Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the proposed international student levy on the financial sustainability of UK universities; and what estimate her Department has made of the number of universities at risk of closure as a result of the combined effect of frozen tuition fees, inflationary pressures, and the proposed levy on international students.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are independent from government and as such are responsible for managing their own finances. Tuition fees are not frozen - the department has announced increases to tuition fee limits in line with forecast inflation for 2025/26, 2026/27, and 2027/28. We will also legislate, when parliamentary time allows, to increase tuition fee caps automatically for future academic years.
Over the next five years, tuition fee limit uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion cost of the International Student Levy. This approach ensures the sector benefits from compounding annual increases, delivering growing resources to support quality education and innovation.
The Office for Students (OfS) is responsible for monitoring and reporting on the financial sustainability of registered HE providers. The department will continue to work closely with the OfS to understand the financial implications of policy changes on HE providers.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to provide additional (a) guidance and (b) professional development for primary teachers on incorporating learning through play into classroom.
Answered by Georgia Gould - Minister of State (Education)
The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements that all early years settings must follow to ensure every child has the best start in life and is clear that play is essential for children’s development.
The department is committed to supporting settings to deliver the EYFS for the benefit of all children and provides a range of resources, including written and online guidance on curriculum and pedagogy, to assist early years teachers.
The department provides free guidance and training in delivering developmentally appropriate, play based learning. Our early years child development training, developed with sector experts, offers practical advice and materials for those working with Reception-aged children, including content about how play supports early learning and development.
It reflects an emphasis on active, exploratory, play based learning as the foundation for children’s cognitive, language, social and emotional development.
Finally, we have committed in our strategy for improving child development to a new training course for classroom teachers in reception and enhancing the National Professional Qualification for Headship with more content on effective Reception practice.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of proposed changes to higher education funding on creative arts courses, and the potential consequences for the creative industries.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is committed to supporting creative arts subjects in higher education and acknowledges the importance of this provision to the creative industries. These subjects will benefit from further increases in tuition fee limits in line with forecast inflation that we have announced for the 2026/27 and 2027/28 academic years.
For this academic year, we have maintained the funding at £57 million for the 20 small and specialist providers previously identified by the Office for Students as world leading. Of these providers, 13 are focused on creative arts. These 20 providers will retain their world leading status for 2026/27.
Decisions around funding through the Strategic Priorities Grant for 2026/27 have not yet been made. We will prioritise subjects that are essential to delivery of our Plan for Growth, and the Industrial Strategy, and we will issue guidance to the OfS setting out our funding priorities for 2026/27 in due course.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of expanding the National Curriculum to embed (a) critical and creative thinking, (b) problem solving, (c) communication and (d) collaboration skills to support the next generation of innovators and entrepreneurs.
Answered by Georgia Gould - Minister of State (Education)
The government response to the Curriculum and Assessment Review sets out our plan to ensure that all pupils develop the knowledge and skills that we know are essential for life, work and innovation.
When refreshing the national curriculum, we will identify where subject-specific disciplinary skills are not clearly described or not emphasised adequately, and then ensure that these are properly reflected in those subjects’ programmes of study. For example, creative thinking in computing, critical thinking in history or problem solving in maths.
Furthermore, we will be extending citizenship to primary schools to introduce important financial literacy to pupils from an earlier age; reforming computing education to equip more young people with the digital skills they need for the future; and creating a new oracy framework to help pupils become confident, fluent speakers, setting them up for leadership roles in the workplace.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will bring forward policy proposals to make access to PE and sport at school a right for all disabled children.
Answered by Georgia Gould - Minister of State (Education)
The department is committed to giving every pupil the chance to participate in PE and sport while at school. This government has committed funding of up to £300,000 this financial year to the Youth Sport Trust to deliver Inclusion 2028, a programme to upskill the school workforce to deliver high quality, inclusive PE, school sport and physical activity to pupils with special educational needs and disabilities (SEND). The programme also funds the Inclusive Education Hub, an online platform of resources to help schools make their PE and sport more inclusive.
Schools also receive capital funding directly through core funding. The government is investing almost £3 billion per year by 2034/35 in capital maintenance and renewal to improve the condition of the school and college estate, rising from £2.4 billion in 2025/26.
Following my right hon. friend, the Prime Minister’s announcement on 19 June 2025, we are establishing a new PE and school sport partnerships network to ensure all children and young people, including those with SEND, have access to high quality PE and school sport.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of SEND tribunal waiting times on the ability of families to hold local authorities to account for non-provision of SEND support.
Answered by Georgia Gould - Minister of State (Education)
The volume of appeals to the special educational needs and disabilities (SEND) Tribunal means that some families face a year-long wait for a hearing, lengthening the time it takes for children and young people to get the support they need. We are working with the Ministry of Justice and His Majesty’s Courts and Tribunals Service to ensure appeals are heard faster, including through the recruitment of 70 new judges, more cases being resolved ‘on paper’, hearings being held in school holidays, and the prioritisation of appeals for those who are moving between education phases.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to respond to the correspondence from the hon. Member for Henley and Thame dated 10 October 2025 on the handling of the transitional protection remedy by teachers’ pensions.
Answered by Georgia Gould - Minister of State (Education)
I can confirm that a response to the correspondence from the hon. Member for Henley and Thame dated 10 October 2025 was sent on 8 December 2025.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the fairness of calculating student loan interest at RPI rather than CPI.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Interest rates are set in legislation in reference to the Retail Price Index (RPI) from the previous March, not the Consumer Price Index (CPI), and are applied annually on 1 September until 31 August. This ensures that over a period of years, interest rates on student loans have been consistently linked to a widely recognised and adopted measure of inflation.
The Office for National Statistics has undertaken a substantial programme of work over the past two years to enhance how inflation is measured. The Office for Budget Responsibility has confirmed that, from 2030 at the earliest, movements in RPI will be aligned with CPI as viewed here: https://obr.uk/box/the-long-run-difference-between-rpi-and-cpi-inflation/.
A full equality impact assessment of how the student loan reforms may affect graduates, including detail on changes to average lifetime repayments under Plan 5, was produced and published in February 2022 and can be found here: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking with the national literacy trust to deliver the national year of reading 2026.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This government has committed to strong foundations in reading and writing for all children and the National Year of Reading 2026 is an important part of our strategy for delivering on this commitment.
The National Year of Reading is a UK-wide campaign to address the steep decline in reading enjoyment amongst children, young people and adults. It is a department led initiative, in collaboration with the National Literacy Trust, who will lead the delivery of the campaign, working alongside a range of partners.
It includes a major physical and online marketing campaign, as well as exciting events, resources and activities in communities, libraries, schools and early years settings throughout the year.
More information will be added to the website in the coming months. Anyone interested in the campaign can sign up to the website: www.goallin.org.uk.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of screening tests to identify early difficulties with numeracy.
Answered by Georgia Gould - Minister of State (Education)
The special educational needs and disabilities (SEND) code of practice is clear that meeting the needs of a child with special educational needs does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed.
To support settings to identify need early, we are strengthening the evidence base of what works to improve early identification in mainstream settings.
Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches.
In addition, the ‘What Works in SEND’ research programme, led by a research team from the University of Warwick and supported by SEND academics from the University of Birmingham, is researching tools that settings can use to identify the needs of neurodivergent children and young people.
Both initiatives aim to strengthen teaching for children with special educational needs, including dyscalculia.
The funding announced at the 2025 Spending Review, which will provide an increase of £4.2 billion over the next three years, will help to facilitate reform of the SEND system. We are continuing to engage with children, parents and experts as we develop plans to ensure all children get the outcomes and life chances they deserve and will be setting out more detail in the Schools White Paper in the new year.