Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department plans to take to ensure that the experiences of children and young people with dyslexia are captured when measuring attainment at the end of secondary school.
Answered by Georgia Gould - Minister of State (Education)
The department is committed to ensuring the exams system is equitable for all students, and that students with disabilities, including dyslexia, can access exams and assessments without disadvantage.
Ofqual, the independent regulator of exams and assessments in England, has a statutory duty to ensure that assessments are a fair representation of a student’s knowledge and requires awarding organisations to put processes in place to ensure that all students can access assessments appropriately.
The Equality Act 2010 also requires awarding organisations to make reasonable adjustments where assessment arrangements could place a student, who is disabled within the meaning of the Act, at a substantial disadvantage in comparison to someone who is not disabled.
These adjustments can include, but are not limited to, extra time to complete assessments or assistance via a reader or a scribe, depending on the individual needs of the student.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department gathers on the educational outcomes of children with dyslexia and other literacy challenges in the Key Stage 1 phonics screening check.
Answered by Georgia Gould - Minister of State (Education)
The department holds information on pupils’ special educational needs and their attainment by 14 types of primary need. Dyslexia is usually included in the wider category of primary need ‘specific learning difficulty’. In 2025, 33% of pupils with ‘specific learning difficulty’ recorded as their primary need met the expected standard in the phonics screening check in year 1. The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress. ‘Reading Ambition for All’, developed with input from the British Dyslexia Association, is a continuous professional development programme to support schools help struggling readers, delivered by our 34 English Hubs, reaching more than 600 schools this academic year.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department collects on children’s education, including pupil attainment and characteristics, and how this information is used to inform policy.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department collects different categories of data for different cohorts of individuals depending on their interaction with the education and children’s services system in England. These data are collected through statutory data collections with categories including:
This data provides a robust evidence base that enables the department to understand how well the education and children’s services sectors are functioning and ensure policy interventions are effectively targeted. The data also supports essential functions such as allocating school funding fairly and enabling parents, Parliament and the wider public to access clear information about educational outcomes and system performance.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions have been had with the Overseas Territories about making British Overseas Territories eligible for student maintenance loans.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have worked with the British Overseas Territories to clearly set out our position on eligibility for student finance.
Persons who have settled status in the UK, and who have come to the UK from specified British Overseas Territories, are eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, and/or the specified British Overseas Territories.
Eligibility for student support is based on residency and immigration status, not nationality, targeting resources on students who are likely to stay in the UK indefinitely and contribute to the economy.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to promote British heritage in the national curriculum.
Answered by Georgia Gould - Minister of State (Education)
Following the independent Curriculum and Assessment Review we are revising the national curriculum. We will publicly consult from summer 2026, and fully implement the new full national curriculum for first teaching from September 2028.
Our refreshed national curriculum will strengthen pupils’ understanding of British heritage, particularly through a robust understanding of our nation’s history, through teaching of our fundamental British values in citizenship, and in English through drawing on a recognised body of English literature.
We will support teachers to draw on content that meets the needs of their pupils and embodies a modern and forward-looking Britain.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to introduce mandatory CPD for all teachers to enable them to (a) identify the common signs of dyslexia and (b) adapt their classroom teaching to support dyslexic children.
Answered by Georgia Gould - Minister of State (Education)
The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with dyslexia. In January, we announced the most ambitious SEND training offer ever seen in the English education system. Backed by £200 million, the new offer will cover children with SEND from 0 to 25. More details on the training are available at:
https://www.gov.uk/government/news/200-million-landmark-send-teacher-training-programme.
The English Hubs programme is dedicated to improving the teaching of reading. As part of teachers’ continuous professional development, the ‘Reading Ambition for All’ programme will improve outcomes for children in primary who need additional support.
The SEND code of practice is clear that meeting the needs of a child with SEN does not require a diagnostic label or test. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed.
To identify need, we are strengthening the evidence base to improve early identification in mainstream settings. Recently published evidence reviews will help drive inclusive practices, highlighting what the best available evidence suggests are the most effective tools, strategies and approaches. The ‘What Works in SEND’ research programme is researching tools that settings can use to identify the needs of neurodivergent children and young people.
From 2024, the national professional qualification for special educational needs co-ordinators (SENCOs) became the mandatory qualification for SENCOs, supporting participants to develop the essential knowledge and skills needed to set the strategic direction of SEND policy in schools and understand the conditions in which pupils with SEND can thrive.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to promote classical education within the state education sector.
Answered by Georgia Gould - Minister of State (Education)
The government is committed to supporting a broad and balanced curriculum that is inclusive and accessible to all pupils. Classical education, including classical studies and the study of ancient languages, offers valuable insights into history, language development, politics and art, and can enrich pupils’ understanding of the world today. All schools are free to include Classics within their curriculum, and GCSEs and A levels are available in this subject.
The department continues to work with organisations such as Classics for All, The Classical Association and Hands Up Education to ensure schools are aware of the free resources and support available to teach this subject.
To further strengthen subject expertise, we provide bursaries for trainee language teachers, including those training to teach ancient languages. For the 2026/27 academic year, this will be £20,000.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to improve awareness of cardiopulmonary resuscitation techniques amongst pupils in state a) primary and b) secondary schools in i) England and ii) Romford constituency.
Answered by Georgia Gould - Minister of State (Education)
I refer the hon. Member for Romford to the answer of 28 November 2025 to Question 92868.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to answer Questions 102720, 102721, 102722 and 102723.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The response to Written Parliamentary Questions 102720, 102721, 102722 and 102723 was published on 28 January 2026.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department holds information on the cost to the Falkland Islands Government of a child being home-schooled.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The UK’s relationship with the Falkland Islands is a modern one based on partnership, shared values, and the right of the Islanders to determine their own future. While the UK retains responsibility for defence, security and international affairs, the Falkland Islands Government is otherwise fully self-governing, including in all matters relating to education. Any questions regarding education in the Falkland Islands should therefore be directed to the Education Directorate of the Falkland Islands Government.