Lord Storey

The current listed events regime is designed to ensure that certain sporting events of national significance are available to as wide an audience as possible, by prohibiting exclusive broadcasting of the event without prior consent from Ofcom.

The Government believes the current list of events strikes an appropriate balance between ensuring viewers access to significant sporting events and allowing sports to maximise broadcasting revenue to invest in the growth and development of those sports.

The Government has no plans to review the list at this time.

Ministers regularly meet and engage with a range of stakeholders to discuss and seek views on the curriculum and how best to support schools, teachers and pupils.

We will set out Oak National Academy’s remit and funding for the coming year in a published letter to the Chair of the Oak Board in due course. I cannot comment on the Judicial Review of Oak, which is ongoing.

9,986 out of 24,149 (41%) schools in England were supported by an NHS-funded Mental Health Support Team (MHST) in March 2025. This data on the coverage of MHSTs in England in 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 March 2026, and we will accelerate the roll out to reach full national coverage by 2029.

Data on MHST coverage is collected annually, as part of the government's commitment to expand MHSTs to every school, so every child and young person has access to early support to address problems before they escalate.

This government fully recognises the importance of support for adoptive and kinship children and families. The Adoption and Special Guardianship Support Fund (ASGSF) has been a valuable part of the support landscape for ten years. This is why we have provided £50 million of funding for the ASGSF for 2025/26, alongside £8.8 million for Adoption England, to complement the range of support available in local areas.

The department holds the data to enable a response to this question. However, putting into the public domain the details of all providers who have been subject to investigations over the previous 8+ years has the potential to harm the department’s relationships with providers, and could result in the effective conduct of public affairs being compromised. Similarly, release of this information without consultation could be prejudicial to the commercial interests of further education providers.

The department does have a policy in relation to the publication of reports relating to its investigations, in that we now publish reports for completed investigations which began in or after December 2023. This policy can be accessed at: https://www.gov.uk/government/publications/efa-investigation-publishing-policy/efa-investigation-publishing-policy.

Prior to December 2023, there are commercial issues with releasing information in respect of providers subject to investigations. This government has recently updated the House on action taken.

As the independent regulator, it is the role of the Office for Students to monitor and assess registered providers’ compliance with all of its conditions of registration, including those relating to freedom of speech and academic freedom, and to take regulatory action where they have been breached. This includes theological colleges.

All higher education (HE) providers have longstanding duties to secure freedom of speech and academic freedom within the law which they must comply with. My right hon. Friend, the Secretary of State for Education will shortly be making regulations to commence the expanded duties on HE providers in the Higher Education (Freedom of Speech) Act 2023. This will include new duties to promote freedom of speech and academic freedom, to put in place a free speech code of practice and a ban on non-disclosure agreements.

Oak National Academy’s forthcoming financial education resources will support teachers to deliver high quality lessons that prepare children to manage money sensibly and confidently. The resources will cover key stages 1-4, incrementally building pupils’ understanding of key financial concepts, such as saving and budgeting. They will focus on real life applications of mathematics and frame learning in specific, contemporary contexts that reflect the modern world. As well as covering personal finances, the resources will help children and young people consider the important role money plays in wider society.

The Money and Pensions Service (MaPS) is an arm’s length body of the Department for Work and Pensions and has a statutory duty to coordinate the UK strategy for financial wellbeing. This strategy includes a goal to ensure that two million more children and young people in the UK are receiving a meaningful financial education by 2030. To support the provision of financial education, MaPS undertakes and promotes research to improve their understanding of children and young people’s financial education needs and their financial wellbeing. MaPS’ assessment of the evidence is that the skills, knowledge, attitudes and behaviours that help people to manage money and achieve good financial wellbeing begin to develop from an early age and continue to develop throughout childhood and the teenage years. MaPS’ published research can be found here: https://maps.org.uk/en/publications/research.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4. Together this covers personal budgeting, saving for the future, managing credit and debt and calculating interest. Primary schools are free to teach financial education within citizenship. The non-statutory primary citizenship programme of study at key stages 1 and 2 equip pupils to look after their money and realise that future wants and needs may be met through saving.

The government has established an independent Curriculum and Assessment Review, which seeks to deliver an excellent foundation in core subjects, including mathematics, and a rich, broad and innovative curriculum that readies young people for life and work.

The Review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work and publish its final report with recommendations this autumn. We will take decisions on what changes to make to the curriculum in light of these recommendations.

The department is working closely with Liverpool Institute of Performing Arts (LIPA) Multi-Academy Trust during the current industrial action taking place at LIPA Sixth Form College. The government cannot intervene in industrial action, but we will continue to liaise with the trust and remain hopeful that a resolution can be reached.

The number of schools and colleges with confirmed reinforced autoclaved aerated concrete (RAAC) in some of their buildings was 237.

All schools with identified RAAC have been made safe. The department has supported schools and colleges to put in place mitigations and the government is funding the removal of RAAC from schools and colleges in England.

The department has committed to resolving this problem as quickly as possible, permanently removing RAAC either through grant funding or the School Rebuilding Programme.

The requirements of each school or college will vary depending on the extent of the issue and nature and design of the buildings. Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings.

For schools having RAAC removed through the School Rebuilding Programme, schools are prioritised for delivery according to the condition need of their buildings, readiness to proceed, and efficiency of delivery. We will also take into account the suitability and longevity of any temporary accommodation they are using. We have confirmed to responsible bodies when works are expected to start.

For schools and colleges receiving grants, it is for individual responsible bodies to develop project plans that suit their individual circumstances, drawing on support from the department as needed. The scope of each project will vary depending on the extent of the issue and nature and design of the buildings. We are working with responsible bodies to support them as they take this forward.

The number of schools and colleges with confirmed reinforced autoclaved aerated concrete (RAAC) in some of their buildings was 237.

All schools with identified RAAC have been made safe. The department has supported schools and colleges to put in place mitigations and the government is funding the removal of RAAC from schools and colleges in England.

The department has committed to resolving this problem as quickly as possible, permanently removing RAAC either through grant funding or the School Rebuilding Programme.

The requirements of each school or college will vary depending on the extent of the issue and nature and design of the buildings. Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings.

For schools having RAAC removed through the School Rebuilding Programme, schools are prioritised for delivery according to the condition need of their buildings, readiness to proceed, and efficiency of delivery. We will also take into account the suitability and longevity of any temporary accommodation they are using. We have confirmed to responsible bodies when works are expected to start.

For schools and colleges receiving grants, it is for individual responsible bodies to develop project plans that suit their individual circumstances, drawing on support from the department as needed. The scope of each project will vary depending on the extent of the issue and nature and design of the buildings. We are working with responsible bodies to support them as they take this forward.

The number of schools and colleges with confirmed reinforced autoclaved aerated concrete (RAAC) in some of their buildings was 237.

All schools with identified RAAC have been made safe. The department has supported schools and colleges to put in place mitigations and the government is funding the removal of RAAC from schools and colleges in England.

The department has committed to resolving this problem as quickly as possible, permanently removing RAAC either through grant funding or the School Rebuilding Programme.

The requirements of each school or college will vary depending on the extent of the issue and nature and design of the buildings. Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings.

For schools having RAAC removed through the School Rebuilding Programme, schools are prioritised for delivery according to the condition need of their buildings, readiness to proceed, and efficiency of delivery. We will also take into account the suitability and longevity of any temporary accommodation they are using. We have confirmed to responsible bodies when works are expected to start.

For schools and colleges receiving grants, it is for individual responsible bodies to develop project plans that suit their individual circumstances, drawing on support from the department as needed. The scope of each project will vary depending on the extent of the issue and nature and design of the buildings. We are working with responsible bodies to support them as they take this forward.

This government is committed to delivering new breakfast clubs in every primary school across England, providing children with a supportive start to the day so they are ready to learn. Rollout will start in up to 750 schools from April 2025.

The department is aware of existing offers provided directly to schools from food companies, which support schools to give pupils a healthy breakfast at the start of the day. Companies provide this support as charitable donations, offering direct grants to schools so they can provide breakfast food and buy equipment for their breakfast clubs. The department knows these donations are gratefully received by schools and that the companies provide valuable support to the sector. Any food served in schools must meet the School Food Standards.

In total, five prosecutions have been initiated in the past five years against individuals suspected of conducting an unregistered school. The table below shows the number of prosecutions that have been initiated in each of those five years.

An unregistered school is defined as any setting that is operating as an independent school without registration. It is a criminal offence under section 96 of the Education and Skills Act 2008 for a person to operate an unregistered independent school. The department does not retain data about the number of unregistered schools operating.

The department works closely with Ofsted, the Crown Prosecution Service and the police to identify and close unregistered schools to ensure children are protected from harm. Ofsted has powers under section 97 of the Education and Skills Act 2008 that allows for unannounced inspections of settings believed to be operating in breach of registration requirements. A team of inspectors are employed to identify, investigate and inspect any setting where there is evidence to suggest that an unregistered independent school is operating.

The department will publish an updated audit closure report in Quarter 1 of 2025/26 on completion of the remedial actions.

The department has collected local authority data on electively home-educated children from local authorities in England since autumn 2022. The most recent published figures show an estimated 92,000 children in home education on the October 2023 census, which is an increase from 80,900 on the same day in the previous year.

The department knows that local authorities are concerned about rising numbers and the resulting implications on resources for their ongoing education and safeguarding duties. Data collection shows that mental health, special educational needs and disabilities (SEND) and dissatisfaction with schools are increasingly common reasons behind decisions to home-educate. The forthcoming SEND reforms will help more schools to meet the needs of children with SEND and may help to stem the flow of families who feel that schools are not able to appropriately support their child.

The government will legislate for statutory local authority registers of children who are not in school as part of the Children’s Wellbeing Bill, which will be introduced in due course. Parents will have a duty to provide information about their child for these registers. This will help to improve local authority and the department’s understanding of this cohort of children and enable local authorities to target resources and capacity to those children who need it most.

The department collects data on children missing education (compulsory school aged children not registered at school or otherwise receiving suitable education) from local authorities on a voluntary basis. The latest figures are attached, and can also be found here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education.

On census day in autumn 2023 there were an estimated 33,000 children missing education (this includes adjustments made for non-response and is based on a figure of 30,400 reported by 94% of local authorities).

The figures do not include children registered in schools or alternative provision who are persistently or severely absent and/or on part-time timetables, or children receiving suitable elective home education.

This government is committed to the introduction of local authority registers of children who are not in school. These measures will be included in the future Children’s Wellbeing Bill, as announced in His Majesty the King’s Speech on 17 July 2024. These measures will ensure that the department and local authorities are able to keep a record of children and ensure they are receiving the high standard of education they all deserve.

The requested information is not held centrally.

Where a pupil has been permanently excluded, it is for the local authority to determine the most appropriate form of alternative provision for a child, and they must put educational arrangements in place for a permanently excluded child from the sixth school day following the permanent exclusion. The education must be suitable, full-time, or as close to full-time as is in the best interests of the child, and on par with what the child would have received in a mainstream school. The department has published statutory guidance on alternative provision (AP), which local authorities must have regard to. This can be found here and is attached: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/942014/alternative_provision_statutory_guidance_accessible.pdf.

This government is committed to the introduction of local authority registers of children who are not in school, including those who are home educated. These measures will be included in the future Children’s Wellbeing Bill, as announced in His Majesty the King’s Speech on 17 July 2024.

These measures will ensure that the department and local authorities are able to keep a record of children and ensure they are receiving the high standard of education they all deserve.