Asked by: David Smith (Labour - North Northumberland)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government is taking to help ensure that those currently repaying Plan 2 student loans are able to pay off the initial capital owed and return to solvency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Student loans are not like commercial loans, as they carry significant protections for borrowers, and repayments are linked to income, not to the amount borrowed or interest applied. As repayments remain income-contingent, if a borrower’s salary remains the same, their monthly repayments will also stay the same.
Repayments are made at a fixed rate above the earnings threshold and borrowers earning under the earnings threshold are not required to make repayments. Any outstanding loan, including interest built up, is cancelled at the end of the loan term with no detriment to the borrower, and debt is never passed on to family members or descendants.
The government appreciates that making student loan repayments does have an impact on individuals. This is why there are unique protections for borrowers, and the finance system is heavily subsidised by taxpayers.
Asked by: Dan Aldridge (Labour - Weston-super-Mare)
Question to the Department for Education:
To ask the Secretary of State for Education, whether students required to resit GCSE Mathematics alongside A-level study are mandated to attend school-delivered resit classes, including in cases where they are receiving private tuition outside of school.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Progress towards and attainment of Level 2 maths and English is essential for helping students seize opportunities in life, learning and work. The 16 to 19 maths and English Condition of Funding ensures students have this opportunity. Students aged 16 to 19 who have not yet achieved a GCSE grade 4 in maths are required to continue studying towards Level 2 maths as part of their study programme. Under the 16 to 19 maths and English Condition of Funding, institutions are required to deliver a minimum of 100 hours in-person, whole class, standalone teaching in maths each academic year for eligible students on 16 to 19 study programmes and T Levels. Any additional support, including remote, online delivery or private tuition can be delivered in addition to the minimum teaching hours.
Asked by: Andrew Rosindell (Reform UK - Romford)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department collects on children’s education, including pupil attainment and characteristics, and how this information is used to inform policy.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department collects different categories of data for different cohorts of individuals depending on their interaction with the education and children’s services system in England. These data are collected through statutory data collections with categories including:
This data provides a robust evidence base that enables the department to understand how well the education and children’s services sectors are functioning and ensure policy interventions are effectively targeted. The data also supports essential functions such as allocating school funding fairly and enabling parents, Parliament and the wider public to access clear information about educational outcomes and system performance.
Asked by: Peter Bedford (Conservative - Mid Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, how many departmental employees were on performance management plans in (a) 2023, (b) 2024 and (c) 2025.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is committed to thorough performance management and has in place robust processes to ensure that those who fall below the expected standards are supported to improve in a timely manner, using performance improvement plans (PIPs) where appropriate. While data on PIPs is not held centrally, the figures below show the number of employees identified as receiving additional performance support in each financial year. Those who cannot improve their performance, despite this additional support, may be dismissed.
Financial year | Number of employees identified for informal or formal performance action |
2022/23 | 315 |
2023/24 | 285 |
2024/25 | 310 |
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether assessment her Department has made of the potential impact of screen time on children's development.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Education is a devolved matter, and the response outlines the information for England only.
On 27 March, the government published advice on screen use for children aged 0-5 on the Best Start in Life website, accessible at: https://beststartinlife.gov.uk/screen-time-under-5s/.
The advice is informed by an expert panel’s independent report, which draws on quantitative and qualitative research, including engagement with parents, carers and stakeholders. This report can be found at: https://www.gov.uk/government/publications/screen-use-by-children-aged-under-5.
The independent panel was co-chaired by Professor Russell Viner, and Dame Rachel de Souza.
On 2 March, alongside the Department for Science, Innovation and Technology, the department launched the Children’s Digital Wellbeing consultation on further measures to ensure children have healthy relationships with technology, mobile phones and social media. The consultation will close on 26 May, with the government set to publish its response in the summer.
We will also support families by producing evidence-based screen time guidance for parents of children aged 5 to 16.
Asked by: Chris Coghlan (Liberal Democrat - Dorking and Horley)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to (a) her confirmation of 24 March 2026 that her Department accepts Surrey County Council’s decision to continue with FS0756 Betchwood Vale Academy, (b) the Answer of 3 February 2025 to Question 27008 on Free Schools, Dorking, and (c) the Minister for Early Education’s letter (ref. 20245-0039819) of 24 December 2024, what the status is of each of the reports and surveys completed in support of the initial planning application submitted by the Department which in February 2025 were in the process of being reviewed and refreshed by the Department’s appointed construction contractor; and what plans and timetable the Department has to engage with Mole Valley District Council planning officers to progress a new or revised planning application.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department confirmed Surrey County Council’s decision to continue with Betchwood Vale Academy on 24 March. Officials are working on a new delivery programme and will be in contact with Surrey County Council and the Trust to discuss next steps. A review of all planning documentation will be required before a new or revised planning application can be submitted.
Asked by: Cameron Thomas (Liberal Democrat - Tewkesbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to streamline the process of safeguarding referrals from schools to local authorities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Through the Children’s Wellbeing and Schools Bill, we are strengthening the role of education and childcare in multi-agency safeguarding arrangements to better protect children from abuse, neglect, and exploitation.
All schools must also have regard to the ‘Keeping children safe in education’ statutory guidance when carrying out their duties to safeguard and promote the welfare of children. Part one of this guidance sets out what all staff need to know and do if they have any concerns about a child, including the process for making referrals to local authority children’s social care and for statutory assessments.
Asked by: Bobby Dean (Liberal Democrat - Carshalton and Wallington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the rate at which boys move from Children in Need status to becoming looked-after children; and what analysis has been undertaken of the specific support needs of boys who experience this escalation.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Information on the rate at which boys move from children in need status to becoming looked after children is not readily available, nor has the department undertaken any analysis of the specific support needs of boys who experience this escalation.
The latest children in need statistics were published in October 2025 and show that there were 220,210 male children in need as at 31 March 2025. This figure includes the 46,040 boys who were looked after on the same date. These statistics are available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-in-need/2025.
The latest children looked after statistics were published in November 2025, and can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2025.
Asked by: Adam Dance (Liberal Democrat - Yeovil)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve access to Portage services.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
On 23 February, the government published its ‘Every Child Achieving and Thriving’ White Paper where we announced new investment of over £200 million over three years to strengthen the special educational needs and disabilities (SEND) offer in Best Start Family Hubs. This includes funding for a family-facing practitioner in every hub to support children with additional needs and their families from the earliest stages.
Our reforms to the SEND system will give families a more joined up local offer, with Best Start Family Hubs, early years settings, local authorities and health partners working together to ensure children with SEND and their families get the support they need. Portage services play an important role in supporting children with additional needs and Best Start Family Hubs will join up local services and build capacity through partnership working in every community.
Best Start Family Hubs guidance was published on 30 March and is available here: https://www.gov.uk/government/publications/every-child-achieving-and-thriving.
Asked by: Ben Obese-Jecty (Conservative - Huntingdon)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to page 22 of her Department's consultation document entitled SEND Reform: Putting Children and Young People First, CP1509, when will schools in Huntingdonshire have to publish a legal Inclusion Strategy.
Answered by Georgia Gould - Minister of State (Education)
In the recent consultation ‘SEND reform: putting children and young people first’, the government proposed holding schools to account on how they will take meaningful steps to invest in inclusion through a published Inclusion Strategy.
On 25 March 2026, the department published the inclusive mainstream fund (IMF) methodology alongside best practice for schools. These documents provided detail on the requirement on schools to produce an Inclusion Strategy, along with information on how the IMF will be allocated to support schools’ inclusive practice. More information on how to produce an effective and ambitious Inclusion Strategy will be published soon.