Submit Evidence (by 27 Mar 2026)

The Education Select Committee and the Health and Social Care Select Committee have jointly launched an inquiry into the mental health of children and young people. This inquiry will examine mental health support and services provided in education and community settings, available to children and young people up to the age of 25. The Committees wish to understand how this provision is integrated with specialist Child and Adolescent Mental Health Services (CAMHS), acute and other statutory NHS services. 

Question to the Department for Education:

To ask the Secretary of State for Education, further to the Cabinet Office press release entitled Young people from all backgrounds to get opportunity to study abroad as UK-EU deal unlocks Erasmus+, published on 17 December 2025, on what basis was the £570 million a year cost calculated; and what estimate he has made of the potential cost to the public pursue of (a) EU students studying in the UK and (b) UK students studying in the EU.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

I refer the hon. Member for Kingswinford and South Staffordshire to the answer of 2 February 2026 to Question 107708.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate on the number of international students in British universities she expects to be part of Erasmus scheme exchanges after the UK rejoins the scheme.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

In 2018/19, there were approximately 31,000 inbound higher education student mobilities via the Erasmus+ Programme. There were approximately 16,000 outbound higher education student mobilities in the same year.

The department expects there will be a greater number of higher education mobilities on reassociation, given the expansion of the programme.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that proposals in the SEND White Paper do not reduce the rights of children and young people with special educational needs and disabilities as set out in the Children and Families Act 2014.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Guildford to the answer of 20 January 2026 to Question 98569.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps Student Loans Company is taking to ensure that borrowers repaying through PAYE are not issued incorrect repayment demands.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

UK-based student loan repayments are collected by HMRC through the tax system. Employers deduct repayments for employees with a student loan when their earnings are above the relevant student loan repayment threshold. Employers will pass the collected repayments to HMRC, and HMRC pass details of the repayments to the Student Loans Company (SLC).

SLC may write to a customer directly if they have been paid more student loan or grant than they are entitled to. Overpayments are due to be repaid separately from the customer’s main student loan balance, and it is right that the SLC seek repayment of such sums.

If a borrower thinks they have received a letter in error, we encourage them to engage with SLC. Customer satisfaction is important to SLC, and they continue to invest in systems to provide customers with a more intuitive and comprehensively digital service. SLC welcomes feedback from customers to further improve their service.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she intends to publish statutory guidance or a code of practice setting out the duty of care owed by higher education providers to their students.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Universities are already required to comply with their duties under the common law and legislation such as the Equality Act 2010, which includes an anticipatory duty to make reasonable adjustments for disabled students, including those with mental health conditions which meet the definition set out within the Equality Act. The government has no plans to publish statutory guidance or a code of practice on a duty of care owed by higher education providers to their students.

Our focus is on ensuring that providers adopt consistent, evidence‑based approaches to student safety and wellbeing by embedding the recommendations of the national review of higher education student suicide deaths and other best practice identified through the Higher Education Mental Health Implementation Taskforce’s wider outputs and sector-led guidance.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of the phonics screener for the early identification of dyslexia in primary schools.

Answered by Georgia Gould - Minister of State (Education)

Early identification of need and support is critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

There are several assessments in place to measure progress and help teachers to identify where pupils may require additional support with literacy. These include the phonics screening check, the end of key stage 1 non-statutory assessments and the key stage 2 statutory assessments. The phonics screening check helps teachers to identify pupils who may need extra help and enables schools to benchmark their pupils against national performance. This is not specifically designed to test for dyslexia.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. Reading Ambition for All is a continuous professional development programme to support the lowest attaining children in reading, with a particular focus on those with SEND. This programme is delivered by 34 English hubs, reaching more than 600 schools, this academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to encourage outdoors learning in schools.

Answered by Georgia Gould - Minister of State (Education)

The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.

The value of nature for outdoor learning and for learners’ wellbeing is fundamental

to the department Sustainability and Climate Change Strategy and it is woven throughout initiatives such as the National Education Nature Park. Delivered by the Natural History Museum, it provides curriculum aligned resources and encourages children and young people to get outside and take action to improve the biodiversity of their school grounds. It also supports the development of physical and mental wellbeing through active, hands-on engagement with the natural world.

The value of outdoor learning is being recognised and promoted through our upcoming Enrichment Framework, which includes 'Nature, outdoors and adventure' as one of five categories that schools and colleges should seek to cover in a broad and well-rounded enrichment offer.

Question to the Department for Education:

To ask the Secretary of State for Education, what evidential basis her Department is using to promote internal SEND units for pupils with specialist needs in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

This government is committed to encouraging schools and local authorities to set up resourced provision and special educational needs (SEN) units to increase capacity in mainstream schools.

The department has carried out wide stakeholder engagement and reviewed the existing evidence base, including academic literature, public datasets and third-party reports.

We know there are many great examples of mainstream schools delivering specialist provision through resourced provision and SEN units. They have an important role to play in a more inclusive mainstream system, enabling children to achieve and thrive in a mainstream school.

We are committed to building the evidence base. For example, the ‘What Works in SEND’ programme is undertaking a research project on SEN units and resourced provision, including a systematic review of existing UK and international literature and research into operational models in primary and secondary schools in England.

The department is also working with the Council for Disabled Children and the National Association for Special Educational Needs to develop guidance to help mainstream settings deliver high quality support for children accessing SEN units, resourced provision, and pupil support units.

Question to the Department for Education:

To ask the Secretary of State for Education, how students and bereaved families are being involved in the work of the Implementation Taskforce on student mental health and suicide prevention.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Students and bereaved families are directly shaping the work of the higher education mental health implementation taskforce. Representatives of the LEARN network sit on the taskforce and have played a key role in agreeing its priorities and work strands, ensuring lived experience insight informs all outputs. The taskforce also includes formal student representation via the National Union of Students, and other members such as Student Minds also ensure that student voice and sector expertise underpin their programme of work.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will take steps to provide (a) a safe space in school and colleges for adoptees and (b) a teacher in each school to support adoptees.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

All children and young people should have every opportunity to achieve and thrive, but too many face barriers holding them back. The upcoming Schools White Paper will set out our vision for a system that delivers educational excellence for every child and young person, no matter their background or circumstance.

Local authorities have a statutory duty to promote the educational achievement of previously looked-after children, including children adopted from state care, and must appoint a Virtual School Head to discharge this duty. All maintained schools and academies must appoint a designated teacher to provide advice and expertise on the needs of previously looked-after children on their roll. Previously looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child per year to support improved educational outcomes.

Through the Children’s Wellbeing and Schools Bill, we are committed to updating statutory guidance for Virtual School Heads, including strengthening sections on promoting the educational outcomes of previously looked-after children. In doing so, we will consider the findings of the report to ensure guidance reflects the experiences and needs raised by adoptees. This will support greater consistency and ensure good practice is shared across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the report from the All Party Parliamentary Group for Adoption and Permanence entitled Adoptee Voices, published on 28 January 2026, if she will take steps to provide additional support for adoptees in schools.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

All children and young people should have every opportunity to achieve and thrive, but too many face barriers holding them back. The upcoming Schools White Paper will set out our vision for a system that delivers educational excellence for every child and young person, no matter their background or circumstance.

Local authorities have a statutory duty to promote the educational achievement of previously looked-after children, including children adopted from state care, and must appoint a Virtual School Head to discharge this duty. All maintained schools and academies must appoint a designated teacher to provide advice and expertise on the needs of previously looked-after children on their roll. Previously looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child per year to support improved educational outcomes.

Through the Children’s Wellbeing and Schools Bill, we are committed to updating statutory guidance for Virtual School Heads, including strengthening sections on promoting the educational outcomes of previously looked-after children. In doing so, we will consider the findings of the report to ensure guidance reflects the experiences and needs raised by adoptees. This will support greater consistency and ensure good practice is shared across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, how many times have schools been rejected for Condition Improvement Funding in Surrey in the last 20 years.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The Condition Improvement Fund (CIF) was established in 2015.

From 2015/16 to 2025/26, 133 CIF-eligible schools and sixth form colleges in Surrey local authority have submitted 991 CIF applications. Of these, 110 schools secured funding for 378 projects.

Further information regarding successful CIF applications, including schools receiving funding, is available for the 2015/16 to 2025/26 rounds and is published on GOV.UK.

Question to the Department for Education:

To ask the Secretary of State for Education, which schools have received Condition Improvement Funding in Surrey in the last 20 years.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The Condition Improvement Fund (CIF) was established in 2015.

From 2015/16 to 2025/26, 133 CIF-eligible schools and sixth form colleges in Surrey local authority have submitted 991 CIF applications. Of these, 110 schools secured funding for 378 projects.

Further information regarding successful CIF applications, including schools receiving funding, is available for the 2015/16 to 2025/26 rounds and is published on GOV.UK.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to increase the number of places available for educational psychology courses at universities in England.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.

This data was published in January 2026.

HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, how many training places were available for educational psychologists at universities in England in each of the last five years.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department is investing £21 million to train 400 more educational psychologists over two cohorts who started their studies in 2024 and 2025 as part of the Educational Psychology Funded Training scheme. This is in addition to the £10 million already being invested in the training of more than 200 educational psychologists who began their training in September 2023.

The Higher Education Statistics Agency does not collect information on places available on courses but publishes data on student entrants across UK higher education (HE) providers. This includes data on students entering courses in different subjects, categorised using the HE Classification of Subjects system. Counts of entrants across all subjects from the 2019/20 to 2023/24 academic years are published in Table 52 of HESA’s student data for all UK providers, which are detailed below.

This data was published in January 2026.

HE providers are autonomous institutions independent from government. This means they are responsible for the decisions that they make regarding which courses they deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the effectiveness of the Children and Young Persons Act 1933.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The provisions in the Children and Young Persons Act 1933 are kept under review and updated through primary legislation. We are currently seeking to make updates through the Children’s Wellbeing and Schools Bill, including in part II of the act, which makes provision for the employment of children in England and Wales.

Question to the Department for Education:

To ask the Secretary of State for Education, what metrics her Department will use to assess the potential impact of additional investment on fostering support models.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to answer Question 100240, tabled by the hon. Member for Poole on 15 December 2025.

Answered by Georgia Gould - Minister of State (Education)

The response to Written Parliamentary Question 100240 was published on 4 February 2026.

Question to the Department for Education:

To ask His Majesty's Government what guidance they issue to schools in England on preventing, recognising, and responding to anaphylaxis.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

Schools are required under Section 100 of the Children and Families Act 2014 to make arrangements to support pupils with medical conditions, including allergies. They must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance which sets expectations for training and emergency procedures. The guidance can be read in full here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Governing bodies should ensure that staff receive suitable training to identify and respond to severe allergic reactions, such as anaphylaxis, and that policies and systems are effectively implemented. Ofsted assesses the effectiveness of these arrangements as part of school inspections.

Question to the Department for Education:

To ask His Majesty's Government when they intend to publish their response to the report of the Social Mobility Policy Committee Social Mobility: Local Roots, Lasting Change, published on 18 November 2025.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

The department is grateful for the work of the committee in producing this report. We are considering our response and will be publishing it in due course.

Question to the Department for Education:

To ask His Majesty's Government how many students from the UK participated in the Erasmus programme in the last year in which the UK was part of the programme; and which nation or English region those students were from.

Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)

In 2020, there were 16,437 UK higher education student mobilities through Erasmus+. Of these, 75.8% were from England, 16.5% from Scotland, 4.3% from Wales, and 3.4% from Northern Ireland. Participation was lower than in preceding years, likely due to the disruption caused by the COVID-19 pandemic.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department holds on the Holiday Activities and Food Programme from returns submitted by local authorities following the end of each holiday period.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

For the holiday, activities and food (HAF) programme, the department collects data from local authorities after each delivery period, to support performance monitoring, inform policy development and support evaluation.

Data collection includes the number of children attending HAF provision, broken down by characteristics such as free school meal (FSM) eligibility, as well as the number of places available and how well providers meet the HAF framework of standards.

Since 2022, the HAF programme has provided 20.4 million HAF days to children and young people in this country, providing nutritious meals and enriching activities during school holidays, benefitting their health, wellbeing and readiness to learn. Over the three most recent winter, Easter and summer delivery periods, almost five million HAF days were provided. Over summer 2025, local authorities reported that over 624,000 children and young people attended the programme, of whom more than 513,000 were funded directly through HAF and over 434,000 were receiving benefits-related FSMs.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has considered the potential merits of removing the loan charge for students who withdraw from university in their first year due to health conditions and other mitigating circumstances.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Students may defer or withdraw from their studies for different reasons including due to health conditions and other mitigating circumstances. Interest will continue to accrue even if a student suspends or withdraws from their course, but current students on Plan 5 loans will only accrue Retail Price Index level interest, without the additional rates of Plan 2.

Interest rates do not impact monthly repayments made by student loan borrowers, which stay at a constant rate of 9% above an earnings threshold to protect lower earners. If a borrower’s income drops below the repayment threshold, or they are not earning, their repayments will stop.

Any outstanding loan will be cancelled if the borrower becomes disabled and permanently unfit for work, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has assessed the potential merits of waiving interest on student loans for people who withdraw from university due to health conditions or other mitigating circumstances.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

Students may defer or withdraw from their studies for different reasons including due to health conditions and other mitigating circumstances. Interest will continue to accrue even if a student suspends or withdraws from their course, but current students on Plan 5 loans will only accrue Retail Price Index level interest, without the additional rates of Plan 2.

Interest rates do not impact monthly repayments made by student loan borrowers, which stay at a constant rate of 9% above an earnings threshold to protect lower earners. If a borrower’s income drops below the repayment threshold, or they are not earning, their repayments will stop.

Any outstanding loan will be cancelled if the borrower becomes disabled and permanently unfit for work, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, when she will respond to Written Question 106338 which was due on 21 January 2026.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The response to Written Parliamentary Question 106338 was published on 2 February.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support school’s in administering statutory suicide prevention training from September 2026.

Answered by Georgia Gould - Minister of State (Education)

The updated 'relationships and sex education (RSE) and health education' statutory guidance, published on 15 July 2025, will be implemented in schools from September 2026. The guidance strengthens content on mental health and wellbeing and requires that all secondary schools should also consider how to safely address suicide prevention.

The department has been clear that schools should consult mental health professionals and put in place high quality, evidence-based staff training before addressing suicide directly with secondary aged pupils, to ensure that staff have the knowledge and skills to do it safely.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the University of Manchester article entitled The right to play: making play a policy and practice priority, what steps her Department is taking to safeguard (a) break and (b) lunchtimes in schools as vital times for children’s free play.

Answered by Georgia Gould - Minister of State (Education)

Play is an essential part of children’s physical, social and cognitive development, as recognised in the ‘early years foundation stage’ statutory framework. It is for schools, governing bodies and academy trusts to ensure the school day includes opportunities for social interaction, physical activity and enrichment. Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks. This helps ensure that schools have sufficient time to deliver a broad and balanced curriculum, alongside opportunities for play and wider enrichment.

Regulations require schools maintained by a local authority to structure the school day with a morning session and an afternoon session, separated by a midday break. This lunch break is an important and protected part of the day, offering pupils time to rest, socialise and play. The precise way in which the school day is structured is a matter for schools themselves.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the recommendations from The University of Manchester article entitled The right to play: making play a policy and practice priority published in September 2025.

Answered by Georgia Gould - Minister of State (Education)

Play is an essential part of children’s physical, social and cognitive development, as recognised in the ‘early years foundation stage’ statutory framework. It is for schools, governing bodies and academy trusts to ensure the school day includes opportunities for social interaction, physical activity and enrichment. Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks. This helps ensure that schools have sufficient time to deliver a broad and balanced curriculum, alongside opportunities for play and wider enrichment.

Regulations require schools maintained by a local authority to structure the school day with a morning session and an afternoon session, separated by a midday break. This lunch break is an important and protected part of the day, offering pupils time to rest, socialise and play. The precise way in which the school day is structured is a matter for schools themselves.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment has been made of the effectiveness of financial support schemes for pupils pursuing specialist (a) musical or (b) dance training in Surrey Heath constituency.

Answered by Georgia Gould - Minister of State (Education)

The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.

The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.

We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.

The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to ensure that all pupils are able to pursue (a) creative or (b) vocational education pathways in Surrey Heath constituency.

Answered by Georgia Gould - Minister of State (Education)

The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.

The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.

We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.

The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of access to (a) specialist arts or (b) vocational training for young people in Surrey Heath constituency.

Answered by Georgia Gould - Minister of State (Education)

The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.

The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.

We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.

The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department are taking to help support children with visual impairments in (a) primary and (b) secondary schools.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to improving inclusivity and expertise in mainstream schools, ensuring teachers have the tools to better identify and support all children, as well as ensuring specialist special educational needs and disabilities (SEND) and alternative provision schools cater to those with the most complex needs. Through training we aim to ensure that teachers at every level include a strong focus on inclusive education, and support the needs of all pupils, including those with visual impairments.

We are also strengthening the evidence base of what works to improve inclusive practice in mainstream settings.

Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure children from non-privileged backgrounds can access music and dance training (a) through the Music and Dance Scheme Schools and (b) any other schemes.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to revitalising arts education.

This includes £36.5 million for the Music and Dance Scheme this academic year, with £32.5 million allocated for the approximately 900 students attending schools and £4 million for the approximately 1100 students at Centres for Advanced Training. Future funding will be announced in due course.

The government funds the Music Hub network, providing £76 million annually to support all state-funded schools and pupils. The government also provides means‑tested Dance and Drama Awards for dance students, and Arts Council England funds a wide range of music and dance education programmes.

We will establish a new National Centre for Arts and Music Education by September, investing £13 million over three years to support state-funded schools to deliver more equitable arts education. Dance teaching in state‑funded schools will also be supported by the new PE and School Sport Partnership network as part of the revised physical education curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the levels of funding for music and dance schools on the adequacy of the provision of music and dance training.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to revitalising arts education.

This includes £36.5 million for the Music and Dance Scheme this academic year, with £32.5 million allocated for the approximately 900 students attending schools and £4 million for the approximately 1100 students at Centres for Advanced Training. Future funding will be announced in due course.

The government funds the Music Hub network, providing £76 million annually to support all state-funded schools and pupils. The government also provides means‑tested Dance and Drama Awards for dance students, and Arts Council England funds a wide range of music and dance education programmes.

We will establish a new National Centre for Arts and Music Education by September, investing £13 million over three years to support state-funded schools to deliver more equitable arts education. Dance teaching in state‑funded schools will also be supported by the new PE and School Sport Partnership network as part of the revised physical education curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans her Department has to provide support to schools that face financial challenges to participate in the Music and Dance Scheme Schools.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to revitalising arts education.

This includes £36.5 million for the Music and Dance Scheme this academic year, with £32.5 million allocated for the approximately 900 students attending schools and £4 million for the approximately 1100 students at Centres for Advanced Training. Future funding will be announced in due course.

The government funds the Music Hub network, providing £76 million annually to support all state-funded schools and pupils. The government also provides means‑tested Dance and Drama Awards for dance students, and Arts Council England funds a wide range of music and dance education programmes.

We will establish a new National Centre for Arts and Music Education by September, investing £13 million over three years to support state-funded schools to deliver more equitable arts education. Dance teaching in state‑funded schools will also be supported by the new PE and School Sport Partnership network as part of the revised physical education curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans her Department has to provide long-term funding for schools supported by the Music and Dance Scheme.

Answered by Georgia Gould - Minister of State (Education)

The government is committed to revitalising arts education.

This includes £36.5 million for the Music and Dance Scheme this academic year, with £32.5 million allocated for the approximately 900 students attending schools and £4 million for the approximately 1100 students at Centres for Advanced Training. Future funding will be announced in due course.

The government funds the Music Hub network, providing £76 million annually to support all state-funded schools and pupils. The government also provides means‑tested Dance and Drama Awards for dance students, and Arts Council England funds a wide range of music and dance education programmes.

We will establish a new National Centre for Arts and Music Education by September, investing £13 million over three years to support state-funded schools to deliver more equitable arts education. Dance teaching in state‑funded schools will also be supported by the new PE and School Sport Partnership network as part of the revised physical education curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the role of media literacy in helping children identify misleading or harmful online content.

Answered by Georgia Gould - Minister of State (Education)

Media literacy is currently covered in the citizenship, relationships, sex and health education (RSHE) and computing curricula.

Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy relevant to identify misleading or harmful online content will be embedded into the revised curriculum from 2028.

The department will engage with sector experts in working out how best to reflect this in the updated curriculum. There will be public consultation on the updated curriculum programmes of study, to seek views on the content before they are finalised.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number of children in care that are unable to access stable fostering placements in the Buckingham and Bletchley constituency.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she has to (a) monitor and (b) shorten the fostering approval process to meet the Government’s pledge for getting vulnerable children into foster homes.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.

Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.

We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.

The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

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Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to help improve coordination between health, education, and social care services for families affected by sodium valproate.

Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)

Everyone who has been harmed from sodium valproate has our deepest sympathies.

The Independent Medicines and Medical Devices Safety Review, First Do No Harm, identified significant shortcomings in National Health Service care pathways for people harmed by sodium valproate. NHS England has acknowledged variation in the availability and adequacy of care pathways, the impact of delayed diagnosis and misdiagnosis on long-term outcomes, and the need for improved care coordination for those requiring lifelong support, including co-ordination with non-health care services.

In response, NHS England has commissioned a Fetal Exposure to Medicines Services Pilot, being delivered by the NHS in Newcastle and Manchester. The pilot provides multidisciplinary diagnostic assessment and is informing the development of improved care pathways, better coordination of care, and reduced reliance on emergency care. Findings from the pilot will inform future decisions on the commissioning of services, subject to funding.

In addition, we work closely with the Department for Education and across the Government to ensure co-ordination between health, education, and social care services for children and their families. The Health and Opportunity Missions of the Government highlight the importance of joined up working and integrated delivery.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what was the evidential basis for the decision to freeze the student loan repayment threshold for graduates; and what assessment he has made of the potential impact of this on graduates' disposable incomes.

Answered by James Murray - Chief Secretary to the Treasury

The fiscal situation this government inherited means we’ve had to make tough but fair choices, including on student loan repayment threshold freezes.

Student loan borrowers repay a portion of their income (typically 9%) above the repayment threshold. A Plan 2 graduate earning £30,000 will repay only around £4 a month in FY2026–27. The student finance system is heavily subsidised by government, and lower-earning graduates will always be protected, with any outstanding loan and interest cancelled at the end of the repayment term. It is right that those who are able to repay do so.

The Department for Education has published analysis of the impact of the repayment threshold freeze on total repayments here.

Question to the Department for Energy Security & Net Zero:

To ask His Majesty's Government whether they have undertaken routine checks under the Great British Energy Act 2025 of all shipments of components from China required for solar panel installation in the UK since the date on which Great British Energy began installing solar panels on 250 schools across England.

Answered by Lord Whitehead - Minister of State (Department for Energy Security and Net Zero)

The Department for Education are procuring the solar panels for schools under the Solar Partnerships Scheme and have done so under the requirements set out by the Modern Slavery Act 2015 and UK procurement controls, as well as making use of Crown Commercial Service frameworks where appropriate.

As a publicly owned company, Great British Energy is expected to lead by example when adhering to the UK’s legislation and guidance on modern slavery, including the Modern Slavery Act 2015.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps she is taking to ensure that parents have the skills they need to support children's safe use of AI.

Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

Protecting children from harm online is a top priority for this government.

This year, the government will be supporting a NSPCC summit at Wilton Park on the impact of AI on childhood. This will bring together experts, technology companies, civil society and young people to explore how AI can benefit children without exposing them to harm

Media literacy is also a key part of our approach, helping children and adults develop critical thinking skills to navigate the growing presence of AI-generated content. DSIT has developed with DfE an online safety parent hub providing guidance on media literacy and online safety.

Question to the Department for Transport:

To ask the Secretary of State for Transport, whether evidence or representations from stakeholders in Northern Ireland have been considered by the Motor Insurance Taskforce; and what assessment she has made of the potential implications for her policies of the Northern Ireland insurance market, including differences in (a) pricing, (b) claims costs and (c) legal frameworks.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

The work of the motor insurance taskforce focused on issues and concerns associated with the cost of insurance premiums and claims that are shared across the UK.

The taskforce heard representations that some of the unique features of the motor insurance market in Northern Ireland have led to increasing costs there. Some of those, such as road safety and costs associated with taking claims through the judicial system, are devolved matters for the Northern Ireland Executive to consider. The government will continue to work constructively with the Executive on relevant areas of policy.

The taskforce met for the first time on 16 October 2024 and subsequently met on 28 April 2025 and 21 July 2025, which was the final meeting of the taskforce. Taskforce members were the Home Office, Ministry of Justice, Department for Education, Department for Business and Trade, Financial Conduct Authority and the Competition and Markets Authority as well as the Department for Transport and HM Treasury, who were the co-chairs.

We do not plan to publish the minutes or summaries of meetings as they cover the formulation and development of ‘live’ government policy and to do so would hinder future policy development as it could inhibit a free exchange of views.

Question to the Department for Transport:

To ask the Secretary of State for Transport, how many times the Motor Insurance Taskforce met since its establishment; on what dates those meetings took place; which organisations and departments were represented; and whether she plans to publish minutes or summaries from those meetings.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

The work of the motor insurance taskforce focused on issues and concerns associated with the cost of insurance premiums and claims that are shared across the UK.

The taskforce heard representations that some of the unique features of the motor insurance market in Northern Ireland have led to increasing costs there. Some of those, such as road safety and costs associated with taking claims through the judicial system, are devolved matters for the Northern Ireland Executive to consider. The government will continue to work constructively with the Executive on relevant areas of policy.

The taskforce met for the first time on 16 October 2024 and subsequently met on 28 April 2025 and 21 July 2025, which was the final meeting of the taskforce. Taskforce members were the Home Office, Ministry of Justice, Department for Education, Department for Business and Trade, Financial Conduct Authority and the Competition and Markets Authority as well as the Department for Transport and HM Treasury, who were the co-chairs.

We do not plan to publish the minutes or summaries of meetings as they cover the formulation and development of ‘live’ government policy and to do so would hinder future policy development as it could inhibit a free exchange of views.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what information his Department holds on the proportion of graduates that enter graduate employment schemes within one year of completing their studies.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps is he taking to help ensure JobCentre Plus provides effective support to graduates seeking graduate-level employment.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what proportion of graduates supported by Jobcentre Plus enter roles classified as graduate-level employment.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We do not capture data on the number of graduates entering graduate schemes or graduate-level employment. The latest published DfE data shows that the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.(opens in a new tab)

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what discussions he has had with the Department for Education on assessing the potential impact of reducing assistive technology support during higher education on disabled people’s employment outcomes.

Answered by Stephen Timms - Minister of State (Department for Work and Pensions)

The Department for Work and Pensions maintains regular dialogue with the Department for Education (DfE) to ensure disabled students are supported as they transition into the labour market. Assistive and accessible technology (ATech) is key to enabling independence, greater inclusion, and participation for disabled people. While this technology is already creating opportunities, this government believes there is potential to do much more.

The Access to Work Scheme has been operating in Great Britain since June 1994 and provides grant funding to disabled people, as well as those with a health condition. The grant supports workplace adjustments that go beyond what would normally be expected from an employer through their duty to provide reasonable adjustments as outlined in the Equality Act 2010. The grant cap was increased in April 2024 to £69,920. To further support sustainable employment, the DWP is also investing in the “Connect to Work” initiative, which is expected to support around 100,000 disabled people and those with health conditions in 2026/2027.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what steps he is taking to promote media literacy among child users.

Answered by Kanishka Narayan - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

Supporting parents and children is central to our media literacy approach. On 10 February, DSIT launched a pilot media literacy communications campaign to give parents tools to help children build resilience and critical thinking skills online. A new Online Safety hub, developed with DfE, will provide everyone in the UK with clear guidance on media literacy and online safety.

Under the Online Safety Act, Ofcom has a media literacy strategy that prioritises support for children and families, especially those with additional needs.

In formal education, the Department for Education has committed to strengthening media literacy in the updated national curriculum.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is planning to take to ensure the exchange of best practice among Healthcare Trusts from their deployment of Mental Health Support Teams.

Answered by Zubir Ahmed - Parliamentary Under-Secretary (Department of Health and Social Care)

The Department of Health and Social Care, along with NHS England and the Department for Education, jointly provide guidance and support to providers and commissioners of Mental Health Support Teams (MHST). This includes both the implementation of new teams and improving the quality and effectiveness of existing teams.

A national MHST Community of Practice has also been established, hosted by NHS England, with examples of best practice routinely made available to providers and commissioners.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of trends in the availability of flexible, remote or hybrid working on mothers with childcare responsibilities, including in Basingstoke; whether he has made an assessment of the potential impact of (a) school hours, (b) school holidays and (c) the availability of informal childcare on women’s participation in the labour market; and whether his Department plans to take steps to help encourage employers to offer flexible roles that enable parents to (i) maintain employment, (ii) develop skills and (iii) reduce reliance on out-of-work benefits.

Answered by Diana Johnson - Minister of State (Department for Work and Pensions)

We’re delivering a modern deal for working parents through the Employment Rights Act. Improving access to flexible working to allow parents to fit work around their family life, and employers will be expected to agree flexible working requests unless there is a clear and reasonable reason why they can’t.

Access to childcare support is essential in enabling parents to move into or progress in employment. Eligible Universal Credit (UC) customers can be reimbursed up to 85% of their registered childcare costs each month up to the maximum amounts (caps). The UC childcare offer can be used alongside the Department for Education’s early years and childcare entitlements in England to help cover costs of childcare during school holidays and before or after the school day, and there are similar offers in the Devolved Nations.

To deliver our long-term ambition, the Department for Education is leading a cross-government review of early education and childcare support to design and deliver a simpler system that maximises benefits for child development and parents’ ability to work or work more hours.

We are also investing up to £289m in Wraparound Childcare places before and after school, and during the school holidays, rolling out Free Universal Breakfast Clubs in every primary school, and spending over £200m each year on free Holiday Childcare places for our most disadvantaged children. These policies will ensure that parents have access to affordable, quality childcare so they can work, study, and train.

Question to the Home Office:

To ask the Secretary of State for the Home Department, how many unaccompanied asylum-seeking children were supported by local authorities in each financial year since 2019-20.

Answered by Alex Norris - Minister of State (Home Office)

The Home Office does not hold data on the number of unaccompanied asylum-seeking children (UASC) supported by local authorities. Local authorities have a duty to provide services to all children in need in their area. Under section 20(1) of the Children Act 1989, when a local authority has accommodated an unaccompanied child for 24 hours, they become 'looked after'. An unaccompanied child is entitled to the same support as any other looked after child, regardless of their immigration status. The Department for Education publishes annual data on the number of UASC looked after by local authorities in England here -

Children looked after in England including adoptions - reporting year 2025

Question to the Home Office:

To ask the Secretary of State for the Home Department, if she will make an assessment of the potential merits of issuing emergency visas to students in Gaza who have confirmed UK university places; and whether her Department has had recent discussions with UK universities on facilitating safe passage for affected students.

Answered by Mike Tapp - Parliamentary Under-Secretary (Home Office)

The Government provided exceptional support to enable the departure of Chevening Scholars and fully funded scholarship students from Gaza, for students whose courses began before 31 December 2025. This support was for students who met the relevant requirements of the Immigration Rules.

The Government is reviewing the impact of the policy implemented to-date, and any decision on further support will depend on the evolving international situation. We will continue to keep the policy under review.

This has been a cross-Government initiative and the Home Office, Department for Education and the Foreign, Commonwealth & Development Office have engaged with Higher Education Institutions throughout this process.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, how the schools identified to receive support through the National Youth Strategy will be selected; and whether schools on the Isle of Wight will receive support.

Answered by Stephanie Peacock - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The Government's National Youth Strategy is a 10-year plan designed to ensure that every young person nationwide has somewhere to go, someone who cares for them, and a community they feel a part of. Schools are key to implementing the strategy including through enrichment activities, especially for disadvantaged youth.

DCMS, in partnership with DfE, will invest £22.5 million over 3 years to enable up to 400 schools across England to deliver a youth-voice led, tailored enrichment offer. This funding will help schools meet the Enrichment Framework benchmarks and ensure disadvantaged pupils have access to good enrichment activities, supporting their wellbeing, personal development, and life skills.

The programme is currently in the design phase, and we will share the selection criteria in due course.

Question to the Department for Environment, Food and Rural Affairs:

To ask the Secretary of State for Environment, Food and Rural Affairs, what recent discussions she has had with colleagues in the Department for Education regarding steps taken to increase awareness of the dangers of swimming in (a) cold water, (b) open water among school-age children.

Answered by Emma Hardy - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)

The Secretary of State has regular discussions with Cabinet colleagues on a range of issues.

Swimming and water safety is a vital life skill. Swimming and water safety are compulsory elements of the PE National Curriculum at Key Stages 1 and 2. In addition, the changes made to the Government’s statutory RSHE guidance will ensure all pupils are taught about the water safety code, supporting them to be safe in different types of water.

This will help ensure all pupils are taught about the water safety code, supporting them to be safe in different types of water.

The Government is also providing a grant of up to £300,000 to deliver Inclusion 2028 – a programme which upskills teachers to deliver high quality, inclusive PE, including swimming and water safety, to pupils with special educational needs and disabilities.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, whether her Department has made an assessment of the effectiveness of existing road safety programmes delivered by (a) Police and (b) Fire services.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, if she will make an assessment of the potential merits of introducing (a) road safety and (b) Bikeability into the national curriculum for both (i) primary and (ii) secondary school children, as part of the Lifelong Learning for Road Users.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

Question to the Department for Transport:

To ask the Secretary of State for Transport, with reference to the Road Safety Strategy published on 7 January, whether she will take steps with Cabinet colleagues to include (a) the Safe Drive Stay Alive, (b) Think! and (c) similar road safety campaigns in Key Stage 4 Personal, Social, Health and Economic education.

Answered by Lilian Greenwood - Government Whip, Lord Commissioner of HM Treasury

We welcome road safety programmes which are evidence led and contribute to improving road safety.

The Department has previously funded the RAC Foundation Pre-driver Theatre and Workshop Education Research project, which ran from September 2019 to March 2023. Amongst the conclusions, the report suggests using “shock and tell” tactics and “threat” and “fear” appeals to teach the risks associated with driving does little to improve safety and may be counterproductive. I encourage all those who deliver road safety programmes to avoid this approach.

As part of the Road Safety Strategy, we have committed to publishing national guidance on the development and delivery of road safety education, training and publicity. Alongside this, the government will publish a manual to support the implementation of a Lifelong Learning approach for road safety.

Bikeability, the government owned cycle training programme, is funded by Active Travel England in schools across England. Up to £30m was allocated to the programme for 2025/26 and funding for the forthcoming 3-year period is due to be announced shortly.

Almost 6 million children have received Bikeability cycle training since 2007, with 500,000 children booking onto training in 2024/25. The Bikeability Trust manages the programme across England and provides support and guidance to local authorities, training providers and schools in order to maximise the reach of the programme.

Primary and secondary schools are free to teach about road safety awareness as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education (PSHE) provision alongside the statutory relationships, sex and health education (RSHE) content.

The updated RSHE guidance, published in July 2025, has a new section on personal safety which includes how to recognise risk and keep safe around roads.

This can also include teaching about general road safety when using bikes in different situations. Schools can draw on resources available from many providers including, the Department’s THINK! campaign.

We will continue to look at how we best evolve the THINK! campaign in line with the Road Safety Strategy, but resources currently include interactive games, printable activity sheets, and lesson plans tailored to different age groups from primary school aged children all the way up to secondary school and learner drivers. These materials are regularly shared on THINK!’s social media channels and distributed to schools and educators via newsletters and partnerships with organisations such as the Department for Education.

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