6 billion per year by 2028/29, compared to 2025/26, to continue the expansion of government-funded childcare for working parents, boosting children’s life chances and work choices for their parents. We will also spend over £400 million over the next four years to deliver school-based nurseries across England.

The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children. We have regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she intends to increase the level of free childcare funding for each child.

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. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high quality early years provision going forward.

In financial year 2025/26 alone, the government expects to spend over £8 billion on the early years entitlements, and we have increased the early years pupil premium by over 45%.

Next year, in financial year 2026/27, funding for the early years entitlements is expected to increase to over £9 billion. This funding reflects a full year of eligible working parents being able to access 30 hours of childcare from 9 months until their children start school, and an expected increase in funding rates. Local authority hourly funding rates for 2026/27 will be confirmed in the usual way before the end of this year.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of supporting the roll-out of evidence-based parenting programmes through the Start for Life offer to all local authorities.

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

The government has confirmed over £500 million of funding allocated for the delivery of Best Start Family Hubs, which includes funding for parenting programmes.

Through these Hubs, all local authorities will deliver parenting evidence-based interventions (EBIs) for families with 3 to 4-year-olds from April 2026. The department will be sharing a ‘menu’ of EBIs that has been developed in collaboration with expert partners and informed by sources such as the Foundations Guidebook and Nesta’s Call for Evidence. The ‘menu’ will preference EBIs that have undergone the most rigorous evaluation, to reflect our ambition to support local authorities to invest in programmes most likely to have the greatest impact. This will ensure that parenting support is rooted in robust evidence.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to assess the impact of the April 2025 changes to the Adoption and Special Guardianship Support Fund, including (a) the reduction in the fair access limit and (b) reductions in funding for (i) assessments and (ii) match funding.

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

The new criteria for the adoption and special guardianship support fund will enable as many children and families as possible to access support. So far this year, over 12,500 applications have been approved, including almost 1,000 applications for specialist assessments. The department continues to monitor and assess the impact of the changes and is engaging with stakeholders.

Question to the Department for Education:

To ask the Secretary of State for Education, what the estimated backlog of fire-safety-related repairs is across the school estate in (a) England, (b) Shropshire and (c) north Shropshire; and what proportion of that backlog relates to schools built before 1980.

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

Since the 2014/15 academic year, the risk protection arrangement (RPA) has received a total of 551 fire-related claims from members. 52 claims were from the West Midlands, 4 from Shropshire and 2 claims were specifically from North Shropshire.

Schools and their responsible bodies are not obliged to notify the department of fires at their premises and we therefore do not routinely collect or record this data more widely, nor information on fire-safety-related repairs.

The department provides guidance about fire safety to bodies responsible for schools, including in the ‘Good Estate Management for Schools’ guide, available here: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety. It is the responsibility of those who run our schools to ensure that a fire risk assessment is undertaken and kept up to date, reflecting the specific characteristics of the building for which it was written.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the reforms announced in her Department's press release entitled Schools to cut bills with Great British Energy solar panels, published on 17 November 2025, how much of the £100 million funding has been spent, and how much remains unallocated to date.

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

The department has used a delivery model which sees schools supported throughout the scheme, so whilst schools will be required to bear any maintenance costs for solar photovoltaics installed on their roofs, this is expected to be affordable from savings generated.

Solar installs are already producing significant savings for schools with estimates suggesting that on average, a typical school could save up to £25,000 per year if they have solar panels with complementary technologies installed.

The programme is on track with new installations at additional schools and colleges each month. Some contracts are still in procurement and, owing to the commercial sensitivity of this, it would not be appropriate to disclose evolving spend to date at this stage.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the reforms announced in her Department's press release entitled Schools to cut bills with Great British Energy solar panels, published on 17 November 2025, will schools be required to bear any maintenance costs for the solar panels.

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

The department has used a delivery model which sees schools supported throughout the scheme, so whilst schools will be required to bear any maintenance costs for solar photovoltaics installed on their roofs, this is expected to be affordable from savings generated.

Solar installs are already producing significant savings for schools with estimates suggesting that on average, a typical school could save up to £25,000 per year if they have solar panels with complementary technologies installed.

The programme is on track with new installations at additional schools and colleges each month. Some contracts are still in procurement and, owing to the commercial sensitivity of this, it would not be appropriate to disclose evolving spend to date at this stage.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has considered the potential merits of implementing the measures set out by The Joanna Simpson Foundation and Children Heard and Seen on support for children bereaved by domestic homicide.

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

This government recognises the dreadful impact of all domestic abuse-related deaths on children and families. This is why the Home Office funds Advocacy After Fatal Domestic Abuse to support those bereaved by deaths in this way.

Every child deserves the right mental health support, particularly in times of grief, which is why we updated the statutory relationships and health education curriculum to give teachers clear guidance on how to best support pupils with bereavement. We are also expanding access to mental health support teams in all schools, ensuring that every pupil has access to early support services in their community.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to encourage people to obtain early years qualifications.

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

Our Best Start in Life strategy sets out how we are improving the quality of early education by investing in training and qualifications, increasing understanding of high-quality practice and providing more access to proven, evidence-based early years programmes. This includes introducing a faster assessment only route for experienced staff to achieve Level 3 recognition, similar to those in other education professions.

The department is also transforming apprenticeships into a new growth and skills offer, with shorter, more flexible training options. Recent reforms to the English and maths requirements will allow many thousands more apprentices to qualify each year.

We are also investing in opportunities to become an early years teacher, aiming to more than double the number of funded places on early years initial teacher training by 2028, providing financial support for employers delivering the new degree apprenticeship route, and offering financial incentives for early years teachers working in disadvantaged areas.

Finally, we continue to help more people discover rewarding early years careers through our ‘Do something BIG’ national recruitment campaign.

Question to the Department for Education:

To ask the Secretary of State for Education, how many fires have been recorded in (a) North Shropshire constituency, (b) Shropshire, (c) the West Midlands and (d) England’s school estate in each of the last 10 years.

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

Since the 2014/15 academic year, the risk protection arrangement (RPA) has received a total of 551 fire-related claims from members. 52 claims were from the West Midlands, 4 from Shropshire and 2 claims were specifically from North Shropshire.

Schools and their responsible bodies are not obliged to notify the department of fires at their premises and we therefore do not routinely collect or record this data more widely, nor information on fire-safety-related repairs.

The department provides guidance about fire safety to bodies responsible for schools, including in the ‘Good Estate Management for Schools’ guide, available here: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety. It is the responsibility of those who run our schools to ensure that a fire risk assessment is undertaken and kept up to date, reflecting the specific characteristics of the building for which it was written.

Question to the Department for Education:

To ask the Secretary of State for Education, how many non-British people received 15 hours of free childcare in the last financial year.

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

The requested information on nationality is not held by the department.

Information on children under 5 registered for government funded entitlements in England and on providers and staff delivering them, is published in the ‘Funded early education and childcare statistics’ publication, which can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/funded-early-education-and-childcare/2025.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department investigated the conduct of social worker Anwar Meah.

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

Social Work England (SWE) is the independent regulator for the social work profession in England and, as such, is responsible for investigating concerns relating to social workers’ fitness to practise that are referred to them. While the department is unable to intervene in individual cases, officials contacted the regulator when concerns were highlighted.

SWE’s overarching objective is to protect the public. In meeting this objective they are obliged, as set out in legislation, to consider all concerns it receives to determine whether there is evidence that a social worker’s fitness to practise may be impaired.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 15 October 2025 to Question 78154 on Adoption and Special Guardianship Support Fund, what steps she has taken to ensure (a) adoptive and (b) kinship families receive appropriate help from local authority Family Help services.

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

The department is committed to rebalancing the children’s social care system, which is why we are rolling out the Families First Partnership programme. On 20 November, we announced additional investment of £547 million, bringing the total funding provided for the programme to £2.4 billion over the next three years. This demonstrates our commitment to invest in prevention, supporting local authorities, working in collaboration with partners, to deliver reformed help and protection services that make a real, tangible difference to families.

We will spend close to £1.5 billion over the next three years on improving family services and early years education. Best Start Family Hubs are backed by £500 million of this investment between 2026 and 2029.

It is for local authorities to determine how best to make use of these resources to support adoptive and kinship families with the help they need.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to announce the eligibility criteria for the Adoption and Special Guardianship Support Fund (ASGSF) in 2026-27; whether her Department will provide funding for the ASGSF after April 2027; and, with reference to the Written Statement of 4 September 2025, HCWS908, if she will set out details of the proposed public engagement process.

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

The government has confirmed the adoption and special guardianship support fund (ASGSF) will continue in 2026/27 and that applications running into 2026/27 can now be made. Details of the ASGSF from April 2026 will be made available once departmental business planning decisions are completed. We will share details of the public engagement process on longer-term decisions as soon as possible in the new year.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 22 July 2025 to Question 67594 on Adoption Support Fund, whether the equalities impact assessment was drafted prior to the date of her Department's decisions to amend the Adoption and Special Guardianship Support Fund.

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

The equalities impact assessment (EIA) was drafted prior to the decisions to amend the adoption and special guardianship support fund. Following the announcement of the changes to the Fund, the EIA was prepared for publication and subsequently made available in the House Libraries.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the £2.61 meal rate paid to Oxfordshire schools for providing universal infant free school meals, taking into account rising (a) food, (b) energy and (c) staff costs.

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

This government is committed to breaking down barriers to opportunity and tackling child poverty. We spend around £600 million per year ensuring close to 1.3 million additional infants enjoy a free, healthy and nutritious meal at lunchtime following the introduction of the universal infant free school meal (UIFSM) policy in 2014.

The department has not made a formal assessment of UIFSM funding for Oxfordshire schools, but we meet regularly with the sector, including school food caterers, and draw on these insights to inform our policy thinking.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to improve awareness of milk entitlement schemes among schools.

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

Milk is an excellent food for children’s growth and development. To help schools understand the milk entitlement schemes available to them, departmental advice is available here: https://www.gov.uk/government/publications/standards-for-school-food-in-england/school-food-in-england. This includes links to the guidance on the school milk subsidy scheme and the nursery milk scheme.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the impact of digital tablet use in schools on pupils’ attention spans in Surrey Heath constituency.

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

The department does not mandate the use of digital tablets in schools, and decisions about their adoption are made locally.

The department’s guidance emphasises that technology should supplement, not replace, high-quality teaching, and that effective use of digital devices can support engagement and learning outcomes. The department does not hold specific data for the Surrey Heath constituency.

Schools are encouraged to develop digital strategies that consider the needs of their pupils and to follow published standards for device use.

The department continues to invest in infrastructure and support, aiming for all schools to meet core digital standards by 2030, and to narrow the digital divide, while monitoring emerging evidence on the impact of technology on pupils, including through the EdTech Impact Testbed Programme which helps to build the evidence base on their impact.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment he has made of the value for money of management and service charges paid by academy and free schools to related parties in England.

Answered by Georgia Gould - Minister of State (Education)

Academy trusts are permitted to use a proportion of their funding to pay for central services for their schools. This can be more efficient and cheaper than individual academies running or procuring the functions themselves. Where trusts top slice for central services, they must be transparent by disclosing in their annual accounts the services they deliver centrally and the trust’s charging policy.

The ’Academy trust handbook’ sets out the requirements related party transactions (RPTs). The handbook requires that trusts must:

• Report all contracts and other agreements with related parties to the department in advance.
• Obtain approval for RPTs where the contract or agreement exceeds £40,000.
• Pay no more than ‘cost’ for goods or services provided by related parties.
• Agreements to supply goods and services are procured through an open and fair process.

The handbook is available in full at: https://www.gov.uk/government/publications/academy-trust-handbook.

The department has also published a guide on managing conflicts of interests and RPTs to support trusts, which is available at: https://www.gov.uk/government/publications/related-party-transactions-information-for-academy-trusts/managing-conflicts-of-interests-related-party-relationships-and-related-party-transactions-good-practice-guide.

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 awarding the Teachers’ Pension Scheme administration contract to Tata Consultancy Services on national security, service standards and domestic employment; and whether UK-based providers were invited to bid for this contract.

Answered by Georgia Gould - Minister of State (Education)

The procurement to appoint a new administrator of the Teachers’ Pension Scheme was conducted under the Public Contract Regulations 2015 (PCR 2015), which aims to ensure an open, transparent and fair competition. During the procurement exercise several UK companies participated in the formal process. This procurement followed the standard due diligence checks and the standard departmental governance procedures. These checks did not highlight any concerns in relation to national security.

As part of the assessment process the potential bidders were required to contractually commit to the mandatory requirements to meet all necessary IT security standards. Domestic employment was not a part of the evaluation criteria for potential providers. The evaluation criteria did assess a potential provider’s capability to meet the required service standards.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of student maintenance grants in meeting students' living costs.

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

The previous government removed maintenance grants, and the real-terms value of loan support for students has reduced by more than 20% over the last five years. It is essential that our government improves this.

That is why we will reintroduce targeted means-tested maintenance grants before the end of this Parliament, funded by a levy on international student fees. The grants will support students from low-income households studying courses aligned with our missions and the Industrial Strategy, and we will set out further detail at the Autumn Budget.

Additionally, the government will increase maintenance loans in line with forecast inflation every academic year. This will provide students with long-term financial certainty on the financial support they will receive while studying and ensure that students from the lowest income families receive the largest year-on-year cash increases in support.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has (a) implemented a domestic abuse policy for staff and (b) trained line managers to effectively respond to staff who are experiencing domestic abuse.

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

The department has issued guidance for staff on domestic abuse. This guidance includes information for line managers on how to respond to staff experiencing domestic abuse alongside routes for further advice and support.

Question to the Department for Education:

To ask the Secretary of State for Education, to provide a breakdown of (i) the total number (ii) the age of children taken into care in each of the last ten years.

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

The latest figures on the number of children taken into care for reasons of court orders or police protection, emergency or child assessment orders in England by age are shown in the attached table.

The latest figures on all children starting to be looked after in England by legal status and separately by age is published in the statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025#explore-data-and-files.

The table can be located at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/a70a7aef-adc9-46be-b94b-08de28d609b2.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to announce the 10 trial local authorities for the Kinship Allowance Pilot paid at an equivalent rate to the fostering National Minimum Allowance.

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

The department recognises the important role that kinship carers play in caring for some of the most vulnerable children, and the role of local authorities to support them.

The department recently closed the expression of interest process for local authorities to apply to deliver the Kinship Allowance Pilot in their areas. This will be for eligible kinship carers within the pilot areas to apply for via their local authorities. The department will announce the successful local authorities 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 adequacy of the Curriculum Review to provide algorithm literacy and AI education to help children understand that AI systems can have inaccurate outputs; and what steps will be taken through the curriculum to ensure that young people are educated on the potential harms of AI including a) Deepfakes and CSAM content, b) AI generated online fraud and scams, c) Chatbot algorithmic biases.

Answered by Georgia Gould - Minister of State (Education)

The department has accepted the Curriculum and Assessment Review’s recommendations for computing and are committed to going further through explicitly including AI within the curriculum, and exploring a potential Level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.

We will work with subject experts to ensure that AI and issues like bias in technology will be included within the refreshed computing curriculum in an age-appropriate way. The exact content will be determined following engagement with experts, and we will publicly consult on the draft proposals next year.

It is worth noting that algorithms and online harms are currently covered in the curriculum, through computing and relationships, sex and health education (RSHE). In July, the government published updated RSHE statutory guidance introducing new content on AI, online safety and pornography, which will be mandatory from 1 September 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to ensure that Pupil Premium Plus is not absorbed into school budgets but is spent spent specifically on adopted the children that qualified for the payment.

Answered by Georgia Gould - Minister of State (Education)

The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the pupil premium grant for children who are looked after by the local authority or were previously looked after by a local authority or other state care.

Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should encourage parents and guardians’ involvement in deciding how the PP+ is used.

Maintained schools and academies must publish strategy statements setting out their planned use of pupil premium.

Question to the Department for Education:

To ask the Secretary of State for Education, what data she has on the number of children who are irregular migrants and enrolled in schools; and what the estimated annual cost is for educating those children.

Answered by Georgia Gould - Minister of State (Education)

The requested information is not held by the department.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to local authorities on support for schools in cases of (a) snow and (b) other extreme weather.

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

It is for individual settings and responsible bodies to decide on closures based on their own risk assessment. Closures should be a last resort, and the priority is to keep settings open where it is safe to do so.

The department’s emergency planning guidance outlines how schools should provide remote education when schools are closed due to snow and other forms of extreme weather, such as extreme heat, flooding and storms. The guidance can be found here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption.

We have also issued non-statutory guidance on providing remote education guidance for schools, which can be found here: https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools/providing-remote-education-guidance-for-schools. Both sets of guidance are available online for local authorities to use.

All schools and colleges must also have contingency plans to ensure exams and assessments proceed during disruption. Detailed guidance on managing exam or assessment disruption can be found here: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted.

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 covering the cost of (a) insurance and (b) DBS checks for employers taking on volunteer workers.

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

Keeping children safe could not be more important to this government, and schools and colleges as employers, play a critical role in this.

We support them to do this through our robust safeguarding framework, ‘Keeping children safe in education’, which is the statutory guidance that all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children.

This includes robust safer recruitment procedures which are vital to deterring and preventing individuals who are unsuitable to work with children from securing employment or volunteering opportunities in schools and colleges.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of exam support for students with dyslexia.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Fylde to the answer of 21 November 2025 to Question 90919.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure early intervention for pupils with special educational needs.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Leeds South West and Morley, to the answer of 12 November 2025 to Question 86204.

Question to the Department for Education:

To ask the Secretary of State for Education, how many complaints has OIA received from disabled students in each of the last 5 years, what proportion were upheld, and how many reasonable adjustments were made during complaint processes.

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

The Office of the Independent Adjudicator is independent from government, and the department does not hold the requested information.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that schools have adequate time for play during the school day.

Answered by Georgia Gould - Minister of State (Education)

Play is an essential part of children’s development and learning, as recognised in the early years foundation stage statutory framework. Schools, governing bodies and academy trusts are responsible for ensuring the school day includes opportunities for social interaction, physical activity and enrichment activities.

Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks, providing opportunity for schools to incorporate time for play and other enrichment activities.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that specialist Citizenship teachers are recruited and retained; and what steps she is taking to extend bursaries to this subject.

Answered by Georgia Gould - Minister of State (Education)

The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.

Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.

Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of delaying publishing provisional funding allocations will have any impact on schools’ and local authorities’ budget planning for 2026-27.

Answered by Georgia Gould - Minister of State (Education)

The department published the financial year 2026/27 schools and central school services national funding formula (NFF) on 19 November. High needs allocations will follow shortly.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 10 November (HL Deb col 40), whether they plan to pilot media literacy within the curriculum, and if so, how its efficacy will be assessed.

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

On 5 November, the independent Curriculum and Assessment Review published its final report which includes recommendations for a refreshed curriculum and assessment system in England.

As part of the response to the Review the government has committed to ensuring our young people have the skills they need to identify and challenge misinformation, by strengthening media literacy in citizenship and English.

To ensure primary-aged children are introduced to key content on media literacy we have made a commitment to make citizenship compulsory in key stages 1 and 2.

We will also reform the computing curriculum and create a broader computing GCSE so that pupils have the vital digital skills needed for the future such as AI literacy and we will explore a new level 3 qualification in data science and AI.

The department will engage with sector experts and young people in working out how best to reflect this content in the updated curriculum. There will be public consultation on the updated curriculum programmes of study, to seek views on the content before they are finalised.

Question to the Department for Education:

To ask the Secretary of State for Education, how many further education courses for 16-18 year olds were not completed in the last five years; and what the estimated cost was of providing those placements in England.

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

Education and training achievement rates are available in the ‘Further education and skills’ statistics publication, which is available at: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills/2024-25#content-9.

The department does not hold data on the estimated cost of providing those placements in England.

Funding for students who withdraw from their studies during the academic year is reduced through the retention factor in the 16 to 19 funding formula. This has the effect of funding withdrawn students at 50% of their funding band’s rate. This recognises that there is a cost to institutions in delivering programmes to students who do not complete.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the exclusion of citizenship from the teacher training bursary list on the (a) recruitment of specialist teachers and (b) ability of schools to deliver high-quality citizenship education.

Answered by Georgia Gould - Minister of State (Education)

The department is working with the sector to re-establish teaching as an attractive profession across all subjects, including citizenship. As a first step, this government has increased teacher pay by almost 10% over two years.

Our Plan for Change is committed to recruiting 6,500 new expert teachers across secondary and special schools, and our colleges over the course of this Parliament to ensure sufficient teachers across all subjects. We are making good progress with the workforce has grown by 2,346 on a full-time equivalent basis between 2023/24 and 2024/25 in secondary and special schools, where it is needed most.

Trainee bursaries are reviewed annually to ensure we are focusing on the subjects most in need. Our commitment of over £200 million for bursaries in 2026/27 follows improved recruitment, with 10% more acceptances to start initial teacher training courses this year compared to last year and the teacher leaver rate falling to 9%, one of the lowest on record. In 2024/25 3,685 teachers taught citizenship.

Question to the Department for Education:

To ask the Secretary of State for Education, how many OIA settlements have been reported as breached to Office for Students in each of the last 5 years, and what enforcement action was taken in each case.

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

The Office for Students (OfS) and the Office of the Independent Adjudicator (OIA) are independent from government, and we do not hold details on information shared between the two bodies.

The OfS’ registration condition C2 states that registered providers ‘must cooperate with the requirements of the student complaints scheme run by the Office of the Independent Adjudicator for Higher Education, including the subscription requirements’, but it does not have the power to enforce compliance with the OIA’s recommendations.

Where a provider does not comply with the OIA’s recommendations, and the OIA believes this may indicate systemic issues with the provider, the OIA may share this information with the OfS or other relevant bodies.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will promote multimodal literacy as part of the new curriculum rollout.

Answered by Georgia Gould - Minister of State (Education)

This government’s ambition is for every child and young person to receive a rich, broad, inclusive and innovative education.

The department agrees with the Curriculum and Assessment Review that building the skills for young people to critically engage with and assess information from a range of sources, including multi-modal texts, is increasingly important

The reformed English programme of study and English language GCSE will expose students to the study of a wider range of text types and genres, including transient texts, supporting them to analyse and challenge arguments, building media literacy.

Media literacy is an increasingly important skill to enable young people to identify “fake news” and to spot different types of mis- and disinformation, especially online.

Secure, well-founded knowledge is essential for students to understand how arguments are constructed across different types of media and to recognise the various ways in which language can be used to persuade.

Question to the Department for Education:

To ask the Secretary of State for Education, how many new teachers have been recruited since July 2024; and how many of those are citizenship teachers.

Answered by Georgia Gould - Minister of State (Education)

Information on the school workforce, including the number of teachers in state-funded schools, is published in the ‘School workforce in England’ statistical publication available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

41,736 qualified teachers joined state-funded schools in England for the 2024/25 academic year, the latest date for which data is available. This has been available since 5 June 2025 and, can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/3d4415a2-a099-427d-d209-08de2129b4fd..

A breakdown of the above figure by subject taught is not available.

Question to the Department for Education:

To ask His Majesty's Government what plans they have, following their response to the Curriculum and Assessment Review Final Report, to ensure that young people who are not in education, employment, or training, including those who have not reached the required standard in literacy and numeracy, are covered by the post-sixteen provisions.

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

Progress in English and maths at level 2 is vital for 16–19-year-olds to access opportunities in education, work, and life.

The Post-16 Skills and Education Strategy White Paper sets out reforms to qualifications at levels 3 and 2. At level 3, a new vocational pathway, V Levels, will sit alongside A levels and T Levels. At level 2, two pathways will be introduced: Further Study (progression to level 3) and Occupational (skilled employment). Students can combine these with English and maths qualifications.

Local authorities must support young people to participate in education or training, as per the Education and Skills Act 2008. Through the Post-16 Education and Skills White Paper, the department has committed to help schools, further education providers and local authorities track and share data to prevent young people from becoming not in education, employment or training.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that Ofsted (a) inspections and (b) public reporting properly reflect schools’ statutory obligations to deliver Citizenship education.

Answered by Georgia Gould - Minister of State (Education)

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Lewisham North and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to address rising costs of placements for children in care, and to ensure the availability of high-quality, affordable placements nationwide.

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

Every child in care should have a safe, loving home which is also value for money for the taxpayer.

The department is empowering local authorities to secure the best placements for looked after children at a price that is fair to the taxpayer. We know local authorities cannot do this alone, so we are also taking action at a national level to reshape the market. Through our package of measures, including those set out in the Children’s Wellbeing and Schools Bill, we will rebalance the market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that Citizenship is treated on an equal footing with other statutory National Curriculum subjects within Ofsted’s inspection framework.

Answered by Georgia Gould - Minister of State (Education)

These are matters for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Lewisham North and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask His Majesty's Government, further to the statement by Baroness Smith of Malvern on 10 November (HL Deb cols 30–38), whether they plan to pilot changes to media literacy in the curriculum, and how its efficacy will be assessed.

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

I refer the noble Lady to the answer of 27 November to Question HL11890.

Question to the Department for Education:

To ask His Majesty's Government how the revised international education strategy will measure the contribution of transnational education in relation to schools.

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

The government is reviewing the UK’s International Education Strategy to ensure it continues to reflect the priorities of the entire education sector, including transnational education for schools. The International Education Strategy will continue to support the growth of exports across the education sector, including schools. The strategy will be published in the coming months.

Question to the Department for Education:

To ask His Majesty's Government when they will issue guidance to schools, colleges, universities and youth facilities on single-sex changing rooms and facilities, and related issues to comply with the Supreme Court ruling in For Women Scotland v The Scottish Ministers.

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

Single-sex spaces are protected in law and will always be protected by this government.

Schools must always protect single-sex spaces with regard to toilets, showers and changing rooms. The School Premises (England) Regulations 2012 and the Education (Independent School Standards) Regulations 2014 impose statutory requirements for both maintained and independent schools to provide sex-separated toilets and suitable changing accommodation and showers for pupils (apart from individual toilets in fully enclosed rooms).

The Equality and Human Rights Commission (EHRC) has also submitted the draft updated Code of Practice for Services, Public Functions and Associations to my right hon. Friend, the Minister for Women and Equalities, which the government is considering prior to next steps.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Blake of Leeds on 16 October (HL Deb col 81GC–84GC) and the Written Answer by Baroness Smith of Malvern on 5 November (HL11244), what steps they will take to continue to provide funding to the eight specialist music and dance schools through the Music and Dance Scheme beyond this academic year.

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

As Baroness Blake of Leeds set out in the Question for Short Debate on 16 October (HL Deb col 81GC 84GC), the Music and Dance Scheme is a long-term commitment and future funding for the scheme beyond this academic year will be announced in due course.

Question to the Department for Education:

To ask His Majesty's Government whether the revised international education strategy will include an assessment of the overall contribution of overseas pupils studying at independent schools; and whether the strategy will aim to increase the number of pupils studying at independent schools in the UK.

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

The government is reviewing the UK’s International Education Strategy to ensure it continues to reflect the priorities of the entire education sector, including schools. The International Education Strategy will continue to support the growth of exports across the education sector, including schools. The strategy will be published in the coming months.

Question to the Department for Education:

To ask His Majesty's Government when they plan to publish a revised international education strategy.

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

The government is currently reviewing its International Education Strategy to ensure that it continues be an effective tool in increasing the value of education exports across the UK and reflects the priorities of the education sector. The strategy will be published in the coming months.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the economic impact of overseas pupils studying at independent schools in the UK.

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

The department estimates that overseas pupils at UK independent schools contributed approximately £0.98 billion to the UK economy in 2022.

Question to the Department for Education:

To ask His Majesty's Government, in relation to their curriculum and assessment review, what will be the status of arts subjects compared to other subjects within the Progress 8 accountability framework.

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

The government is revitalising arts education as part of the reformed national curriculum. Our proposed improvements to the ‘Progress 8’ model would recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.

The government will consult on the proposed Progress 8 model. This proposed model includes English and mathematics slots, which follow the same rules as the current Progress 8, and two new science slots. There are four breadth slots, two of which must be filled by GCSE (or relevant AS level) qualifications from two of three categories: humanities, creative and languages. The creative category includes art and design, music, drama, dance, design and technology. The department will consult on an additional category for science subjects. We are interested in views on the impact of these breadth slots on pupil subject choices for GCSEs and technical qualifications.

The final breadth slots will take the two highest point scores in any two subjects, including English language or literature (if not counted in the English slot), other GCSE qualifications, or any technical awards from the department’s approved list. These final two slots will operate in the same way as the current open slots.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department have considered the sustainability of current per-pupil funding allocations.

Answered by Georgia Gould - Minister of State (Education)

The overall core schools budget (CSB) is increasing by £3.7 billion in the 2025/26 financial year, meaning the CSB totals £65.3 billion, compared to almost £61.6 billion in the 2024/25 financial year.

The £3.7 billion increase includes the £2.3 billion announced at the October Budget 2024, and £1.4 billion in additional funding being provided to support schools with staff pay awards as well as the increases to employer National Insurance contributions (NICs) from April 2025.

Funding for schools is increasing by £4.2 billion per year by 2028/29, compared to 2025/26. This additional funding will provide an above real terms per pupil increase on the core schools budget, taking per-pupil funding to its highest ever level and enabling us to transform the special educational needs and disabilities system.

This investment is also a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising standards across every school and for every pupil.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of what funding mechanisms will be utilised to support the implementation of the newly announced enrichment entitlement for schools.

Answered by Georgia Gould - Minister of State (Education)

Many schools excel at offering a diverse range of activities that are woven into their ethos, all delivered using resources within and outside the school. These school activities are often enhanced by working with local clubs, voluntary sector organisations or national partners. We want to enable and build such partnerships to spread opportunities across our schools.

School funding is increasing by £3.7 billion in 2025/26, meaning that core school budgets will total £65.3 billion compared to £61.6 billion in 2024/25. The department is putting in place a range of support that will help schools further, including physical education and school sport partnerships, the national network of music hubs, and £22.5 million of funding from the Department for Culture, Media and Sport over three years to create a tailored enrichment offer in up to 400 schools. The government is also targeting £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds.

In June we announced that the government is providing £24 million of funding for 'TechYouth', which will give one million students over three years across every secondary school in the UK the chance to learn about technology and gain access to new skills training and career opportunities.

Question to the Department for Education:

To ask His Majesty's Government how they intend to implement the recommendation of the Curriculum and Assessment Review that rights and responsibilities, and the concepts of fairness and equity, should form part of the curriculum for law and rights.

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

On 5 November, the independent Curriculum and Assessment Review published its final report, which includes recommendations for a refreshed curriculum and assessment system in England.

As part of the response to the Review’s report the government has made a commitment to make citizenship compulsory in key stages 1 and 2,so that primary aged children are introduced to key content on media literacy, law and rights, democracy and government education. Covering these issues in citizenship will ensure we continue to focus on schools’ role in developing fundamental British values, including mutual tolerance and respect. These principles will be extended to the secondary core content to reflect the age range of pupils and will focus on more complex content.

The department will engage with sector experts and young people in working out how best to reflect this in the updated curriculum. There will be public consultation on the updated curriculum Programmes of Study, to seek views on the content before they are finalised.

Question to the Department for Education:

To ask His Majesty's Government whether they will publish data about how local authorities who receive funding for the Family Hubs and Start for Life programme are going further than minimum expectations on (1) reducing parental conflict, and (2) support for separating and separated funding.

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

The department does not publish data on how funding impacts reducing parental conflict or support for separating parents.

Through the Family Hubs and Start for Life programme and the Family Hubs Transformation Fund, over 400 family hubs are now open across 88 local authorities. These hubs aim to connect separating parents with local services to prioritise children’s outcomes when agreeing arrangements and to avoid unnecessary court proceedings.

The government recognises the importance of resolving issues quickly and, where appropriate, outside court. The family mediation voucher scheme continues to provide £500 towards mediation costs, with over £16 million in vouchers issued to help 38,700 parents.

Local authorities with developed family hub models may offer hub-based mediation or shared parenting programmes to support separating families. While not mandatory, this is strongly encouraged for areas seeking to enhance their offer.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 10 November (HL Deb col 36), what evidence the decision not to follow the Curriculum and Assessment Review's recommendation that the structure of Progress 8 remains unchanged was based on.

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

A July 2025 Skills England report noted that "the creative industries are experiencing significant skills shortages", with 33% of all vacancies attributed to this, and the Curriculum and Assessment Review found declines in entries into some key stage 4 arts qualifications, including music and drama. The department believes that the proposed ‘Progress 8’ structure will support development of these key skills and help deliver the government’s commitment to support young people with the opportunity to study a creative or vocational subject through to the end of key stage 4.

The department will therefore consult on an improved Progress 8 and Attainment 8 that recognises the value of these subjects and balances a strong academic core with breadth and student choice.

Question to the Department for Education:

To ask His Majesty's Government whether they will publish data about how local authorities who receive funding for the Family Hubs and Start for Life programme are meeting expectations on (1) reducing parental conflict, and (2) support for separating and separated funding.

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

The department does not publish data on how funding impacts reducing parental conflict or support for separating parents.

Through the Family Hubs and Start for Life programme and the Family Hubs Transformation Fund, over 400 family hubs are now open across 88 local authorities. These hubs aim to connect separating parents with local services to prioritise children’s outcomes when agreeing arrangements and to avoid unnecessary court proceedings.

The government recognises the importance of resolving issues quickly and, where appropriate, outside court. The family mediation voucher scheme continues to provide £500 towards mediation costs, with over £16 million in vouchers issued to help 38,700 parents.

Local authorities with developed family hub models may offer hub-based mediation or shared parenting programmes to support separating families. While not mandatory, this is strongly encouraged for areas seeking to enhance their offer.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies educational attainment of boys and girls by (a) ethnicity and (b) social class in (i) England, (ii) Greater Manchester and (iii) Oldham.

Answered by Georgia Gould - Minister of State (Education)

All children and young people should have every opportunity to succeed. However, educational inequalities exist across the country and at every phase of education, particularly for white working-class children.

These gaps, whether in Oldham or nationally, are not acceptable.

Through the government’s Plan for Change, we are tackling these inequalities. The department will invest close to £1.5 billion over the next three years on improving family services and early years education to close gaps.

The department is rolling out expanded government-funded childcare entitlements and creating thousands of school-based nurseries to increase the provision of quality childcare. We will fund Best Start Family Hubs in every local authority ensuring children and families needing support most, especially those from low-income backgrounds or with additional vulnerabilities, can access it. This includes building on the great work already done by Oldham’s seven family hubs funded in this financial year.

We are expanding free school meals to all children on Universal Credit from September 2026 and have delivered record increases to early years pupil premium.

This is alongside work to drive high and rising school standards, including regional improvement for standards and excellence attainment conferences with the North-West conference open to schools in Oldham.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that Careers Advisors working in schools receive training in mental health support, to help identify and assist students experiencing mental health challenges.

Answered by Georgia Gould - Minister of State (Education)

The department recognises the vital role that careers advisors play in supporting young people to thrive in their future career. We do not expect careers advisors to provide clinical mental health care, but we are committed to ensuring they are better equipped to support, identify concerns and signpost students with mental health challenges towards appropriate support.

The department has been working closely with the sector to explore the development of a continuous professional development package to upskill careers advisers working with young people, including support for young people with mental health challenges. We expect the offer to be available from the 2026/27 academic year

Alongside this, the government is committed to providing access to specialist mental health professionals in every school by expanding mental health support teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to improve early intervention for dyslexic learners.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Tewkesbury to the answer of 1 December to Question 85049.

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

To ask the Secretary of State for Environment, Food and Rural Affairs, if she will take steps with the Secretary of State for Education to encourage schools in urban areas to visit farms and learn about farming, food and the environment.

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

There are clear benefits of schools in urban areas arranging farm visits for their students to learn about farming, food and the environment. With our educational access actions, farmers and land managers can be funded to host educational visits to their farms and woodland at a rate of £363 per visit, subject to a maximum number of 25 paid visits per year. Officials will continue to engage with Department for Education, including on how we can support schools and farms to promote this. Between 2022 and 2024, the Rural Payments Agency paid for 11,404 instances of educational visits across 1,754 agreements under Countryside Stewardship.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps her Department is taking to ensure that rural areas in Northern Ireland have equitable access to 5G and next-generation broadband.

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

The government wants all areas of the UK, including rural areas in Northern Ireland, to benefit from reliable and high-quality mobile coverage, and this is reflected in our ambition for all populated areas of the UK to have higher quality standalone 5G by 2030.

My department continues to work closely with the mobile network operators to deliver on this ambition, ensuring the investment committed by operators delivers benefits to such communities, including by removing barriers to deployment where they exist and it is practical to do so.

Regarding next-generation broadband access, Project Stratum received £199 million of UK government funding and delivered gigabit-capable broadband to almost 81,100 premises in Northern Ireland. This project, delivered by Fibrus, completed delivery in June 2025.

The Northern Ireland Department for the Economy (DfE) is currently undertaking a Project Gigabit procurement to help fill remaining gaps in gigabit broadband coverage predominantly targeting rural and hard to reach areas.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, if he will outline how his Department monitors delivery and outcomes of the Neurodiversity Action Plan across the prison and probation service.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, if he will provide an update on the 2022 Neurodiversity Action Plan.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what progress he has made in producing Easy-Read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what percentage of prisons have introduced Neurodiversity Rep jobs.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what steps are being taken to strengthen cross-government collaboration on neurodiversity in the criminal justice system, particularly with the Department of Health and Social Care and the Department for Education.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether his Department plans to (a) publish an updated progress report on delivery of the Neurodiversity Action Plan and (b) replace it with a new plan.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what funding has been allocated to support specialist interventions for neurodivergent individuals in custody and in the community.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, how many prisons currently have dedicated neurodiversity leads or champions in place.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what steps his Department is taking to ensure all front-line staff receive training to support neurodivergent people in custody and under supervision.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what progress has been made on improving screening and identification of neurodivergent individuals at the point of entry into the criminal justice system.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what proportion of prison and probation staff have completed neurodiversity awareness training since 2022.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether neurodiversity screening tools have been standardised across all prisons and probation regions.

Answered by Jake Richards - Assistant Whip

The Ministry of Justice remains committed to improving support for neurodivergent individuals in the criminal justice system.

Neurodiversity Action Plan

The Cross-Government Neurodiversity Action Plan, along with subsequent progress updates published in January and September 2023 set out how the department, working alongside health and justice partners, has made progress and monitored delivery and outcomes across the criminal justice system. We are committed to publishing a final update to the Action Plan shortly, which will set out the significant improvements made in improving support for those with neurodiverse needs and next steps.

Cross-Government Collaboration

NHS England is responsible for commissioning healthcare services in prisons, including the provision of clinical interventions. We continue to work closely with partners including the Department for Health and Social Care (DHSC) through the Health and Justice National Neurodiversity Programme Board to improve support for neurodiverse individuals in the criminal justice system.

The Youth Custody Service operates under the Framework of Integrated Care (SECURE STAIRS) co-commissioned by NHS England. Young Offender Institutions have Neurodiversity Support Managers (NSMs), and qualified Special Educational Needs Coordinators and psychologists to meet the needs of children. Education, Health, and Care Plans (EHCP) are requested from the community, and we work closely with Department for Education and DHSC to ensure effective delivery.

Funding

We do not hold data centrally on the funding allocated to interventions for neurodivergent people in prison or on probation. HMPPS provides a range of interventions, including educational interventions delivered as part of the Prisoner Education Service, therapeutic interventions specifically for neurodivergent individuals and tailoring of interventions, including Accredited Offending Behaviour Programmes, to be inclusive of neurodivergence.

Screening

HMPPS screens all prisoners as part of the induction process following entry into prison to identify any needs that may affect their ability to engage with the regime and navigate its environment and opportunities.

To improve prison screening practices, a new Additional Learning Needs tool was introduced in October 2025 as part of the new Prisoner Education Service. This tool identifies individual strengths, and any additional learning needs they may have as well as what adjustments might help support them.

Reasonable adjustments differ at each stage and therefore, a universal screening tool would not be practical to identify individual needs across the criminal justice system.

Neurodiversity leads

NSMs have been successfully rolled out across the prison service. As of November 2025, there are NSMs in 116 prisons across England and Wales, with seven sites recruiting. NSMs use a range of methods to ensure that sufficient support for neurodiversity is available in their prisons, including introducing Neurodiversity Staff Champions or Neurodiversity Peer mentors. Regular networking and training opportunities are provided to NSMs, providing them with ongoing support and development.

As of September 2025, 99 prisons had reported progress on implementing this support. 45 reported having Neurodiversity Support Champions and 66 (two-thirds) reported having Neurodiversity Reps or Peer mentors.

Training and support for staff

We do not hold data centrally on the proportion of staff who have completed neurodiversity training. However, a key priority for NSMs is to provide training and guidance to prison staff to equip them to better support neurodivergent individuals. This includes training on neurodiversity supportive practice and ensuring that all staff members have the support, and resources they need to facilitate reasonable adjustments as required.

In probation, HMPPS offer neurodiversity learning packages for all staff as part of the Probation Learning and Development curriculum, and new Probation Service Officers and those undertaking the Professional Qualification in Probation are required to undertake learning that includes neurodiversity.

Easy Reads

We aim for all prisoner-facing documents to be written in clear, simple English. When our staff write new or revised policies, or other documents which prisoners need to read, we require them to use plain language, keep text brief, spell out acronyms on first use, and avoid unnecessary words or jargon.

NSMs have received training on creating easy-read documents. As part of their role in making prison environments more supportive of neurodivergence, many have produced easy-read versions of key prison documents, including a Prison Induction Handbook for prisoners with low literacy.

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 help increase awareness of ME symptoms.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

We published the final delivery plan (FDP) for myalgic encephalomyelitis, also known as chronic fatigue syndrome (ME/CFS), on 22 July, which focuses on boosting research, improving attitudes and education, and bettering the lives of people with this debilitating disease.

To support healthcare professionals in the diagnosis and management of ME/CFS, as set out in the FDP, the Department of Health and Social Care (DHSC) has worked with NHS England to develop an e-learning programme on ME/CFS for healthcare professionals, with the aim of supporting staff to be able to provide better care and improve patient outcomes. All three sessions, with sessions one and two having universal access, whilst the third session is only available to healthcare professionals, of the e-learning programme are now available at the following link:

https://learninghub.nhs.uk/catalogue/mecfselearning?nodeId=7288

The Medical Schools Council will promote the NHS England e-learning programme on ME/CFS to all United Kingdom medical schools and will encourage those medical schools to provide undergraduates with direct patient experience of ME/CFS. The General Medical Council (GMC) is the regulator of medical schools, and it is important that education is reenforced at different stages of medical training. Royal colleges play an important role in this. The GMC has included ME/CFS in the content map for the new national exam, so all medical schools will need to teach it as a subject.

As outlined in the FDP, we will improve awareness of ME/CFS by launching a public awareness initiative to promote wider awareness and understanding of the condition and support available to people with ME/CFS and their families.

DHSC will also engage stakeholders to discuss timely diagnosis and support for children who have ME/CFS and their families, as well as best practice in relation to safeguarding responsibilities. This will be taken forward in parallel with NHS England’s actions on ME/CFS services and neighbourhood multidisciplinary teams for children and young people.

Furthermore, as outlined in the FDP, the Department for Education is encouraging the sharing of ME/CFS-specific information with relevant organisations and promoting relevant training and resources to support children and young people.

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 help support children and young people with ME/CFS.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

We published the final delivery plan (FDP) for myalgic encephalomyelitis, also known as chronic fatigue syndrome (ME/CFS), on 22 July, which focuses on boosting research, improving attitudes and education, and bettering the lives of people with this debilitating disease.

To support healthcare professionals in the diagnosis and management of ME/CFS, as set out in the FDP, the Department of Health and Social Care (DHSC) has worked with NHS England to develop an e-learning programme on ME/CFS for healthcare professionals, with the aim of supporting staff to be able to provide better care and improve patient outcomes. All three sessions, with sessions one and two having universal access, whilst the third session is only available to healthcare professionals, of the e-learning programme are now available at the following link:

https://learninghub.nhs.uk/catalogue/mecfselearning?nodeId=7288

The Medical Schools Council will promote the NHS England e-learning programme on ME/CFS to all United Kingdom medical schools and will encourage those medical schools to provide undergraduates with direct patient experience of ME/CFS. The General Medical Council (GMC) is the regulator of medical schools, and it is important that education is reenforced at different stages of medical training. Royal colleges play an important role in this. The GMC has included ME/CFS in the content map for the new national exam, so all medical schools will need to teach it as a subject.

As outlined in the FDP, we will improve awareness of ME/CFS by launching a public awareness initiative to promote wider awareness and understanding of the condition and support available to people with ME/CFS and their families.

DHSC will also engage stakeholders to discuss timely diagnosis and support for children who have ME/CFS and their families, as well as best practice in relation to safeguarding responsibilities. This will be taken forward in parallel with NHS England’s actions on ME/CFS services and neighbourhood multidisciplinary teams for children and young people.

Furthermore, as outlined in the FDP, the Department for Education is encouraging the sharing of ME/CFS-specific information with relevant organisations and promoting relevant training and resources to support children and young people.

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

To ask the Secretary of State for Culture, Media and Sport, what recent discussions she has had with Cabinet colleagues on the development of the National Youth Strategy, including on aligning youth employment policy.

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

Increasing support for young people to improve opportunities is a shared mission across Government. The National Youth Strategy led by DCMS and co-designed by young people and the youth sector, will set a cross-government direction for the next decade to provide young people with the skills, opportunities, and connections to enable them to thrive. It is the first cross-government strategy for young people in England in 20 years.

We have regularly engaged with Cabinet colleagues to develop this Strategy, including with the Department for Education and with the Department for Work and Pensions on the Youth Guarantee.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of trends in the number of graduate (a) unemployment and (b) underemployment rates in the last five years.

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

The Department for Education publish yearly statistics on graduates in the labour market. This can be found here: Graduate labour market statistics, Calendar year 2024 - Explore education statistics - GOV.UK. These graduate statistics are for graduates in England.

There are no official published statistics for graduate underemployment rates. However, the ONS does publish underemployment statistics for the UK here: EMP16: Underemployment and overemployment - Office for National Statistics.

Question to the Foreign, Commonwealth & Development Office:

To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what conversations she has had with the British Council, since entering post.

Answered by Chris Elmore - Parliamentary Under-Secretary (Foreign, Commonwealth and Development Office)

Foreign, Commonwealth and Development Office (FCDO) Ministers regularly engage with the British Council. Most recently, I met the British Council Chair and CEO on 13 November.

The British Council-delivered UK-Ukraine School Partnerships Programme is funded by the Department for Education, rather than the FCDO. New funding was announced on 13 November to support 30 additional schools and an estimated 5,000 additional pupils to benefit from the programme.

Question to the Foreign, Commonwealth & Development Office:

To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, what assessment her department has made of the adequacy of the support that the British Council offers to Ukrainian refugees, through its partnership programmes with schools.

Answered by Chris Elmore - Parliamentary Under-Secretary (Foreign, Commonwealth and Development Office)

Foreign, Commonwealth and Development Office (FCDO) Ministers regularly engage with the British Council. Most recently, I met the British Council Chair and CEO on 13 November.

The British Council-delivered UK-Ukraine School Partnerships Programme is funded by the Department for Education, rather than the FCDO. New funding was announced on 13 November to support 30 additional schools and an estimated 5,000 additional pupils to benefit from the programme.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, whether their Department has run any (a) recruitment and (b) internship schemes aimed to increase the number of people from underrepresented groups in the workforce in the last year.

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

The Department has not run any recruitment with the sole aim of increasing the number of people from underrepresented groups in the workforce in the last year.

The Department has not run any internship schemes but has participated in the following internship schemes, to deliver greater diversity in the Civil Service and make it more representative of the people it serves, in the past 12 months:

• the Care Leavers Internship Programme, ran by the Department for Education, which offers cave-experienced people between the ages of 18 and 30 years old a placement in Government departments, supporting the Government’s commitment to social mobility;
• the Summer Internship Programme, ran by the Cabinet Office, which offers candidates from lower socio-economic backgrounds a temporary placement in Government departments to provide an opportunity to experience what it feels like to work in the Civil Service; and
• the Autism Exchange Internship Programme, ran by the Cabinet Office, which offers summer internships to autistic young people and aims to provide valuable work experience and skills to participants, while also helping Government departments better understand and support autistic employees.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment he has made of the potential impact on the NHS workforce of financial pressures faced by higher education institutions providing healthcare education.

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

No assessment has been made.

We work closely with the Department for Education on a wide range of matters, including healthcare education and training funding. Matters relating to the income of universities are the responsibility of the Department for Education.

Latest figures from the Universities and Colleges Admissions Service (UCAS) for 2025 show that acceptances to undergraduate nursing and midwifery courses at English providers have increased by 1% when compared to the same point last year, and by 5% compared to pre-pandemic numbers (2019). These are not final numbers. We are awaiting end of cycle data to be published by UCAS later this year to confirm final numbers.

The total number of publicly funded students that can start medical courses each year is limited and is set by the Government. Each medical school is issued with an expected maximum intake for the year. The Office for Students runs an annual data survey that monitors provider recruitment against these targets. In the five most recent years for which final data is available, universities have met this limit, with medicine remaining a competitive course.

The Government is committed to publishing a 10 Year Workforce Plan to create a workforce ready to deliver the transformed service set out in the 10-Year Health Plan. The 10 Year Workforce Plan will ensure the National Health Service has the right people in the right places, with the right skills to care for patients, when they need it.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, if his Department has carried out an assessment of the potential merits of providing childcare support for midwives in training.

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

The Department for Education provides the primary funding support package for English domiciled students in higher education through the student loans system. Eligible students can also apply for the Childcare Grant and Parents’ Learning Allowance.

The Department of Health and Social Care provides eligible healthcare students, including midwifery students, with supplementary, non-repayable support via the NHS Learning Support Fund. This includes a non-repayable grant of £5,000 per academic year and, for eligible students with childcare responsibilities, an additional £2,000 per academic year for parental support. These funding arrangements are reviewed ahead of the start of each academic year.

Midwifery apprentices can access childcare support schemes available to working parents, subject to meeting the eligibility criteria.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what discussions her Department has had with the Department of Health and Social Care and the Department for Education on reforming Child Benefit rules to better support children experiencing mental-health crises who cannot attend school.

Answered by James Murray - Chief Secretary to the Treasury

Child Benefit remains in payment until 31 August following a child’s 16th birthday. This applies without any conditions on education, so there is no impact on children of this age if they are unable to attend school for any reason.

For young people who are over 16 and under 20, Child Benefit remains payable if they continue in full-time non-advanced education or training. Legislation allows for Child Benefit to continue being paid when this education is interrupted. This can be for a period of up to six months, or for as long as is reasonable if it is attributable to the illness or disability of mind or body. Child Benefit can also still be paid in respect of young people who cannot attend education for an average of more than 12 hours per week due to an illness or disability.

The Government does not hold data on the number of families where Child Benefit has stopped because a young person over 16 has not been able to attend education due to mental ill health.

Where a young person is unable to return to education because of mental ill-health or trauma, disability benefits may provide a more suitable form of long-term support.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is taking to help increase the level of exercise undertaken by children.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

The Government recognises the physical and mental health benefits that an active lifestyle can bring for children and young people.

The Department of Health and Social Care (DHSC) and the Department for Education co-fund the Primary School PE and Sport Premium, which enables schools to support children to have fun and move more through PE, sport, play and other forms of physical activity.

As committed to in the 10-Year Health Plan’s Prevention chapter, both departments are also working with the Department for Culture, Media and Sport to develop a new School Sport Partnerships network that will drive collaboration between schools and break down barriers for those who are less active, increasing opportunities for all children to move more. This is alongside wider cross sector action to reduce physical inactivity and get millions moving more. More information is available at the following link:

https://www.gov.uk/government/publications/10-year-health-plan-for-england-fit-for-the-future

In the summer, DHSC teamed up with Joe Wicks to launch ‘Activate’, a series of animated, fun five-minute workouts to help families and schools tackle inactivity among children.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, which Government Departments use a ministerial car.

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

The Government Car Service (GCS) provides Departmental Pool Cars (DPC) to the following Government departments:

• Attorney General’s Office

• Cabinet Office

• Department for Business and Trade

• Department for Culture, Media and Sport

• Department for Education

• Department for Energy Security and Net Zero

• Department for Environment, Food and Rural Affairs

• Department for Health and Social Care

• Department for Science, Innovation and Technology

• Department for Transport

• Department for Work and Pensions

• HM Treasury

• Home Office

• Ministry for Housing, Communities and Local Government

• Ministry of Justice

• Scotland Office

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, whether her Department plans to increase investment in digital connectivity and broadband infrastructure in rural Northern Ireland.

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

According to the independent website, ThinkBroadband.com, 97% of premises in Northern Ireland already have access to gigabit-capable broadband. This is the highest of any of the four UK nations.

Project Stratum, which has had £199 million of UK government funding, completed delivery in June 2025. This delivered gigabit-capable broadband to almost 81,100 premises in Northern Ireland that previously did not have access to superfast broadband.

The Northern Ireland Department for the Economy (DfE) is currently undertaking a Project Gigabit procurement to help fill remaining gaps in gigabit broadband coverage. This will predominantly target rural and hard to reach areas.

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 support parents to manage children's levels of screen time.

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

Parents and carers play a vital role in online safety.

The UK Chief Medical Officer’s 2019 commentary on screen-based activities included advice for parents and carers on agreeing boundaries with children and young people on time spent using screens outside school and in education.

Ofcom has also released guidance for parents on how the Act’s measures will protect children online, including links to trusted resources.

Finally, many services have their own parental controls, which are useful for managing children’s screentime. To help families further navigate children’s online use, DSIT and DfE are developing a website to bring information about online safety into one place.

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Found: £14,159,657 RDEL £13,600,846 RDEL - Adult skills and employment support Industry Placements Department for Education

Found: £1,466,103 RDEL £1,466,103 RDEL Adult skills and employment support Industry Placements Department for Education

Found: RDEL £656,540 RDEL Adult skills and employment support Industry Placements Department for Education

Found: £10,000,000 RDEL - - - Adult skills and employment support Industry Placements Department for Education

Found: £356,464 RDEL £356,464 RDEL - Adult skills and employment support Industry Placements Department for Education

Found: The Department for Education and German government will each contribute £80,000 of funding towards the

Found:

Found: ACCOMM & BLDNG MGMT - MAINTENANCE & REPAIRS

Found: Innovation & Technology 212 262 Department for Culture, Media and Sport 232 150 Department for Education

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