Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of education in schools relating to toxic masculinity and misogyny; and what steps her Department is taking to improve culture and behaviours and to promote positive male role models.
Answered by Georgia Gould - Minister of State (Education)
Every parent should be able to trust that their child is safe at school, online and in their relationships. But too often toxic ideas are taking hold early and going unchallenged. In December 2025, this government published a new strategy to tackle violence against women and girls. We want to protect young people and drive forward education on healthy relationships, and we will be investing £11 million to pilot the best interventions in schools over the next three years.
The updated relationships, sex and health education (RSHE) guidance, available here: https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education, significantly strengthens content including an emphasis on building healthy relationships skills from the start of primary school, focusing on kindness and respect. Pupils are expected to develop an understanding of the concepts and laws around misogyny, sexual harassment and sexual violence, including recognising sexism and misogyny and how to report abuse.
It emphasises opening conversations with young people about positive conceptions of masculinity and femininity, including how to identify and learn from positive male role models.
Through a whole school approach, positive action should be taken to build a culture where misogynistic attitudes and behaviour are not tolerated, and any occurrences are identified and tackled.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of children who have an unmet SEND need in England.
Answered by Georgia Gould - Minister of State (Education)
The requested information is not held by the department.
The department publishes information on the number and proportion of pupils with special educational needs as at January each year. The latest information available indicates that 19.5% of pupils have special educational needs (SEN) support or an education, health and care (EHC) plan. This publication, from January 2025, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/special-educational-needs-in-england/2024-25.
It may also be useful to note that the Education Policy Institute has conducted research on a longitudinal dataset that gathers information on SEN support and EHC plan status for pupils who started school in 2008 and reached Year 11 in 2019. This research indicates that 37% of these pupils were recorded as having SEN support or an EHC plan at some point during this period. Their report is available at: https://epi.org.uk/wp-content/uploads/2025/02/SEND-Final-Report-version-FINAL-04.02.2024-2.pdf.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, if the government has made an assessment of the trends in the range and take up of lifelong learning and evening class courses since 2015.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government recognises the importance of lifelong learning, funding a range of courses across further education (FE) and higher education (HE) for adult learners.
We do not collect data on delivery mechanisms in FE. Part-time and full-time data for HE is available at: https://explore-education-statistics.service.gov.uk/find-statistics/higher-level-learners-in-england/2023-24.
We allow providers the flexibility to decide how to offer provision, including when and how courses should be offered. Provision can be offered in a range of different ways to meet the needs of learners, for example Tailored Learning, primarily non-qualification-based provision tailored to the needs of learners, and which may be delivered in evenings.
The Adult Skills Fund fully funds or co-funds courses for eligible adults aged 19 and over from pre-entry to level 3 and supports four statutory entitlements to full funding.
We are also introducing the Lifelong Learning Entitlement, which will provide greater flexibility for individuals of all ages to study on terms that suit their needs.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what the take up of free school meals is for those eligible; and what measures are in place to increase take up.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
This government is committed to breaking down barriers to opportunity and tackling child poverty. The latest school census data shows 2,171,916 pupils claimed benefits-based free school meals (FSM). In total, 25.7% of all pupils claimed benefits-based FSM. This is an increase from the previous academic year, where 24.6% claimed a free meal. A further 1,265,399 pupils received a meal under our universal infant free school meal policy, representing 88.4% of non-FSM eligible infant pupils. This is increase on 87.6% the previous academic year.
Introducing a new eligibility threshold for free school meals of all children from households in receipt of universal credit will make it easier for parents to know whether they are entitled to receive free meals.
To support take-up, we are also updating the Eligibility Checking System, which will make it easier for LAs, schools and parents to check if children are eligible for FSM and can therefore receive a healthy, nutritious meal during the school day. This new entitlement will mean over 500,000 of the most disadvantaged children will begin to access free meals, pulling 100,000 children out of poverty.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, how are post-16 options such as apprenticeships, technical qualifications and other vocational routes being reformed; and what outcomes data she plans to publish on progression and earnings.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This government is transforming the apprenticeships offer into a new growth and skills offer, which will provide greater flexibility to employers and learners, and support the Industrial Strategy. In August, the government introduced new foundation apprenticeships for young people in targeted sectors, and shorter duration apprenticeships.
In October, we published a consultation which sets out our proposals for reformed qualifications pathways at level 3 and level 2. This includes a third, vocational pathway at level 3 called V Levels, and two new pathways at level 2 through the Further Study pathway and the Occupational pathway. The consultation closes on 12 January 2026 and can be accessed here: https://consult.education.gov.uk/technical-education-and-qualifications-reform/post-16-level-3-and-below-pathways/supporting_documents/post-16-level-3-and-below-pathways-consultationpdf.
The department publishes an annual official statistics publication which presents the employment, earnings and learning outcomes of further education learners. The statistics can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcomes/2021-22#explore-data-and-files.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has been made of the potential impact of financial barriers such as maintenance loans, accommodation costs, unpaid placements on working-class students in higher education; and what reforms are being considered to improve retention alongside initial access.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recognises the impact the cost of living crisis on students. To help students from the most disadvantaged backgrounds progress into and excel in higher education, we will future proof our maintenance loan offer by increasing maintenance loans in line with forecast inflation every academic year. We will also provide extra support for care leavers, who will automatically become eligible to receive the maximum rate of maintenance loan.
We will reintroduce maintenance grants, providing full-time higher education students from low-income households studying subjects aligned with the government’s missions and Industrial Strategy with up to £1,000 extra support per year from 2028/29.
Further, we will develop options to address regional disparities in access and tackle systemic barriers in the journey to higher education for disadvantaged students. To deliver this we have brought together a task and finish group to focus on how the system can best widen access for those from disadvantaged backgrounds.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, if the government has plans to offer basic first aid training in schools.
Answered by Georgia Gould - Minister of State (Education)
I refer my hon. Friend, the Member for Oldham West, Chadderton and Royton to the answer of 28 November to Question 92868.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of encouraging the use of school grounds by communities to increase access to sports; and what plans she has to provide funding for upgrades to facilities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
On 4 December, the department launched a new programme, ‘Maximising Value for Pupils’, which will support schools and trusts maximise value from the investment in the school system, so every pound is delivering for children. A key pillar of the programme will be to make the most of financial and physical assets and we have committed to engage schools and trusts to understand how we can best support them to do so.
Many schools and trusts are already using their assets for community benefit, which may include making school grounds and facilities available for local sports clubs. We want to ensure this social value is maintained while also supporting opportunities to maximise value from their assets. We are investing almost £3 billion per year by 2034/35 in capital maintenance and renewal to improve the condition of school and college buildings and grounds, rising from £2.4 billion in 2025/26.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has been made of the adequacy of multiagency responses to bullying in schools, online and through messaging platforms which disrupt the learning of young people and cause distress and harm.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Bullying is unacceptable and must be tackled to ensure schools are supportive environments where pupils can thrive. We know that evidence suggests that cyberbullying is often linked to face-to-face bullying.
All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying. It is for schools to decide when to involve external agencies. Schools should contact the police where they believe an offence may have been committed.
The government is providing access to specialist mental health professionals in every school by expanding mental health support teams.
To support schools further with preventing and tackling bullying, the department has recently launched procurement for an expert, evidence-led review of anti-bullying best practice to inform a practical resource for schools.
Regional Improvement for Standards and Excellence Attendance and Behaviour Hubs will focus on supporting senior leaders in schools to develop cultures with high expectations for attendance and behaviour, with robust processes for following up poor behaviour.
Asked by: Jim McMahon (Labour (Co-op) - Oldham West, Chadderton and Royton)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of young people who have been off-rolled by schools and colleges while awaiting Education, Health and Care Plans in England.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department does not hold data on the number of children or young people who have been off-rolled while waiting for an education, health and care plan assessment.
This government is clear that off-rolling in any form is unacceptable, and we will continue to work closely with Ofsted to tackle it.
Pupils may leave a school roll for many reasons, including permanent exclusion, transfer to another school, or change of circumstances. All schools are legally required to notify the local authority when a pupil’s name is removed from the admissions register.
The law is clear that a pupil’s name can only be deleted from the admission register on the grounds prescribed in Regulation 9 of the School Attendance (Pupil Registration) (England) Regulations 2024.
Our ambition is that all children with special educational needs (SEN) receive the right support to succeed. We are committed to strengthening the accountability system and to providing earlier intervention in mainstream schools for pupils with SEN.