Asked by: Caroline Johnson (Conservative - Sleaford and North Hykeham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential effect of cuts to teacher training bursaries in 26/27 on teacher recruitment in Lincolnshire.
Answered by Georgia Gould - Minister of State (Education)
The government committed, in our Plan for Change, to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in colleges, over the course of this parliament.
We are making progress. The latest workforce data reported over 2,300 more secondary and special school teachers in 2024/25 than in 2023/24, and this year over 32,000 trainees began training, a rise of 11% on the previous year.
Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. In reviewing these annually, we take account of historic recruitment, forecast economic conditions, and teacher supply need in each subject. We are continuing to offer bursaries worth up to £29,000 tax-free to encourage more talented people to train to teach key subjects such as mathematics, physics, chemistry and computing.
In addition, we offer a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. In Lincolnshire, there are 56 schools where teachers are eligible for these payments.
Asked by: Alex Brewer (Liberal Democrat - North East Hampshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to implement (a) statutory requirements on safer sleep in nursery settings, (b) a strengthened Ofsted inspection process for nurseries and (c) mandatory CCTV in nurseries.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Early Years Foundation Stage (EYFS) statutory framework includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance. The department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts, including the Lullaby Trust, on proposed new wording and plan to make these changes as soon as possible.
Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements, including safeguarding, children’s welfare, leadership and management. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe. The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.
As part of the department’s ongoing review of safeguarding requirements, an expert advisory group will be appointed to inform guidance on the safe and effective use of digital devices and CCTV within safeguarding, including whether CCTV should be mandated and setting out best practice, technical advice and clear expectations.
Asked by: Alex Brewer (Liberal Democrat - North East Hampshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of the school absence fine system; what guidance is provided to local authorities on (a) determining exceptional circumstances, (b) ensuring consistent application of fines and (c) offering flexible payment terms for families experiencing financial hardship; and whether she plans to review the system to ensure it supports families facing difficulties.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department’s ‘Working together to improve school attendance’ statutory guidance provides support for local authorities on the application of penalty notices, including a national framework for issuing fixed penalty notices designed to embed our support-first approach and improve consistent application nationally.
The department does not specify what constitutes exceptional circumstances for school absence. Headteachers, who know their pupils best, are best placed to make those judgements on a case-by-case basis.
Regulations state penalty notices must be paid in full within statutory timeframes. They offer an alternative to prosecution and influence a change in parental behaviours.
The department will continue to keep the attendance enforcement system under review.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of SEND provision for (a) blind and (b) partially sighted children in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The majority of children with visual impairments are taught in mainstream schools, and all schools have legal duties to make reasonable adjustments for disabled pupils, including the provision of auxiliary aids. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with complex needs. Local authorities must ensure sufficient school places for those with special educational needs and disabilities and keep this under review.
We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment. We have also introduced a sensory impairment apprenticeship route into teaching, supporting local authorities and schools to commission appropriately qualified staff to ensure visually impaired children are not disadvantaged.
Asked by: Andy McDonald (Labour - Middlesbrough and Thornaby East)
Question to the Department for Education:
To ask the Secretary of State for Education, how many pupils with education, health and care plans in the Tees Valley combined authority area and its Middlesbrough and Stockton-on-Tees local authority areas were initially placed in mainstream schools and subsequently secured a specialist placement following a successful tribunal appeal in each of the last three years.
Answered by Georgia Gould - Minister of State (Education)
The information requested is not held by the department.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help improve the governance of academy trusts in Surrey.
Answered by Georgia Gould - Minister of State (Education)
Robust governance is crucial to achieving a strong school system, helping every child achieve and thrive. The department has produced dedicated governance guidance in addition to requirements in the Academy Trust Handbook. The Effective Governance Resources page on GOV.UK consolidates best practice to help boards govern strategically, flexibly and effectively. It was published in September 2025 here: https://www.gov.uk/government/publications/effective-governance-resources.
Where there are concerns about the governance of an academy trust, the department can set conditions to improve that the trust must meet to avoid further action. My right hon. Friend, the Secretary of State for Education can terminate an academy’s funding agreement where there is a serious breakdown in governance.
This month we have announced that we are legislating to introduce inspection of multi-academy trusts. Reporting on the quality and effectiveness of trust governance will help drive better outcomes for children and provide greater confidence for parents.
Asked by: Andrew Snowden (Conservative - Fylde)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the written answer to question 55157 of 9 June 2025 on Construction and Social Services: Education, how many Careers Hubs there are in (a) Fylde constituency and (b) Lancashire.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department funds the Careers and Enterprise Company to work with a regional network of 44 careers hubs across England, in partnership with Mayoral Strategic Authorities, to connect with local skills needs.
There is one careers hub working with all eligible secondary schools and colleges in Lancashire, including all eight schools in the Fylde constituency.
Lancashire Careers Hub brings schools together with a wide range of employers in the region to help strengthen the links between education and the world of work. An example in the Fylde constituency is Carr Hill High School’s work with BAE Systems to embed local labour market information throughout education.
Asked by: Vikki Slade (Liberal Democrat - Mid Dorset and North Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to ensure that occupational therapists are consulted in the design of (a) new school buildings and (b) new learning environments, funded through school capital investment programmes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Departmental construction programmes build or rebuild schools in line with our design and construction standards. These standards integrate statutory requirements for accessibility and equitable use in all new or rebuilt school settings, including mainstream.
Since our specifications are prepared by industry experts and reference the latest standards and guidance for accessible, equitable and inclusive environments, it is not necessary to engage with occupational therapists.
We use evidence from building-in-use studies to ensure the specifications guiding our designs meet end-user needs and are updated when necessary.
Stakeholder engagement forms an integral part of the delivery process for all projects using the department’s suite of documentation.
The Equality Act 2010 requires local authorities to prepare accessibility strategies for the schools for which they are the responsible bodies. There is a similar duty for individual schools of all types to develop accessibility plans.
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 merits of equalising financial allowances between foster carers and kinship carers.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department will soon begin to trial a new Kinship Allowance in a number of local authorities. Funding for this was announced at the Autumn Budget 2024.
The pilot will provide all those caring for a child in a kinship arrangement with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order, where the child would have otherwise been in care, an allowance paid at the same rate as foster care, in the pilot local authorities.
This will support approximately 4,500 kinship children and help equalise the financial allowance between foster carers and kinship carers.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, when she will publish The Schools White Paper covering SEND matters.
Answered by Georgia Gould - Minister of State (Education)
To create a reformed special educational needs and disabilities (SEND) system that will stand the test of time, we have undertaken a national engagement campaign on SEND reform, building on extensive engagement over the past year with children, young people, parents and professionals.
The upcoming Schools White Paper will outline our proposed SEND reforms and will be followed by a formal consultation and further engagement.