Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that teachers and pupils are adequately equipped to use artificial intelligence tools safely and effectively in the classroom.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is taking comprehensive action to ensure teachers and pupils are equipped to use artificial intelligence (AI) safely and effectively. Our Generative AI policy position sets clear guidance on the opportunities and risks of AI, and provides practical advice for safe, responsible use by educators. It emphasises that AI should enhance not replace high quality teaching and is informed by extensive evidence from educators, experts, parents and pupils.
We have also introduced updated Generative AI Product Safety Standards, announced at the UK Generative AI for Education Summit on Monday 19 January. These set out the safeguards AI developers must meet, including child centred design, enhanced filtering of harmful content, and protections for pupils’ cognitive and emotional wellbeing, ensuring tools are safe by design.
At Bett 2026 on Wednesday 21 January, my right hon. Friend, the Secretary of State for Education has committed to a five‑point plan for AI in education, including a strong focus on building the evidence for the safe and effective use of AI and technology tools to support pupils and teachers, and a new digital skills pathway for education staff.
Alongside this, we have published sector-developed support materials and are investing in evidence-based AI tools, helping schools adopt AI confidently, safely and in ways that support teaching and learning.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of creating a national strategy for modern foreign language teaching in the context of levels of take-up of modern foreign language GCSEs.
Answered by Georgia Gould - Minister of State (Education)
The early years foundation stage (EYFS) statutory framework which early years providers are required to follow includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/
To make the existing requirements clearer for all the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible
The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at Levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.
Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will publish guidance on recruiting impartial school governors.
Answered by Georgia Gould - Minister of State (Education)
The government’s guidance on the constitution of school governing bodies explains that the most robust governing bodies welcome and thrive on diversity of viewpoints, skills, experiences and backgrounds. This ensures open debate, effective decision-making, and prevents dominance by a single perspective. It promotes inclusivity, strategic challenge, and decisions in the best interests of the school community. As public officeholders, governors must uphold the seven Nolan principles of public life. Additionally, governors must ensure compliance with the law on political impartiality in schools.
Governors, associate members and governance professionals must declare their interests to ensure that transparent strategic decision-making can take place.
Schools should publish governors’ relevant business, financial and pecuniary interests on their website.
There are comparable expectations for academy trusts.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress she has made on increasing skills via apprenticeships, technical colleges and regional training programmes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is transforming apprenticeships into a new growth and skills offer, providing greater flexibility for employers and learners while supporting the industrial strategy. In August, new foundation apprenticeships for young people in targeted sectors and shorter-duration options were introduced to help more people gain high-quality skills and drive business innovation.
The government has also launched 10 construction technical excellence colleges (TECs) and will expand the programme to clean energy, advanced manufacturing, digital technologies, and defence. Selection for these TECs begins by the end of 2025, with delivery from April 2026.
Providers nationwide are funded to develop training aligned with local needs. In 2025/26, 67% of the £1.44 billion adult skills fund was devolved to 13 strategic authorities for locally tailored provision.
Local Skills Improvement Plans (LSIPs) unite employers, educators, and leaders to match local skills provision to demand. The Business West Chamber of Commerce leads the West of England and North Somerset LSIP.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what measures she is taking to improve access in schools to music, sport, art and drama for all children.
Answered by Georgia Gould - Minister of State (Education)
The government is committed to ensuring that high quality arts, music and physical education is not for the privileged few but an entitlement for all. We will ensure that the reformed national curriculum will support access to art and design, music and physical education, as well as access to drama within English. We will also ensure GCSEs in arts subjects and physical education are inclusive and fit for purpose.
Next year, we will launch the procurement of a new National Centre for Arts and Music Education and a new PE and School Sport Partnerships Network to support excellent teaching, strengthen partnerships between schools and national and local organisations, and promote arts and sporting opportunities for children and young people. In addition, the government has already committed £76 million for the Music Hubs grant this academic year, with future funding to be announced in due course.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what measures she is taking to ensure the national curriculum equips children with the skills they will need with the increasing influence of AI.
Answered by Georgia Gould - Minister of State (Education)
Following the independent Curriculum and Assessment Review’s final report on 5 November, we have accepted the recommendations for computing and will go further by including artificial intelligence (AI) within the curriculum. We are also exploring a potential level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.
We will work with subject experts to embed AI and issues like bias in technology within the refreshed computing curriculum in an age-appropriate way. Content will be shaped through expert engagement, with a public consultation on draft proposals next year.
To support the teaching of AI now, the department-funded National Centre for Computing Education offers free online courses for teachers on machine learning, ethics and generative AI. In July, the government also published updated relationships, sex and health education statutory guidance introducing new content on AI which will be mandatory from 1 September 2026.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what measures her Department is implementing to improve support for children in mainstream schools who have special educational needs and disabilities.
Answered by Georgia Gould - Minister of State (Education)
The government has been clear that a more inclusive education system is needed to give children and young people opportunities they need to achieve and thrive. All schools have a duty to support children and young people with special educational needs and disabilities (SEND).
Our new RISE teams will work with mainstream schools to help them become more inclusive places as one of four priority areas for improvement. Settings will be held to account for their support for pupils with SEND through Ofsted, who are focusing on inclusion in their new approach to inspection. Their renewed education inspection framework sets out how leaders should be aware of and responsive to some pupils’ increased likelihood of needing help, including those with SEND, and should ensure appropriate reasonable adjustments for pupils with disabilities.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of pupils who were persistently absent from school in (a) north east Somerset and (b) South Gloucestershire between September 2024 and July 2025.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department publishes figures from the school census on pupil absence in England. The latest data covers the autumn and spring terms of the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term. This data has been available since 23 October 2025.
The published data includes numbers and rates of persistent absence by local authority, available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/917c09ab-3598-4b7e-95ac-08de11382822. Absence data from the school census is not yet available for the full 2024/25 academic year.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of the steps she has taken to help (a) improve school attendance and (b) reduce the numbers of pupils persistently absent.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
This government is determined to tackle the challenge of school absence. Missing school regularly is harmful to children’s attainment and wellbeing.
We are continuing our focus on improving school attendance through a ‘support first’ approach as set out in our statutory guidance. We have also developed real-time data tools that allows schools to compare attendance against similar schools and enable earlier intervention. Alongside this, we are investing in targeted support, including £15 million to set up the attendance mentors programme supporting 10,800 pupils and establishing 90 attendance and behaviour hubs that will support thousands of schools around the country.
Thanks to the efforts of schools, absence is moving in the right direction, with children attending over 5.31 million more days this year compared to last. However, around one in five pupils are still missing 10% or more of school, which is why the department is continuing to drive further improvement.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to increase access to higher technical qualifications and degree courses by low-income students.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Post-16 White Paper sets out our vision for a reformed system that helps everyone with the desire and aptitude to access higher education (HE), breaking down barriers to opportunity and supporting growth.
Higher Technical Qualifications (HTQs) are a key route into HE for disadvantaged learners. At Level 5, 54% of learners come from the 40% most deprived areas. As of September 2025, 281 qualifications have been approved as HTQs across 13 occupational routes, and the growth of HTQs will help to address key skills gaps.
We aim to reform regulation of Access and Participation Plans, allowing the Office for Students (OfS) to be more risk-based. There will be greater accountability for providers lagging behind in supporting disadvantaged students, and reduced bureaucracy for those doing well, with a greater focus on continuous improvement.
We will introduce targeted maintenance grants to support students from low-income households studying courses at Levels 4 to 6, including technical qualifications and degrees, aligned with the government’s missions and the Industrial Strategy. The department is also introducing the lifelong learning entitlement, to help people study flexibly in a way that suits their needs.