Lisa Smart

Company and insolvency law already provides relevant authorities with the ability to investigate the conduct of directors of liquidated companies and to act upon misconduct. Imposing prescriptive prohibitions risks penalising the innocent and we have no plans to introduce such measures. However, following the passage of the Economic Crime and Corporate Transparency Act 2023 we are taking additional steps to strengthen investigation and enforcement capabilities in this area and Companies House has been using new powers under the Act to assess company incorporations more stringently. Later this year we will introduce compulsory identity verification for directors, further improving transparency.

Company and insolvency law already provides relevant authorities with the ability to investigate the conduct of directors of liquidated companies and to act upon misconduct. Imposing prescriptive prohibitions risks penalising the innocent and we have no plans to introduce such measures. However, following the passage of the Economic Crime and Corporate Transparency Act 2023 we are taking additional steps to strengthen investigation and enforcement capabilities in this area and Companies House has been using new powers under the Act to assess company incorporations more stringently. Later this year we will introduce compulsory identity verification for directors, further improving transparency.

The Government takes the issue of accurate billing very seriously. All suppliers must take the required steps to reflect accurate meter readings in bills or statements sent to customers. This is laid out in Ofgem licence conditions.

All energy suppliers must follow Ofgem’s enforceable overarching principles of the Standard Licence Conditions 0 and 0A. These are a set of broad and enforceable ‘standards of conduct’ principles that set fundamental expectations on how suppliers must ensure fair treatment of each customer. These principles guide supplier behaviour, information provision, and customer service processes. For domestic consumers, the Standards also dictate how suppliers identify and respond to consumers in vulnerable situations.

While this is a commercial matter between suppliers and credit reference agencies, the Government takes the issue of accurate billing very seriously.

All suppliers must take the required steps to reflect accurate meter readings in bills or statements sent to customers where these have been provided by a customer or obtained by the supplier. This is also laid out in the Ofgem’s licence conditions.

All energy suppliers must follow Ofgem’s enforceable overarching principles of the Standard Licence Conditions 0 and 0A. These are a set of broad and enforceable ‘standards of conduct’ principles that set fundamental expectations on how suppliers must ensure fair treatment of each customer. These principles guide supplier behaviour, information provision, and customer service processes.

The Listed Places of Worship Grant Scheme gives grants covering VAT costs only on repairs of over £1,000 to listed buildings used as places of worship.

Guidance has now been published on changes to the Scheme from 1 April 2025.

Listed places of worship with ongoing projects should ensure that all claims for work already carried out are submitted before or at 23:59 on 31 March 2025. They can submit invoices after this, but the £25,000 cap applies to all claims submitted from 00:00 on 1 April 2025 regardless of when the work was carried out.

DCMS Ministers received advice on changes to the Listed Places of Worship Grant Scheme, including consideration of the potential impacts of various options to scale the scheme.

We believe that the changes announced will continue the widest distribution of the scheme’s benefits within the available means. Based on previous scheme data, we expect 94% of claims to be unaffected by this change.

The Department monitors the implementation and impact of the grant scheme through the regular reporting of the grant administrator. Since 2010, the grant scheme has returned over £350 million to listed places of worship. We are aware of the importance of the scheme to local projects and listed places of worship across the UK.

Departmental settlements have been set following the Budget announcement on October 30. We will announce the outcomes of the Business Planning process, including for the Listed Places of Worship Grant Scheme soon.

High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. This is reviewing the existing national curriculum and qualification pathways, including GCSEs, to ensure they are fit for purpose and prepare young people for life and work.

The review group has now published a well-evidenced, clear interim report, which sets out its interim findings and confirms the key areas for further work. This highlights the successes of the current system, making clear that the most trusted and valued aspects of our system will remain, whilst setting a positive vision for the future. This report can be found at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.

The Review is committed to ensuring a high quality, knowledge-rich curriculum that drives excellence in education across a broad range of subjects and pathways. The next phase of work will consider whether there is sufficient coverage of knowledge and skills in the current curriculum and associated qualifications that are essential to sufficiently prepare children and young people for future life and to thrive in a fast-changing world.

The government will consider any changes it wishes to make to the curriculum, assessment and qualifications whilst the Review is conducted, and will respond to the final recommendations in autumn.

It is vital that students with special educational needs and disabilities can access exams and assessments without disadvantage. The Equality Act 2010 requires exam boards to make reasonable adjustments where a student with disabilities would be at a substantial disadvantage in undertaking an exam or an assessment.

Ofqual, who are the independent regulator of qualifications, exams and assessments in England, require exam boards to publish their arrangements for making adjustments, including how a student qualifies for an adjustment, and what adjustments might be made.

The Joint Council for Qualifications sets out the guidance on access arrangements and reasonable adjustments on behalf of the exam boards. This guidance is updated for each academic year.

Supporting care leavers to make a successful transition from care to independence is a priority for this government.

Housing and concerns about accommodation rank as one of the highest worries for care leavers, and for professionals trying to support them.

The department is introducing, through the Children’s Wellbeing and Schools Bill, a new duty for local authorities to consider whether former relevant children, up to age 25, require support to find and keep suitable accommodation, and support to access services relating to health and wellbeing, relationships, education and training, employment and participating in society. If support is required, the local authority should then provide this in the form of a ‘staying close’ arrangement.

The Bill also introduces an additional requirement on local authorities to publish the arrangements they have in place for the purpose of supporting and assisting care leavers in their transition to adulthood. This information in the local authority’s local offer will aid care leavers to look at all the options open to them and help them make informed decisions when deciding upon accommodation and other support they might wish to access.

The Bill also includes a measure to ensure that where a council is their corporate parent, no care leaver can be found to have become homeless intentionally.

All care leavers are entitled to support from a Personal Adviser (PA) until they are 25. PAs help care leavers to access services like housing, health and benefits, as well as providing practical and emotional support for independent living. PAs also work with care leavers to create a mandatory pathway plan outlining the support provided by the local authority.

The ‘Fostering Services: National Minimum Standards’ set out the expectations that are placed on foster carers and their agencies at standard 28. The department is clear that no one should be financially disadvantaged because of their fostering role, and we expect all foster carers to receive at least the national minimum allowance (NMA) plus any agreed expenses to cover the cost of caring for each child placed with them. The standards are available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/192705/NMS_Fostering_Services.pdf.

The NMA was introduced by the Labour government in 2007 and has kept pace with inflation over time. The current levels of the NMA are available at: https://www.gov.uk/support-for-foster-parents/help-with-the-cost-of-fostering. The NMA is being uplifted by 3.55% in the 2025/26 financial year. Combined with increases to qualifying care relief, which provides tax relief and is uplifted with inflation every year, this provides additional support for foster carers and the children in their care. There are currently no plans to review the way the NMA is calculated.

The NMA was developed by calculating the cost of caring for a birth child and accounting for the additional cost of caring for a foster child. The criteria for calculating fees and allowances should be applied equally to all foster carers, whether the foster carer is related or unrelated to the child, or the placement is short or long term.

The department knows that many fostering service providers offer incentive schemes as rewards for their foster carers and we encourage the use of these. Discount schemes, free or discounted leisure centre passes, IT grant schemes and council tax exemptions are common examples.

My right hon. Friend, the Secretary of State for Education is keen to ensure that the department meets with stakeholders from across the fostering sector, so that a variety of voices are heard. Departmental officials meet with foster carers and young people who have experienced the fostering system, as well as fostering charities, unions and those who represent and oversee fostering services.

The department also runs a fostering advisory board, which brings together strategic leaders and people with lived experience of fostering to advise on government policy. This is just one of the ways that the department interacts with fostering stakeholders when considering policy. Departmental officials also meet bilaterally with several fostering organisations and have recently hosted a roundtable meeting which had representation from a wide range of stakeholders.

Finally, the department also ensures that the voices of children and young people are heard when formalising policy. This includes our Children and Young People Advisory Board, which aims to give children and young people a say in the services that directly affect them. This provides an opportunity for them to feed into policy development and create a feedback loop to show them where their views are being incorporated. The Board is run by the National Children’s Bureau on behalf of the department, with membership for those aged 11 to 25.

The department is considering the merits of a national register of foster carers. We will continue to review the costs and benefits of a national register versus our other investments into foster care.

We recognise that some stakeholders are in favour of a register, but we are also mindful of increasing any burden on local authorities and social workers, given our wider drive to reduce workload and unnecessary bureaucracy in the system.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.

ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.

ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.

ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

Local authorities and early years providers, including early years childminders, have duties via the special educational needs and disabilities (SEND) code of practice, the Equality Act 2010, and the early years foundation stage (EYFS) statutory framework to promote equality and inclusion for children with SEND, removing the barriers that prevent children from accessing early education.

In addition, local authorities are required by legislation to provide sufficient childcare places for children in their area for children aged 0 to 14 or up to 18 for children with SEND. The local authority statutory guidance on early education and childcare sets out a clear requirement that local authorities must report annually to elected council members on how they are meeting their duty to secure sufficient childcare, including for children with SEND, and make this report available and accessible to parents.

The National Wraparound Childcare Programme is helping local authorities discharge this duty with regard to after school clubs, by distributing funding on the basis of anticipated need. Local authorities across England can decide how best to use the funding to set up or expand wraparound childcare in their area to meet the needs of their local community, including children with SEND. Local authorities have been working in partnership with primary schools and private, voluntary and independent providers, including childminders. Since the programme began, the government has set clear expectations that all wraparound childcare delivered through the programme should be inclusive and accessible.

The holiday activities and food (HAF) programme funding is primarily for school aged children from reception to year 11 (inclusive) who receive benefits-related free school meals (FSM). Local authorities have discretion to use up to 15% of their funding to provide free or subsidised holiday club places for children, who are not in receipt of benefits-related FSM, but who the local authority believe could benefit from HAF provision. The department encourages local authorities to engage with local and national organisations, including special schools with expertise in working with children with SEND or additional needs. Local authorities are obligated to include the numbers of children with SEND or additional needs who have participated in their programme in their post provision reporting to us.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4, which together cover personal budgeting, saving for the future, managing credit and debt and calculating interest.

High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. That is why the government announced a Curriculum and Assessment Review on 19 July 2024, which is being chaired by Professor Becky Francis CBE.

Following the independent review, the government will, through the Children’s Wellbeing and Schools Bill, legislate to require all state schools to teach the reformed national curriculum. This will give parents certainty over the core of their children’s education.

The review group will publish an interim report early in 2025, setting out their interim findings and confirming the key areas for further work. The final report, with recommendations, will be published in autumn 2025.

The Money and Pensions Service (MaPS) has a statutory role to coordinate the UK Strategy for Financial Wellbeing, which is underpinned by their robust data collection, including the impact of financial education on young people. The department works closely with MaPS to monitor the evidence for financial education. MaPS’s published research can be found here: https://maps.org.uk/en/publications/research.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4, which together cover personal budgeting, saving for the future, managing credit and debt and calculating interest.

High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. That is why the government announced a Curriculum and Assessment Review on 19 July 2024, which is being chaired by Professor Becky Francis CBE.

Following the independent review, the government will, through the Children’s Wellbeing and Schools Bill, legislate to require all state schools to teach the reformed national curriculum. This will give parents certainty over the core of their children’s education.

The review group will publish an interim report early in 2025, setting out their interim findings and confirming the key areas for further work. The final report, with recommendations, will be published in autumn 2025.

The Money and Pensions Service (MaPS) has a statutory role to coordinate the UK Strategy for Financial Wellbeing, which is underpinned by their robust data collection, including the impact of financial education on young people. The department works closely with MaPS to monitor the evidence for financial education. MaPS’s published research can be found here: https://maps.org.uk/en/publications/research.

Financial literacy is not an option offered by the Organisation for Economic Co-Operation (OECD) in the current (2025) cycle of the Programme for International Student Assessment (PISA) as it has been replaced for this cycle with a foreign-language assessment, so a decision on participation is not imminent.

Departmental officials engage with the devolved governments on a range of areas, including on PISA. We have had initial discussions about the timeline for a decision on participation in future PISA financial literacy assessments and will continue to actively engage with them on this topic as more information is provided by the OECD.

Financial literacy is not an option offered by the Organisation for Economic Co-Operation (OECD) in the current (2025) cycle of the Programme for International Student Assessment (PISA) as it has been replaced for this cycle with a foreign-language assessment, so a decision on participation is not imminent.

Departmental officials engage with the devolved governments on a range of areas, including on PISA. We have had initial discussions about the timeline for a decision on participation in future PISA financial literacy assessments and will continue to actively engage with them on this topic as more information is provided by the OECD.

In general, decisions relating to teachers’ professional development rightly rests with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. The government has committed to introducing a Teacher Training Entitlement which would support teachers to access more high quality continuing professional development across a range of topics.

The Money and Pensions Service (MaPS) has a statutory duty to coordinate the UK Strategy for Financial Wellbeing 2020. In 2022, MaPS launched a grant-funded programme totalling £1.1 million to test approaches to supporting teachers and practitioners working with children and young people in vulnerable circumstances and to deliver financial education. The evaluation of this programme can be found here: https://maps.org.uk/en/publications/research/2024/evaluating-grants-improving-financial-education-for-vulnerable-young-people.

The department will work with MaPS to use the findings to promote consistent and evidence-informed practice. MaPS has also published financial education guidance for schools, which can be found here: https://maps.org.uk/en/work-with-us/financial-education-in-schools.

Oak National Academy (Oak) is a non-departmental public body which provides free, optional, and adaptable high quality digital curriculum and lesson resources. Oak has completed its initial curriculum resources in mathematics and will produce additional lessons on financial education and applying mathematics in real life contexts across key stages 1 to 4, which is expected from spring 2025. Lessons on finance and the economy also feature in Oak’s new citizenship curriculum, which was launched earlier this academic year, with lessons to be released by autumn 2025. Oak’s resources are available here: https://www.thenational.academy/.

The department continues to work closely with MaPS, and in partnership with others, to monitor the evidence for financial education and assess school support needs.