Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to extend universal free school meals to children in (a) Isle of Wight East constituency and (b) other areas of high child poverty.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The government has a central mission to break down barriers to opportunity for every child, having inherited a trend of rising child poverty. That is why the government is committed to delivering an ambitious strategy to reduce child poverty, tackling the root causes and giving every child the best start at life. Additionally, the government is committed to introducing free breakfast clubs in every primary school, to set children up for the day and ensure they are ready to learn, while supporting parents and carers to work.
The department spends around £1.5 billion annually on free lunches for 2.1 million school pupils under benefits-based free school meals, over 90,000 disadvantaged students in further education, and around 1.3 million infants under universal infant free school meals. On the Isle of Wight, 24.7% benefit from free school meals.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help ensure the adequacy of support for kinship care therapists for families on the Isle of Wight.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The Autumn Budget 2024 gave an additional £22.6 billion of resource spending for the day-to-day health budget for last year and this year.
It is the responsibility of the Isle of Wight Council and Isle of Wight NHS Trust to ensure there are adequate therapeutic services to meet the needs of local kinship families.
The adoption and special guardianship support fund (ASGSF) provides funding for therapies and specialist assessments for eligible kinship children. Local authorities apply for funding on behalf of these children, and source therapists in their area. The funding may cover travel costs for therapists to reach families, as well as necessary single-use materials. The department also offers therapists information designed to support them in their activity as ASGSF providers, including an ASGSF Knowledge Hub and regular updates on the fund.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department takes to calculate compliance costs education-related regulations.
Answered by Catherine McKinnell - Minister of State (Education)
The department assesses education-related regulation compliance costs for businesses and households as per the Better Regulation Framework, which can be found at: https://www.gov.uk/government/publications/better-regulation-framework.
This typically involves a proportionate assessment of the costs following the steps outlined in the framework:
These RIAs are scrutinised by the Regulatory Policy Committee (RPC) as required and published alongside legislation when laid before Parliament.
The RPC also publishes opinions of the department’s RIAs, all of which in the past ten years have been Green-rated as fit-for-purpose. These can be found at: https://www.gov.uk/government/collections/rpc-opinions-for-department-for-education.
Compliance costs of regulations to public sector services such as local authorities, schools and children’s services are estimated in a similar way. This can involve consultation with impacted stakeholders, analysis of expected administration and adaptation costs, evidence from similar regulations and modelling of potential impacts as appropriate.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, what (a) financial and (b) other support her Department provides to local authorities to help maintain small rural schools.
Answered by Catherine McKinnell - Minister of State (Education)
I refer the hon. Member for Isle of Wight East to the answer of 28 March 2025 to Question 40354.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of the closure of small village schools on the sustainability of rural communities.
Answered by Catherine McKinnell - Minister of State (Education)
The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. This recognises that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools, and that such schools often play a significant role in the rural communities they serve.
There is a presumption against the closure of all rural maintained schools and departmental guidance states that both the department and the local authority need to agree the closure of a rural academy. Rural schools are at the heart of their communities, and we expect all proposers to have regard to alternatives to closure first.
The presumption against closure does not mean that rural schools will never close, but it does ensure that the case for closure is strong and that the proposals are clearly in the best interests of educational provision in the area. Even in a rural authority, there will be cases where redeploying resources currently allocated to a small school is judged appropriate to provide a richer educational experience for all young people in the area. Nevertheless, the case must be clearly in the best interests of educational provision in the area.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of (a) the sparsity factor and (b) other elements of the national funding formula in supporting small rural schools.
Answered by Catherine McKinnell - Minister of State (Education)
The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. This recognises that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools, and that such schools often play a significant role in the rural communities they serve.
Schools attract sparsity funding through the NFF if they are both small and remote. In this calculation, the size of the school is calculated on the basis of the average year group size in the school. To measure a school’s remoteness, the department uses data on the pupils for whom that school is their nearest ‘compatible’ school, in terms of, for example, the correct phase of education. We then look at how far each of those pupils lives from their second nearest compatible school. Further details on this calculation are published here: https://assets.publishing.service.gov.uk/media/674ed7f48b522bba9d991a75/Schools_block_NFF_technical_note.pdf.
Eligible primary schools will attract up to £57,400, and all other schools will attract up to £83,400, in sparsity funding in 2025/26.
All small schools have benefited from the increase to core factors in the NFF in 2025/26, including the NFF lump sum, which is set at £145,100. This provides a fixed amount of funding that is unrelated to pupil-led factors. The lump sum is particularly beneficial to small schools more reliant on an element of funding that is not driven by pupil numbers.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, how the sparsity factor in the national funding formula is (a) calculated and (b) applied to small rural schools for 2025-26.
Answered by Catherine McKinnell - Minister of State (Education)
The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor. This recognises that some schools are necessarily small because they are remote and do not have the same opportunities to grow or make efficiency savings as other schools, and that such schools often play a significant role in the rural communities they serve.
Schools attract sparsity funding through the NFF if they are both small and remote. In this calculation, the size of the school is calculated on the basis of the average year group size in the school. To measure a school’s remoteness, the department uses data on the pupils for whom that school is their nearest ‘compatible’ school, in terms of, for example, the correct phase of education. We then look at how far each of those pupils lives from their second nearest compatible school. Further details on this calculation are published here: https://assets.publishing.service.gov.uk/media/674ed7f48b522bba9d991a75/Schools_block_NFF_technical_note.pdf.
Eligible primary schools will attract up to £57,400, and all other schools will attract up to £83,400, in sparsity funding in 2025/26.
All small schools have benefited from the increase to core factors in the NFF in 2025/26, including the NFF lump sum, which is set at £145,100. This provides a fixed amount of funding that is unrelated to pupil-led factors. The lump sum is particularly beneficial to small schools more reliant on an element of funding that is not driven by pupil numbers.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to (a) review and (b) adjust the national funding formula to reflect additional (i) staffing, (ii) maintenance, (iii) transport and (iv) other costs for small rural schools.
Answered by Catherine McKinnell - Minister of State (Education)
The 2025/26 schools national funding formula (NFF) uses the same factors as the 2024/25 NFF. This continuity from the previous year minimises disruption to local authorities and schools.
The government is undertaking a review of the schools NFF to consider potential changes for 2026/27 and future years, recognising the importance of a fair funding system that directs funding where it is needed. The department will consider the operation of the ‘sparsity’ factor, which targets revenue funding for small and rural schools, as part of that review.
Funding for capital expenditure sits outside of the NFF. The department expects responsible bodies, such as local authorities, multi-academy trusts, and dioceses, to ensure that their schools are well maintained. In addition to the schools NFF, responsible bodies, such as local authorities and academy trusts, have access to capital funding each year to improve the condition of their buildings through either a school condition allocation or the Condition Improvement Fund. Schools are also directly allocated devolved formula capital funding which allows schools to invest in small-scale capital projects. Capital funding to improve the condition of the school estate is increasing to £2.1 billion for the2025/26 financial year, up from £1.8 billion in the 2024/25 financial year.
Funding for pupils’ home to school transport is also outside of the schools NFF, which is funded through the local government finance settlement, administered by the Ministry of Housing, Communities and Local Government’s allocations to local authorities.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether any procurement contracts awarded by her Department have included mandatory commitments to equality, diversity, and inclusion training since 5 July 2024.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
In accordance with government commercial policy, the department uses centrally maintained frameworks provided by Crown Commercial Service and otherwise uses the suite of standard contracts maintained by Cabinet Office, for the majority of contracts. These terms and conditions require the supplier to perform its obligations under the contract in accordance with equality law, but do not include a requirement to undertake mandatory training.
Asked by: Joe Robertson (Conservative - Isle of Wight East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to provide support for UK mature students.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Data published by Universities and Colleges Admissions Services (UCAS) on full-time undergraduate higher education (HE) applications for the 2025 admissions cycle shows the overall number of applicants to UK HE is slightly higher than last year, with demand remaining strong.
UCAS data from the equal consideration deadline, which was in January, shows applications from mature UK applicants, those aged over 21, are down 6.4% on 2024, and down 21.3% on 2020. However, acceptances at end of cycle are not always reflective of these earlier trends.
In 2024, UK domiciled mature applicants were down 15.8% on 2019 at the January deadline but were up 1.3% at end of cycle. Acceptances at end of cycle were up 2.2%. There has been long-term growth in the number of UK domiciled mature acceptances reported at end of cycle between 2006 and 2024. This is shown in the green line in the attachment.
Eligible full-time and part-time undergraduate students, including mature students, qualify for up-front fee loans to meet the full costs of their tuition. Full-time students also qualify for partially means-tested loans as a contribution towards their living costs, which are paid at four different rates depending on where a student is living and studying. In addition, vulnerable groups of students who are eligible for benefits, such as lone parents, qualify for higher rates of loans for living costs. Full-time students aged 60 or over on the first day of the first academic year of their course qualify for a single rate fully means-tested loan for living costs.
Full-time undergraduate students with adult or child dependants can apply for fully means-tested dependants’ grants.
Part-time undergraduate students attending eligible courses also qualify for partially means-tested loans for living costs.
Students undertaking postgraduate master’s or doctoral degree courses can apply for loans to help them with fee and course costs.
Maximum loans and grants for living and other costs for undergraduates and postgraduates will increase by 3.1% for the 2025/26 academic year with the largest cash increases to means-tested support for students from low-income families.
In terms of additional support available, all HE providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees must have an Access and Participation Plan (APP) approved by the OfS. APPs articulate how HE providers will improve equality of opportunity for underrepresented groups, including mature students.
There are many excellent examples of interventions that show a real commitment to widening access into HE for mature students, but we want the sector to go further. By summer, the department will set out our plan for HE reform and the part we expect providers to play in improving access and outcomes for all under-represented students.
Finally, from January 2027, the Lifelong Learning Entitlement (LLE) will transform the student finance system in England. Under the LLE, new learners will be able to access a full entitlement equal to 4 years of full-time tuition. Returning learners who have previously received government support will have a reduced entitlement. This will depend on previous funding received. Learners will be able to use this new entitlement more flexibly than ever before to fund individual modules as well as full courses at levels 4 to 6, regardless of whether they are provided in colleges, universities or independent providers. The government expects to see the LLE being taken advantage of by mature students, those wishing to change career and retrain, or those wanting to move up in their existing career and upskill. Mature students may particularly benefit from the additional flexibility that LLE will bring as they frequently study part-time while combining paid work and other familial and financial commitments.