Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help promote the inclusion of disability history in the national curriculum.
Answered by Georgia Gould - Minister of State (Education)
The government’s ambition is for every child and young person to receive a rich and broad, inclusive and innovative education, and that the curriculum reflects our modern society and diverse communities, including disabled people. We will ensure disability is taught in the curriculum, so that all children and young people have a positive and informed understanding of disability.
The history curriculum provides a broad and flexible framework that allows schools to select which topics to teach across the key stages, and this can include history relating to disabled people. We are in the process of refreshing the history curriculum to support the teaching of the inherent diversity within history. We will consult on the curriculum from early summer, and we will fully implement the new full national curriculum for first teaching from September 2028.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of (a) adding more female scientists to the National Curriculum and (b) making it mandatory for exam boards to include them in the syllabus.
Answered by Georgia Gould - Minister of State (Education)
The government’s ambition is for every child and young person to receive a rich and broad, inclusive and innovative education, and that the whole curriculum reflects our modern society and diverse communities.
The science curriculum provides a broad and flexible framework that allows schools to choose how they teach topics across the key stages, and this can include the study of female scientists. We are in the process of refreshing the national curriculum, including the sciences. We will consult on the curriculum from early summer, and we will fully implement the new full national curriculum for teaching from September 2028.
Exam boards are responsible for developing qualification specifications that meet the subject content requirements set by the department and are accredited by Ofqual. While the department is responsible for decisions that relate to the scope of the subject content to be taught and assessed, exam boards are responsible for their own specifications.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that early years staff have access to adequate safety training; and what assessment she has made of the effectiveness of safety requirements within the Ofsted framework.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The safety of our youngest children is our utmost priority and the department continually monitors and reviews safeguarding requirements to ensure children are kept as safe as possible.
The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children are kept healthy and safe. It is available here: https://assets.publishing.service.gov.uk/media/68c024cb8c6d992f23edd79c/Early_years_foundation_stage_statutory_framework_-_for_group_and_school-based_providers.pdf.pdf. In September 2025, changes were introduced to strengthen safeguarding requirements in the EYFS, including clearer expectations on safeguarding training.
A new safeguarding training annex now sets out clearly what safeguarding training must cover and to support providers, a free online safeguarding training package is being developed by the department with the NSPCC, aligned to the updated requirements.
Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps is she taking to help improve pay and conditions in the further education sector.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Further education (FE) colleges, rather than the government, are responsible for setting and negotiating staff pay and terms and conditions within colleges.
In May 2025, the department announced a further £190 million investment for colleges and other 16 to 19 providers in addition to the £400 million of extra funding we already planned to spend on 16 to 19 education in financial year 2025/26.
Across the Spending Review period, we will provide £1.2 billion of additional investment per year in skills by 2028/2029.
This significant investment will ensure there is increased funding to colleges and other 16 to19 providers to enable the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent
Targeted recruitment incentives of up to £6,000 (after tax) are available for eligible early career FE teachers working in key science, technology, engineering and mathematics and technical shortage subjects, in disadvantaged schools and colleges (including in Sixth Form Colleges). This payment is separate to teachers’ usual pay.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the University and College Union news item entitled New analysis shows over 15,000 university job cuts as UCU launches UK wide strike ballot, published on 10 October 2025, what steps she is taking to help prevent job reductions in higher education.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are independent. This means government is not involved in workforce matters as it is in other education sectors.
While government understands that HE providers must make difficult business decisions to safeguard their financial sustainability, we encourage providers to work with their staff to develop sustainable models that retain talent and expertise and provide stability for the workforce and the institution. All efficiency measures taken by the sector should provide a better long-term future for staff, students and the country.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of primary schools in Hornsey and Wood Green constituency had a dedicated (a) school library and (b) librarian in (i) 2010, (ii) 2023 and (iii) May 2024.
Answered by Damian Hinds
The department believes that all pupils deserve to be taught a knowledge-rich curriculum that promotes the extensive reading of books and other texts, both in and out of school. School libraries complement public libraries in allowing pupils to do this.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Overall school funding is increasing by more than £2.9 billion in the 2024/25 academic year compared to the 2023/24 academic year, taking the total to £60.7 billion, which is the highest ever level in real terms per pupil. Many headteachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. School libraries can take many forms, with some schools preferring to make books a focus in other ways, including housing them within classrooms.
The department’s Reading Framework, updated in July 2023, offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers. Given this autonomy, the department does not collect information on the number of school libraries.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of secondary schools in Hornsey and Wood Green constituency had a dedicated (a) school library and (b) librarian in (i) 2010, (ii) 2023 and (iii) May 2024.
Answered by Damian Hinds
The department believes that all pupils deserve to be taught a knowledge-rich curriculum that promotes the extensive reading of books and other texts, both in and out of school. School libraries complement public libraries in allowing pupils to do this.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Overall school funding is increasing by more than £2.9 billion in the 2024/25 academic year compared to the 2023/24 academic year, taking the total to £60.7 billion, which is the highest ever level in real terms per pupil. Many headteachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. School libraries can take many forms, with some schools preferring to make books a focus in other ways, including housing them within classrooms.
The department’s Reading Framework, updated in July 2023, offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers. Given this autonomy, the department does not collect information on the number of school libraries.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of secondary schools had a dedicated (a) school library and (b) librarian in (i) 2010, (ii) 2023 and (iii) May 2024.
Answered by Damian Hinds
The department believes that all pupils deserve to be taught a knowledge-rich curriculum that promotes the extensive reading of books and other texts, both in and out of school. School libraries complement public libraries in allowing pupils to do this.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Overall school funding is increasing by more than £2.9 billion in the 2024/25 academic year compared to the 2023/24 academic year, taking the total to £60.7 billion, which is the highest ever level in real terms per pupil. Many headteachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. School libraries can take many forms, with some schools preferring to make books a focus in other ways, including housing them within classrooms.
The department’s Reading Framework, updated in July 2023, offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers. Given this autonomy, the department does not collect information on the number of school libraries.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of primary schools had a dedicated (a) school library and (b) librarian in (i) 2010, (ii) 2023 and (iii) May 2024.
Answered by Damian Hinds
The department believes that all pupils deserve to be taught a knowledge-rich curriculum that promotes the extensive reading of books and other texts, both in and out of school. School libraries complement public libraries in allowing pupils to do this.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Overall school funding is increasing by more than £2.9 billion in the 2024/25 academic year compared to the 2023/24 academic year, taking the total to £60.7 billion, which is the highest ever level in real terms per pupil. Many headteachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. School libraries can take many forms, with some schools preferring to make books a focus in other ways, including housing them within classrooms.
The department’s Reading Framework, updated in July 2023, offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers. Given this autonomy, the department does not collect information on the number of school libraries.
Asked by: Catherine West (Labour - Hornsey and Friern Barnet)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to increase access to electrical appliance repair and reuse skills training.
Answered by Luke Hall
This government is committed to delivering a world-leading skills system which is employer-focused, high-quality, and fit for the future.
The government is investing £3.8 billion more in further education and skills over this Parliament to ensure people can access high-quality training and education that addresses skills gaps and boosts productivity. The department are working with industry to shape our training offers, creating more routes into skilled employment in key sectors, including green jobs.
The department’s high-quality employer-designed apprenticeships, including the Level 3 Digital Device Repair Technician standard, also continue to support employers and apprentices to develop the skills needed in the green economy.
Employer-led standards have shaped the design of T Levels, which are new level 3 qualifications for 16 to 19 year olds that reflect modern industrial practice and include a 45 day industry placement. Engineering and Manufacturing T Levels in Maintenance, Installation and Repair were introduced in 2022, where students can choose to specialise in electrical and electronics.
The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives and to improve national productivity.
The department is delivering reforms to increase uptake of high-quality higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs).
HTQs are new or existing Level 4 and 5 qualifications (such as Higher National Diploma’s, Foundation Degrees and Diploma HE) that have been approved by the Institute for Apprenticeships and Technical Education to indicate their alignment to employer-led occupational standards. These qualifications have been developed by awarding bodies in collaboration with employers and businesses so that students get the specific training, knowledge and skills required for their chosen career.
To date, 172 qualifications have been approved as HTQs across Digital, Construction and the Built Environment, Health & Science, Business and Administration, Education and Early Years, Engineering & Manufacturing and Legal, Finance and Accounting occupational routes, for first teach beginning between September 2022 and September 2024.
There are HTQs approved in science, technology, engineering and mathematics (STEM) related subjects, including Engineering and Manufacturing and Construction and the Built Environment that will help provide the skills needed for industries.
The department is investing up to £115 million of funding to help support the growth in higher technical provision across the country.