Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps schools are expected to take to help ensure that pupils and families experiencing (a) furniture or (b) appliance poverty are directed to sources of support.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The government’s Child Poverty Strategy, ‘Our Children, Our Future: Tackling Child Poverty’, was published on 5 December 2025. It sets out the steps this government will take to reduce child poverty in the short term, as well as putting in place the building blocks we need to create long-term change. The measures set out in the strategy will lift 550,000 children out of poverty, the largest expected reduction in child poverty over any parliamentary session since comparable records began.
The government is investing in the future of our children and putting money into families' pockets, enabling them to afford the essentials that are necessary to give children what they need to learn and grow by introducing key measures such as removing the two-child limit in Universal Credit.
Furthermore, government is helping families who need support to access essential household items through the Crisis and Resilience Fund, a £1 billion fund to ensure families have a safety net when they need it, and Pride in Place Programme, which will deliver up to £5 billion in funding to 244 in-need neighbourhoods across the country. This will give communities the option to invest in measures that support families with the cost of living, which could include establishing new community shops with access to discounted food and school uniforms or directly supporting families with essential household items, such as beds and white goods.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help reduce child bed poverty and it's potential impact on education.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The government’s Child Poverty Strategy, ‘Our Children, Our Future: Tackling Child Poverty’, was published on 5 December 2025. It sets out the steps this government will take to reduce child poverty in the short term, as well as putting in place the building blocks we need to create long-term change. The measures set out in the strategy will lift 550,000 children out of poverty, the largest expected reduction in child poverty over any parliamentary session since comparable records began.
The government is investing in the future of our children and putting money into families' pockets, enabling them to afford the essentials that are necessary to give children what they need to learn and grow by introducing key measures such as removing the two-child limit in Universal Credit.
Furthermore, government is helping families who need support to access essential household items through the Crisis and Resilience Fund, a £1 billion fund to ensure families have a safety net when they need it, and Pride in Place Programme, which will deliver up to £5 billion in funding to 244 in-need neighbourhoods across the country. This will give communities the option to invest in measures that support families with the cost of living, which could include establishing new community shops with access to discounted food and school uniforms or directly supporting families with essential household items, such as beds and white goods.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the cumulative burden of A-level examination timetable compression on students with exam access arrangements.
Answered by Georgia Gould - Minister of State (Education)
The exam timetable is set nationally by the Joint Council for Qualifications (JCQ), which takes into account a range of complex factors, including the potential needs of different students, to ensure the timetable is fair and manageable for all students. JCQ consults on the provisional timetable a year in advance, giving schools and colleges the opportunity to share any concerns before the timetable is finalised.
Although the national timetable applies uniformly to every student, access arrangements such as extra time or supervised rest breaks, can help ensure that students with disabilities, temporary illness or injuries are not unfairly disadvantaged when taking their exams and assessments. These arrangements are determined on a case-by-case basis according to individual needs.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to expand the use of play based and exploratory learning approaches within Key Stage 1 to support children’s cognitive, social, and emotional development.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.
Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.
The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.
Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has (a) commissioned and (b) plans to commission research into the effectiveness of formal versus play based learning approaches for children aged 5 to 7.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.
Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.
The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.
Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
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 transition from the Early Years Foundation Stage to Year 1 on children’s wellbeing.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department recognises that moving between key stages can be challenging for some children, and that children’s experience of school can significantly impact their attendance, attainment and wellbeing.
This government is committed to giving every child the best start in life, ensuring they have what they need to achieve and thrive in school. The Early Years Foundation Stage statutory framework aims to ensure children have the skills and knowledge needed to thrive and make a successful transition to later schooling.
The government is expanding mental health support teams, so all schools can access specialist mental health professionals, supporting their whole school approach to mental health and wellbeing, and providing early intervention.
The department will also publish a best practice framework to help schools improve pupil experience and engagement. As part of this work, we will consider the evidence around effective transitions strategies that can promote and support children’s wellbeing.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of local authority compliance with the national legislation establishing the threshold of (a) 10 sessions of unauthorised absence and (b) a rolling 10-school-week period for issuing fixed penalty notices.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The National Framework for Penalty Notices, which was designed to embed our support-first approach and improve consistency and fairness across the country, was introduced in August 2024.
Every local authority must draw up, and is expected to publish, a local code of conduct, which must be adhered to by all parties issuing a penalty notice. Amongst other things, each code is expected to include details of the national threshold and local arrangements for determining if the support provided has been sufficient. Further details are listed in paragraph 197 of our statutory attendance guidance, which is available at: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf#page=60.
Local authorities are also expected to supply details related to the use of penalty notices in their area as part of the parental responsibility measures census, which is available at: https://www.gov.uk/government/publications/parental-responsibility-measures-statistics-guide.
Data is collected annually for the previous academic year. The department expects the first set of data related to after the introduction of the National Framework to be published in January 2026.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce examinations in British Sign Language for deaf children as part of the implementation of the curriculum review.
Answered by Georgia Gould - Minister of State (Education)
Under Ofqual’s regulatory conditions, all students taking GCSE, AS and A level qualifications must be assessed in English, except where another language is permitted, such as in modern foreign language qualifications. Students may be assessed in British Sign Language (BSL) where an awarding organisation offers this as a reasonable adjustment. Guidance is provided by the Joint Council for Qualifications, and adjustments can include the use of BSL interpreters for spoken instructions, readers, scribes and assistive technology.
Access arrangements are also available for all national curriculum tests, and guidance is provided by the Standards and Testing Agency. This allows for adjustments such as sign language interpreters for instructions and compensatory marks for pupils with profound hearing impairments.
The government is also developing a landmark GCSE in BSL, which will be accessible for both first-time learners and existing BSL users.
I would welcome the opportunity to meet the hon. Member and her constituents to discuss this issue.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will meet with me and my constituents to discuss the introduction of examinations in British Sign Language for deaf children.
Answered by Georgia Gould - Minister of State (Education)
Under Ofqual’s regulatory conditions, all students taking GCSE, AS and A level qualifications must be assessed in English, except where another language is permitted, such as in modern foreign language qualifications. Students may be assessed in British Sign Language (BSL) where an awarding organisation offers this as a reasonable adjustment. Guidance is provided by the Joint Council for Qualifications, and adjustments can include the use of BSL interpreters for spoken instructions, readers, scribes and assistive technology.
Access arrangements are also available for all national curriculum tests, and guidance is provided by the Standards and Testing Agency. This allows for adjustments such as sign language interpreters for instructions and compensatory marks for pupils with profound hearing impairments.
The government is also developing a landmark GCSE in BSL, which will be accessible for both first-time learners and existing BSL users.
I would welcome the opportunity to meet the hon. Member and her constituents to discuss this issue.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
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 publishing simplified guidance for (a) parents and (b) schools on how requests for (i) deferred entry and (ii) out-of-cohort progression are handled.
Answered by Georgia Gould - Minister of State (Education)
The department keeps its guidance for schools and parents about requests for summer born children to be admitted out of their normal age group under review and updates it as required.
The guidance for schools is available here: https://www.gov.uk/government/publications/summer-born-children-advice-for-admission-authorities(opens in a new tab).
The guidance for parents is available here: https://www.gov.uk/government/publications/summer-born-children-school-admission(opens in a new tab).
The guidance is clear that it is rarely in a child’s best interests to miss a year of their education by being admitted to primary school in year 1 rather than reception, or to secondary school in year 8 rather than year 7. Therefore, if a parent requests their summer born child start their reception year aged 5, it should be rare for such a request to be refused.
The department conducts regular surveys of local authorities and parents to keep this issue under review. These show that only a small proportion of parents of summer born children request that they are admitted out of their normal age group, and the vast majority of such requests are agreed. The findings can be found here: https://www.gov.uk/government/collections/summer-born-children-research-and-guidance(opens in a new tab).