Found: welcome the trialing of Regional Care Cooperatives as proposed in the Children’s Wellbeing and Schools Bill

Found: Minister for Early Years Stephen Morgan MP during Committee stage of the Children’s Wellbeing and Schools Bill

Found: Fully utilising opportunities that come with the Children’s Wellbeing and Schools Bill (CWS), the Law

Found: the same time as several other inquiries and during the passage of the Children's Wellbeing and Schools Bill

Found: 2nd Report – Scrutiny of the Children's Wellbeing and Schools Bill HC 732 Report

Found: New policies, such as the Children’s Wellbeing and Schools Bill, tackle some of these barriers, yet

Found: . ● The Government amends the Children’s Wellbeing and Schools Bill to close any potential loopholes

Found: evidence from Family Rights Group (CWS 08) Education Select Committee Children’s Wellbeing and Schools Bill

Found: We welcome the proposed extension of Staying Close to 25 within the Children’s Wellbeing and Schools Bill

Found: Nevertheless, we are concerned that the Children’s Wellbeing and Schools Bill is a missed opportunity

Found: Written Evidence from Cafcass (CWS0007) Education Committee Children’s Wellbeing and Schools Bill 1.

Found: the Confederation of School Trusts (CWS 06) Education Select Committee Children’s Wellbeing and Schools Bill

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

Found: The Children’s Wellbeing and Schools Bill may be an appropriate vehicle for the issues impacting on

Found: This is provided for in the Non-Domestic Rating (Multipliers and Private Schools) Bill currently before

Found: Inclusive Sportswear suggests there is opportunity to connect to the Children’s Wellbeing and Schools Bill

Found: contribution to children and young people’s wellbeing more widely  The Children’s Wellbeing and Schools Bill

Found: That is why, through the Children’s Wellbeing and Schools Bill, we have a commitment to roll out breakfast

Found: While the Children's Wellbeing and Schools Bill aims to enhance child protection through improved data

Found: progress in November 2024 and listed a number of actions contained in the Children’s Wellbeing and Schools Bill

Found: It was reported to the Children’s Wellbeing and Schools Bill Parliamentary Committee (22 January 2025

Found: DOI: 10.1136/bmjopen-2018- 023771 15 Department for Education (2025) Children’s wellbeing and schools bill

Found: This morning we are scrutinising the Children’s Wellbeing and Schools Bill and looking, in particular

Found: This morning we are scrutinising the Children’s Wellbeing and Schools Bill and looking, in particular

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 the number of child sexual assault cases brought forward.

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

The Children’s Wellbeing and Schools Bill, introduced in Parliament on 17 December, will protect children at risk of abuse, stopping vulnerable children falling through cracks in services.

To keep children safe, the department plans to improve the sharing of information across and within agencies by enabling the use of a Single Unique Identifier. To better protect children from harm, we also plan to strengthen the delivery of a local decisive multi-agency child protection model through integrated multi-agency child protection teams, put a new duty on safeguarding partners to ensure education is sufficiently involved in multi-agency safeguarding arrangements, and ensure parents have consent from local authorities to home educate children where there are safeguarding concerns.

Beyond the Children’s Wellbeing and Schools Bill, it is paramount the department acts to protect children from all forms of sexual abuse and exploitation. To that end, on 16 January, my right hon. Friend, the Home Secretary made clear that, before Easter, the government will lay out a clear timetable for taking forward the 20 recommendations from the final Independent Inquiry into Child Sexual Abuse report.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of establishing a (a) regulatory and (b) governing body to (i) oversee home-educated students and (ii) ensure access to appropriate (A) resources, (B) support and (C) examination facilities.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she is taking steps to financially support independent candidates (a) sitting A-Level exams and (b) requiring multiple resits.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to establish a system of designated (a) schools and (b) colleges offering practical science support for external candidates.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with exam boards on ensuring adequate provision of practical science assessments for private candidates.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help ensure that home-schooled students have access to laboratory facilities for required practical assessments in A-Level science subjects.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the availability of private examination centres offering full practical assessments for A-Level science students.

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

Parents who choose to home educate their children assume full responsibility for that education, as a state-funded place is available for every child.

The decision to home educate must be an informed one, with full awareness of potential challenges and the associated costs. Parents should consider and plan in advance how and where their child can access exams and any written or practical assessments for their chosen subject(s).

Exam centres, such as schools and colleges, deliver exams on behalf of exam boards, and rightly take their own decisions on whether they can accept private candidates based on their own individual circumstances, such as how big their exam halls are. Private candidates includes home educated students, but also adults and others.

The department has worked with the Joint Council for Qualifications (JQC), who have created a centre search function on JCQ’s website, which enables any private candidate, including home educated students, to locate the nearest centre available to sit their A level science exams. Parents or private candidates should contact these centres, and any other private or local centres, to discuss whether they are able to accommodate private candidates taking both their exams and practical assessments.

Local authorities have existing oversight responsibilities for home educating children and must make arrangements to identify children in their areas who are of compulsory school age, but who are not in school and not receiving a suitable education. To support local authorities, the Children’s Wellbeing and Schools Bill, introduced by the government in December 2024, includes measures to introduce a compulsory Children Not in School registration system in each local authority area in England. It also includes accompanying duties on parents and out-of-school education providers to provide information for local authority registers.

As part of the Children’s Wellbeing and Schools Bill, the department is also, for the first time, introducing a duty on local authorities to support home educating families on their Children Not in School registers. This new duty means that, when requested to do so by the parent, local authorities must provide advice and information relating to the child’s education. This could include, for example, advice and information about how to access and navigate the exams system or signposting to educational resources. This new support duty will, for the first time, ensure an established baseline level of support across all English local authorities to ensure that wherever home educating families live they have access to a reliable level of support from their local authority.

Some local authorities may choose to offer support that goes beyond this baseline. However, this remains a decision for each local authority in respect of their individual circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to clause 25 of the Children’s Wellbeing and Schools Bill, what the means is for appealing to the Secretary of State.

Answered by Catherine McKinnell - Minister of State (Education)

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

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 the references in the Bill to education otherwise than at school refer to the form of schooling commonly known as education otherwise than at school (EOTAS).

Answered by Catherine McKinnell - Minister of State (Education)

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to clause 25 8(b) of the Children’s Wellbeing and Schools Bill, whether guidance will be issued as to what would count as exceptional circumstances.

Answered by Catherine McKinnell - Minister of State (Education)

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.

As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

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 the new rules on a maximum number of branded school uniform items are intended only to apply to new entrants to the school in the normal year of entry to the school.

Answered by Catherine McKinnell - Minister of State (Education)

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

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) scarves, (b) hats and (c) other optional items of clothing count towards the limit for branded items of uniform.

Answered by Catherine McKinnell - Minister of State (Education)

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

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 badge (a) sewn onto or (b) otherwise affixed to a generic blazer will count towards the limits for branded items of school uniforms.

Answered by Catherine McKinnell - Minister of State (Education)

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.

These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.

Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.

Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve educational opportunities for young people in the Forest of Dean.

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

All young people should have every opportunity to succeed, no matter who they are or where they’re from. Through our work to deliver the Opportunity Mission, the department will improve opportunities and life chances across the country, including for young people in the Forest of Dean, breaking the unfair link between background and success.

The department is committed to helping all young people to achieve and thrive at school and to build skills for opportunity and growth, ensuring that every young person can follow the pathway that is right for them.

High and rising standards in every school are at the heart of this mission. The department aims to deliver these improvements through excellent teaching and leadership, a high- quality curriculum and a system which removes the barriers to learning that hold too many children back.

As one of our first steps for change, the department is committed to recruiting an additional 6,500 new expert teachers. Additionally, we have launched an independent, expert-led Curriculum and Assessment Review which seeks to deliver an excellent foundation in the core subjects of reading, writing and maths. The Review also seeks to deliver a curriculum which is rich and broad, inclusive and innovative, readying young people for life and work, reflecting the diversities of our society.

The department has also 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.

The government is developing a comprehensive strategy for post‐16 education and skills, to break down barriers to opportunity, support the development of a skilled workforce in all areas, including the Forest of Dean, and drive economic growth through our Industrial Strategy.

This includes the establishment of Skills England to ensure we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade. It will ensure that the skills system is clear and navigable for individuals, for both young people and older adults, strengthening careers pathways into jobs across the economy.

The Forest of Dean benefits from colleges such as ​Hartpury College, which is delivering ​£16.7 million​ of FE and skills provision. The college is delivering T Levels in agriculture related subjects.

The Autumn Budget 2024 provided an additional £300 million revenue funding for further education (FE) for the 2025/26 financial year to ensure young people are developing the skills this country needs. £50 million of this funding has been made available to FE colleges and sixth-form colleges for the period April to July 2025. This one-off grant will enable colleges, such as Hartpury College, to respond to current priorities and challenges, including workforce recruitment and retention. Schools and academies will also continue to get grant funding for their 16 to 19 provision over this period.

Local Skills Improvement Plans (LSIPs) support the department’s long term priority to drive local economic growth by reshaping the skills system to better align provision of post-16 technical education and training with local labour market needs.

The Gloucestershire LSIP, which includes the Forest of Dean, recognises local challenges, such as the net exportation of young people and a declining working-age population, and identifies key skills needs in priority local sectors, including agriculture, agritech and land management, construction, and digital industries. The plan proposes a range of actions to resolve issues, such as enhancing careers advice for young people in education and developing new provision through quality apprenticeships, T Levels and full time 16 to 19 study programmes, as well as via routes including Boot Camps and adult education budget programmes. The LSIP also advocates better signposting and guidance for employers to increase awareness of local existing provision which may already meet skills needs.

The department is developing new foundation apprenticeships to give more young people a foot in the door at the start of their working lives whilst supporting the pipeline of new talent that employers will need to drive economic growth and could benefit young people in the Forest of Dean. This signals an important step towards realising a youth guarantee, which brings together a range of existing and new entitlements and provision so that 18 to 21-year-olds can access training, an apprenticeship, or support to find work in England. The department and the Department for Work and Pensions are developing the guarantee with mayoral authorities to provide local, tailored support and will work with local areas on future expansion.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to take steps to ensure that young performers are positively recorded in the absent register following the passage of the Children’s Wellbeing and Schools Bill.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), 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.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

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 local authority licensing for young performers who are absent from schools for performing engagements.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), 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.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure young performers are (a) not (i) overworked and (ii) financially abused and (b) otherwise safeguarded in the context of the Children’s Wellbeing and Schools Bill.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), 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.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of safeguarding provisions in the Children’s Wellbeing and Schools Bill for young performers absent from school for work.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), 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.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that young performers who are absent from school receive an appropriate education.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), 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.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking with local authorities to identify children who are educated outside of school in Gloucester constituency.

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

The Children Not in School measures in the Children’s Wellbeing and Schools Bill will place a duty on local authorities, including Gloucester, to maintain compulsory registers of all children not in school in their areas, and accompanying duties on parents and out-of-school education providers to provide information for these registers. This will support local authorities to identify all children not in school in their areas, including children who are home educated, and to take action if they are not receiving a safe or suitable education.

The department is also continuing to work with local authorities to collect information from existing voluntary registers of children not in school. The department’s termly elective home education data collection is now mandatory for local authorities to submit a return, ensuring a more accurate national picture of home educated children. The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for how local authorities should identify children not in school in their areas.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department has issued to local authorities on actions they can take in cases where parents have opted educate their children at home due to (a) dissatisfaction with their school, (b) bullying, (c) school suggestion, (d) difficulties in accessing suitable school places, (e) risk of school exclusion, (f) concerns about the child's mental health and (g) inadequate SEND provision.

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

This government’s mission is to break down barriers to opportunity by driving high and rising standards across the whole education and care system to give every family certainty that they will be able to send their child to a good local school. The department is working across government to deliver commitments related to this, such as on expanding Mental Health Support Teams and improving special educational needs and disabilities (SEND) provision.

The department recognises that some parents are currently reporting that they are moving their children into home education due to dissatisfaction with their school, SEND provision, concerns about the child’s mental health, and other concerns. To ensure that local authorities can identify all children not in school in their areas, which includes those who are not receiving a suitable education or otherwise need support, we have introduced a package of Children Not in School measures in the Children’s Wellbeing and Schools Bill. These measures include a requirement for all local authorities in England to keep compulsory registers of Children Not in School, improvements to the School Attendance Order process, and a requirement for parents of children on child protection plans, who are the subject of child protection enquiries, or who are at special schools to seek permission from the local authority before they can be removed from the school roll to be home educated. We will publish statutory guidance to help local authorities carry out these new duties.

The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for local authorities on the reasons why families may home educate. It emphasises that local authorities should consider individual circumstances when engaging with families and considering what support they may require.

Since 2022, the department has collected aggregate data from local authorities on home educating children in their area, which is now published annually. Whilst local authorities are now required to provide this information to the department, parents are under no obligation to provide information to the local authority, including the reason for home education.

The proposed compulsory Children Not in School registers will support local authorities to fulfil their existing education and safeguarding duties towards children. As part of these measures, parents and certain providers of out-of-school education will be required to provide specific information to local authority registers. These registers will be required to include such information as the reasons for home education, to the extent that this information is reasonably obtainable. However, only certain information will be required to be provided by the parent (such as name, address, date of birth, etc.), which does not include reasons for home education.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to require local authorities to identify the reasons for which parents opt for elective home education who fall under the category of (a) other, (b) unknown and (c) no reason given.

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

This government’s mission is to break down barriers to opportunity by driving high and rising standards across the whole education and care system to give every family certainty that they will be able to send their child to a good local school. The department is working across government to deliver commitments related to this, such as on expanding Mental Health Support Teams and improving special educational needs and disabilities (SEND) provision.

The department recognises that some parents are currently reporting that they are moving their children into home education due to dissatisfaction with their school, SEND provision, concerns about the child’s mental health, and other concerns. To ensure that local authorities can identify all children not in school in their areas, which includes those who are not receiving a suitable education or otherwise need support, we have introduced a package of Children Not in School measures in the Children’s Wellbeing and Schools Bill. These measures include a requirement for all local authorities in England to keep compulsory registers of Children Not in School, improvements to the School Attendance Order process, and a requirement for parents of children on child protection plans, who are the subject of child protection enquiries, or who are at special schools to seek permission from the local authority before they can be removed from the school roll to be home educated. We will publish statutory guidance to help local authorities carry out these new duties.

The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for local authorities on the reasons why families may home educate. It emphasises that local authorities should consider individual circumstances when engaging with families and considering what support they may require.

Since 2022, the department has collected aggregate data from local authorities on home educating children in their area, which is now published annually. Whilst local authorities are now required to provide this information to the department, parents are under no obligation to provide information to the local authority, including the reason for home education.

The proposed compulsory Children Not in School registers will support local authorities to fulfil their existing education and safeguarding duties towards children. As part of these measures, parents and certain providers of out-of-school education will be required to provide specific information to local authority registers. These registers will be required to include such information as the reasons for home education, to the extent that this information is reasonably obtainable. However, only certain information will be required to be provided by the parent (such as name, address, date of birth, etc.), which does not include reasons for home education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether parents will be legally obliged to provide all information listed in inserted section 436C in Clause 25 of the Children's Wellbeing and Schools Bill to local authorities.

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

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child.

The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means.

The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the oral contribution of the Parliamentary Under-Secretary of State for Education during the Eighth sitting of the Public Bill Committee on the Children's Wellbeing and Schools Bill on Thursday 30 January 2025, Official Report PBC (Bill 151) Eighth Sitting column 308, if she will specify the information under Clause 25 to which the Parliamentary Under-Secretary referred when he said that all other information would be optional.

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

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child.

The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means.

The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the oral contribution of the Parliamentary Under-Secretary of State for Education of 30 January 2025 in the Children's Wellbeing and Schools Bill Public Bill Committee (Eighth sitting), Official Report PBC (Bill 151) Eighth Sitting, column 308, how she defines a new education provision.

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

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child.

The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means.

The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help children with SEND to access breakfast clubs.

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

The government has taken decisive action by announcing in the King’s Speech that, under the Children’s Wellbeing and Schools Bill, every state funded school in England with primary-aged pupils will offer a breakfast club. This includes special schools and alternative provision. Departmental officials are working closely with schools and sector experts to develop a breakfast club programme that meets the needs of all children, including those with special educational needs and disabilities (SEND).

On 23 September 2024, my right hon. Friend, the Chancellor of the Exchequer, announced that up to 750 state funded schools with primary aged pupils will begin delivering free breakfast clubs from summer term 2025. Special schools and alternative provision schools were invited to take part in the early adopter scheme. The selected schools will be announced in due course. The funding will allow these schools to run free breakfast clubs for their pupils, starting in the summer term as part of a ‘test and learn’ phase to inform delivery of a national rollout. This will include testing approaches to supporting children with SEND.

The department recognises that there will be barriers, such as staffing and transport, to opening breakfast clubs for some schools, including special schools and alternative provision. The early adopter programme will allow us to test and learn how best to overcome such barriers and refine the department’s support and advice to schools to ensure the programme works for these schools.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking with Cabinet colleagues to (a) improve cross-Departmental working and (b) provide funding for multi-agency teams to help support (i) early interventions and (ii) other programmes for young people at risk of homelessness, abuse and exploitation.

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

The government is committed to tackling abuse, exploitation, and homelessness through cross-departmental working. The Department for Education, with the Ministry of Housing, Communities and Local Government, Home Office, and the Department of Health and Social Care have a shared commitment through the opportunity mission to improve outcomes for children. From April, over £500 million will be made available to local authorities for Family Help, multi-agency child protection, and Family Network reforms, doubling investment in preventative services by 2025/26. Additionally, £15 million from the Shared Outcomes Fund will support multi-disciplinary teams providing holistic support to children at risk of violence and exploitation through the Support, Attain, Fulfil, Exceed (SAFE) and Alternative Provision taskforces.

The Children’s Wellbeing and Schools Bill, introduced on 17 December, aims to improve information sharing across agencies and strengthen the role of education in safeguarding. The Bill mandates the establishment of multi-agency child protection teams in every local area and includes measures for better planning and support for care leavers. Regulations will be amended to ensure care leavers cannot be found intentionally homeless. On 16 January, my right hon. Friend, the Home Secretary also made a statement that before Easter, the government will announce a timetable for implementing recommendations from the final Independent Inquiry into Child Sexual Abuse and their standalone report on grooming gangs, with updates to key departmental guidance on child sexual exploitation.

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 (a) business rates on private schools and (b) VAT on school fees on economic growth.

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

Economic impacts of the policy to apply VAT to private school fees are covered in the tax information and impact note (TIIN) that the government has published on GOV.UK. The publication can be accessed here: https://www.gov.uk/government/publications/vat-on-private-school-fees/ac8c20ce-4824-462d-b206-26a567724643.

The Ministry of Housing, Communities and Local Government (MHCLG) has introduced the Non-Domestic Rating (Multipliers and Private Schools) Bill to remove eligibility to business rates relief from private schools that are charities. MHCLG has published an impact note alongside the Bill, and this can be found at: https://publications.parliament.uk/pa/bills/cbill/59-01/0129/ImpactNote.pdf.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make (a) schools and (b) education providers statutory safeguarding partners.

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

​The involvement of education and childcare agencies is fundamental at all levels of safeguarding arrangements. The department knows that teachers and educators are often the first to spot warning signs of abuse and neglect and are the largest referrer of cases into children’s social care, after the police.

The Children’s Wellbeing and Schools Bill, which the government introduced into the House of Commons in December of last year, will place a duty on safeguarding partners to automatically include education and childcare settings in their safeguarding arrangements. The duty on safeguarding partners will ensure education is consistently involved in multi-agency safeguarding arrangements across England. It will include include all education and childcare agencies, at both operational and strategic levels of their safeguarding arrangements, so they have a clear role in safeguarding locally.

​These measures include all education settings, covering early years and childcare settings through to schools, colleges and alternative provision, so that opportunities to keep children safe are not missed.

This legislation enables the voice of education to influence the decisions of safeguarding partners and recognises the key role that education plays in keeping children safe.

Question to the Department for Education:

To ask His Majesty's Government what consideration they have given to concerns expressed by the president of the British Rabbinical Union’s on the potential impact of clauses 25 and 26 of the Children’s Wellbeing and Schools Bill on Jewish and other religious education.

Answered by Baroness Smith of Malvern - Minister of State (Education)

The department respects the work of yeshivas and other institutions in providing education to the Jewish community.

Parents are legally allowed to educate their children at home, providing this education is suitable. However, the department is aware of rising numbers of children not on a school roll due to them either being home educated, attending full-time non-school alternative provision or missing education completely, and we are concerned that some of these children may not be receiving a suitable education or known to the local authority at all.

As part of the Children’s Wellbeing and Schools Bill, the government will introduce compulsory Children Not in School registers in every local authority in England. These measures will help authorities to identify children that need support and to take prompt, appropriate action when needed.

The government’s proposal to require registration with the local authority will not interfere with parents’ right to educate their child in a way and with methods as they think best and appropriate, provided that the education being received by the child is suitable.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to (a) support home educators and (b) protect children removed from mainstream schools for malicious reasons.

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

The department is introducing the first ever duty on local authorities to provide support for home educating families as part of the Children not in School measures of the Children’s Wellbeing and Schools Bill. The support duty ensures an established baseline level of support across all English local authorities, to ensure that wherever home educating families live they can have access to a reliable level of support from their local authority, if they choose to access it.

The department’s existing elective home education guidance for parents already sets out to help parents understand their obligations and rights in relation to elective home education.

This government is clear that any form of off-rolling is unacceptable, and we will work with Ofsted to tackle this. We are committed to strengthening accountability through reforming Ofsted to enhance the inspection regime by replacing a single headline grade with a new report card system, telling parents clearly how schools are performing, and introduce a new annual review of safeguarding, attendance, and pupil movement, including off-rolling.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of teachers without qualified teacher status will be exempted from requiring that status due to exemptions for maintained schools being extended to academy schools under the Children’s Wellbeing and Schools Bill.

Answered by Catherine McKinnell - Minister of State (Education)

Following implementation of the qualified teacher status (QTS) measure in the Children’s Wellbeing and Schools Bill, when a teacher is recruited and commences employment with an academy, they will be required to have QTS or meet one of the exemptions set out in regulations. The proportion of the teachers who will meet one of these exemptions and therefore not require QTS will depend on the individual circumstances of the teachers being employed and recruitment decisions made by leadership teams in academies.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of providing a unique ID for every child to (a) facilitate data sharing between public bodies and (b) identify children not in school or any form of education.

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

Implementing a unique ID for every child has been regularly cited as a potential solution to bring together data on children’s interactions with different services. The government’s manifesto for the 2024 election included a commitment to this end (on page 81) and the government is committed to improving data sharing across services, with a single unique identifier, to better support children and families.

The Children’s Wellbeing and Schools Bill, currently before Parliament, introduces a legal provision for a consistent identifier to be specified and the organisations required to use it, to be determined later through regulations. Alongside this, the department will initiate a pilot to establish how a consistent identifier can be effectively implemented.

The Bill also includes provisions for compulsory ‘Children Not in School’ registers in each local authority area in England. While the introduction of these registers does not depend on a consistent identifier, it may enhance data linking, which the department will explore through future piloting.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to fund new schools in Bromsgrove constituency.

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

Local authorities are responsible for providing enough school places for children in their area. Where the need for a new school has been identified, local authorities must currently seek proposals for a new academy, or free school, under section 6A of the Education and Inspections Act 2006. This is known as the ‘free school presumption’ process.

Changes to the legal framework for opening new schools will be introduced through the Children’s Wellbeing and Schools Bill. The measures 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 simply opened by the provider with the best offer for local children and families.

The department provides the Basic Need capital grant to support local authorities to provide mainstream school places, based on their own pupil forecasts and capacity data. We provide High Needs Provision capital allocations to support the provision of new places and improve existing provision for children with special educational needs and disabilities or requiring alternative provision. Local authorities can use this funding to provide places in new schools or through expansions of existing schools.

Financial contributions from housing developers are also an important way of helping to meet demand for new school places when housing developments are driving pupil numbers. It is for the Local Planning Authority (LPA) to secure developer contributions through section 106 agreements or the Community Infrastructure Levy and to decide on the local infrastructure needs that this contribution should support. The department encourages LPAs to secure significant contributions for new school places and work closely with colleagues planning school places in their area, including county councils when the local authority responsible for education is not the LPA.

There are no centrally-delivered free school projects currently planned for the Bromsgrove area.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to keep children and young people safe from violence (a) on the streets and (b) in schools.

Answered by Catherine McKinnell - Minister of State (Education)

Children’s wellbeing and safety is a priority for this government. In the community, there are a range of interventions from across government aimed at keeping children safe. In addition to existing community-based interventions, Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes and enabling young people to thrive.

Education can be a significant protective factor. Statutory guidance including ‘Working together to safeguard children’ and ‘Keeping children safe in education’ sets out the safeguarding duties and responsibilities of education settings. This spans action taken within schools, such as through effective whole-school behaviour policies and pastoral support provision, through to the role of schools within multi-agency safeguarding arrangements and action taken by schools to escalate concerns about children to local authority services. Furthermore, the Children’s Wellbeing and Schools Bill will put in place a package of support to enhance multi-agency working to keep children safe and ensure they can thrive. This includes placing a duty on safeguarding partners to automatically include education and childcare settings in their multi-agency safeguarding arrangements.

Through existing statutory relationships, sex and health education, pupils are taught how to build respectful and empathetic relationships and appropriate ways of resolving conflict, including a clear message that resorting to violence is never acceptable.

We currently support those pupils most at risk through two place-based programmes that provide specialist support in serious violence hotspots in England. Support, attend, fulfil, exceed (SAFE) taskforces are school-led partnerships that develop a targeted, local response to serious violence in 10 areas. Interventions delivered include mentoring, social skills training and cognitive behavioural approaches. In alternative provision (AP) settings, Alternative Provision Specialist Taskforces (APSTs) are joined up, multi-disciplinary teams (including youth workers, family workers and careers workers) embedded within the largest AP schools in 22 areas.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the cost of home schooling a child for (a) parents and (b) local education authorities in this financial year.

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

The department does not hold data on the cost of elective home education for parents or local authorities.

As set out in our elective home education guidance, parents who home educate assume the full financial responsibility for their child’s education, since a state-funded school place is available for their child.

The new duties created by the Children Not in School measures in the Children’s Wellbeing and Schools Bill will include the creation of a duty on local authorities to create and maintain Children Not in School registers and a duty to provide support to home educating families, should it be requested. Local authority delivery will be funded by central government in line with the New Burdens Doctrine. To determine the level of funding, the department will carry out a new burdens assessment.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will issue guidance to home educator parents on the steps they will need to take to meet new requirements set out in the Children's Wellbeing and Schools Bill.

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

As part of the Children Not in School measures, the department will publish statutory guidance outlining the steps that local authorities and parents need to take to comply with the new provisions. This guidance will be consulted on, ensuring families have sufficient time to feed in, understand and prepare for any requirements.

To engage effectively during the passage and future implementation of the Children in School measures, the department has set up implementation fora to engage with home-educating parents, stakeholders and local authorities.

Through round-table discussions and direct engagement with home-educating communities, we have sought to understand the concerns and priorities of families who choose to educate their children at home.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with home educator parents on the Children's Wellbeing and Schools Bill.

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

As part of the Children Not in School measures, the department will publish statutory guidance outlining the steps that local authorities and parents need to take to comply with the new provisions. This guidance will be consulted on, ensuring families have sufficient time to feed in, understand and prepare for any requirements.

To engage effectively during the passage and future implementation of the Children in School measures, the department has set up implementation fora to engage with home-educating parents, stakeholders and local authorities.

Through round-table discussions and direct engagement with home-educating communities, we have sought to understand the concerns and priorities of families who choose to educate their children at home.

Wellbeing of home educated children

Found: Report Stage: Wednesday 5 March 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Report Stage: Tuesday 4 March 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment Paper

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill RUNNING LIST OF ALL AMENDMENTS ON REPORT

Found: Report Stage: Thursday 27 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Report Stage: Wednesday 26 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill SECOND MARSHALLED LIST OF AMENDMENTS TO

Found: Report Stage: Monday 24 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill AMENDMENTS TO BE MOVED IN GRAND COMMITTEE

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill AMENDMENTS TO BE MOVED IN GRAND COMMITTEE

Found: Report Stage: Thursday 20 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill MARSHALLED LIST OF AMENDMENTS TO BE MOVED

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill RUNNING LIST OF ALL AMENDMENTS IN GRAND

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill RUNNING LIST OF ALL AMENDMENTS IN GRAND

Found: Report Stage: Thursday 13 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Non-Domestic Rating (Multipliers and Private Schools) Bill RUNNING LIST OF ALL AMENDMENTS IN GRAND

Found: Report Stage: Wednesday 12 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: Report Stage: Wednesday 12 February 2025 Children's Wellbeing and Schools Bill, As Amended (Amendment

Found: written evidence in response to the Committee’s call for evidence on the Children’s Wellbeing and Schools Bill

Found: Written evidence submitted by the Traveller Movement (CWSB210) Children’s Wellbeing and Schools Bill

Found: Page 1 of 6 Children’s Wellbeing and Schools Bill: submission to Public Bill Committee

Found: Children’s Charities Coalition Written Evidence to The Children’s Wellbeing and Schools Bill Committee

Found: Children's Wellbeing and Schools Bill Written Evidence submitted by nurtureuk (CWSB213) The Children’

Found: Children's Wellbeing and Schools Bill Written evidence submitted by Michelle Clement-Evans, Child Employment

Found: Children's Wellbeing and Schools Bill Written evidence submitted by Professor Mike Stein, Emeritus Professor

Found: Children's Wellbeing and Schools Bill Written evidence submitted by Neil Gordon-Orr, Assistant Director

Found: Summary: The Children’s Wellbeing and Schools Bill must be used to create a pivotal point to improve

Found: Naomi Lott School of Law, University of Reading on 6th February 2025 Children’s Wellbeing and Schools Bill

Found: Evidence for the Children’s Wellbeing and Schools Bill We welcome the proposed Children’s Wellbeing

Found: evidence submitted by The Michael Roberts Charitable Trust (CWSB219) Children's Wellbeing and Schools Bill

Found: Children's Wellbeing and Schools Bill Written evidence submitted by Friends, Families and Travellers

Found: Children's Wellbeing and Schools Bill  Written evidence submitted by Written evidence submitted by Nathalie

Found: 10 February 2025 Dear Members of the Public Bill Committee, Children’s Wellbeing and Schools Bill

Found: Children's Wellbeing and Schools Bill  Written evidence submitted by Charlotte Decaille to the Children

Found: Written evidence submitted by Action for Children to The Children’s Wellbeing and Schools Bill Committee

Found: Response to the Children's Wellbeing and Schools Bill As a parent who has home-educated for 16 years

Found: Children's Wellbeing and Schools Bill Select a logo: Written evidence submitted by Andrew Böber

Found: MoJ, DfE and DHSC should use the opportunities presented by the new Children's Wellbeing and Schools Bill

Found: MoJ, DfE and DHSC should use the opportunities presented by the new Children's Wellbeing and Schools Bill