Asked by: Roz Savage (Liberal Democrat - South Cotswolds)
Question to the Department for Education:
To ask the Secretary of State for Education, how funding rates for early years education in Gloucestershire compare with the rest of England; and what criteria these funding rates are based on.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The early years funding rates for the 2025/26 financial year for Gloucestershire are £5.71 for the 3 and 4 year-old entitlement, £7.94 for the 2 year-old entitlements, and £10.75 for children under 2s. This is slightly below national average due to relative differences in local costs of delivery and the proportion of children with additional needs which are reflected in the Early Years National Funding Formula (EY NFF) used to set local authority rates.
Regarding levels of additional needs, the EY NFF uses data on free school meals and the Income Deprivation Affecting Children Index (for the 2s and under formula only), disability living allowance and English as an additional language. The formulae also include an area cost adjustment to reflect variations in local staff and premises costs.
The department does not hold data on the proportion of settings using fundraising to support their income.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reason differences in (a) size, (b) facilities and (c) delivery model of nurseries are not considered when determining the hourly rate of funding per child.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life. This is key to the government’s Plan for Change, which starts with reaching the milestone of a record number of children being ready for school. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high quality early years provision going forward.
In the 2025/26 financial year alone, the department has provided over £8 billion for the early years entitlements, increasing to over £9 billion in 2026/27. We have announced the largest ever increase to Early Years Pupil Premium since its introduction and have delivered a significant tranche of supplementary funding of £75 million through the Early Years Expansion Grant.
The early years market is vibrant and diverse, made up of a range of for-profit and not-for-profit provider types. The department aims to distribute funding fairly, efficiently and transparently across the country and across provider types. The hourly funding rate paid to local authorities is designed to recognise the average costs across different provider types, reflecting staff and non-staff costs.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support schools to (a) improve behaviour management and (b) reduce exclusions.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).
The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.
As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support pupils with special educational needs excluded at higher rates.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).
The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.
As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help reduce levels of funding pressures for nurseries.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
It is the department’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life. This is key to the government’s Plan for Change, which starts with reaching the milestone of a record number of children being ready for school. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high quality early years provision going forward.
In the 2025/26 financial year alone, the department has provided over £8 billion for the early years entitlements, increasing to over £9 billion in 2026/27. We have announced the largest ever increase to Early Years Pupil Premium since its introduction and have delivered a significant tranche of supplementary funding of £75 million through the Early Years Expansion Grant.
The early years market is vibrant and diverse, made up of a range of for-profit and not-for-profit provider types. The department aims to distribute funding fairly, efficiently and transparently across the country and across provider types. The hourly funding rate paid to local authorities is designed to recognise the average costs across different provider types, reflecting staff and non-staff costs.
Asked by: John Milne (Liberal Democrat - Horsham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her Department's publication entitled Suspensions and permanent exclusions by young career status, published on 10 July 2025, what steps her Department help reduce (a) suspension and (b) permanent exclusion rates among young carers.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Whilst schools can use sanctions to improve behaviour, in the most serious cases, exclusion may be necessary. The statutory ‘Suspension and permanent exclusion’ guidance is clear that school leaders should consider early intervention to address the underlying causes of disruptive behaviour.
‘Keeping children safe in education’ also sets out school staff should be alert to the potential need for early help for young carers and requires designated safeguarding leads to be trained to understand and respond to their needs.
The department is committed to ensuring every child can succeed and learn in a safe, calm environment. To support this, we have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils at risk of exclusion. Our new attendance and behaviour hubs will directly target the schools with the highest need, as well as wider support for schools in all corners of the country.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how much of the savings to the public purse made through changes to large programme Uplift funding for the International Baccalaureate diploma will be allocated to each pupil undertaking (a) maths and (b) high-value A-Level programmes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department has made significant investments into 16 to 19 education funding. The base rate of funding per student has increased to £5,105 in academic year 2025/26 up over 5% on last year. But we must make this funding work hard, tilting it towards key priorities. That is why we have announced that we will focus the Large Programme Uplift (LPU) funding, which is on top of the base rate, on large programmes which include mathematics, further mathematics and other high value A levels. These programmes will retain the LPU funding. Funding saved from the LPU will be used to help to ensure there are enough suitable places in post-16 education for every young person that wants one.
We will set out the full 16 to 19 funding priorities for academic year 2026/27 in due course. Institutions receiving 16 to19 funding will retain the freedom to decide what programmes of study to offer, including the International Baccalaureate.
Asked by: Mary Glindon (Labour - Newcastle upon Tyne East and Wallsend)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an estimate of the number of Adoption and Special Guardianship Support Fund applications that received match-funding in (a) Newcastle upon Tyne and (b) North Tyneside in (i) 2023-24 and (ii) 2024-25.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The table below confirms the information requested.
Financial year | Newcastle upon Tyne | North Tyneside | ||
Applications | Match funded | Applications | Match funded | |
2023/24 | 57 | 2 | 53 | 0 |
2024/25 | 43 | 1 | 44 | 1 |
Asked by: Mary Glindon (Labour - Newcastle upon Tyne East and Wallsend)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an estimate of the number of children with approved Adoption and Special Guardianship Support Fund applications in (a) Newcastle upon Tyne and (b) North Tyneside in (i) 2023-24 and (ii) 2024-25.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The table below confirms the information requested.
Financial year | Newcastle upon Tyne | North Tyneside | ||
Applications | Match funded | Applications | Match funded | |
2023/24 | 57 | 2 | 53 | 0 |
2024/25 | 43 | 1 | 44 | 1 |
Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support children in schools who have suffered acquired brain injuries.
Answered by Georgia Gould - Minister of State (Education)
Children who have had a brain injury can be affected in different ways. Some brain injuries will result in a special educational need (SEN) or a medical need, whilst others may affect a child in other ways.
In whatever way a brain injury manifests, it is essential that the pupil’s individual needs are identified and supported appropriately. Support should be tailored to their own learning barriers, irrespective of their diagnosis. This is underpinned by the range of statutory duties on schools to support children with SEN, disabilities or medical conditions. Depending on the impact that an acquired brain injury has on the child accessing education, they may be entitled to support under any or all of these duties. For example:
A mainstream school must use its ‘best endeavours’ to provide the right support for all its pupils with SEN.
Schools must make arrangements to support their pupils with medical conditions.
Schools must make reasonable adjustments to their practices, procedures and policies and not discriminate against their disabled pupils.