Found: Prevention Partnerships, the Government’s Enrichment framework, the Children’s Wellbeing and Schools Bill

Found: guidance in August 2024; and the vital school attendance measures in the Children’s Wellbeing and Schools Bill

Found: 4th Special Report - Scrutiny of the Children’s Wellbeing and Schools Bill: Government Response HC 925

Found: Non-Domestic Rating (Multiplier and Private Schools) Bill Correspondence from the Minister of State

Found: We have the Children’s Wellbeing and Schools Bill before us, so I have to recommend that.

Found: Home education  See attached copy of the CWS Bill (Children’s Wellbeing and Schools Bill) evidence which

Found: We welcome the Children’s Wellbeing and Schools Bill, which proposes to remodel some of the Education

Found: We support proposed changes to the Children's Wellbeing and Schools Bill, which would require local

Found: Government’s plans to introduce a consistent identifier through the Children’s Wellbeing and Schools Bill

Found: provisions for recognising the importance of ‘whole family support’ in the Children’s Wellbeing & Schools Bill

Found: We welcome measures in the Children’s Wellbeing and Schools Bill that will reinstate local authority

Found: SEN0887 6 b) The Children’s Wellbeing and Schools Bill will include measures to give LAs more levers

Found: The Children’s Wellbeing and Schools Bill proposes extending local authority powers over school admissions

Found: Malvern, Minister of State at the Department of Education regarding the Children's Wellbeing and Schools Bill

Found: As part of the Children’s Wellbeing and Schools Bill, the Government has brought forward a measure to

Found: Q43 Alex McIntyre: In their Children’s Wellbeing and Schools Bill, the Government propose a single unique

Found: Q43 Alex McIntyre: In their Children’s Wellbeing and Schools Bill, the Government propose a single unique

Found: Letter from Minister for School Standards on Children's Wellbeing and Schools Bill 01.05.25 - Correspondence

Found: As you know, we are also bringing forward reforms through the Children’s Wellbeing and Schools Bill

Found: Will the removal of that freedom through the Children’s Wellbeing in Schools Bill make that more difficult

Found: Will the removal of that freedom through the Children’s Wellbeing in Schools Bill make that more difficult

Found: HL Paper 164), para 5 10 United Kingdom Internal Market Bill, para 7; Constitution Committee, Schools Bill

Found: be people dropping in and out for parliamentary questions and for the Children’s Wellbeing and Schools Bill

Found: with the introduction of the unique identifier proposed through the Children’s Wellbeing and Schools Bill

Found: with the introduction of the unique identifier proposed through the Children’s Wellbeing and Schools Bill

Found: Partnership (FFP) national reform guidance (published on 20 March) and in the Children’s Wellbeing and Schools Bill

Found: Letter to Minister for Schools Standards on Children's Wellbeing and Schools Bill dated 10.04.25 Correspondence

Found: the inspection regime and then that could then be applied to illegal schools as part of the new schools Bill

Question to the Department for Education:

To ask His Majesty's Government what plans they have to publish (1) an updated impact assessment for the Children’s Wellbeing and Schools Bill that includes specific assessment of Clause 22, and (2) an equality impact assessment for the whole of the Children's Wellbeing and School Bill, including Clause 22.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The government is committed to supporting children in care and care leavers through the introduction of corporate parenting responsibilities for government departments and relevant public bodies. The measures will require Secretaries of State and relevant public bodies to be alert to matters which might adversely affect the wellbeing of children in care and care leavers.

The impact of all of the measures in the Children’s Wellbeing and Schools Bill on business, equalities and human rights has been evaluated and is accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

We will continue to review and update these documents, when the Bill has completed its passage through the House of Lords.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with Cabinet colleagues on support for (a) parents and (b) schools in understanding the legal routes to raise concerns about people who pose a potential safeguarding risk.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

This government believes that action must always be taken to protect children from any safeguarding risk. That is why we are taking forward system reforms in the Children’s Wellbeing and Schools Bill and have published a government progress update to the recommendations of the Independent Inquiry into Child Sexual Abuse. The Keeping Children Safe mission board, chaired by my right hon. Friend, the Secretary of Education, will ensure that there continues to be a cross-government focus on safeguarding, including how parents can be best supported.

We have also provided robust statutory safeguarding guidance for all schools on the policies and procedures they must put in place to safeguard and promote the welfare of their pupils. This guidance not only sets out the different types of abuse and harm but also supports all staff to know what signs to look out for, including how they must respond to any concerns about a child and when to make a referral to local safeguarding partners, the police and Prevent services.

Advice for parents is also clear that where there are child protection concerns, these should be reported to local authority children’s social care departments or to the police if a child is at immediate risk of harm.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of (a) levels of recognition of kinship care and (b) the lack of a kinship carers identity card on kinship carers when they interact with (i) schools, (ii) hospitals and (iii) children’s services.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

In October 2024, the department published the kinship care statutory guidance for local authorities, which outlines the framework for the provision of support for kinship children and kinship families.

Measures included in the Children’s Wellbeing and Schools Bill also seek to mandate local authorities to publish a kinship local offer, which sets out the information and support in a local authority's area for children living in kinship care and kinship carers, and defines what kinship care is for the purpose of the kinship care local offer. These measures will make it clear for local authorities, schools and other statutory services what support is available to those involved in a kinship arrangement.

The department recognises that some families have reported challenges around the recognition of kinship care in their interactions with schools, hospitals, and children's services. We have not carried out a formal assessment of the feasibility or potential merits of implementing a national kinship identification card, but will continue to monitor and review the needs of kinship carers and children living in kinship care and discuss the issues raised with other governmental departments and with local authorities to ensure they receive the support they deserve.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the (a) feasibility and (b) potential merits of implementing a national kinship care identity card.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

In October 2024, the department published the kinship care statutory guidance for local authorities, which outlines the framework for the provision of support for kinship children and kinship families.

Measures included in the Children’s Wellbeing and Schools Bill also seek to mandate local authorities to publish a kinship local offer, which sets out the information and support in a local authority's area for children living in kinship care and kinship carers, and defines what kinship care is for the purpose of the kinship care local offer. These measures will make it clear for local authorities, schools and other statutory services what support is available to those involved in a kinship arrangement.

The department recognises that some families have reported challenges around the recognition of kinship care in their interactions with schools, hospitals, and children's services. We have not carried out a formal assessment of the feasibility or potential merits of implementing a national kinship identification card, but will continue to monitor and review the needs of kinship carers and children living in kinship care and discuss the issues raised with other governmental departments and with local authorities to ensure they receive the support they deserve.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the projected saving per pupil as a result of the proposed changes to school uniform requirements under the Children's Wellbeing and Schools Bill.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

Education is a devolved matter, and the response outlines the information for England only.

Too many families still tell the government that the cost of school uniform remains a financial burden. That is why we are legislating to limit the number of expensive branded items of uniform and physical education kit that schools can require.

Based on previous department surveys of parents, we estimate that the aggregate savings of the new limit on compulsory branded items to parents with children in primary school is around £21 million per year, and for those with children in secondary school is around £52 million per year. We estimate that some families will save over £50 per child on the back to school shop.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department plans to take to ensure good quality therapy for care experienced children in a timely manner that meets the needs of families.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

The Care Planning, Placement and Case Review (England) Regulations 2010 require an assessment of the health needs for every child when they enter care and a plan devised to address their needs. Together with the Department of Health and Social Care, the department is reviewing existing statutory guidance, including these regulations, to further ensure care-experienced young people receive the support needed for their health and wellbeing, including access to the requisite treatment or therapy. The guidance will strengthen expectations on key local and national organisations regarding promotion of the cohort’s physical, emotional and mental health, including acting on any early signs of health issues.

The Children’s Wellbeing and Schools Bill will introduce corporate parenting responsibilities on government departments and relevant public bodies, to ensure these partners take account of care-experienced young people’s vulnerabilities when designing policies and delivering services. This will include organisations that deliver health and wellbeing services.

Annual pupil premium plus funding of £2,570, managed by the local authority’s virtual school head, is available to support looked-after children and can be used to facilitate therapeutic services and support.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to bring forward legislative proposals to ensure full kinship support to all recipients of kinship care.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

The government recognises the important role that kinship carers play in caring for some of the most vulnerable children.

Through the Children’s Wellbeing and Schools Bill, we are seeking to mandate local authorities to publish a kinship local offer which sets out the information and support in a local authority's area for children living in kinship care and kinship carers. The measure will also define what kinship care is for the purpose of the requirement of the kinship care local offer. These measures will make it clear for local authorities, schools and other statutory services what support is available to those involved in a kinship arrangement.

In addition, in October 2024, the department published the kinship care statutory guidance for local authorities, which outlines the framework for the provision of support for kinship families. We have also recently announced a £40 million package to trial a new kinship allowance.

The government is also extending the delivery of over 140 peer support groups across England, available for all kinship carers to access, where they can come together to share stories, exchange advice and support each other. We are also delivering a package of training and support that all kinship carers across England can access.

Question to the Department for Education:

To ask His Majesty's Government what plans they have to ensure the availability of free and accessible educational materials suitable for KS3 and KS4, particularly for elective home education.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

Parents who choose to educate at home assume full responsibility for the education of their child, including financial responsibility, as a state school place (or state-funded place) is available.

Home educators are not required to follow the national curriculum but if they choose to, local authorities can be a source of information and advice for parents.

As part of the children not in school measures within the Children’s Wellbeing and Schools Bill, the department is introducing the first ever duty on local authorities to provide support for home educating families, in the form of advice and information. This will include signposting to high-quality, reputable educational materials, such as those offered by the Oak National Academy.

Government does not provide funding to local authorities for the specific purpose of assisting home educating families accessing examinations. Local authorities do have discretion to provide such financial assistance from within their existing budgets, and we are aware that some do so.

To sit an exam as a private candidate, students need to find an exam centre to enter them for all aspects of their chosen subject or subjects, including any assessments.

The department is committed to supporting home educated students to access exams and as such have worked with the Joint Council for Qualifications (JCQ) to better support home educating families. This includes a search function on JCQ’s website, which enables students to locate the nearest centre available to sit their GCSE, AS or A level exams.

Question to the Department for Education:

To ask His Majesty's Government whether funds are allocated to local education authorities to ensure that elective home education students can access free testing for level 1, 2, 3, and 4 qualifications.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

Parents who choose to educate at home assume full responsibility for the education of their child, including financial responsibility, as a state school place (or state-funded place) is available.

Home educators are not required to follow the national curriculum but if they choose to, local authorities can be a source of information and advice for parents.

As part of the children not in school measures within the Children’s Wellbeing and Schools Bill, the department is introducing the first ever duty on local authorities to provide support for home educating families, in the form of advice and information. This will include signposting to high-quality, reputable educational materials, such as those offered by the Oak National Academy.

Government does not provide funding to local authorities for the specific purpose of assisting home educating families accessing examinations. Local authorities do have discretion to provide such financial assistance from within their existing budgets, and we are aware that some do so.

To sit an exam as a private candidate, students need to find an exam centre to enter them for all aspects of their chosen subject or subjects, including any assessments.

The department is committed to supporting home educated students to access exams and as such have worked with the Joint Council for Qualifications (JCQ) to better support home educating families. This includes a search function on JCQ’s website, which enables students to locate the nearest centre available to sit their GCSE, AS or A level exams.

Question to the Department for Education:

To ask His Majesty's Government how elective home education students can access exam centres as external candidates.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

Parents who choose to educate at home assume full responsibility for the education of their child, including financial responsibility, as a state school place (or state-funded place) is available.

Home educators are not required to follow the national curriculum but if they choose to, local authorities can be a source of information and advice for parents.

As part of the children not in school measures within the Children’s Wellbeing and Schools Bill, the department is introducing the first ever duty on local authorities to provide support for home educating families, in the form of advice and information. This will include signposting to high-quality, reputable educational materials, such as those offered by the Oak National Academy.

Government does not provide funding to local authorities for the specific purpose of assisting home educating families accessing examinations. Local authorities do have discretion to provide such financial assistance from within their existing budgets, and we are aware that some do so.

To sit an exam as a private candidate, students need to find an exam centre to enter them for all aspects of their chosen subject or subjects, including any assessments.

The department is committed to supporting home educated students to access exams and as such have worked with the Joint Council for Qualifications (JCQ) to better support home educating families. This includes a search function on JCQ’s website, which enables students to locate the nearest centre available to sit their GCSE, AS or A level exams.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to section 23 of the Children’s Wellbeing and Schools Bill, whether the proposed limit of three branded items refers to the (a) overall number of items or (b) the individual types of items.

Answered by Catherine McKinnell - Minister of State (Education)

The proposed limit of three branded items relates to the individual types of items. For example, a school can include a branded blazer, jumper and book bag within its policy.

Schools will only be able to require pupils to have up to three types of compulsory branded uniform items for use during the year. Secondary schools and middle schools will have the option of requiring an additional compulsory branded item if it is a branded tie.

The limit will apply to any compulsory branded items in the school’s uniform policy, including PE kit. This includes any bags, such as book bags or rucksacks, and any items only suitable for particular times of year, such as summer dresses. It will be for individual parents to decide how many of each type of branded item they may wish to buy, but the limit on branded items will allow parents to purchase more uniform items from various retailers, including high street stores, helping them manage uniform costs more effectively.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to support school uniform providers in complying with the Children’s Wellbeing and Schools Bill.

Answered by Catherine McKinnell - Minister of State (Education)

The department knows that school uniform providers play an important role for parents and communities by providing year-round guaranteed supply, a diversity of sizes and specialist advice to schools and parents.

We intend for the limit to come into effect in September 2026. This grace period will give suppliers enough time to renegotiate their existing contracts with schools in order to align with the new legislative requirements and wind down stock levels as appropriate.

Parents should have choice over where they shop, rather than having to buy expensive branded uniform items. Departmental research shows that the average cost of uniform is significantly lower when parents are allowed to buy items from a range of outlets.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to apply a grace period for school uniform suppliers before fully implementing the provisions of the proposed Children’s Wellbeing and Schools Bill.

Answered by Catherine McKinnell - Minister of State (Education)

The department knows that school uniform providers play an important role for parents and communities by providing year-round guaranteed supply, a diversity of sizes and specialist advice to schools and parents.

We intend for the limit to come into effect in September 2026. This grace period will give suppliers enough time to renegotiate their existing contracts with schools in order to align with the new legislative requirements and wind down stock levels as appropriate.

Parents should have choice over where they shop, rather than having to buy expensive branded uniform items. Departmental research shows that the average cost of uniform is significantly lower when parents are allowed to buy items from a range of outlets.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the Children's Wellbeing and Schools Bill on faith communities.

Answered by Catherine McKinnell - Minister of State (Education)

The department has published its Equalities Impact Assessment for all measures of the Children’s Wellbeing and Schools Bill, setting out impacts across protected characteristics including religion or belief. This can be found here: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Children’s Wellbeing and Schools Bill, whether a branded lanyard ribbon will count toward the proposed limit on the number of branded school uniform items.

Answered by Catherine McKinnell - Minister of State (Education)

This measure limits the number of compulsory branded items of uniform that schools can require to three or under. Secondary schools and middle schools will have the option to include an additional compulsory branded item if one of those items is a tie.

The proposed legislation defines school uniform as a bag and any clothing required for school or for any lesson, club, activity or event facilitated by the school. Therefore, as it is not clothing or a bag, a branded lanyard ribbon would not count towards the limit on the number of branded school uniform items.

We also expect schools to follow existing statutory guidance which is clear that all branded items should be kept to a minimum and that schools should carefully consider whether any branded item is the most cost-effective way of achieving the desired result for their uniform.

Question to the Department for Education:

To ask His Majesty's Government whether all restrictions preventing local authorities from building new special education schools have been removed.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

Where a local authority identifies the need for a new school in its area, including a new special school, it must currently seek proposals to establish an academy (free school). This is known as the ‘free school presumption’. The free school presumption process is the main route by which local authorities establish new schools to meet the need for additional places.

The Children’s Wellbeing and Schools Bill will remove the legal presumption that all new schools are opened as academies, allowing local authorities to welcome proposals for all types of school and to put forward their own proposals, where they choose to do so. This will ensure new schools are opened by the provider with the best offer for local children and families. Ahead of the Bill receiving royal assent and coming into force, the free school presumption remains in place.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help support care leavers to develop (a) skills, (b) confidence and (c) opportunities to (i) find and (ii) maintain employment.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Care leavers up to age 25 are entitled to a personal advisor who works with them to develop a pathway plan. This includes advice and guidance to support career aspirations and further education, training or employment.

As part of the Children’s Wellbeing and Schools Bill, the department will require local authorities to provide ‘Staying Close’ support to care leavers, helping them to find and keep safe and stable accommodation, alongside targeted, intensive support around education, training, wellbeing and living independently.

Care leavers who take up an apprenticeship can claim a £3,000 bursary.

We fund the Care Leaver Covenant, an offer of support from private, public or third sector organisations to care leavers. Over 600 organisations have signed the Covenant, offering pre-employment training, job opportunities and practical support.

The cross-government Civil Service Internship Scheme for care leavers has benefitted around 1,000 young people to date.

Care leavers will benefit from our new Youth Guarantee, which will provide tailored support to young people aged 18 to 21 to help them access high-quality education, training and employment opportunities. £45 million has been allocated to test the guarantee in eight locations.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Carer's Trust press release entitled Carers Trust launches landmark young carers covenant to transform the lives of over one million children, published on 13 March 2024, what assessment her Department has made of the potential merits of requiring (a) schools and (b) colleges to have a (i) young carers lead and (ii) policy to improve educational opportunities for young carers.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

The government is committed to helping all young people, including young carers, thrive in education. We continue to work closely across government to strengthen the visibility and support of young carers both at home and in educational settings.

Young carers as a specific group were added to the school census in the 2022/23 academic year, allowing schools to identify their students who are providing care for the first time. The census data is creating a new evidence base on the educational outcomes of young carers across England, shining a light on how many young carers are in our schools and the impact that caring can have on their education.

The government recognises the importance of encouraging schools and local authorities to work closely with young carers and their families to identify their needs and provide tailored support, ensuring they do not miss out on vital educational opportunities.

The statutory guidance ‘Keeping children safe in education’ requires designated safeguarding leads to undergo training to provide them with the knowledge and skills to carry out their role. This includes having a good understanding of, and an alertness to, the needs of young carers.

The Children’s Social Care National Framework provides clarity on the outcomes that leaders and practitioners should achieve when supporting children, young people, and families, including young carers. The framework emphasises the importance of multi-agency collaboration, which includes schools as key partners in supporting the wellbeing and educational outcomes of children, particularly those involved with social care services and young carers. This includes drawing on the expertise of virtual school heads, designated safeguarding leads and designated teachers.

Since 2021 virtual school heads have had a non-statutory, strategic duty to promote the educational outcomes of all children with a social worker, including young carers whose families receive, or have received, social services support, enabling earlier intervention to address the educational barriers these children can face. The department is now making this role statutory through the Children’s Wellbeing and Schools Bill, which will enable local authorities to prioritise these children’s educational outcomes, ensuring they receive the support they need to succeed in education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to provide support to parents who have had children removed into the care system; and what support is available to help those parents maintain or develop a relationship with their children where appropriate.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

The children’s social care national framework and ‘Working together to safeguard children’ statutory guidance is clear that children should be raised by their families, within their family networks or in family environments wherever possible. The department’s family help reforms will promote a greater emphasis on whole-family working, ensuring the needs of parents and carers and how they impact on children and young people is carefully considered, improving the outcomes for families.

The Children’s Wellbeing and Schools Bill also includes measures to ensure that all local authorities must offer family group decision making before bringing about care proceedings. This empowers families by prioritising family-led solutions, and engaging wider family networks throughout decisions made about a child.

Where a child enters care, maintaining contact with family is one of the key principles of the Children Act 1989. The local authority must consider the parent's wishes in the child's care plan and any changes to it. Parents should be involved in decisions and review meetings about their child, alongside relevant services. The Fostering national minimum standards ensure support for the child's contact with siblings, especially if placed far from home.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the Children's Wellbeing and School Bill on academies in (a) Fylde constituency and (b) Lancashire.

Answered by Catherine McKinnell - Minister of State (Education)

The department published impact assessments on the Children’s Wellbeing and Schools Bill measures on GOV.UK. These include assessments of the impact on all types of school across the country.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of increasing funding for educational support for children with a cancer diagnosis on costs to the public purse.

Answered by Catherine McKinnell - Minister of State (Education)

If a child is too unwell to attend school, local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Ofsted holds local authorities to account for the sufficiency and commissioning of alternative provision as part of their area special educational needs and disabilities (SEND) inspections.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.

Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The law places a duty on parents to ensure that their child of compulsory school age who is registered at school attends regularly. However, section 444 of the Education Act 1996 sets out exemptions to this duty. This includes where the child cannot attend due to illness. Parents cannot be penalised if their child is ill and unable to attend to school.

There is nothing in the Children’s Wellbeing and Schools Bill that has a direct impact on children being absent from school due to illness. The full suite of impact assessments of the measures in the Children’s Wellbeing and Schools Bill can be found on GOV.UK here: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Educational provision for children who cannot receive their education in school for health reasons, including those in hospital, is funded from local authorities’ high needs budgets.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding to over £12 billion.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of the potential merits of introducing a national funding scheme to support the education of children diagnosed with cancer.

Answered by Catherine McKinnell - Minister of State (Education)

If a child is too unwell to attend school, local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Ofsted holds local authorities to account for the sufficiency and commissioning of alternative provision as part of their area special educational needs and disabilities (SEND) inspections.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.

Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The law places a duty on parents to ensure that their child of compulsory school age who is registered at school attends regularly. However, section 444 of the Education Act 1996 sets out exemptions to this duty. This includes where the child cannot attend due to illness. Parents cannot be penalised if their child is ill and unable to attend to school.

There is nothing in the Children’s Wellbeing and Schools Bill that has a direct impact on children being absent from school due to illness. The full suite of impact assessments of the measures in the Children’s Wellbeing and Schools Bill can be found on GOV.UK here: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Educational provision for children who cannot receive their education in school for health reasons, including those in hospital, is funded from local authorities’ high needs budgets.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding to over £12 billion.

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 provisions within (a) the Children’s Wellbeing and Schools Bill and (b) other relevant legislation intended to promote school attendance on children required to take extended absences from school following a cancer diagnosis.

Answered by Catherine McKinnell - Minister of State (Education)

If a child is too unwell to attend school, local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Ofsted holds local authorities to account for the sufficiency and commissioning of alternative provision as part of their area special educational needs and disabilities (SEND) inspections.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.

Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The law places a duty on parents to ensure that their child of compulsory school age who is registered at school attends regularly. However, section 444 of the Education Act 1996 sets out exemptions to this duty. This includes where the child cannot attend due to illness. Parents cannot be penalised if their child is ill and unable to attend to school.

There is nothing in the Children’s Wellbeing and Schools Bill that has a direct impact on children being absent from school due to illness. The full suite of impact assessments of the measures in the Children’s Wellbeing and Schools Bill can be found on GOV.UK here: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Educational provision for children who cannot receive their education in school for health reasons, including those in hospital, is funded from local authorities’ high needs budgets.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding to over £12 billion.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of educational provision for children diagnosed with cancer.

Answered by Catherine McKinnell - Minister of State (Education)

If a child is too unwell to attend school, local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.

Ofsted holds local authorities to account for the sufficiency and commissioning of alternative provision as part of their area special educational needs and disabilities (SEND) inspections.

Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.

Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

The law places a duty on parents to ensure that their child of compulsory school age who is registered at school attends regularly. However, section 444 of the Education Act 1996 sets out exemptions to this duty. This includes where the child cannot attend due to illness. Parents cannot be penalised if their child is ill and unable to attend to school.

There is nothing in the Children’s Wellbeing and Schools Bill that has a direct impact on children being absent from school due to illness. The full suite of impact assessments of the measures in the Children’s Wellbeing and Schools Bill can be found on GOV.UK here: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Educational provision for children who cannot receive their education in school for health reasons, including those in hospital, is funded from local authorities’ high needs budgets.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding to over £12 billion.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help tackle the disparities in educational outcomes for children in care.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to improve educational outcomes for children in care.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to encourage (a) children in care and (b) care leavers to (i) progress into higher education and (ii) complete their course or placement.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure children in care are not moved during (a) exam periods and (b) other critical periods in their education.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to reduce the attainment gap between children in care and their peers.

Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Children’s Wellbeing and Schools Bill, whether there will be a de minimis value below which a required uniform item would not count towards the limits for branded items of school uniform.

Answered by Catherine McKinnell - Minister of State (Education)

There will not be a de minimis value below which a required uniform item would not count towards the limit for branded items of school uniform. The department wants to ensure that the action we are taking to reduce the cost of uniform provides schools and parents with clarity about which items are in scope.

The explanatory notes to the bill, which set out the detail of the measures included, are available here: https://bills.parliament.uk/bills/3909/publications.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the Children’s Wellbeing and Schools Bill on academies.

Answered by Catherine McKinnell - Minister of State (Education)

This government’s mission is clear: to break down barriers to opportunity by driving high and rising standards delivered through excellent teaching and leadership, a high-quality curriculum, and a system which removes the barriers to learning that hold too many children back. All underpinned by strong and clear accountability.

This is why we introduced the Children’s Wellbeing and Schools Bill, to give every family the certainty that they will be able to access a good local school for their child, where they can achieve and thrive, regardless of where they live.

Through this Bill, we are creating a floor for all schools but placing no ceiling on what they can achieve, enabling healthy competition and innovation beyond a core framework to improve all schools.

The department published updated impact assessments on the Bill’s measures on 21 March on GOV.UK. These include assessments of the impact on all types of school, including academies. It is available online at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Where measures are in scope, assessments follow the Better Regulation Framework, and we have received a ‘Green’ rating from the Regulatory Policy Committee.

The department will continue to develop the Impact Assessments throughout the passage of the bill and undertake post-implementation reviews.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans for the rules on school uniform contained in the Children’s Wellbeing and Schools Bill to be adjustable by secondary legislation.

Answered by Catherine McKinnell - Minister of State (Education)

For too many families, the cost of uniform remains a financial burden. ​This is why the department has introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, to bring down costs for parents and remove barriers from children accessing sport and other school activities.

The department believes a clear and transparent limit, set out in primary legislation, is the most effective way to make schools remove unnecessary and expensive branded items and bring down costs for parents.

There are no plans for this measure contained in the Children’s Wellbeing and Schools Bill to be adjustable by secondary legislation.

Question to the Department for Education:

To ask His Majesty's Government how many child's rights impact assessments they (1) prepared, and (2) published, in each year from 1 April 2018, broken down by department.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The department does not collect information on the number of Child’s Rights Impact Assessments that have been prepared or published.

The department co-produced, with civil society, a Child’s Rights Impact Assessment template with guidance that has been shared with other departments.

We encourage the completion of assessments to ensure policy and legislation does not adversely affect children’s rights and wellbeing. Departments individually determine the use and publication of any assessment.

The department has conducted Child’s Rights Impact Assessments for all measures in the Children’s Wellbeing and Schools Bill, analysing the impact on children of the policies and where particular groups of children and young people more likely to be affected than others. These documents are accessible at: https://www.gov.uk/government/publications/childrens-wellbeing-and-schools-bill-impact-assessments.

Question to the HM Treasury:

To ask His Majesty's Government, further to the remarks by Lord Khan of Burnley on 1 April (HL Deb col 134) that clause 3 of the Non-Domestic Ratings (Multipliers and Private Schools) Bill provides powers to "exclude classes of hereditament from the higher multiplier", whether they will exclude those hereditaments that are publicly funded, including (1) hospitals, (2) police stations, and (3) educational buildings.

Answered by Lord Livermore - Financial Secretary (HM Treasury)

To deliver our manifesto pledge, we intend to introduce permanently lower tax rates for high street retail, hospitality, and leisure (RHL) properties, with rateable values below £500,000, from 2026-27.

This tax cut must be sustainably funded, and so we intend to apply a higher rate from 2026-27 on the most valuable properties - those with a Rateable Value of £500,000 and above. These represent less than one per cent of all properties, but cover the majority of large distribution warehouses, including those used by online giants, so that they can help support the viability of high streets.

The Spring Statement confirmed the spending envelope for phase 2 of the spending review, which will deliver new mission-led, technology-enabled and reform-driven budgets for departments. We will consider the full range of priorities and pressures facing departments in the round, including any impact of the higher multiplier, when setting these budgets.

The rates for any new business rate multipliers will be set at Budget 2025 so that the Government can take into account the upcoming revaluation outcomes as well as the economic and fiscal context.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of local authorities licensing young performers absent from schools for performing engagements; and of how that licensing regime will be impacted under the provisions of the Children's Wellbeing and Schools Bill.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to ensure that young performers are safeguarded under the proposed registration requirement in the Children's Wellbeing and Schools Bill.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the potential impact of provisions in the Children's Wellbeing and Schools Bill on the ability of young performers to request absences from school for performances.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to manage the sharing of information regarding children who perform as part of the process of ensuring compliance with regulatory restrictions.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of how safeguarding provisions for young performers absent from school for work will operate following the enactment of the Children's Wellbeing and Schools Bill.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask His Majesty's Government how they intend to ensure that the provisions of the Children's Wellbeing and Schools Bill do not prevent young performers from contributing to the creative industries.

Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)

The Children’s Wellbeing and Schools Bill is concerned with strengthening child employment legislation. The department’s proposed measures will offer children greater opportunities for meaningful, suitable employment whilst ensuring it does not have a negative impact on their health, development and education. It will not change the length of time children are able to work per week, but it will provide greater flexibility on when those hours are taken.

The child employment measures in the Bill will work alongside, but are distinct from, existing legislation related to child performance. The current regulatory framework for child performance ensures that a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling. Local authorities are responsible for safeguarding all children in their area and are therefore responsible for licensing. A licence will only be granted once the local authority is assured that the child’s education, health, and wellbeing will not suffer, and that the conditions of the licence will be observed.

The requirement in the Bill to introduce compulsory registers of children not in school in every local authority in England and Wales would include young performers if they were not on the school roll, if they were part of a flexi-schooling arrangement, or using unregistered alternative provision. The registers will support local authorities to identify all children not in school in their areas and to take action if they are not receiving a safe or suitable education.

Both existing child performance regulation and the department’s proposed child employment measures in the Bill have children’s needs at their heart and seek to balance access to opportunities, safeguarding and a high-quality education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is taking steps to ensure that all schools in Sandwell are listing teaching jobs with a (a) main and (b) upper pay scale.

Answered by Catherine McKinnell - Minister of State (Education)

For maintained schools, the school teachers’ pay and conditions document (STPCD) sets out which pay range would be appropriate for any teaching role advertised in England, including Sandwell, and includes the main and upper pay ranges. The document is available at: https://www.gov.uk/government/publications/school-teachers-pay-and-conditions.

Non-maintained schools, including academies and free schools, are responsible for determining the pay and conditions of their staff. Such schools are therefore not currently obliged to follow the statutory arrangements set out in the STPCD, although they may still choose to do so if they wish.

However, through the Children’s Wellbeing and Schools Bill, the department will require academies to have regard to the STPCD, ensuring an established starting point for all state schools while giving confidence that existing or future changes which benefit teachers and pupils, will be able to continue.

Taken together, the Bill measures and the changes we make through secondary legislation following this Bill will create a pay floor with no ceiling, ensuring all state school teachers can rely on a core pay offer and all schools can innovate to attract and retain the best teachers.

For either maintained or academy schools, it would be for the individual school to determine for themselves, when advertising vacant posts, whether the requirements of the post are more suited to the main or upper pay range, depending on the school’s budget and the range of experience and skills that applying candidates demonstrate.

Found: House of Commons Library published a briefing on the Non-Domestic Rating (Multipliers and Private Schools) Bill

Found: report. 1.3 Recent parliamentary debate During Committee Stage of the Children’s Wellbeing and Schools Bill

We, the undersigned, oppose the Children’s Wellbeing and Schools Bill. This bill would give local authorities power to override parents on how children are raised and educated. It threatens freedom, family rights, and diverse beliefs. Support trust, not control.

Found: Oppose the Children’s Wellbeing and Schools Bill! FOR OUR KIDS FREEDOM

We call on Parliament to recognise the Government’s serious breaches of fundamental freedoms and to initiate appropriate Parliamentary proceedings to restore lawful governance, end violations of parental rights, family privacy, and religious freedom, and curb unprecedented excessive state overreach.

Found: , and freedom of belief - as exemplified by measures contained in the Children’s Wellbeing and Schools Bill

Found: Children's Wellbeing and Schools Bill AMENDMENT TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children's Wellbeing and Schools Bill AMENDMENTS TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children's Wellbeing and Schools Bill AMENDMENTS TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children's Wellbeing and Schools Bill AMENDMENTS TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children's Wellbeing and Schools Bill SECOND MARSHALLED LIST OF AMENDMENTS TO BE MOVED IN COMMITTEE

Found: Children's Wellbeing and Schools Bill AMENDMENTS TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children's Wellbeing and Schools Bill AMENDMENTS TO BE MOVED IN COMMITTEE OF THE WHOLE HOUSE [Supplementary

Found: Children’s Wellbeing and Schools Bill REVISED MARSHALLED LIST OF AMENDMENTS TO BE MOVED IN COMMITTEE

Found: Children's Wellbeing and Schools Bill MARSHALLED LIST OF AMENDMENTS TO BE MOVED IN COMMITTEE OF THE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill: Supplementary Delegated Powers Memorandum

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children’s Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children’s Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Children's Wellbeing and Schools Bill RUNNING LIST OF ALL AMENDMENTS IN COMMITTEE OF THE WHOLE HOUSE

Found: Reform Committee HL Paper 112 21st Report of Session 2024–25 Children’s Wellbeing and Schools Bill

Found: Through its landmark Children’s Wellbeing and Schools Bill, the government is also legislating so every

Found: to drive high and rising standards in schools the government’s landmark Children’s Wellbeing & Schools Bill

Found: The drive comes as the government’s Children’s Wellbeing and Schools Bill progresses in the Lords this

Found: As the government’s landmark Children’s Wellbeing and Schools Bill proceeds in the House of Lords this

Found: changes to the STPCD to accommodate changes brought about through the Children’s Wellbeing and Schools Bill

Found: education settings the fourth statutory safeguarding partner through the Children’s Wellbeing and Schools Bill

Found: education settings the fourth statutory safeguarding partner through the Children’s Wellbeing and Schools Bill

Found: education settings the fourth statutory safeguarding partner through the Children’s Wellbeing and Schools Bill

Found: the Opportunities mission, and the measures being taken through the Children’s Wellbeing and Schools Bill

Found: changes to the STPCD to accommodate changes brought about through the Children’s Wellbeing and Schools Bill

Found: support the delivery of this mission we are working and advising on: • the Children’s Wellbeing and Schools Bill

Found: practice, as discussed during the Committee stage (first day) of the Children's Wellbeing and Schools Bill

Found: Charities Bill [HL], Charities Bill [HL] Second Reading Committee, Education (Careers Guidance in Schools) Bill

Found: Addysg — Children, Young People and Education Committee 07 May 2025 Children’s Wellbeing and Schools Bill

Found: Addysg — Children, Young People and Education Committee 07 May 2025 Children’s Wellbeing and Schools Bill

Found: am writing in support of the Legislative Consent Motion regarding the Children’s Wellbeing and Schools Bill

Found: We are deeply concerned to note the acceptance of the Parliamentary Children’s Wellbeing and Schools Bill

Found: 1 LEGISLATIVE CONSENT MEMORANDUM Schools Bill 1.

Found: and Constitution Committee to consider and report on the Legislative Consent Memorandum on the Schools Bill

Found: senedd.wales 16 December 2022 Dear Llywydd, Jayne and Huw, Further to the LCM on the Schools Bill

Found: The Welsh Government’s Legislative Consent Memorandum on the Schools Bill 1 .

Found: The Schools Bill: Report on the Legislative Consent Memorandum 1 Executive summary

Found: and Constitution Committee to consider and report on the Legislative Consent Memorandum on the Schools Bill

Found: Procurement Bill;  Trade (Australia and New Zealand) Bill;  UK Infrastructure Bank Bill;  Schools Bill

Found: 1 LEGISLATIVE CONSENT MEMORANDUM Children’s Wellbeing and Schools Bill 1.

Found: to consider and report on the Legislative Consent Memorandum on the Children’s Wellbeing and Schools Bill

Found: to consider and report on the Legislative Consent Memorandum on the Children’s Wellbeing and Schools Bill

Found: SUPPLEMENTARY LEGISLATIVE CONSENT MEMORANDUM (MEMORANDUM NO 2) CHILDREN’S WELLBEING AND SCHOOLS BILL

Found: This is being brought about through proposals in the Children’s Wellbeing and Schools Bill, introduced

Found: Written Statement: The Children’s Wellbeing and Schools Bill (10 March 2025)

Question

Will the Cabinet Secretary outline the Welsh Government's rationale behind asking the UK Government to apply parts of their Children's Wellbeing and Schools Bill to Wales?

Answered by None

Question

What discussions has the Cabinet Secretary had with home educators about aspects of the UK Government's Children's Wellbeing and Schools Bill which apply to Wales?

Answered by None