Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has she taken to help ensure schools comply with (a) paragraph 6.81 of the SEN Code of Practice and (b) Equality Act 2010.
Answered by Georgia Gould - Minister of State (Education)
The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.
The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.
The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.
The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.
There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.
We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the cost of providing written guidance to schools on how to write accessible SEN Information Reports.
Answered by Georgia Gould - Minister of State (Education)
The Children and Families Act 2014 and SEND regulations set out the detail that schools must include in special educational needs (SEN) information reports. The SEND Code of Practice states that schools should ensure that the information is easily accessible by young people and parents, and is set out in clear, straightforward language.
The Ofsted inspection toolkit states that, in gathering evidence about supporting pupils with special educational needs and disabilities (SEND), inspectors must consider the extent to which published SEN information reports are easily accessible and accurately describe the school’s provision and support for pupils with SEN.
The department has published guidance to help schools understand their legal duties under the Equality Act 2010: https://assets.publishing.service.gov.uk/media/5a7e3237ed915d74e33f0ac9/Equality_Act_Advice_Final.pdf.
The department has also issued further guidance to help support school governing boards understand their roles and responsibilities, accessible at: https://www.gov.uk/government/publications/sen-and-disability-duties-guidance-for-school-governing-boards/special-educational-needs-sen-and-disabilities-guidance-for-school-governing-boards.
There are a range of resources available to school leaders and governors to support in the creation of accessible SEN Information Reports.
We will set out our proposals for SEND reform in the upcoming Schools White Paper and will consult widely on these proposals, continuing to work with a wide range of partners to refine and deliver them.
Asked by: Josh Newbury (Labour - Cannock Chase)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the potential impact of salary differences between college lecturers and school teachers on recruitment to further education teaching posts for (a) construction and (b) electrical engineering courses.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Further education (FE) colleges are responsible for setting and negotiating staff pay and terms and conditions within colleges.
The government recognises that colleges are facing recruitment challenges in construction and engineering. That is why our targeted retention incentive scheme gives eligible early career college teachers in priority subjects, including building and construction and engineering, up to £6,000 after tax annually. In the 2024/25 academic year, almost 6,000 teachers received payments.
In addition, we have announced that areas with Local Skills Improvement Plans will benefit from £20 million to form partnerships between FE providers and construction employers. This will help to build links between colleges and industry and boost the number of teachers with construction experience in FE.
Across the spending review period, we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This significant investment will ensure there is increased funding to colleges and other 16 to19 providers to enable the recruitment and retention of expert teachers in high value subject areas, and interventions to retain top teaching talent.
Asked by: Ruth Jones (Labour - Newport West and Islwyn)
Question to the Department for Education:
To ask the Secretary of State for Education, when her Department plans to publish the results of its consultation on Out-of-school settings safeguarding which closed on 21 September 2025.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is currently analysing responses to the call for evidence on out-of-school settings safeguarding, which sought to improve our understanding of current practice in the sector and invite views on possible approaches for further strengthening safeguarding standards. Given the significance of the issue, this analysis is being supported by independent external analysts.
The department also intends to carry out further engagement, including focus groups with parents and small providers, and sector roundtables with safeguarding experts and sector representatives before issuing a full response in due course.
Asked by: Lorraine Beavers (Labour - Blackpool North and Fleetwood)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department plans to promote the National Year of Reading within early years policy and strategy.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment.
Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading. This is why early years is one of the priority groups for the National Year of Reading.
The ‘Go All In’ campaign positions reading as a powerful way for parents and families to increase quality time with their children and explore shared interests further, rather than reading being seen as a parental obligation.
The National Year of Reading includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year.
The government is also investing around £500 million in the national rollout of the Best Start Family Hubs, which includes simple, practical tips to help parents feel confident in sharing stories, songs and books.
Early years settings and all interested parties are encouraged to sign up to www.goallin.org.uk for more information and to receive regular updates.
Asked by: Lorraine Beavers (Labour - Blackpool North and Fleetwood)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department plans to promote the National Year of Reading within early years policy and strategy.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The National Year of Reading is a UK-wide campaign aiming to tackle long-term declines in reading enjoyment.
Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading. This is why early years is one of the priority groups for the National Year of Reading.
The ‘Go All In’ campaign positions reading as a powerful way for parents and families to increase quality time with their children and explore shared interests further, rather than reading being seen as a parental obligation.
The National Year of Reading includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year.
The government is also investing around £500 million in the national rollout of the Best Start Family Hubs, which includes simple, practical tips to help parents feel confident in sharing stories, songs and books.
Early years settings and all interested parties are encouraged to sign up to www.goallin.org.uk for more information and to receive regular updates.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate her Department has made of the cost to the public purse of funding undergraduate courses that do not lead to sustained graduate-level employment.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
All first-degree subjects typically lead to high rates of sustained employment, with Longitudinal Education Outcomes data showing that the proportion of graduates in “sustained employment with or without further study” five years after graduation ranges from 77.4% to 92.2% across subjects (in the latest available data, i.e. the 2022/23 tax year). This compares to a 68.0% employment rate among working-age non-graduates (in the latest Graduate Labour Market Statistics release, i.e. for 2024).
Current administrative data does not provide a breakdown of outcomes by whether employment is at graduate-level. Similarly, evidence is not available on the breakdown of government costs of student finance at course or subject level.
Courses with specific quality concerns related to graduate outcomes are addressed through the Office for Students quality regime.
Asked by: Martin Wrigley (Liberal Democrat - Newton Abbot)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what discussions he has had with the Department for Education on assessing the potential impact of reducing assistive technology support during higher education on disabled people’s employment outcomes.
Answered by Stephen Timms - Minister of State (Department for Work and Pensions)
The Department for Work and Pensions maintains regular dialogue with the Department for Education (DfE) to ensure disabled students are supported as they transition into the labour market. Assistive and accessible technology (ATech) is key to enabling independence, greater inclusion, and participation for disabled people. While this technology is already creating opportunities, this government believes there is potential to do much more.
The Access to Work Scheme has been operating in Great Britain since June 1994 and provides grant funding to disabled people, as well as those with a health condition. The grant supports workplace adjustments that go beyond what would normally be expected from an employer through their duty to provide reasonable adjustments as outlined in the Equality Act 2010. The grant cap was increased in April 2024 to £69,920. To further support sustainable employment, the DWP is also investing in the “Connect to Work” initiative, which is expected to support around 100,000 disabled people and those with health conditions in 2026/2027.
Asked by: Chris Coghlan (Liberal Democrat - Dorking and Horley)
Question to the Department for Transport:
To ask the Secretary of State for Transport, if she plans to undertake a public awareness campaign to promote the new Highway Code rules as part of the Road Safety strategy.
Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury
Improving road safety is one of my Department’s highest priorities. Injuries and fatalities from road collisions caused by driving are unacceptable, and this Government will work hard to prevent these tragedies for all road users.
That is why on 7 January 2026, we published our new Road Safety Strategy, setting out our vision for a safer future on our roads for all.
Following updates to the Highway Code in 2022, the department ran large-scale THINK! advertising campaigns to raise awareness of the changes.
Via the THINK! campaign, we are also running year-round radio filler adverts encouraging compliance with the guidance to improve safety for those walking, cycling and horse riding. We will also continue to promote the changes via THINK! and Department for Transport social media channels, as well as through partner organisations.
However, as set out in the strategy, more work is needed to continue embedding these changes and overall awareness of the Highway Code. We are considering options in this area, and further details will be shared in due course.
As our road environment and technologies evolve, providing education for all road users throughout their lifetime is vital to improving road safety. As announced in the strategy to support a Lifelong Learning approach in the UK, the government will publish for the first time national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the long-term career progression of graduates who are not in high-skilled employment 15 months after graduation.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The latest higher education (HE) Statistics Agency data shows that 71.4% of UK-domiciled graduates from 2022/23 in employment were in high-skilled roles 15 months after graduation.
Latest ‘Graduate Labour Market Statistics’ data show that in 2024, 79.0% of working age postgraduates and 67.9% of graduates were in high-skilled employment, an increase compared to 2023.
Further, research suggests that the majority of graduates are expected to earn a positive financial return from HE over their lifetime. Whilst employment rates for graduates remain higher than for non-graduates, we recognise that those leaving HE face challenges and are taking steps to ensure graduates are ready for work.