Asked by: Mike Wood (Conservative - Kingswinford and South Staffordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 2 February 2026, to Question 107710, on Erasmus+ programme: flags, which legal instrument sets out the European Commission communication and visibility rules.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Article 25 of Regulation (EU) 2021/817 of the European Parliament and of the Council of 20 May 2021 establishing Erasmus+: the Union Programme for education and training, youth and sport and repealing Regulation (EU) No 1288/2013 (“the Erasmus+ Regulation”) sets out the requirements for information, communication and dissemination which apply to the Erasmus+ programme.
Asked by: Richard Holden (Conservative - Basildon and Billericay)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 6 January 2026 to Question 99801, what the estimated annual amount (a) accrued in interest and (b) repaid by British citizens with students loans was in each of the last five financial years.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Department for Education and the Student Loans Company (SLC) are undertaking work to improve the quality and consistency of demographic data held across their systems, to support the timely answering of parliamentary questions. Changes in the application process over time, including the transition to electronic applications, mean that demographic data held for earlier cohorts can be held differently across multiple SLC systems and repayment and interest calculations continue to include these early borrowers.
As a result, it is not currently possible to produce robust repayment figures broken down by British citizen status within the required timescales. Once this work is complete, the department expects to be able to provide more detailed information in response to such questions.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to align apprenticeship standards, T Levels, and other vocational qualifications with future food system needs.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department is ensuring that young people gain practical, vocational skills in regenerative farming, agroecology, and sustainable horticulture.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will take steps with the Secretary of State for Health and Social Care to ensure mental health provision is available for adoptees that is trauma and adoptee-informed.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The ‘Adoptee Voices’ publication enabled the department to hear directly from adoptees and about their experience of trauma and mental health provision, such provision must be informed by lived experience as well as clinical evidence. The department recently published a consultation, ‘Adoption Support that Works for All’, confirming that we are working in partnership with the Department of Health and Social Care to design their new pilot to improve mental health support for children in care and their families. This pilot will include support for adoptive families starting in one area and aims to test an integrated model of mental health support for children and families
Alongside this, we are expanding our investment in Regional Adoption Agency multi‑disciplinary teams, which bring together social care, health and education professionals to deliver a holistic package of assessment and support for adopted children and their families.
Asked by: Pippa Heylings (Liberal Democrat - South Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what evidence the Government has considered on whether the absence of a statutory duty of care contributes to inconsistent responses by universities to students at risk of harm.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department has considered a wide range of evidence in assessing the factors that contribute to variation in how higher education (HE) providers support students at risk of harm. This includes official statistics, coroners’ Prevention of Future Deaths reports, and other case reviews that highlight issues with processes, communication and access to services relevant to consistency of support.
Our assessment has further drawn on extensive engagement with providers, students, bereaved families, mental health experts and sector leaders, including through provider surveys and the HE mental health implementation taskforce, where those with lived experience have shaped priorities and workstrands.
Last year, we also published the first ever national review of HE student suicide deaths, which analysed more than 160 serious incident reviews and identified operational issues such as information sharing, case management and staff training as key drivers of inconsistency. We are now working with the taskforce and the sector to embed the review’s recommendations and to strengthen monitoring and institutional accountability.
Asked by: Will Forster (Liberal Democrat - Woking)
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 derelict school buildings on children’s education.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Responsible bodies, such as local authorities, academy trusts, and voluntary aided bodies, have a vital obligation in ensuring the safety and condition of school buildings. The department supports local authorities, academy trusts and other bodies responsible for keeping school buildings safe and operational by providing condition funding, guidance and advice.
Where there is a significant safety issue with a school building, which cannot be managed with local resources, the department provides additional support on a case-by-case basis.
With effective maintenance, most buildings continue to perform long after their intended design life and the department produces the ‘Managing Older Buildings’ guidance for settings to support them in relation to their care and management.
The Good Estate Management for Schools guidance contains a range of information that can help organisations to manage their school estate. The resource contains a range of information including strategic estate management, maintenance and health and safety compliance.
Asked by: Ben Maguire (Liberal Democrat - North Cornwall)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the Children and Young Persons Act 1933.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The provisions in the Children and Young Persons Act 1933 are kept under review and updated through primary legislation. We are currently seeking to make updates through the Children’s Wellbeing and Schools Bill, including in part II of the act, which makes provision for the employment of children in England and Wales.
Asked by: Pippa Heylings (Liberal Democrat - South Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, how students and bereaved families are being involved in the work of the Implementation Taskforce on student mental health and suicide prevention.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Students and bereaved families are directly shaping the work of the higher education mental health implementation taskforce. Representatives of the LEARN network sit on the taskforce and have played a key role in agreeing its priorities and work strands, ensuring lived experience insight informs all outputs. The taskforce also includes formal student representation via the National Union of Students, and other members such as Student Minds also ensure that student voice and sector expertise underpin their programme of work.
Asked by: Charlie Maynard (Liberal Democrat - Witney)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken to help support parents of students with SEND with having Education, Health and Care Plans in place.
Answered by Georgia Gould - Minister of State (Education)
The department works closely with a range of charities, who support parents, carers, children and young people with education, health and care (EHC) plans currently in place.
We have extended our current participation and family support contract to guarantee continuity of vital support services for parent carers and children and young people throughout 2026/27. These services include a national helpline which gives independent advice, support and resources to parent carers, and also the training of Special Educational Needs and Disabilities (SEND) Information Advice and Support Services (SENDIASS) staff to ensure they are up to date with legal advice and information, and that they can support families locally. SENDIASS offer independent impartial information, advice and support on the full range of education, health and social care for parents, carers, children and young people with SEND. They also provide advocacy support for individual children, young people, and parents, which includes representation during a tribunal hearing if the parent or young person is unable to do so.
These services are designed to help families understand the impact of changes to the SEND system particularly in relation to EHC plans.