Asked by: Charlie Maynard (Liberal Democrat - Witney)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken to help support parents of students with SEND with having Education, Health and Care Plans in place.
Answered by Georgia Gould - Minister of State (Education)
The department works closely with a range of charities, who support parents, carers, children and young people with education, health and care (EHC) plans currently in place.
We have extended our current participation and family support contract to guarantee continuity of vital support services for parent carers and children and young people throughout 2026/27. These services include a national helpline which gives independent advice, support and resources to parent carers, and also the training of Special Educational Needs and Disabilities (SEND) Information Advice and Support Services (SENDIASS) staff to ensure they are up to date with legal advice and information, and that they can support families locally. SENDIASS offer independent impartial information, advice and support on the full range of education, health and social care for parents, carers, children and young people with SEND. They also provide advocacy support for individual children, young people, and parents, which includes representation during a tribunal hearing if the parent or young person is unable to do so.
These services are designed to help families understand the impact of changes to the SEND system particularly in relation to EHC plans.
Asked by: Pippa Heylings (Liberal Democrat - South Cambridgeshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to ask the Office for Students to introduce a regulatory condition on student mental health and wellbeing.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Office for Students (OfS) is the independent regulator, and any decision to introduce a new regulatory condition would be for the OfS to determine. The Higher Education Mental Health Implementation Taskforce and department are working closely with the OfS as part of our work to improve consistency and raise standards in how providers support student mental health. This includes considering regulatory options alongside other levers such as governance, assurance and strengthened good practice frameworks. We will set out our position following advice from the taskforce, which is helping identify what a clear, strong and proportionate framework should look like.
Asked by: Daisy Cooper (Liberal Democrat - St Albans)
Question to the Department for Education:
To ask the Secretary of State for Education, how many training places were available for educational psychologists at universities in England in each of the last five years.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.
The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.
This data was published in January 2026.
Entrants to UK higher education providers studying Educational Psychology (all modes and levels of study) | ||||||
Subject | 2019/20 | 2020/21 | 2021/22 | 2022/23 | 2023/24 | 2024/25 |
Educational Psychology | 645 | 680 | 710 | 755 | 760 | 695 |
HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.
Asked by: Daisy Cooper (Liberal Democrat - St Albans)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to increase the number of places available for educational psychology courses at universities in England.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.
The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.
This data was published in January 2026.
Entrants to UK higher education providers studying Educational Psychology (all modes and levels of study) | ||||||
Subject | 2019/20 | 2020/21 | 2021/22 | 2022/23 | 2023/24 | 2024/25 |
Educational Psychology | 645 | 680 | 710 | 755 | 760 | 695 |
HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.
Asked by: Lord Godson (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 2 February (HL13584), what assessment they have made of the financial impact on UK universities, including any loss of overseas tuition fee income, resulting from restrictions imposed by the government of the United Arab Emirates on funding for its students permitted to study in the UK.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The UK offers one of the best education systems in the world, especially teaching and research in high growth sectors of the future. We welcome high-quality students from across the world, including from the United Arab Emirates (UAE).
The Office for Students is the independent regulator of higher education in England. As such, it monitors the financial health of providers to ensure it has an up to date understanding of the sustainability of the sector.
The UK and UAE have a deep and long-standing bilateral relationship, and we will continue to discuss this matter with their government.
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 role of media literacy in helping children identify misleading or harmful online content.
Answered by Georgia Gould - Minister of State (Education)
Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula.
Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy relevant to identify misleading or harmful online content will be embedded into the revised curriculum from 2028.
The department will engage with sector experts in working out how best to reflect this in the updated curriculum. There will be public consultation on the updated curriculum programmes of study, to seek views on the content before they are finalised.
Asked by: Wera Hobhouse (Liberal Democrat - Bath)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, what assessment has been made of the effectiveness of the contribution of uniformed and non-uniformed youth volunteering organisations to the aims of the National Youth Strategy.
Answered by Stephanie Peacock - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
On the 10th December 2025, the Government published ‘Youth Matters: Your National Youth Strategy’. It is a 10 year plan to ensure every young person across the country has somewhere to go, someone who cares for them and a community they feel part of. It includes 2 clear ambitions - by 2035:
To have halved the participation gap in enriching activities between disadvantaged young people and their peers.
For half a million more young people to have access to a trusted adult outside of their home.
The Department for Culture, Media and Sport commissioned an independent provider (Ipsos) to conduct an evaluation covering the Uniformed Youth Fund from 2022 to 2025, which was published on 11th September 2025. The research found uniformed youth organisations (UYOs):
contribute to the social and emotional development of young people by providing them with structured activities and supportive environments, enhancing young people’s cooperation skills, communication, and confidence;
enhance education and career opportunities for young people by providing them with valuable skills for life and work and supporting their academic attainment through diverse activities;
provide supportive and inclusive environments where young people feel safe, a sense of belonging for young people through their uniforms, and fostering trusted relationships with peers and adult leaders.
The Department has a rich evidence base supporting the positive outcomes of youth organisations and young people's attendance of these. There’s a wide range of positive outcomes from youth interventions, such as on employability, skill development, and that it can be preventative in terms of crime.
Asked by: Rebecca Smith (Conservative - South West Devon)
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 regionalisation of foster care commissioning on the role of independent fostering agencies, including on (a) placement availability, (b) costs to local authorities and (c) outcomes for children in care.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Every child in care should have a safe, loving home at value for money for the taxpayer. Through our package of measures, including those in the Children’s Wellbeing and Schools Bill, we will rebalance the placements market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.
Our fostering plan, published 4 February, focuses predominantly on strengthening local authority fostering provision, which has seen the biggest decrease in foster carers in recent years. We know that, where appropriate for the child, fostering typically delivers the best outcomes.
Concurrently, we want to see an expansion of third sector provision, as well as learning from private providers who achieve good outcomes for children and how their best practice can be shared.
Our wider reforms will also mean local authorities, working together as Regional Care Co-operatives (RCCs), can co-ordinate their approach to private provision more effectively. This will mean they can plan and purchase support from Independent Fostering Agencies, using collective negotiation to improve value for local government, and ensure that care meets children’s needs. Further details on our vision for RCCs was also published 4 February.
Asked by: Rebecca Smith (Conservative - South West Devon)
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 independent fostering agencies on a) costs to local authorities and b) outcomes for children in care; and whether plans to regionalise the commissioning of foster care placements will reflect those impacts.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Every child in care should have a safe, loving home at value for money for the taxpayer. Through our package of measures, including those in the Children’s Wellbeing and Schools Bill, we will rebalance the placements market, improve competition, regulation and commissioning of placements, shine a light on the level of profit being made, and bring greater visibility to the prices local authorities are paying.
Our fostering plan, published 4 February, focuses predominantly on strengthening local authority fostering provision, which has seen the biggest decrease in foster carers in recent years. We know that, where appropriate for the child, fostering typically delivers the best outcomes.
Concurrently, we want to see an expansion of third sector provision, as well as learning from private providers who achieve good outcomes for children and how their best practice can be shared.
Our wider reforms will also mean local authorities, working together as Regional Care Co-operatives (RCCs), can co-ordinate their approach to private provision more effectively. This will mean they can plan and purchase support from Independent Fostering Agencies, using collective negotiation to improve value for local government, and ensure that care meets children’s needs. Further details on our vision for RCCs was also published 4 February.
Asked by: James MacCleary (Liberal Democrat - Lewes)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure an adequate number of university places for students studying doctorates in Clinical Psychology.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Universities are autonomous bodies, independent from government, and are responsible for their own admissions decisions, including provision for doctoral places.
NHS England commissions taught doctorate programmes for Clinical Psychologists. NHS funded trainees receive placement funding at the national tariff rate and are funded at 100 per cent of salary cost at AFC band 6. NHS funded trainees also receive tuition support from NHS England, as well as contribution to travel and accommodation costs necessary to support trainees.
The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. In the 2024/25 academic year, there were 913 entrants to doctorates in clinical psychology in UK HE providers.