Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the implications for his Department’s policies of the report entitled Missing Chapter by Parentkind, published in March 2025.
Answered by Catherine McKinnell - Minister of State (Education)
Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.
The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.
The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.
The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.
The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether reducing the cost of school will be considered as part of the Child Poverty Strategy.
Answered by Catherine McKinnell - Minister of State (Education)
Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.
The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.
The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.
The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.
The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to implement (a) a workforce development strategy, (b) apprenticeships and (c) career pathways for the independent advice sector.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
An appropriately trained workforce of careers advisers, available to work with young people and adults in a range of settings, is a key part of our approach to careers provision. The department wants to ensure that people from all backgrounds can access the expert advice they need to explore a range of career pathways and labour market opportunities. This supports the development of a skilled workforce across all sectors, driving economic growth through our Industrial Strategy.
The department works closely with the Career Development Institute (CDI), the UK’s professional body for careers work, which provides training and professional development. The current offer includes a bespoke department-funded programme for National Careers Service advisers and a programme, funded by the Gatsby Foundation, targeted on raising awareness of technical education pathways amongst careers advisers working in schools and colleges.
The CDI maintains the UK Register of Career Development Professionals with members adhering to a code of ethics and committing to regular professional development. The CDI also provides advice on the right qualifications for various roles and how to conduct effective personal guidance meetings.
Secondary schools and colleges are legally required to secure independent and impartial careers guidance for all learners up to the age of 18 and for 19 to 24-year olds with an education, health and care plan. Careers statutory guidance sets a clear expectation that schools and colleges should make sure that careers advisers providing personal guidance to learners are trained to the appropriate level. The department recommends that schools and colleges use the CDI’s register to find suitable careers advisers qualified to at least level 6 in a career development subject. The main level 6 and 7 qualifications for careers advisers are the level 6 Diploma in Career Guidance and Development, the level 6 Higher Apprenticeship: Career Development Professional and the Qualification in Career Development at level 7.
Over 760 careers advisers form the bedrock of our National Careers Service, providing free, up to date, impartial information, advice and guidance on careers and the labour market in England. National Careers Service prime contractors must make sure that all advisers hold career development qualifications appropriate to their role and demonstrate in their workforce development strategy that they are committed to employing staff in line with the standards set by the CDI. The government is committed to bringing the National Careers Service and Jobcentre Plus closer together and we will set out further details on this soon.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Health and Social Care on the potential merits of evidence-based parenting programmes as part of the Plan for Change.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals.
The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:
All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development.
These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development.
Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028.
Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of a national digital rollout of evidence-based parenting programmes similar to Australia.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals.
The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:
All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development.
These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development.
Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028.
Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of evidence-based parenting programmes in supporting families in poverty.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals.
The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:
All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development.
These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development.
Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028.
Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made on the effectiveness of (a) Triple P, (b) Incredible Years and (c) other evidence-based parenting programmes to help ensure that 75% of five year-olds reach a good level of development in the Early Years Foundation Stage assessment.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals.
The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:
All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development.
These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development.
Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028.
Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to increase funding for (a) free school meals and (b) universal infant free school meals to help source school meals from British produce.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department spends approximately £1.5 billion annually on free lunches for 2.1 million school age pupils under benefits-based free school meals, over 90,000 disadvantaged students in further education, and around 1.3 million infant pupils under the Universal Infant Free School Meal scheme to ensure they receive a nutritious lunchtime meal.
Funding is not ring-fenced, meaning that schools have autonomy over delivery, including entering into catering contracts with suppliers and allocation of funding within their budgets.
The department regularly speaks to food industry representatives on a range of issues including sector challenges such as funding.
As with all government programmes, the department will keep our approach to free school meals, including funding, under continued review.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Environment, Food and Rural Affairs on the potential impact of the 50% Buying British ambition on school caterers.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
My right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Environment, Food and Rural Affairs have met to discuss a range of issues and projects.
The government is committed to increasing the procurement of food that meets higher environmental standards, supporting local suppliers, and upholding ethical sourcing practices across public sector contracts. The department is considering the policy options available to deliver these aims. Any future policies will be informed by the review of the provenance of food sourced by the public sector, announced recently. Schools and caterers can additionally voluntarily follow the government buying standards.
Asked by: Neil Duncan-Jordan (Labour - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will ringfence school meal funding.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department spends approximately £1.5 billion annually on free lunches for 2.1 million school age pupils under benefits-based free school meals, over 90,000 disadvantaged students in further education, and around 1.3 million infant pupils under the Universal Infant Free School Meal scheme to ensure they receive a nutritious lunchtime meal.
Funding is not ring-fenced, meaning that schools have autonomy over delivery, including entering into catering contracts with suppliers and allocation of funding within their budgets.
The department regularly speaks to food industry representatives on a range of issues including sector challenges such as funding.
As with all government programmes, the department will keep our approach to free school meals, including funding, under continued review.