Asked by: Mark Sewards (Labour - Leeds South West and Morley)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 23 December 2025 to Question 98631, what assessment she has made of the potential impact of the mathematical sciences on delivering the Industrial Strategy and the Growth Mission; and whether the reviewed Strategic Priorities Grant budget for 2026-27 will include additional funding for those sciences.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government recognises mathematical sciences as a valuable subject in higher education.
As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.
Asked by: Mark Sewards (Labour - Leeds South West and Morley)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 18 December 2025 to Question 98630, if she will recognise mathematical sciences as a strategically important high-cost subject as part of the Strategic Priorities Grant funding for 2026-27.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government recognises mathematical sciences as a valuable subject in higher education.
As outlined by my hon. Friend, the Member for Vale of Glamorgan, the 25/26 Guidance Letter from my right hon. Friend, the Secretary of State for Education, to the Office for Students (OfS) sets out that the department will work with the OfS to review and reform the high-cost subject funding element of the Strategic Priorities Grant (SPG). This ensures that the funding best aligns with the government’s Growth Mission and is targeted effectively towards high-cost provision that supports the Industrial Strategy and future skills needs. We are collaborating closely with the OfS to assess the impact of any changes to SPG funding.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has modelled the potential impact of Plan 2 interest rates on graduate retention in key public service professions.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not provide analysis for impacts of policies on graduate retention in key public service professions.
Borrowers, including those in public services professions, remain protected as repayments are determined by income, not the amount borrowed. If a borrower’s salary remains the same, their monthly repayments will also stay the same.
Borrowers only start repaying their student loan once earnings exceed the student loan repayment threshold, after which they pay 9% of income above that level. The Plan 2 repayment threshold freeze does not change that or increase borrowers’ student loan balances. At the end of the repayment term any outstanding loan debt, including interest accrued, will be cancelled.
It is important that we have a sustainable student finance system, fair to students and the taxpayer. We will continue to keep the terms of the system under review to ensure this remains the case.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
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 changes to funding for schools on the development of young children.
Answered by Georgia Gould - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The additional funding announced at the Spending Review will deliver an above real terms per pupil increase up to 2028/29. Core school funding is increasing by £1.7 billion in the 2026/27 financial year to a total of £67 billion.
This investment is a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising standards.
Asked by: James MacCleary (Liberal Democrat - Lewes)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support the financial sustainability of childminding roles in (a) East Sussex and (b) Lewes constituency.
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.
From April 2026, local authorities will be required to pass at least 97% of their funding directly to providers, an increase from 96%. We will work with local authorities and others to ensure that, where they want to, childminders and other early years providers are paid monthly for the funded hours they provide, making their income more stable. Childminders, who often care for children of different ages, can use the funding they receive to support costs across all the children they look after. We expect this will also bring increased demand for childminder places, providing new opportunities for growth.
From 1 November 2024, the government introduced new flexibilities to help childminders join and stay in the profession, supporting the government’s commitment to roll out expanded childcare entitlements and give children the best start in life.
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 assessment she has made of the potential impact of levels in smartphone usage on children's (a) level of reading comprehension and (b) average time spent reading per week.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department knows that reading for pleasure is hugely important and brings a range of benefits, yet just 1 in 3 children aged 8-18 say they enjoy reading in their free time, and a recent omnibus survey 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.
The department has 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 its 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. Recognising that, digital technology is not incompatible with the National Year of Reading.
Asked by: Jen Craft (Labour - Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 2 December 2025 to question 91065, for what identified needs is she considering whether Artificial Intelligence approaches to British Sign Language might form a solution.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is currently assessing what artificial intelligence tools have been developed in this space. Once we have assessed the landscape, we will reach out to relevant stakeholders to discuss whether the tools we have identified can solve those problems.
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 data her Department holds on the proportion of children who experienced cyber bullying in 2025; and what steps her Department is taking with Cabinet colleagues to reduce this.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department monitors the prevalence of bullying among children and young people through the National Behaviour Survey (NBS).
The most recent NBS results, for the 2024/25 academic year, showed that 21% of secondary school aged pupils reported being bullied in the past 12 months. Of those pupils, 29% reported that at least some of the bullying occurred online.
The department is procuring an expert and evidence-led review into best practice on behaviour and preventing and tackling bullying, including cyber-bullying. The learning from this will support leaders to develop safe, supportive school cultures.
Through statutory relationships, sex and health education, pupils are taught about online relationships, the implications of sharing private or personal data (including images) online, harmful content, cyberbullying, what over-reliance on social media looks like and where to get help.
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 recent steps her Department has taken to educate children on the safe use of social media.
Answered by Georgia Gould - Minister of State (Education)
As part of statutory relationships, sex and health education (RSHE), pupils are taught about online safety and harms, including the implications of sharing private or personal data online, and the risks associated with over-reliance on social media.
The department published updated RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught how to identify when social media is used as part of bullying, harassment and other forms of abusive and/or illegal behaviour, and how to recognise and manage peer influence on social media in relation to risk-taking behaviour and personal safety. The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.
In response to the recently published Curriculum and Assessment Review, we are committed to strengthening digital and media literacy in the updated national curriculum. Full details of the final report are accessible at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report.
Asked by: Will Forster (Liberal Democrat - Woking)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with the Secretary of State for Housing, Communities and Local Government on special measures for local authorities not meeting statutory requirements for children with special educational needs and disabilities.
Answered by Georgia Gould - Minister of State (Education)
The department publishes annual SEN2 data on education, health and care (EHC) plans and assessments, including timeliness. This informs performance monitoring and targeted support. Where a council does not meet its duties, the department can take action that prioritises children’s needs and supports local areas to bring about rapid improvement, including through issuing improvement notices or statutory directions to drive urgent improvements.
The department works with NHS England, to support and intervene in areas of poor performance following inspection.
Recent changes to the Area special educational needs and disabilities (SEND) framework conducted by Ofsted and the Care Quality Commission, in consultation with the department and the Department of Health and Social Care and NHS England, include specifying which member of the partnership should take forward areas for improvement or areas for priority action. This would include areas for improvement and priority action being directed specifically to health where appropriate.
We will work together with all stakeholders to understand the impact of any SEND reforms on Area SEND inspections and changes needed as a result of these reforms.