Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to WPQ109604 answered on 24 February 2026 about Private Education: VAT, whether she has received representations from the independent school sector on introducing a targeted subsidy for small charitable independent schools with fewer than 500 pupils.

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

HM Treasury published a Tax Information and Impact Note (TIIN) on applying VAT to private school fees. This is accessible at: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees.

The department continues to engage with private school providers, including smaller schools, and representative organisations to ensure they are aware of the requirements outlined in the TIIN.

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 replacing the proposed cap on the number of branded items with a monetary cap set by regulations.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded school uniform items on specialist academies, including those with a particular sporting or technical focus.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded school uniform items on pupil behaviour and attendance in schools.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to school uniform policy on academic outcomes.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to review or clarify aspects of the school uniform guidance prior to the provisions of the Children’s Wellbeing and Schools Bill coming into force.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed cap on branded uniform items on curricular and extracurricular PE participation.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what feedback her Department has received from schools on the practical application of the three-item cap on branded uniform.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the proposed uniform cap on the overall cost of school uniform for parents.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to WPQ109601 answered on 23 February 2026, when she last met with the independent school sector to discuss the financial sustainability of small independent schools.

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

HM Treasury published a Tax Information and Impact Note (TIIN) on applying VAT to private school fees. This is accessible at: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees.

The department continues to engage with private school providers, including smaller schools, and representative organisations to ensure they are aware of the requirements outlined in the TIIN.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of limiting the number of branded school uniform items on the overall cost of school uniforms for families.

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

I refer the hon. Member for Maidenhead to the answer of 09 March 2025 to Question 114997.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the implementation timetable for school uniform guidance on school procurement cycles and existing supplier arrangements.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of time available to schools to implement the recent changes to school uniform guidance ahead of the proposed legislative cap.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has her Department made of the potential merits of allowing a longer implementation period for changes to school uniform policy.

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

Assessments made in relation to the limit on branded school uniform and physical education kit contained in the Children’s Wellbeing and Schools Bill (CWSB) have been published at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

The department has also assessed the impact of a cost cap versus a numeric limit on branded uniform items and found a cost cap would be complex, difficult to enforce and burdensome for schools. In contrast a numeric limit is clear, simpler, and will deliver savings for parents more quickly. It remains the best approach for driving down the costs of uniform.

The department published statutory guidance on the cost of school uniforms last autumn to allow schools to prepare for September 2026 and have committed to updating it following Royal Assent for the CWSB. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

This measure does not remove the ability for schools to set their own uniform requirements. We strongly encourage schools to have a uniform, as it can play a key role in promoting the ethos of a school, providing a sense of belonging and identity and setting an appropriate tone for education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of schools’ mobile phone policies in preventing disruption in learning.

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

Mobile phones have no place in schools.

Research from the Children’s Commissioner, published in April 2025, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.

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

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

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

Question to the Department for Education:

To ask the Secretary of State for Education, what is the evidential basis for her view that graduates will pay back £8 more a month on average due to the freezing of the repayment threshold for student loans.

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

Monthly repayments for a borrower earning above the repayment threshold in a scenario with no threshold freeze was calculated as £8 lower in the 2027/28 financial year compared to the repayments of the same borrower in a scenario with a freeze. This is calculated as 9% (the repayment rate) of the difference between the frozen threshold and the non-frozen threshold. This figure was based on Office for Budget Responsibility (OBR) inflation forecasts from the 2025 Spring Statement.

Following updated OBR economic forecasts released on 3 March 2026 as part of the Spring Statement, this figure has been recalculated and remains £8.

For borrowers earning less than the threshold calculated without a freeze, the increased repayments compared to the freeze scenario will be less than £8, and borrowers earning below the frozen threshold will continue to repay nothing.

Question to the Department for Education:

To ask the Secretary of State for Education, whether there is a minimum age to participate in the (a) Turing and (b) Erasmus+ scheme.

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

Most Erasmus+ activities do not have a specific age limit, except for youth activities which are only available to 18 to 30-year-olds. Erasmus+ is designed for a wide range of participants, including learners, trainees, and staff across higher education (HE), further education, vocational education and training, schools, adult education, youth programmes and sport programmes.

Students can participate in Turing Scheme placements if they are receiving education from an eligible provider from primary school through to HE.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the Turing scheme will be renewed for (a) 2027-28 and (b) 2028-29.

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

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, and applications for funding are open until 16 March 2026. The budget for 2026/27 will be confirmed in due course.

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

The UK has agreed in principle to associate with Erasmus+ from 2027, and decisions on the Turing Scheme for 2027/28 will be shared in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to provide additional funding to colleges for staff pay.

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

Further education (FE) colleges, rather than government, are responsible for setting and negotiating staff pay and terms and conditions within colleges.

In May 2025, the department announced a further £190 million investment for colleges and other 16 to 19 providers, in addition to the £400 million of extra funding we already planned to spend on 16 to 19 education in the 2025/26 financial year.

In October 2025, the department announced plans to go further in the 2026/27 financial year. From the Spending Review settlement, we will invest nearly £800 million extra on top of the original £400 million announced in 2025/26.

This significant investment will support the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent.

Targeted Recruitment Incentives of up to £6,000 (after tax) are available for eligible early career FE teachers working in key science, technology, engineering and maths and technical shortage subjects, in colleges, including in sixth form colleges. This is separate to teacher salaries.

Question to the Department for Education:

To ask the Secretary of State for Education, how many higher education institutions have sought to withdraw staff from the Teachers’ Pension Scheme in each of the past four quarters.

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

The government recognises that the financial environment of the higher education (HE) sector is challenging for both providers and for their staff. We are aware that some providers are making difficult decisions around staffing in order to safeguard their financial sustainability, including in relation to pension arrangements.

As providers are independent, the government does not routinely collect information regarding pay and workforce matters in HE. However, we remain committed to engaging with both HE unions and the employer body to better understand the issues affecting the sector, including the workforce.

Furthermore, we appreciate both the impact of the increased Teachers’ Pension Scheme employer contribution rate on providers and that defined benefit pensions are highly valued by staff across the sector. As set out in the Post-16 Education and Skills White Paper, the government is therefore seeking to better understand concerns within the post-1992 HE sector regarding pension provision.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will introduce supplementary grants for students from disadvantaged backgrounds, as other associated countries provide.

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

The government are committed to supporting the aspiration of every person who meets the requirements and wants to go to university.

The government currently provides three mean-tested dependants’ grants that low-income students with childcare and/or caring responsibilities can apply for in addition to the regular package of maintenance and tuition fee loans. These are intended to reflect the greater costs that recipients face when going to university, providing a level playing field for students who face additional barriers to study.

From 2028/29, we will also reintroduce maintenance grants to support full-time students from low-income households studying courses aligned with the government’s missions and Industrial Strategy. The grants will provide disadvantaged full-time students with up to £1,000 extra per year, on top of existing maintenance loans, increasing cash for students without increasing their debt.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to provide financial provision to respond to potential legal challenges by students who did not fully understand the implications for repayment of interest for their student loans.

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

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

Given the inherited fiscal situation, the government is making tough but necessary decisions to protect both taxpayers and students. The government continuously reviews student finance to ensure it remains fair, sustainable, and supportive of students from all backgrounds.

Prospective students have access to a wide range of information across a range of platforms before they submit their loan application. Student loan terms and conditions make clear that the conditions of the loan may change in line with the relevant regulations and students sign these terms and conditions before any money is paid to them. Having access to this information early in the process enables prospective borrowers to seek independent advice if they feel they do not understand aspects of the student loan process, or to better understand the longer-term commitment of a student loan.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps the Department will take to ensure the Erasmus+ programme reaches less advantaged young people who are in further education or apprenticeships.

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

This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.

The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.

The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

Question to the Department for Education:

To ask the Secretary of State for Education, what specific mechanisms within Erasmus+ will be used to prioritise learners from disadvantaged backgrounds in a manner similar to the Turing Scheme.

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

This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.

The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.

The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether grant levels for students from low-income households under Erasmus+ will be comparable to those of the Turing Scheme.

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

This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.

The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.

The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.

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 including maintenance loans as part of a student loan on students from lower income backgrounds.

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

We have future-proofed our maintenance offer by confirming that we will increase maintenance loans in line with forecast inflation every academic year. This will provide students with long-term financial certainty on the 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. Maximum loans for living costs for undergraduate students will increase by 2.71% for the 2026/27 academic year.

From 2028/29, maintenance grants will support full-time students from low-income households studying courses aligned with the government’s missions. The grants will provide disadvantaged full-time students with up to £1,000 extra per year on top of existing maintenance loans, increasing cash for students without increasing their debt.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure schools are promoting reading as a substitute to social media use.

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

We know that reading for pleasure is hugely important and brings a range of benefits. However, we also know that just one in three children aged 8 to 18 read in their free time, and a recent Omnibus Survey by the department found that 31% of parents of primary-aged children and 40% of parents of secondary-aged children said their child prefers spending time online or playing video games, citing this as a barrier to encouraging reading in their free time.

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

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

The national rollout of Best Start Family Hubs is underpinned by £500 million of government investment to help families in every part of the country. This includes increased investment in home learning and parenting support in the early years, enhancing support for families through integrated advice, targeted outreach and partnerships to empower more parents and carers to chat, play, and read with their children every day to nurture early reading skills and language development from birth.

This government is also providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure, as well as committing over £10 million in funding to guarantee a library for every primary school by the end of this Parliament.

Question to the Department for Education:

To ask the Secretary of State for Education, how her Department defines a partial closure of a Sixth Form College; and whether removal of A-Level provision constitutes a partial closure.

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

The arrangements for closing a standalone sixth form college are set out in the Dissolution of Further Education Corporations and Sixth Form College Corporations (Prescribed Bodies) Regulations 2012, and do not include partial closure.

It is for the college to decide the provision offered, taking into account the local authority’s statutory duty to ensure sufficient provision for 16 to 18 year-olds and their learner demographic and needs.

For school sixth forms, it is up to individual schools to decide which post-16 qualifications to offer in line with the 16 to 19 study programmes guidance.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent estimate she has made of the average pay gap between further education college lecturers and school teachers.

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

The government’s role in relation to pay and conditions across schools and colleges differs.

The statutory requirements for teachers' pay and conditions within maintained schools in England are set out in the ‘School teachers’ pay and conditions’ document. This is updated each year, based on recommendations from the independent School Teachers’ Review Body.

In 2023/24, the median Full Time Equivalent (FTE) salary for classroom teachers in secondary schools was £47,666.

Further education (FE) colleges were incorporated under the terms of the 1992 Further and Higher Education Act, which gave them autonomy over the pay of their staff. The government does not set or recommend college teacher pay.

In 2023/24, the median FTE average salary for teaching staff on permanent or fixed term contracts in general further education colleges was £36,316 and £47,133 in sixth form colleges.

The school and FE pay figures are sourced from different datasets and recorded differently which may make it difficult to make direct comparisons.

Question to the Department for Education:

To ask the Secretary of State for Education, what the budget is for the Turing scheme in 2026-27; and what the target number of UK students supported is.

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

Guidance on the Turing Scheme for the 2026/27 academic year has been published on GOV.UK, and applications for funding are open until 16 March 2026. The budget for 2026/27 will be confirmed in due course.

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

The UK has agreed in principle to associate with Erasmus+ from 2027, and decisions on the Turing Scheme for 2027/28 will be shared in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the proportion of students who are international students in each of the past five years.

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

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and include a wide range of information on students in UK higher education providers (HEPs), including their country of domicile.

Between 2020/21 and 2024/25, the proportion of students who are international in UK HE has ranged from 22% in 2020/21, to a peak of 26% in 2022/23. Since this peak, the proportion has decreased year on year, to 24% in 2024/25.

Year on year detailed table available below. Note that data provided is for all UK HE providers. The data source link to the table is: https://www.hesa.ac.uk/data-and-analysis/sb273/figure-9.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 22 of her Department's consultation entitled SEND reform: Putting Children and Young People First, CP1509, when she plans to implement a fast-track route to support for children under five.

Answered by Georgia Gould - Minister of State (Education)

The department will work closely with colleagues at the Department for Health and Social Care and with parents and carers, to develop a fast-track route to support children under five years old with the most complex special educational needs to access the support they and their families need to achieve and thrive in early education. This will include exploring options to trial such a process ahead of legislation.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the change in business rates liability for the university sector in 2026/7 relative to 2024/5.

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

Information about business rates, including changes that will come into effect on 1 April 2026, can be found here: https://www.gov.uk/introduction-to-business-rates.

As universities are independent of government, they are responsible for understanding the potential impact of these changes and ensuring their business models enable them to address emerging risks effectively.

The Office for Students (OfS) is responsible for monitoring the sector’s financial sustainability. The department works closely with the OfS to understand the sector’s changing financial landscape and level of risk.

While the sector is autonomous, this government is committed to creating a secure future for our world-leading sector so it can deliver for students, taxpayers, workers and the economy. Our decision to raise tuition fees annually in line with inflation, alongside refocusing the OfS on monitoring the sector’s financial health, demonstrates this commitment.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure (a) primary and (b) secondary schools are able to support pupils with hearing difficulties.

Answered by Georgia Gould - Minister of State (Education)

The majority of children and young with hearing impairments are already taught in mainstream schools and we aim to improve inclusivity and expertise in these schools further. In addition to requiring those teaching children with sensory impairment to hold the relevant Mandatory Qualification in Sensory Impairment, the Institute for Apprenticeships and Technical Education has launched a Sensory Impairment apprenticeship route into the school workforce.

Early years settings, schools and colleges have clear legal duties under the Equality Act 2010 to make reasonable adjustments so that disabled children and young people, including those with hearing impairments, are not placed at a substantial disadvantage. Making these adjustments is central to ensuring full participation in school life and delivering high-quality, inclusive education.

To help schools meet these duties, we are improving the clarity and practicality of guidance on reasonable adjustments. This includes developing more accessible tools and examples with partners such as the Equality and Human Rights Commission.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of additional powers for Ofsted to respond in cases where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.

Answered by Georgia Gould - Minister of State (Education)

Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).

As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.

Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.

We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.

The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.

Question to the Department for Education:

To ask the Secretary of State for Education, what powers Ofsted have to respond where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.

Answered by Georgia Gould - Minister of State (Education)

Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).

As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.

Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.

We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.

The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help protect the UK University sector from a potential loss of income from overseas students.

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

The government welcomes international students who meet the requirements to study in the UK. The Immigration White Paper, published in May 2025, sets out a balanced approach that helps the government achieve our manifesto commitment on reducing net migration while maintaining the UK’s global competitiveness.

The Office for Students (OfS) has identified a reliance on international student fee income as a risk to English providers’ financial sustainability. It has been clear that providers will need to change their business models to protect their financial health as a response to this risk and others. As higher education (HE) providers are independent from government, they are responsible for managing their finances.

To support the English HE sector, the government has increased tuition fee caps in line with inflation and has asked the OfS to focus on financial sustainability. The financial sustainability of providers in Scotland, Wales and Northern Ireland is a matter for the devolved administrations.

Question to the Department for Education:

To ask the Secretary of State for Education, what criteria her Department uses to decide how much 16 to 19 Bursary funding is distributed to each a) Local Education Authority, b) Multi-Academy Trust and c) school within a Local Education Authority and Multi-Academy Trust.

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

The department allocates the bulk of 16 to 19 bursary funding in advance for institutions to make discretionary bursary awards to students.

For mainstream schools and academies, allocations are made to individual institutions. Each local authority-maintained school, or academy within a multi-academy trust, will get its own allocation from the department. It is up to these organisations how to allocate this funding.

Calculations for an institution’s discretionary bursary funding are based on data around the financial needs and costs faced by its students. The methodology for calculating discretionary bursary allocations has two elements:

• Element One: financial disadvantage is based on students’ home postcodes, matched against the Index of Multiple Deprivation.

• Element Two: student costs is intended to provide a general indicator of the main costs faced by students. It includes funding for travel costs by using the rurality of the student’s home postcode and the delivery location of their learning, together with funding for industry placement costs for students on T Levels.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to her Answer of 12 January 2026 to Question 104726 on Department for Education: Business Rates, what estimate she has made of the change in business rates liability for the 2026-27 financial year compared to 2024-25 financial year for the (a) schools (b) other hereditaments for which her Department and the Education and Skills Funding Agency covered the business rates liability in 2024-25 financial year.

Answered by Georgia Gould - Minister of State (Education)

Claims for national non-domestic rates for schools are processed on a reactive basis by the department, once all claims have been submitted for payment. Claims can be made and adjusted for up to six years, which means that levels of payment and reimbursement for the 2024/25 financial year will continue to be subject to change. The department is therefore not yet able to provide a final figure for the 2024/25 financial year.

Regarding the change in business rates liability between the 2024/25 and 2026/27 financial years, the department does not hold a central estimate on changes between financial years. This is because payments are made on a reactive basis and will continue to be subject to change, depending on the rates that the Valuation Office Agency and billing authorities charge to individual schools.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Answer of 12 January 2026 to Question 104726 on Department for Education: Business Rates, what was the level of (a) payment and (b) reimbursement of business rates in (a) her Department and the (b) Education and Skills Funding Agency in the 2024-25 financial year.

Answered by Georgia Gould - Minister of State (Education)

Claims for national non-domestic rates for schools are processed on a reactive basis by the department, once all claims have been submitted for payment. Claims can be made and adjusted for up to six years, which means that levels of payment and reimbursement for the 2024/25 financial year will continue to be subject to change. The department is therefore not yet able to provide a final figure for the 2024/25 financial year.

Regarding the change in business rates liability between the 2024/25 and 2026/27 financial years, the department does not hold a central estimate on changes between financial years. This is because payments are made on a reactive basis and will continue to be subject to change, depending on the rates that the Valuation Office Agency and billing authorities charge to individual schools.

Question to the Department for Education:

To ask the Secretary of State for Education, whether (a) her Department and (b) the arms length bodies sponsored by her Department are compliant with the Supreme Court ruling in the case of For Women Scotland Ltd v The Scottish Ministers [2025].

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

All duty bearers, including departments and arm’s-length bodies, are expected to follow the law as clarified by the Supreme Court ruling. My right hon. Friend, the Prime Minister, has underlined this recently.

The Equality and Human Rights Commission has submitted a draft Code of Practice on services, public functions and associations to Ministers. This is being carefully reviewed by the Cabinet Office and will provide further guidance to duty bearers.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of using parenting programmes such as that implemented in Australia to support parents in managing their children’s screen time.

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

The department is monitoring policies put in place in other countries, including Australia, and we are working with counterparts there to share learnings and best practice. Ministers at the Department for Science, Innovation and Technology will also be visiting Australia to understand the approach taken.

Last month, the government announced a package of measures to improve children’s relationship with mobile phones and social media, including a commitment to produce evidence-based screen time guidance for parents of children aged 5 to 16. This builds on ongoing work to develop screen time guidance for parents 0 to 5 year-olds.

The government also announced that we will be launching a consultation and national conversation on further measures to ensure technology is enriching children’s lives. The consultation will include exploring the option of banning social media for children below a certain age, alongside a range of other measures.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help address concerns raised in relation to the Judicial Review of Oak National Academy by (a) education unions, (b) publishers, (c) authors and (d) any other educational suppliers.

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

I cannot comment on the Judicial Review of Oak National Academy, which is ongoing.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve safeguarding practices at (a) nurseries and (b) childcare centres.

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

The safety of our youngest children is our utmost priority, and the department continually monitors and strengthens safeguarding requirements across early years settings, including nurseries and childcare centres.

In September 2025, we implemented changes to the early years foundation stage statutory framework to strengthen safeguarding requirements across early years settings. These changes include enhanced expectations on safer recruitment, child absences, safer eating, safeguarding training and whistleblowing.

The department works closely with local authorities and other safeguarding partners to strengthen multi-agency safeguarding. Through the Children’s Wellbeing and Schools Bill, we are seeking to require the automatic involvement of education and childcare settings in local safeguarding arrangements, ensuring their views are represented.

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

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to her Answer of 2 February 2026 to Question 109084, on Free Schools, what information her Department holds on the reasons for Walsall Council's payment of £1million to the Department for Education; and whether this formed part of her criteria for approval of the Swift Academy.

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

The payment represents a contribution towards the capital costs of developing the school site, as has happened with a number of free school projects. It is included within an agreement with the local authority, signed prior to the commencement of the pipeline review. This contribution did not form part of the decision-making process.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effectiveness of safeguarding in settings that offer extracurricular activities for children outside of schools in (a) Yeovil constituency, (b) Somerset and (c) England.

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

This government is committed to safeguarding children and protecting them from harm across all extracurricular activities. Local authorities have legal safeguarding duties towards children in their areas and, where concerns arise, we expect them to intervene using the wide range of powers available to them.

The department also works closely with regions, including in Somerset and Yeovil, to support the delivery of these duties. To help ensure all children can receive safe and enriching education and activities, we launched a Call for Evidence seeking to better understand current practice and invite views on possible approaches to further strengthen safeguarding.

​The department intends to supplement the Call for Evidence with further engagement, including focus groups with parents and smaller providers, and sector roundtables with safeguarding experts, national governing bodies and other community representatives, before issuing a full response in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is taking steps to provide financial support to families to support reading among children.

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

Our ‘Giving every child the best start in life’ strategy outlines how we will invest in supporting children’s language and literacy, including continued funding for the Nuffield Early Language Intervention and the introduction of specialist early language leads in local areas from the 2026/27 academic year.

The national rollout of Best Start Family Hubs, underpinned by £500 million of government investment to help families in every part of the country. This includes increased investment in home learning and parenting support in the early years, enhancing support for families through integrated advice, targeted outreach and partnerships to empower more parents and carers to chat, play, and read with their children every day to nurture early reading skills and language development from birth.

Our National Year of Reading 2026 aims to address long-term decline in reading enjoyment and is focused particularly on priority groups including boys aged 10 to 16, parents from disadvantaged communities, and early years children and their caregivers.

This government is providing £5 million of funding for secondary schools to purchase books to encourage reading for pleasure, and over £10 million to guarantee a library for every primary school by the end of this Parliament.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure there is adequate mental health support available in (a) primary and (b) secondary schools.

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

The government will provide access to NHS-funded Mental Health Support Teams (MHSTs) in every school by 2029.

As of April 2025, 47% of pupils in primary schools and 70% in secondary schools were covered by an MHST. Further data for 2024/25 can be found here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. This has been available since 16 May 2025 at national, regional and local authority level, and since 10 July 2025 at constituency level. Around six in ten pupils nationally are expected to have access to an MHST by April 2026.

MHSTs supplement existing pastoral provision, and schools retain the freedom to determine support based on pupil need, making best use of their funding.

To support education staff, the department provides guidance and practical resources on supporting pupils’ mental health, including a resource hub for mental health leads and a toolkit to select evidence-based targeted support.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to her answer of 22 January 2026 to Question 106805, what steps her department is taking to ensure that all local authorities give serious consideration to implementing auto-enrolment for free school meals.

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 want to make sure that every family that needs support can access it.

Local authorities are responsible for managing their own processes for identifying children eligible for free school meals. We know that many schools and local authorities have established very effective ways to encourage eligible families to register.

By introducing a new eligibility threshold for free school meals so that all children from households in receipt of Universal Credit will be eligible for free school meals from the start of the 2026/27 academic year, this will make it much easier for local authorities, schools and parents to know which children are entitled to receive free meals. Our improvements to the digital system used to review eligibility will also make it easier for parents to understand their entitlement.

As with all government policies, we continue to keep free school meals under review.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with the Chancellor of the Exchequer on the potential implications for her policies of the report by the IFS entitled Annual report on education spending in England: 2025–26, published in January 2026.

Answered by Georgia Gould - Minister of State (Education)

The department and HM Treasury discuss matters relating to school funding on an ongoing basis. These conversations are supported by government analysis relating to school funding, some of which is in the public domain.

Question to the Department for Education:

To ask the Secretary of State for Education, when her Department plans to confirm funding levels for PE and school sport for the 2026/27 academic year.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Rutland and Stamford to the answer of 3 March 2026 to Question 115304.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential consequences for her policies of the Office for National Statistics' assessment of RPI as a measure of inflation.

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

The Office for National Statistics has undertaken a substantial programme of work over the past two years to enhance how inflation is measured and this will be carried over into student loans. The Office for Budget Responsibility has confirmed that from 2030, at the earliest, movements in RPI will be aligned with CPIH as viewed here: https://obr.uk/box/the-long-run-difference-between-rpi-and-cpi-inflation/.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of student loan debt on parents returning to education.

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

Borrowers will be liable to repay after leaving study once their earnings exceed the earnings threshold, paying 9% of income above that level. Unlike commercial loans, student loans carry significant protections for borrowers and student loan repayments are linked to income, rather than the amount borrowed or interest applied.

If a borrower’s income drops below the repayment threshold, or they are not earning, their repayments will stop. Any outstanding loan including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants. This is a deliberate government investment in students and the economy.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent discussions she has had with [a] Cabinet colleagues and [b] external bodies on the freezing of the repayment threshold for student loans.

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

My right hon. Friend, the Secretary of State for Education and departmental officials regularly engage with Cabinet colleagues and external bodies on a range of matters, including higher education (HE) finance and funding.

We are determined that the HE funding system should deliver for students, for our economy, and for universities. The government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 29 August 2025 to Question 73095, whether her Department has complemented a New Burden Assessment regarding the potential financial impact of extending the Armed Forces Covenant Duty on its Departmental responsibilities.

Answered by Georgia Gould - Minister of State (Education)

New burdens assessments are required when a department’s actions meet the government definition of a new burden, ensuring that the financial impact on local authorities is estimated for at least the first three years and fully funded by the relevant department.

The Ministry of Defence will lead on developing a new burdens assessment in relation to the new Legal Duty extending the Armed Forces Covenant.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the difference in approach in Wales towards freezing Part 2 Student Loan repayment thresholds on equalities in England.

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

Education is a devolved matter, and therefore it is a matter for the devolved administrations to decide how they wish to develop their higher education systems. It is for the Welsh government to develop their own equalities impact assessment for borrowers in Wales.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for the quality of education of the use of digital tablets for learning in (a) primary and (b) secondary schools in Surrey Heath constituency.

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

Technology plays an important role in broad, rich learning experiences in classrooms across the country, and it is essential that children learn to use technology confidently and safely, so they are prepared for a rapidly evolving world of work.

Equally, we understand concerns about excessive screen time and agree that unmonitored or unlimited personal use can carry risks and recognise that we must get the balance right. That’s why we are consulting on how we can deliver a safer digital childhood, developing screen time guidance for children and taking touch action against online harms – in addition to ensuring schools are always phone free. We have also committed to publishing guidance on early years screentime shortly.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to actively monitor Cambridgeshire’s recovery plan to reduce EHCP backlogs.

Answered by Georgia Gould - Minister of State (Education)

The department is providing targeted help for Cambridgeshire, including a specialist special educational needs and disabilities (SEND) adviser and sector-led improvement support from Islington Council. Officials collect monthly data on Cambridgeshire’s education, health and care plan timeliness and this informs monthly discussions on SEND performance with the local area.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that the cost of school transport for students outside London is affordable and does not place a disproportionate financial burden on families; and whether her Department plans to review school transport policy to address disparities in access and cost between London and other areas.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to creating opportunities for all children so that they can achieve and thrive. The department’s home-to-school travel policy aims to make sure that no child is prevented from accessing education by a lack of transport. Local authorities are responsible for arranging free home-to-school travel for eligible children. A child is eligible if they are of compulsory school age, 5 to 16, attend their nearest school and would not be able to walk there because of the distance, their special educational needs, disability or mobility problem, or the safety of the route. There are extended rights to free travel for children from low-income families. The department does not currently have any plans to change the existing statutory framework.

Public transport has an important role to play too. The Bus Services Act 2025 puts the power over local bus services back in the hands of local leaders right across England. This will enable them to ensure local bus services meet the needs of local communities, including supporting access to education.

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Found: need reforms across the family justice system and the role of the FJB, co-chaired by the Department for Education

Found: safeguard and promote their welfare.8 8 ‘Kinship care: framework for local authorities’, Department for Education

Found: Complex, Bedford) Special Development (No. 2) Order 2025 Appendix 2: Memorandum from the Department for Education

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Found: Committee to the Secretary of State for Education regarding higher education, 6 May 2025 88 Department for Education

Found: that nearly 200 teachers earned more than £150,000 in 2025, according to data from the Department for Education

Found: which in turn affects continuity and quality. 3.4 Impact on sustained paid employment outcomes DWP and DfE

Found: apprenticeships, adult further education, skills, training and careers, and Skills England from the Department for Education

Found: In terms of access to education, the DHSC must work with the Department for Education to ensure fair

Found: The Department for Education recently published early career standards for child and family social

Found: The DfE is the regulator, so responsible for intervention and improvement.

Found: Rachel Reeves: The Department for Education has been working for a while on reform through the schools

Found: We have brought together—at the time it was DfE but now it is DWP— MHCLG and DBT all to the same party

Found: democratic system to lead to a lifelong habit of informed, engaged, and responsible participation.42 DfE

Found: democratic system to lead to a lifelong habit of informed, engaged, and responsible participation.42 DfE

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what assessment she has made of the potential impact of improvements in physics education on the development of new technologies and economic growth.

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

Physics education is the responsibility of the Department for Education.

The government recognises the importance of research, including physics, to economic growth and its contribution to the UK’s innovation capacity and industrial strategy.

This academic year, two thirds of the £1.3bn Strategic Priorities Grant to HE is to support the provision of high-cost subjects, including physics. From this, the Office for Students allocates £1,737 per student FTE to providers for physics students.

42% of UK Research and Innovation funded PhDs in 2024/25 were through the Science and Technology Facilities Council and the Engineering and Physical Sciences Research Council. UKRI will invest over £2bn in doctoral training this spending review period.

Question to the Ministry of Defence:

To ask the Secretary of State for Defence, when he intends to announce the five technical excellence colleges linked to defence skills competition being run by his Department and the Department for Education.

Answered by Luke Pollard - Minister of State (Ministry of Defence)

As part of the Defence Industrial Strategy skills package, we announced the establishment of five Defence Technical Excellence Colleges in England. The competition to select these has now closed, and applications will now be assessed, with successful colleges announced thereafter.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what steps her Department is taking to ensure a) parents and b) carers are aware that they can request to view DBS certificates when recruiting individuals to work with i) children and ii) vulnerable adults.

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

In January the following news story Self-employed workers and personal employees can now apply for Enhanced DBS checks - GOV.UK announced the legislative changes which now allow self‑employed individuals, as well as personal employees who are hired directly by an individual or family, to obtain enhanced criminal record checks with barred list information issued by the Disclosure and Barring Service (DBS), when they work closely with children or vulnerable adults. The article explained that parents and carers who employ a self‑employed worker or personal employee in an eligible role can ask to see that individual’s enhanced DBS certificate, including barred list information; it also included links to further guidance.

Alongside this, DBS has updated its published guidance on GOV.UK to reflect the change:

• DBS checks for self-employed people and personal employees - GOV.UK
• Private individuals employing self-employed workers or personal employees - GOV.UK
• DBS application form: guide for counter signatories - GOV.UK

The Department for Education (DfE) has published guidance for parents and carers to help them make informed decisions on Out-of-School settings for their children. This highlights information on the safeguarding measures providers should have in place and questions to ask, including on staff/volunteer DBS checks.

Similarly, the DfE has provided explanatory posters for providers to put up in their setting. These include a safeguarding checklist and prompts parents to ask about appropriate staff/volunteer checks, including DBS checks.

The DfE also held a Call for Evidence in 2025, considering how to further improve safeguarding standards in Out-of-School settings, including questions on the issue of how providers communicate their safeguarding practices with parents. DfE will respond in due course.

The Department of Health and Social Care is working with Skills for Care to update guidance for people who employ personal assistants in line with the recent changes in access to enhanced DBS checks. The current guidance is published in the Employing PAs Toolkit in Skills for Care’s website, and further updates are due imminently.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what recent progress has been made to update the National Information Centre on Children of Offenders online information resource.

Answered by Jake Richards - Assistant Whip

The National Information Centre on Children of Offenders (NICCO) website was created in 2016 as a partnership between Barnardo’s and HMPPS. It was constructed to replace an earlier site called iHOP which Barnardo’s had developed jointly with the Department for Education as an information centre for professionals working with the children of prisoners.

As well as being an updated information hub, NICCO also became the repository of the family strategy documents created by all prisons.

Discussions are currently underway to review how best to retain and update the information held on the NICCO site.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, whether his Department has reviewed the effects of device use, including tablets, amongst young children on speech and language development.

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

The Department of Health and Social Care and the Department for Education are working jointly to produce and publish new advice for parents and carers on the impacts of screen use on the health and development of children aged zero to five years old, including speech and language development. An expert group of child health and development specialists has been convened to review the evidence and produce a report for the Government. The Government’s advice for parents and carers will be informed by this report, our Call for Evidence, and direct engagement with parents and carers. The advice will be published by 1 April 2026.

There is an emerging evidence base focusing on device use amongst children. However, many factors influence children’s development and there is limited evidence on the causal relationship between screen use and children’s health and development. We continue to learn from ongoing studies collecting data about young children, including the Department for Education’s Children of the 2020s longitudinal study, with further information available at the following link:

https://children2020s.ipsos.com/

This study found that higher screentime at two years old was independently associated with lower vocabulary development, and higher emotional and behaviour problems. However, other important factors such as economic circumstances and the child’s wider home learning environment also impact these outcomes and may influence why a family uses devices more.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what (a) travel expenses and (b) other financial support are available to nursing students.

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.

We want to remove the barriers to training in clinical roles like nursing, which is why in addition to student loans, the Department of Health and Social Care provides supplementary non-repayable grants via the NHS Learning Support Fund (LSF). Eligible nursing students receive a minimum of £5,000 in each academic year, with an additional £1,000 per academic year available for priority areas such as mental health nursing or learning disabilities nursing. Further financial support is also available for childcare, dual accommodation costs, and travel.

These funding arrangements are reviewed annually ahead of the start of each academic year.

The 10-Year Health Plan, published in July 2025, set out that we will help students overcome financial obstacles to learning. We are working with the NHS Business Services Authority to reform and modernise the process of supporting students with their placement expenses, including reducing delays to reimbursement of their placement travel and accommodation costs.

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

To ask the Secretary of State for Culture, Media and Sport, what discussions she has had with the [i] FA and [ii] other football bodies the use of [a] schools and [b] multi-use sports facilities by local youth football clubs for training and playing matches.

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

The Government is committed to ensuring that everyone, including children and young people, have access to and benefit from quality sport and physical activity opportunities.

In 2026/27, we will invest £85m across the UK via the Multi-Sport Grassroots Facilities (MSGF) Programme, building on the £98m being invested through the programme in 2025/26. This supports communities, including children and young people, to get active through funding artificial grass pitches, floodlights, changing pavilions and other facility improvements.

Last year, the Government announced a new PE and School Sport Partnerships model and a new Enrichment Framework for schools to ensure all young people have equal access to high-quality sport and extracurricular activity. A national network will be developed to build strong partnerships between schools, local clubs and National Governing Bodies to identify and break down barriers to sport for children who are less active. I recently met with colleagues in the Department for Education and the Department for Health and Social Care to discuss this, as we move towards introducing this new approach.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what recent steps he is taking to make accessing and understanding support for unpaid carers clear and transparent a) nationally and b) locally.

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

The Government recognises the vital role of unpaid carers and is committed to ensuring they have the support they need. I chair a cross-Government ministerial group that meets regularly, made up of ministers from the Department for Work and Pensions, the Department for Business and Trade, and the Department for Education, to consider how we can provide unpaid carers with the recognition and support they deserve.

Work is underway to introduce a MyCarer section to the NHS App, allowing people to book appointments and communicate more easily with relevant clinical team members on behalf of those for whom they care. This will allow carers to seek guidance directly from health professionals, improving people’s experience, outcomes, and saving admin time for the health professionals and the carer.

Under the Care Act 2014, local authorities must provide a range of high-quality services for unpaid carers. The Better Care Fund supports initiatives such as short breaks and respite care, with local areas deciding how to use funding based on local need.

We have raised the Carer’s Allowance earnings limit from £151 to £196 per week, the equivalent of 16 hours at the National Living Wage and representing the largest cash increase ever.

Nationally, the Department of Health and Social Care, alongside NHS England and local authorities, continue to strengthen guidance to the care sector, and online resources to make support clear and accessible through its work. This includes information on financial help, health and wellbeing services, and respite care.

Locally, integrated care systems and local authorities continue to work towards improving their services. All these steps aim to help ensure unpaid carers can access the services they need efficiently, supporting both their wellbeing and essential caring role.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what recent steps he is taking to support unpaid carers a) generally and b) specifically to remove barriers to accessing respite.

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

The Government recognises the vital role of unpaid carers and is committed to ensuring they have the support they need. I chair a cross-Government ministerial group that meets regularly, made up of ministers from the Department for Work and Pensions, the Department for Business and Trade, and the Department for Education, to consider how we can provide unpaid carers with the recognition and support they deserve.

Work is underway to introduce a MyCarer section to the NHS App, allowing people to book appointments and communicate more easily with relevant clinical team members on behalf of those for whom they care. This will allow carers to seek guidance directly from health professionals, improving people’s experience, outcomes, and saving admin time for the health professionals and the carer.

Under the Care Act 2014, local authorities must provide a range of high-quality services for unpaid carers. The Better Care Fund supports initiatives such as short breaks and respite care, with local areas deciding how to use funding based on local need.

We have raised the Carer’s Allowance earnings limit from £151 to £196 per week, the equivalent of 16 hours at the National Living Wage and representing the largest cash increase ever.

Nationally, the Department of Health and Social Care, alongside NHS England and local authorities, continue to strengthen guidance to the care sector, and online resources to make support clear and accessible through its work. This includes information on financial help, health and wellbeing services, and respite care.

Locally, integrated care systems and local authorities continue to work towards improving their services. All these steps aim to help ensure unpaid carers can access the services they need efficiently, supporting both their wellbeing and essential caring role.

Question to the Home Office:

To ask the Secretary of State for the Home Department, pursuant to the answer of 8 September 2025, to Question 71459, on Counter-terrorism: Finance, if she will list the individual quantitative and qualitative elements and metrics used by the Homeland Security Analysis and Insight team to determine the funding to individual councils.

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

Each year the Home Office conducts an annual prioritisation exercise to understand which Local Authorities (LAs) are facing the highest threat from radicalisation to terrorism. The process incorporates both quantitative and qualitative elements.

The quantitative element of the model draws on counter-terrorism investigations data and arrests data for terrorism and terrorism-related offences; the number of cases that have been discussed at a Channel multi-agency panel or are being managed separately under the police-led process; community tension reports; hate crime data; Indices of Multiple Deprivation; and annual employment statistics. It is regularly reviewed and adapted to ensure that it provides a sound basis to make effective evidence-based decisions.

As part of the qualitative element, we hold a series of regional roundtables with key Prevent delivery partners, which allows us to sense check the preliminary rankings and make adjustments by drawing on the knowledge and experience of front-line Prevent practitioners from across a range of sectors, including CT Policing; Department for Education; Ministry for Housing, Communities and Local Government; Health; and HM Prisons and Probation.

Funding for posts and dedicated projects is allocated as part of an annual bidding process, with funding allocations informed by factors including the amount of funding available, the level of threat, the level of funding provided for Prevent posts in the previous financial year, and inflation-related increases.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, with reference to page 22 of, SEND Reform: Putting Children and Young People First (CP1509), how will Integrated Care Boards be held more accountable for providing support to children and young people with complex needs.

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

The Schools White Paper and consultation document on special educational needs and disabilities (SEND) reforms set out proposals on strengthening roles and responsibilities. We are working closely with the Department for Education, and with local area partnerships, for instance integrated care boards and local authorities, to explore further opportunities to strengthen accountability for families and children and young people with SEND.

These reforms are intended to build a system with clearer roles and responsibilities for all partners, and more collective responsibility for the outcomes of children and young people with SEND in a local area. As part of this, we will update the Ofsted and Care Quality Commission (CQC) Area SEND Inspection framework, so that it aligns with the clarified statutory roles of local authorities and integrated care boards. There will be a full consultation on the proposed changes to the framework. Ofsted and the CQC will continue to inspect the role of education, health and social care partners responsible for the planning, commissioning, and delivery of arrangements for children and young people with SEND in the local area, setting clear standards and holding them accountable. In addition, the Children’s Commissioner for England will take on a new role to monitor the progress and effectiveness of SEND reforms for all children with SEND, focusing on the most vulnerable groups.

For the first time, the NHS Medium Term Planning Framework included a clear expectation that integrated care boards and providers fulfil their statutory SEND duties and support the Government’s SEND reform plans. Within their local area partnerships, ICBs are being asked to contribute to Local SEND Reform Plans. This will set out how they will move towards stronger inclusive practices and early intervention, including for children and young people with complex needs. These plans will also be used to assess ongoing performance and delivery of the reforms.

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

To ask the Secretary of State for Culture, Media and Sport, what assessment she has made of the potential impact of Music and Dance Scheme Schools on the performing arts sector.

Answered by Ian Murray - Minister of State (Department for Science, Innovation and Technology)

This government is committed to broadening access to arts education, including specialist training for our most promising musicians and dancers irrespective of their personal or financial background through the Music and Dance Scheme. The scheme supports the Creative Industries Sector Plan commitment to increase access to quality specialist creative education provision across England to strengthen our cadre of highly trained young musicians, dancers and performing artists.

My department works closely with the Department for Education who continues to fund the scheme, providing means-tested support to over 2,000 students from lower-income families. The Department for Education currently provides £36.5 million for the MDS this academic year and future funding will be announced in due course.

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

To ask the Secretary of State for Culture, Media and Sport, what steps she has taken with the Secretary of State for Education to secure an uplift in funding for the Music and Dance Scheme Schools.

Answered by Ian Murray - Minister of State (Department for Science, Innovation and Technology)

This government is committed to broadening access to arts education, including specialist training for our most promising musicians and dancers irrespective of their personal or financial background through the Music and Dance Scheme. The scheme supports the Creative Industries Sector Plan commitment to increase access to quality specialist creative education provision across England to strengthen our cadre of highly trained young musicians, dancers and performing artists.

My department works closely with the Department for Education who continues to fund the scheme, providing means-tested support to over 2,000 students from lower-income families. The Department for Education currently provides £36.5 million for the MDS this academic year and future funding will be announced in due course.

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

To ask the Secretary of State for Culture, Media and Sport, when she plans to begin delivery of the Enrichment Expansion Programme; and how her Department plans to work with selected schools to roll out the programme.

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

As part of the Government’s ambition to halve the participation gap, DCMS, in partnership with DfE, will invest £22.5 million through the Enrichment Expansion Programme (EEP). This funding will support up to 400 schools in areas of greatest need across England to provide youth-voice led, tailored and high-quality enrichment offers.

The programme is currently being designed, and further details on delivery timelines and school selection will be shared in due course.

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

To ask the Secretary of State for Environment, Food and Rural Affairs, what mechanisms are in place to ensure coordination between her Department and the Department for Work and Pensions, the Department of Health and Social Care, and the Department for Education on policies affecting household access to food; and whether responsibility for oversight of such coordination rests with a named Minister.

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

The Good Food Cycle, published in July 2025, identifies 10 priority outcomes across themes of healthier food, sustainability, food security, affordability and inequality, and good growth. Defra leads on coordination across government on the Good Food Cycle outcomes. Defra officials and Ministers have regular interactions with other Government departments to ensure coordination on policies required to deliver them. This includes regular engagement with the Department for Work and Pensions on ending mass dependence on emergency food parcels, with the Department for Health and Social Care on food related elements of the 10 Year Health Plan, and with the Department for Education on School Food Standards.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, through what legal mechanism will the UK sign up to the Erasmus+ scheme, and whether it will require UK Parliamentary legislation or authorisation.

Answered by Nick Thomas-Symonds - Paymaster General and Minister for the Cabinet Office

The legal mechanism for the UK’s association to Erasmus+ in 2027 is a decision of the UK-EU Specialised Committee on Participation in Union Programmes which will amend Protocol I of the Trade and Cooperation Agreement. Once the Specialised Committee decision is adopted, this will be made publicly available on gov.uk.

The Department for Education will also lay a Statutory Instrument to implement personal data processing aspects of the Erasmus+ programme in due course.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what steps they are taking to protect the workforce pipeline for small and vulnerable allied health professions from the risk of university programme closures or reductions.

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

The Department of Health and Social Care works closely with the Department for Education to support the availability of a diverse range of training routes into health and care careers. While the Government is committed to ensuring sustainable training pathways for small and vulnerable healthcare professions, higher education institutions are independent providers and are responsible for making their own decisions about course delivery and viability.

NHS England has a focussed programme for small and vulnerable professions, including Allied Health Professions. This programme helps maintain and strengthen training and education pathways for pre‑registration learners, including apprenticeship routes, to support a national strategic approach to placement capacity and to build awareness of healthcare careers.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what assessment they have made of the risk that university programme closures or reductions could pose to the future supply of prosthetists and orthotists; and what contingency plans are in place to sustain education and training provision for these professions.

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

As a small and vulnerable profession, course closures or reductions pose a considerable risk to the future supply of prosthetists and orthotists.

The Department of Health and Social Care works closely with the Department for Education to support the availability of a diverse range of training routes into health and care careers. While the Government is committed to ensuring sustainable training pathways for the future supply of prosthetics and orthotists, higher education institutions are independent providers and are responsible for making their own decisions about course delivery and viability.

NHS England has a focussed programme for small and vulnerable professions, including prosthetics and orthotics, and has recently commissioned the British Association of Prosthetists and Orthotists to help maintain and strengthen training and education pathways for pre‑registration learners.

Question to the Home Office:

To ask the Secretary of State for the Home Department, if she can list the (a) Ministerial responsibilities and (b) the responsibilities and reporting arrangements of any relevant cross-departmental units in relation to drugs policy.

Answered by Sarah Jones - Minister of State (Home Office)

The Joint Combating Drugs Unit (JCDU) is responsible for driving and co-ordinating efforts across Government to tackle drugs, working in close partnership with six departments – the Home Office, the Department of Health and Social Care, the Ministry of Justice, the Department of Work and Pensions, the Ministry of Housing, Communities and Local Government, and the Department for Education. JCDU comprises full-time civil servants who are seconded from key government departments.

Each department is responsible for delivery of their programmes and projects. Progress is overseen by the lead departmental ministers but also reported to me as the lead drugs Minister, while a lead Permanent Secretary fulfils the role of senior responsible owner at official level.

Illicit drug use affects the whole of society, and this Government is taking a collective response to deliver safer streets, improve health outcomes and contribute to opportunities and growth through reducing crime and saving lives.

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