Submit Evidence (by 31 Jul 2025)

The UK’s higher education sector is in trouble. Dozens of universities are making redundancies and cuts to courses, trying to stay afloat amid uncertainty over where their money is coming from. 

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve SEND provision in North East Somerset and Hanham constituency.

Answered by Catherine McKinnell - Minister of State (Education)

The government’s ambition for all children and young people with special educational needs and disabilities (SEND) is that they will achieve and thrive, and lead happy, healthy and productive lives. The department is working closely with experts on SEND reforms.

The department and NHS England have been supporting local areas to improve their SEND service delivery for several years. This includes a monitoring, support and challenge relationship following an inspection by Ofsted and the Care Quality Commission (CQC). Where a local authority does not meet its duties, we can take action that prioritises children’s needs and support local areas to bring about rapid improvement.

Ofsted and CQC undertook a joint local area SEND inspection of Bath and North East Somerset in March 2019 and received a positive outcome (the local area was not required to produce a written statement of action). We expect the area will be re-inspected within 5 years from January 2023, when the new Ofsted and CQC’s SEND inspection framework was introduced. Officials from the department and NHS England meet annually with partners from the local area (including health, education, agencies, parent/carer, children and young people representatives) to review and reflect on the SEND services.

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 childcare for children under the age of two.

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

The government’s Plan for Change sets out a commitment to give children the best start in life, breaking the link between background and opportunity.

In the 2025/26 financial year alone, we plan to provide over £8 billion for the early years entitlements. This is a more than 30% increase compared to 2024/25, as we roll out the expansion of the entitlements, so eligible working parents of children aged from nine months can access 30 hours of funded childcare.

Since September 2024, eligible parents have been able to access 15 hours of government-funded childcare (over 38 weeks a year) from the term after their child turns 9 months. This will double to 30 hours from September 2025.

The department continues to monitor the sufficiency of childcare places. The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children.

Where local authorities report sufficiency challenges, we discuss what action the local authority is taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of implementing the Equality and Human Rights Commission's revised code of practice for services, public functions and associations on single-sex school admissions policies.

Answered by Catherine McKinnell - Minister of State (Education)

I refer my hon. Friend, the Member for Northampton South to the answer of 09 June 2025 to Question 55359.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 2 June 2025 to Question 54081 on Schools: Fylde, whether her Department has made an estimate of the real-terms change in per pupil funding in (a) Lancashire local authority and (b) the Fylde constituency between 2024-25 and 2025-26 financial years.

Answered by Catherine McKinnell - Minister of State (Education)

The overall core schools budget is increasing by £3.7 billion in the 2025/26 financial year, which is a 6% overall increase in cash terms. The data which the department holds on the real terms increase in schools funding is at a national level. The latest schools funding statistics release was published on 30 January 2025. It showed school funding for pupils aged 5 to 16 was projected to increase by 1.2% in real terms in the 2025/26 financial year at a national level.

This analysis does not include the additional funding provided to support schools with the cost of National Insurance contributions (NICs) increases in March 2025, nor the extra funding announced alongside the teacher pay award on 22 May. Schools will, on average, be expected to find approximately the first 1 percentage point of pay awards through improved productivity and smarter spending. The government will fund the pay award above this level through new and existing funding increases. The department will be further developing the current suite of initiatives to support schools with their workforce, commercial and asset management.

Through the dedicated schools grant (DSG), Lancashire local authority is attracting on average, £6,348 per pupil (excluding growth and falling rolls funding) in the 2025/26 financial year. This represents an increase of 2.4% per pupil compared to the 2024/25 financial year (excluding growth and falling rolls funding) when it attracted £5,863 per pupil. These figures do not include the additional funding provided to support schools with the cost of NICs and the Schools Budget Support Grant funding alongside the teacher pay award. The actual funding that individual schools in Lancashire receive is determined by the operation of Lancashire’s local formula.

We cannot provide the equivalent figures for Fylde constituency as the DSG is allocated at local authority level.

The figures above are provided on a cash basis. We also publish real-terms statistics on schools funding at the national level. We use the GDP deflator to calculate real-terms funding levels.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 2 June 2025 to Question 54081 on Schools: Fylde, what assessment her Department has made of the potential impact of the 2025-26 teachers’ pay award on school budget sustainability in Lancashire schools.

Answered by Catherine McKinnell - Minister of State (Education)

The overall core schools budget is increasing by £3.7 billion in the 2025/26 financial year, which is a 6% overall increase in cash terms. The data which the department holds on the real terms increase in schools funding is at a national level. The latest schools funding statistics release was published on 30 January 2025. It showed school funding for pupils aged 5 to 16 was projected to increase by 1.2% in real terms in the 2025/26 financial year at a national level.

This analysis does not include the additional funding provided to support schools with the cost of National Insurance contributions (NICs) increases in March 2025, nor the extra funding announced alongside the teacher pay award on 22 May. Schools will, on average, be expected to find approximately the first 1 percentage point of pay awards through improved productivity and smarter spending. The government will fund the pay award above this level through new and existing funding increases. The department will be further developing the current suite of initiatives to support schools with their workforce, commercial and asset management.

Through the dedicated schools grant (DSG), Lancashire local authority is attracting on average, £6,348 per pupil (excluding growth and falling rolls funding) in the 2025/26 financial year. This represents an increase of 2.4% per pupil compared to the 2024/25 financial year (excluding growth and falling rolls funding) when it attracted £5,863 per pupil. These figures do not include the additional funding provided to support schools with the cost of NICs and the Schools Budget Support Grant funding alongside the teacher pay award. The actual funding that individual schools in Lancashire receive is determined by the operation of Lancashire’s local formula.

We cannot provide the equivalent figures for Fylde constituency as the DSG is allocated at local authority level.

The figures above are provided on a cash basis. We also publish real-terms statistics on schools funding at the national level. We use the GDP deflator to calculate real-terms funding levels.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 2 June 2025 to Question 54081 on Schools: Fylde, how many schools are expected to experience a real-terms decrease in funding in 2025-26 after accounting for (a) inflation, (b) increased staffing costs and (c) energy bills in (i) Lancashire and (ii) Fylde.

Answered by Catherine McKinnell - Minister of State (Education)

The overall core schools budget is increasing by £3.7 billion in the 2025/26 financial year, which is a 6% overall increase in cash terms. The data which the department holds on the real terms increase in schools funding is at a national level. The latest schools funding statistics release was published on 30 January 2025. It showed school funding for pupils aged 5 to 16 was projected to increase by 1.2% in real terms in the 2025/26 financial year at a national level.

This analysis does not include the additional funding provided to support schools with the cost of National Insurance contributions (NICs) increases in March 2025, nor the extra funding announced alongside the teacher pay award on 22 May. Schools will, on average, be expected to find approximately the first 1 percentage point of pay awards through improved productivity and smarter spending. The government will fund the pay award above this level through new and existing funding increases. The department will be further developing the current suite of initiatives to support schools with their workforce, commercial and asset management.

Through the dedicated schools grant (DSG), Lancashire local authority is attracting on average, £6,348 per pupil (excluding growth and falling rolls funding) in the 2025/26 financial year. This represents an increase of 2.4% per pupil compared to the 2024/25 financial year (excluding growth and falling rolls funding) when it attracted £5,863 per pupil. These figures do not include the additional funding provided to support schools with the cost of NICs and the Schools Budget Support Grant funding alongside the teacher pay award. The actual funding that individual schools in Lancashire receive is determined by the operation of Lancashire’s local formula.

We cannot provide the equivalent figures for Fylde constituency as the DSG is allocated at local authority level.

The figures above are provided on a cash basis. We also publish real-terms statistics on schools funding at the national level. We use the GDP deflator to calculate real-terms funding levels.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to increase funding certainty for schools over a multi-year period.

Answered by Catherine McKinnell - Minister of State (Education)

The overall core schools budget is increasing by £3.7 billion in the 2025/26 financial year, meaning that it will total £65.3 billion, compared to £61.6 billion in the 2024/25 financial year. This is a 6% overall increase.

The government is considering how it can support schools to plan their budgets from the perspective of both their funding and their costs. The teacher pay award this year has been announced two months earlier than last year as part of the government’s ambition to improve the pay round process. This is alongside £615 million of additional funding to support schools with their overall costs, including staff pay awards.

Budgets for the 2026/27 financial year and beyond are still to be agreed and this includes the 2026/27 Core Schools Budget. This will be subject to the multi-year spending review, which the department expects to be concluded later this month.

Question to the Department for Education:

To ask the Secretary of State for Education, what the average time taken was to get an Education, Health and Care Plan in place for a child in each of the last five years; and what steps she is taking to reduce this time.

Answered by Catherine McKinnell - Minister of State (Education)

Information for each of the last 5 years on the number and percentage of education, health and care (EHC) plans issued within the statutory 20-week deadline, with and without statutory exceptions to that deadline applying, is published as part of the statistical release, ‘Education, health and care plans’ (reporting year 2024), which can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2024.

Local authorities identified as having issues with EHC plan timeliness are subject to additional monitoring by the department, who work with the specific local authority. Where there are concerns about the local authority’s capacity to make the required improvements, the department can secure specialist special educational needs and disabiltiies advisor support to help identify the barriers to EHC plan process timeliness and put in place practical plans for recovery.

​When inspections indicate that there are significant concerns with local authority performance, the department will intervene directly. This may mean issuing an improvement notice, statutory direction and/or appointing a commissioner, deployment of which is considered on a case-by-case basis.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps his Department is taking to help support schools to educate parents on safeguarding children in respect to online content.

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

Keeping children safe is an absolute priority for this government, and schools play a critical role in this.

The department’s statutory safeguarding guidance, ‘Keeping children safe in education’ makes clear that schools and colleges should adopt a whole-school approach to safeguarding. This includes considering how online safety is reflected in relevant school policies and processes, and strategies for engaging parents in conversations about online safety. It also signposts to resources specifically aimed at parents to help them keep their children safe online.

Alongside this, the department is conducting a research project to help us understand what more we can do to support parents to keep their children safe online.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number of students taking heritage language GCSEs in the academic year 2024-25.

Answered by Catherine McKinnell - Minister of State (Education)

Provisional data on GCSE entries for the 2024/25 academic year will be published by Ofqual on 12 June 2025.

The department will publish provisional key stage 4 performance statistics for the 2024/25 academic year in October 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to introduce a Ukrainian language GCSE.

Answered by Catherine McKinnell - Minister of State (Education)

Decisions about which languages to offer at GCSE in England are taken by four independent awarding organisations – AQA, OCR, Pearson Edexcel and WJEC – rather than by central government. These organisations have the freedom to create a Ukrainian GCSE based on the subject content for modern foreign language set by the department. We have recently written to these organisations to ask them to consider introducing a Ukrainian GCSE.

​The British government stands steadfast behind the Ukrainian people and the Ukrainian government. The department is proud to support children and families from Ukraine during their transition to a new life in the UK. To do our part to support the Ukrainian people, we are supporting the Ukrainian Ministry of Education and Science in policy development and this year have launched a UK-Ukraine Schools Partnership Programme, twinning 100 schools in the UK and Ukraine.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that (a) experienced and (b) new teachers in mainstream schools receive adequate training for teaching neurodivergent children.

Answered by Catherine McKinnell - Minister of State (Education)

The department provides continuing professional development to the school and further education (FE) workforce through the Universal Services programme, led by the National Association for Special Educational Needs (nasen). This programme helps the school and FE workforce to identify and meet the needs of children and young people with special educational needs and disabilities (SEND) earlier and more effectively.

From September 2025, the new initial teacher training and early career framework (ITTECF) will set out a minimum entitlement to training for all new teachers. The ITTECF contains significantly more content related to adaptive teaching and SEND which was tested with SEND educational experts, to ensure new teachers are equipped to support pupils with a range of additional learning needs.

The department recognises that continuous improvement is essential and has committed to review the ITTECF in 2027 to ensure it continues to provide the best possible support. This review will include a focus on teaching pupils with SEND.

Also in November 2024, the department established the Neurodivergence Task and Finish Group, which includes clinicians, scientists, academics, education experts and third sector organisations. The group will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings.

The department is also investing in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 27 November 2024 to Question 15144 on Teachers: Workplace Pension, what the updated planned timetable is for resolving the backlog of people waiting for cash equivalent transfer value details from Teachers’ Pensions.

Answered by Catherine McKinnell - Minister of State (Education)

The scheme administrator has made significant progress to reduce the backlog of Cash Equivalent Transfer Value (CETV) figures that built up whilst the necessary guidance was developed following the Transitional Protection (McCloud) remedy taking effect.

The backlog of 3,062 at the end of October 2024 has been reduced to 472 as of 3 June. The current outstanding figure includes recent applications and as such there will always be a number of outstanding CETVs at any given time.

The scheme administrator is now working through the more complex cases for members who have not retired who have scheme flexibilities to take account of, which must be processed clerically as a result.

Addressing the remainder of the backlog remains a key priority for both the department and the scheme administrator and it is anticipated that these outstanding cases will be completed before October 2025.

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 introducing VAT on independent schools in (a) January, (b) August and (c) September 2025 on the number of independent school closures.

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

Tax policy is a matter for HM Treasury (HMT). HMT published a tax information and impact note concerning the introduction of VAT on independent school fees which is accessible here: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees. Information about individual schools is available at the Get Information About Schools service.

Between 2010 and 2024 over 1,000 private schools closed. During the same period 1,213 opened, of which 705 were independent special schools.

Question to the Department for Education:

To ask the Secretary of State for Education, how many education, health and care plans have been withdrawn for children in (a) mainstream and (b) SEN schools in each of the last five years.

Answered by Catherine McKinnell - Minister of State (Education)

There were 3,317 education, health and care (EHC) plans for children and young people aged 0-25 which ceased during 2023 because the child or young person’s needs were being met without an EHC plan. This was out of a total number of 517,048 EHC plans active at January 2023. There are several other reasons an EHC plan might cease, for example, moving between local authorities, moving outside England or accessing an apprenticeship, employment or higher education. The full breakdown of ceased plans by reason for the calendar years 2022 and 2023 can be found in the publication, ‘Education, health and care plans’ (reporting year 2024) which can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2024.

Information on the number who attended mainstream schools or special schools and the number ceasing an EHC plan for this reason prior to the 2022 calendar year is not available.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps with Cabinet colleagues to increase pre-school support for children living in disadvantaged areas.

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

The government’s Plan for Change sets out a commitment to give children the best start in life. Low income families, children with education, health and care plans and looked after children are eligible for 15 hours funded early education from age 2. In addition, eligible disadvantaged children can get early years pupil premium (EYPP). This additional funding supports the delivery of high-quality early education improving disadvantaged children’s outcomes. In December 2024, we announced an unprecedented 45% increase to EYPP.

School-based nurseries are a key part of this government’s Opportunity Mission. We have awarded 300 primary schools £37 million to repurpose spare space for new or expanded nursery provision, which will be opening from September 2025.

In addition, from September 2026, every pupil whose household is in receipt of Universal Credit will be entitled to free school meals.

This means that over half a million children from the most disadvantaged households will become eligible for a free nutritious lunchtime meal every school day. This will lift 100,000 children across England out of poverty and put £500 a year per child back in parents’ pockets to support parents in decisive action to improve lives ahead of the Child Poverty Strategy coming later this year.

We are also investing an additional £126 million in 2025/26 to build up the Family Hubs and Start for Life programme. The 75 local authorities on the programme have already opened more than 400 family hubs in some of the most deprived areas in the country.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent estimate she has made of the proportion of school costs that is directly related to the number of pupils.

Answered by Catherine McKinnell - Minister of State (Education)

Every year the department publishes the schools’ costs technical note to help the sector to understand school costs and funding. Our analysis considers pupil demographic changes alongside other factors.

The department allocates most mainstream funding through the schools national funding formula (NFF). In the 2025/26 financial year, 92% of total schools NFF funding is being distributed through “pupil led” factors, which are based on pupil numbers and pupil characteristics, such as eligibility for pupil premium and special educational needs and disabilities.

Real terms per pupil comparisons are only one way in which the department communicates funding changes, and schools and local authorities can also see their funding as total cash amounts. The total size of the core schools budget in the 2025/26 financial year is £65.3 billion, a £3.7 billion increase over 2024/25. This represents a 6.0% rise in cash terms, or 3.3% increase in real terms.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve levels of care for children in social care.

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

The department announced the biggest overhaul to children’s social care in a generation to ensure opportunity for all children. This includes increased investment and landmark legislation through the Children’s Wellbeing and Schools Bill.

Our policy statement ‘Keeping Children Safe, Helping Families Thrive’, published in November 2024, outlines our vision and core legislative proposals. We will shift the focus of the children's social care system to early support to keep families together.

Implementing the Children’s Wellbeing and Schools Bill will improve levels of care for children in social care, as it is a key step towards delivering the government’s Opportunity Mission. It will break the link between young people’s background and their future success, to shift the focus of the children's social care system to earlier support for children and families, and to tackle profiteering in the care market and put children needs first.

Our plans will ensure:

• Children can remain with their families where possible.
• We will support more children to live with kinship carers or in fostering families.
• We will support children in care and care leavers, including rolling out the ‘Staying Close’ programme.
• We will delivery stronger multi-agency approaches to support families and keep children safe.
• We will fix the broken care market to tackle profiteering and put children first.

Question to the Department for Education:

To ask the Secretary of State for Education, how many warning letters Ofsted has sent to unregistered care settings for children in the last year.

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

It is illegal to manage an unregistered setting that should be registered with Ofsted. Unregistered settings pose a risk to children, given there is no assurance about safety.

Ofsted can pursue criminal prosecution, and between April 2023 and March 2024, opened over 1000 cases to investigate potential unregistered settings.

We are strengthening Ofsted’s powers, via the Children’s Wellbeing and Schools Bill, so they can fine unregistered providers. There is no limit to the fine. Ofsted will take into account the provider's previous record, severity of the breach and impact on children. This will enable Ofsted to act at scale and pace to tackle persistent offenders. It will also act as a greater deterrent. This will mean that more children are placed into registered settings, where Ofsted, the local authority, and the public can be assured that the child is in a home that meets all the requirements set out in legislation.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to tackle unregistered care settings for children.

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

It is illegal to manage an unregistered setting that should be registered with Ofsted. Unregistered settings pose a risk to children, given there is no assurance about safety.

Ofsted can pursue criminal prosecution, and between April 2023 and March 2024, opened over 1000 cases to investigate potential unregistered settings.

We are strengthening Ofsted’s powers, via the Children’s Wellbeing and Schools Bill, so they can fine unregistered providers. There is no limit to the fine. Ofsted will take into account the provider's previous record, severity of the breach and impact on children. This will enable Ofsted to act at scale and pace to tackle persistent offenders. It will also act as a greater deterrent. This will mean that more children are placed into registered settings, where Ofsted, the local authority, and the public can be assured that the child is in a home that meets all the requirements set out in legislation.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 19 May 2025 to Question 47692 on Adoption and Special Guardianship Support Fund, if she will to publish the data on therapy service costs by region.

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

The data requested is in the table below.

Number of applications* approved in the 2024/25 financial year with therapy service costs totalled by region*:

*The data presented is the number of approved applications with therapy service costs. Please note that an individual application could have multiple recipients with multiple placement types and access the Fair Access Limit from multiple years.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will introduce an equivalent to the statutory maternity allowance for self-employed adopters.

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

In the Department for Business and Trade’s ‘Plan to Make Work Pay’ report, the government committed to a review of the parental leave system to ensure that it best supports working families. This will include consideration of support to self-employed people, including self-employed adopters.

Question to the Department for Education:

To ask the Secretary of State for Education, what representations she has received on the effectiveness of the change in the real terms per pupil funding measure as an indicator of growth or otherwise in school budgets when pupil numbers are declining.

Answered by Catherine McKinnell - Minister of State (Education)

Every year the department publishes the schools’ costs technical note to help the sector to understand school costs and funding. Our analysis considers pupil demographic changes alongside other factors.

The department allocates most mainstream funding through the schools national funding formula (NFF). In the 2025/26 financial year, 92% of total schools NFF funding is being distributed through “pupil led” factors, which are based on pupil numbers and pupil characteristics, such as eligibility for pupil premium and special educational needs and disabilities.

Real terms per pupil comparisons are only one way in which the department communicates funding changes, and schools and local authorities can also see their funding as total cash amounts. The total size of the core schools budget in the 2025/26 financial year is £65.3 billion, a £3.7 billion increase over 2024/25. This represents a 6.0% rise in cash terms, or 3.3% increase in real terms.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent estimate she has made of the proportion of school funding that is directly related to the number of pupils.

Answered by Catherine McKinnell - Minister of State (Education)

Every year the department publishes the schools’ costs technical note to help the sector to understand school costs and funding. Our analysis considers pupil demographic changes alongside other factors.

The department allocates most mainstream funding through the schools national funding formula (NFF). In the 2025/26 financial year, 92% of total schools NFF funding is being distributed through “pupil led” factors, which are based on pupil numbers and pupil characteristics, such as eligibility for pupil premium and special educational needs and disabilities.

Real terms per pupil comparisons are only one way in which the department communicates funding changes, and schools and local authorities can also see their funding as total cash amounts. The total size of the core schools budget in the 2025/26 financial year is £65.3 billion, a £3.7 billion increase over 2024/25. This represents a 6.0% rise in cash terms, or 3.3% increase in real terms.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate of the average reduction in Adoption and Special Guardianship Support funding for kinship carers who can no longer access match-funding in exceptional cases in Gosport constituency.

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

The department always assesses the impact of changes on vulnerable children across the country. This includes reviewing the Equalities Impact Assessment, which will be deposited in the House Libraries in due course.

The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) will still enable children in Gosport, as throughout our country, to access a significant package of support, tailored to meet their individual needs. In 2024/25, there was only one match-funding application to the ASGSF from Hampshire local authority. Where needed, local authorities can use their own funding to increase the amount of therapy.

This government is committed to breaking down barriers to opportunity. The ASGSF is an important part of this, but other sources of support are available to adopted and kinship children. This year, we are making £500 million available to local authorities to roll out Family Help and Child Protection nationally to transform services and transition towards earlier intervention. We are also recruiting an additional 8,500 new mental health staff to treat children and adults, and opening new Young Futures Hubs with access to mental health support workers.

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 reduction in Adoption and Special Guardianship Support funding on (a) the policy mission entitled Break Down Barriers to Opportunity and (b) children's start in life.

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

The department always assesses the impact of changes on vulnerable children across the country. This includes reviewing the Equalities Impact Assessment, which will be deposited in the House Libraries in due course.

The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) will still enable children in Gosport, as throughout our country, to access a significant package of support, tailored to meet their individual needs. In 2024/25, there was only one match-funding application to the ASGSF from Hampshire local authority. Where needed, local authorities can use their own funding to increase the amount of therapy.

This government is committed to breaking down barriers to opportunity. The ASGSF is an important part of this, but other sources of support are available to adopted and kinship children. This year, we are making £500 million available to local authorities to roll out Family Help and Child Protection nationally to transform services and transition towards earlier intervention. We are also recruiting an additional 8,500 new mental health staff to treat children and adults, and opening new Young Futures Hubs with access to mental health support workers.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the potential impact of a reduction in Adoption and Special Guardianship Support funding on the mental health outcomes of children in adoptive and kinship placements in Gosport.

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

The department always assesses the impact of changes on vulnerable children across the country. This includes reviewing the Equalities Impact Assessment, which will be deposited in the House Libraries in due course.

The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) will still enable children in Gosport, as throughout our country, to access a significant package of support, tailored to meet their individual needs. In 2024/25, there was only one match-funding application to the ASGSF from Hampshire local authority. Where needed, local authorities can use their own funding to increase the amount of therapy.

This government is committed to breaking down barriers to opportunity. The ASGSF is an important part of this, but other sources of support are available to adopted and kinship children. This year, we are making £500 million available to local authorities to roll out Family Help and Child Protection nationally to transform services and transition towards earlier intervention. We are also recruiting an additional 8,500 new mental health staff to treat children and adults, and opening new Young Futures Hubs with access to mental health support workers.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the potential impact of a reduction in Adoption and Special Guardianship Support funding on the number of kinship children able to access therapeutic support services in Gosport.

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

The department always assesses the impact of changes on vulnerable children across the country. This includes reviewing the Equalities Impact Assessment, which will be deposited in the House Libraries in due course.

The funding available through the Adoption and Special Guardianship Support Fund (ASGSF) will still enable children in Gosport, as throughout our country, to access a significant package of support, tailored to meet their individual needs. In 2024/25, there was only one match-funding application to the ASGSF from Hampshire local authority. Where needed, local authorities can use their own funding to increase the amount of therapy.

This government is committed to breaking down barriers to opportunity. The ASGSF is an important part of this, but other sources of support are available to adopted and kinship children. This year, we are making £500 million available to local authorities to roll out Family Help and Child Protection nationally to transform services and transition towards earlier intervention. We are also recruiting an additional 8,500 new mental health staff to treat children and adults, and opening new Young Futures Hubs with access to mental health support workers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support local authorities with (a) preventative and (b) early-years support for ECHPs in the North East.

Answered by Catherine McKinnell - Minister of State (Education)

This government’s ambition is that all children and young people with special educational needs and disabilities or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.

Early intervention is critical to prevent unmet needs from escalating. To support early years educators to meet emerging needs, the department has launched new training resources to help educators support children with developmental differences. We have also announced 1,000 further funded training places for Early Years Special Educational Needs Coordinators in the 2025/26 financial year, which will be targeted at settings in the most disadvantaged areas.

The department, in partnership with NHS England, continues to improve access to speech and language therapy in early years settings and primary schools through the Early Language and Support for Every Child pathfinder project. This is being delivered through nine regional pathfinder partnerships within the department’s change programme. In the North East, this is being led by Hartlepool Local Authority.

The department’s North East Regions Group also maintains regular engagement with all 12 local authorities in the area, providing tailored support to individual authorities, as well as regionally.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessments she has made of the merits of implementing a teacher retention strategy that addresses key factors driving staff to leave the profession.

Answered by Catherine McKinnell - Minister of State (Education)

High-quality teaching is the in-school factor that has the biggest positive impact on a child or young person’s outcome in schools and colleges. Recruiting and retaining more qualified, expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament.

The best recruitment strategy is an effective retention strategy. The department recently announced a 4% pay award for teachers and leaders in maintained schools from September 2025. This builds on the 5.5% pay award for the 2024/25 academic year, resulting in a near 10% pay award since this government came to power, ensuring teaching is once again a valued profession and keeping high-quality teachers in schools. In addition, we invested around £700 million across schools and further education this year, which included increasing our targeted retention incentives, worth up to £6,000 per year for early career teachers teaching in disadvantaged schools, and resources to improve teachers’ workload and wellbeing.

Our investment is starting to deliver. The workforce has grown by 2,346 full-time equivalent, between 2023/24 and 2024/25 in secondary and special schools, with leaver rates dropping to 9.1%, one of the lowest on record.

To further support teacher retention, the department has established a new way of working through ‘Improving Education Together’, which brings together employer representative organisations, unions and government to help inform policy design and approaches to implementation across key reform priorities.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the legal costs of implementing the EHRC’s proposed Code of Practice for Services, Public Functions and Associations for schools.

Answered by Catherine McKinnell - Minister of State (Education)

I refer my hon. Friend, the Member for Weston-super-Mare to the answer of 09 June 2025 to Question 55359.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the cost of implementing the proposed EHRC Code of Practice for Services, Public Functions, and Associations on academies; and whether she has had discussions with academy providers on this issue.

Answered by Catherine McKinnell - Minister of State (Education)

I refer my hon. Friend, the Member for Weston-super-Mare to the answer of 09 June 2025 to Question 55359.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's press release entitled Patients and pupils to benefit from school and hospital repairs, published on 30 May 2025, how much funding will be allocated to schools in each (a) constituency and (b) local authority.

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

This government has increased investment for improving our school buildings to £2.1 billion for the 2025/26 financial year, almost £300 million more than last year. As part of that, close to £470 million has been made available to eligible schools and sixth-form colleges through the Condition Improvement Fund.

The department has published details of successful projects and applicants to the Condition Improvement Fund for the 2025/26 financial year, including by local authority, and constituency. We do not, however, publish amounts of funding awarded at project, school, constituency or local authority level to protect the commercial interests of schools in getting best value from the market. We have published the aggregated amount allocated to projects at regional level.

Question to the Department for Education:

To ask the Secretary of State for Education, how many Young Futures Hubs will there be in (a) Lancashire and (b) Fylde constituency.

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

The government has committed to the creation of a new Young Futures Programme, which will establish a network of Young Futures Hubs and Young Futures Prevention Partnerships. 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 them to thrive.

To roll-out Young Futures Hubs, building on the success of existing infrastructure and provision, the department will establish a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. These early adopter hubs and work in local areas will inform the longer-term development of the programme, including how quickly we move to a greater number of hubs and where they may be located.

The department will set out more details on timelines and locations in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking with local authorities to help reduce the time taken for ECHP tribunals to be heard in the North East.

Answered by Catherine McKinnell - Minister of State (Education)

The department is working closely with the Ministry of Justice (MoJ) to help reduce the time families wait for appeal hearings about education, health and care (EHC) plan appeals.

MoJ recently recruited 70 new judges and increased administrative staffing by 10% to help process appeals. The use of judicial case management powers to settle cases earlier has also been expanded, and the Tribunal Procedure Committee have recently amended its rules to allow individual judges to determine whether appeals against a refusal to conduct an EHC needs assessment should be conducted in writing (known as ‘on paper’), which is quicker than a full oral hearing.

The tribunal always prioritises phase transfer appeals for children and young people who are moving school/placement in September and offers parents and young people the opportunity to have appeals heard throughout school holidays and paper hearings when there is capacity.

As the tribunal are hearing 99.5% of appeals remotely, all regions across England are served equitably.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of proposed changes to apprenticeships on (a) young people and (b) businesses in North East Somerset and Hanham constituency.

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

This government’s first mission is to kickstart economic growth. We know that across the country skills gaps are holding back business growth and that we need to support employers to invest in skills training. That is why we are transforming the apprenticeships offer into a new growth and skills offer, which will provide greater flexibility to employers and learners, aligned to the industrial strategy.

As part of the offer, we are introducing new foundation apprenticeships to give young people a route into careers in critical sectors, allowing them to earn a wage while developing vital skills. The first foundation apprenticeships will be focussed on industrial strategy and priority areas including construction, social care, digital and engineering, with seven new foundation apprenticeship standards introduced from August 2025. We expect this to drive up to 30,000 apprenticeship starts across this Parliament, creating more skilled jobs for young people and fuelling innovation for businesses across the country, including North East Somerset and Hanham.

The growth and skills offer is informed by Skills England’s engagement with a wide range of stakeholders, to ensure that levy-funded training meets the needs of employers and learners.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the contribution from the apprenticeship levy to level 7 apprenticeships provided by (a) schools, (b) other bodies in the education sector and (c) bodies in the children’s social care sector to apprentices (i) under 21 (ii) over 21 in (A) 2023/24 (B) 2024/25 (C) 2025/26 and (D) 2026/27.

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

The apprenticeship levy is collected by His Majesty’s Revenue and Customs (HMRC) from all UK employers with a pay bill above £3 million. HMRC publish overall levy receipts at: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

The department is responsible for apprenticeships in England only. The funding for apprenticeship training comes from the annual protected apprenticeship budget agreed at Spending Reviews. Although closely linked, this is distinct from the total levy income collected and the funds in employer accounts.

The department is therefore not able to provide information about how individual levy contributions link to the amount of the budget that is spent supporting level 7 apprenticeships in specific bodies.

The department publishes official statistics on apprenticeships that include information on apprenticeship starts by sector, level, standard and age at: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25.

Details of apprenticeship standards by route at level 7 can be found at: https://www.instituteforapprenticeships.org/apprenticeships/?levels=7&includeApprovedForDelivery=true.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the contribution from the apprenticeship levy to level 7 apprenticeships provided by (a) the NHS and (b) other bodies in the health and social care sector to apprentices (i) under 21 (ii) over 21 in (A) 2023/24 (B) 2024/25 (C) 2025/26 and (D) 2026/27.

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

The apprenticeship levy is collected by His Majesty’s Revenue and Customs (HMRC) from all UK employers with a pay bill above £3 million. HMRC publish overall levy receipts at: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

The department is responsible for apprenticeships in England only. The funding for apprenticeship training comes from the annual protected apprenticeship budget agreed at Spending Reviews. Although closely linked, this is distinct from the total levy income collected and the funds in employer accounts.

The department is therefore not able to provide information about how individual levy contributions link to the amount of the budget that is spent supporting level 7 apprenticeships in specific bodies.

The department publishes official statistics on apprenticeships that include information on apprenticeship starts by sector, level, standard and age at: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25.

Details of apprenticeship standards by route at level 7 can be found at: https://www.instituteforapprenticeships.org/apprenticeships/?levels=7&includeApprovedForDelivery=true.

Question to the Department for Education:

To ask the Secretary of State for Education, what retention rates were for educators of T-Level studies in the latest period for which data is available; and what steps she is taking to ensure the quality of these educators meets a minimum standard.

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

The department does not hold information on retention rates specifically for teachers of T Levels. All teachers can access a free of charge continuing professional development programme, offered by the Education Training Foundation, to help update their knowledge and skills to successfully deliver T Levels. We recently updated this support, with more teacher resources, and shorter, more accessible online courses. More information about this support is available here: https://www.et-foundation.co.uk/professional-development/t-levels/.

Ofsted inspects further education and skills providers in England under part 8 of the Education and Inspections Act 2006 and must state whether education or training inspected is of adequate quality. Inspections will encompass T Level provision where offered.

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 Safety Valve agreement on the provision of special educational needs support in Surrey.

Answered by Catherine McKinnell - Minister of State (Education)

The department is continuing to work with Surrey to deliver their safety valve plan, including providing ongoing support from both expert advisers. We regularly review the implementation of all safety valve agreements through our monitoring process, which takes place 3 times a year. Safety valve agreements were only made if both the local authority and the department’s expert special educational needs and disabilities advisers agreed that the proposals would give children and young people a better service and comply with the local authority’s statutory obligations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of the adequacy of the legal framework on the duty of care owed by (a) higher education institutions and (b) associated students’ unions to students.

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

I refer my hon. Friend, the Member for Clapham and Brixton Hill to the answer of 08 January 2025 to Question 21514.

Question to the Department for Education:

To ask the Secretary of State for Education, how much (a) set up, (b) other one-off, (c) food, (d) staffing and (e) other operating cost funding has been allocated to schools for school breakfast pilots in total; and what estimate she has made of the (i) number of eligible children and (ii) average number of breakfasts to be taken per eligible child over the period.

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

At the Autumn Budget 2024, the government tripled its investment in breakfast clubs to over £30 million in the 2025/26 financial year to help ensure children are ready to learn at the start of the school day.

From the start of the 2025 summer term, the first 750 free breakfast clubs with early adopter schools are opening in towns and cities across the country.

Allocated funding covers early adopter food, delivery and staffing costs. It is based on previous breakfast club schemes, and discussions with schools who run breakfast clubs, and standard school staffing rates. All schools have received £500 to cover initial set-up costs and will receive a lump sum of at least £1,000 a term, regardless of how many pupils will be in attendance. Schools will then receive an arrears payment based on the number of pupils who accessed the club, the characteristics of the pupils with and with an additional daily rate for FSM6 pupils at the school. For special schools, there is a daily rate of £3.23 per day per child who attends the club. An average primary school, with 50% take-up, will receive over £23,000 for a full year for an early adopter Breakfast Club more than £21,000 above what was provided to schools under the previous government’s National School Breakfast Programme which failed to cover all food or staffing costs.

One function of the early adopters is to test how schools utilise the funding and how many pupils access the offer. The department has a robust strategy to capture and analyse this data.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has she made of the adequacy of (a) the current Free School Meal eligibility criteria and (b) the per-pupil funding available for Free School Meals.

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

This government is committed to breaking down barriers to opportunity and tackling child poverty. We have now announced that we are extending free school meals to all children from households in receipt of Universal Credit from September 2026. It will lift 100,000 children across England out of poverty and put £500 back in families’ pockets, supporting parents in decisive action to improve lives ahead of the Child Poverty Strategy coming later this year.

Providing over half a million additional children from the most disadvantaged backgrounds with a free, nutritious lunchtime meal every school day will also lead to higher attainment, improved behaviour and better outcomes, meaning children get the best possible education and chance to succeed in work and life.

It is important that these meals follow the latest nutritional guidance. We are currently engaging with stakeholders on revising the School Food Standards, to ensure they support our work to create the healthiest generation of children in history.

Question to the Department for Education:

To ask the Secretary of State for Education, whether it is her Department's policy to increase the capital budget to schools to support them in implementing the proposed EHRC changes to the Code of Practice for services, public functions and associations.

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

The Equality and Human Rights Commission (EHRC) is updating its Code of Practice for Services, Public Functions and Associations and is seeking views from affected stakeholders through their consultation which closes on 30 June. We would encourage people to ensure their views are heard by submitting a response to the consultation. The department will then consider the EHRC’s updated draft once they have submitted it.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of in-school counselling services.

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

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

Timely and effective in-school pastoral support is critical to achieving high and rising standards in schools and breaking down barriers to opportunity.

It is for schools to choose the specific wellbeing interventions that are best suited to their pupils, making the best use of their funding and taking the best available evidence-based advice. Many schools choose to provide in-school counsellors, and these can play a positive role in supporting pupil mental wellbeing.

So that every child and young person has access to early support to address problems before they escalate, this government has committed to providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs). By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.

The Autumn Budget 2024 confirmed an additional £2.3 billion for the core schools budget for the 2025/26 financial year compared to 2024/25. This means that overall core schools funding will reach over £63.9 billion in 2025/26.

Question to the Department for Education:

To ask the Secretary of State for Education, how many (a) schools and (b) school leaders have engaged with A whole-school approach to food e-learning module that was launched 28 October 2024; and whether her Department is collecting data to measure the effectiveness of this training.

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

Since its launch, 903 users have engaged with the ‘A whole-school approach to food’ e-learning module.

The department receives evaluation data of the training from post-completion user-assessments. 99% of users said they were satisfied with the module and 87% of users felt their knowledge had increased as a result of completing the training.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure school behaviour policies are (a) inclusive and (b) supportive of children with speech and language challenges.

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

All schools are required by law to have a behaviour policy which outlines effective strategies that will encourage good behaviour. Any policy must be lawful, proportionate and reasonable and comply with the school’s duties under the Equality Act 2010 and the Education and Inspections Act 2006.

The ‘Behaviour in schools’ guidance is clear that a school’s culture should consistently promote high standards of behaviour and provide the necessary support to ensure all pupils, including those with special educational needs and disabilities (SEND), can achieve and thrive. The appropriate response to misbehaviour will often need to be considered in relation to a pupil’s SEND, although not every incident of misbehaviour will be connected to their SEND. When a pupil is identified as having SEND, the graduated approach outlined in the ‘SEND code of practice: 0 to 25 years’ should be used to assess, plan, deliver and then review the impact of the support being provided. The guidance also includes practical examples of how schools can meet their duties under the Equality Act 2010 and Children and Families Act 2014.

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 real terms value of pay awards through the School Teachers Pay Review Body process in the 2025-26 financial year on trends in the (a) recruitment and (b) retention of school teachers.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB) based on a range of evidence, including the real terms value of teacher pay.

While in power, this government has accepted their recommendations in full.

This year’s pay award of 4% exceeds forecasts for inflation and provides a competitive salary for both new and existing teachers. Based on forecasts for inflation across the 2025/26 academic year, this is a real-terms increase of around 1.5%.

The department wants teaching to be an attractive and expert profession, to ensure that our children have the expert teachers they need to achieve and thrive and tackle recruitment and retention issues. That is also why we are committed to delivering the manifesto pledge to recruit 6,500 teachers across secondary and special schools, and in our colleges, over the course of this Parliament and there are already signs that our Plan for Change is working.

The workforce has grown by 2,346 full-time equivalent between 2023/24 and 2024/25, in secondary and special schools over the last year. Additionally, our future school teacher pipeline is growing. As of May 2025, there are 11% more trainees who have accepted offers to train as secondary subjects, including in priority subjects such as physics, where we have seen a 43% increase in acceptances compared to last year.

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 real terms value of pay awards through the School Teachers Pay Review Body process on teachers in each year since 2010.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB) based on a range of evidence, including the real terms value of teacher pay.

While in power, this government has accepted their recommendations in full.

This year’s pay award of 4% exceeds forecasts for inflation and provides a competitive salary for both new and existing teachers. Based on forecasts for inflation across the 2025/26 academic year, this is a real-terms increase of around 1.5%.

The department wants teaching to be an attractive and expert profession, to ensure that our children have the expert teachers they need to achieve and thrive and tackle recruitment and retention issues. That is also why we are committed to delivering the manifesto pledge to recruit 6,500 teachers across secondary and special schools, and in our colleges, over the course of this Parliament and there are already signs that our Plan for Change is working.

The workforce has grown by 2,346 full-time equivalent between 2023/24 and 2024/25, in secondary and special schools over the last year. Additionally, our future school teacher pipeline is growing. As of May 2025, there are 11% more trainees who have accepted offers to train as secondary subjects, including in priority subjects such as physics, where we have seen a 43% increase in acceptances compared to last year.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the level of confidence of workforce unions in the School Teachers Pay Review Body process.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB).

In making recommendations, the STRB consider a range of written and oral evidence from statutory consultees, including the department, employer representatives and unions. This year, that process has resulted in the government accepting the STRB‘s recommendation for a 4% pay award for teachers and leaders in maintained schools.

Combined with last year’s 5.5% award, this above-inflation pay award means school teachers will see an increase in their pay of almost 10% over two years.

The department has also brought in changes to encourage flexible working and to more fairly reward part-time teachers for taking on additional responsibilities.

Unions continue to engage positively with, and make valuable contributions towards, the pay round process. Unions involved with the process (including NEU, NASUWT, Community, NAHT, and ASCL) have published statements in response to the announcement, which are available on their websites.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with stakeholders on (a) public, (b) cooperative and (c) non-profit models of supply teacher provision.

Answered by Catherine McKinnell - Minister of State (Education)

Supply teachers make an important contribution to the smooth running of schools across the country by filling posts on a temporary basis and covering teacher absences.

The department does not plan at this time to assess the potential merits of piloting a publicly funded national and regional supply teacher register. Schools and local authorities are responsible for the recruitment of their supply teachers and there are currently various approaches to providing supply teachers.

For example, local authority supply pools are one of the approaches to providing supply teachers and local authorities have the autonomy to decide whether to operate these supply teacher pools.

The department works closely with the Crown Commercial Service on supply teachers.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of introducing regularised direct pay negotiations with workforce trades unions on (a) recruitment and (b) retention.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB).

In making recommendations, the STRB consider a range of written and oral evidence from statutory consultees, including the department, employer representatives and unions. This year, that process has resulted in the government accepting the STRB‘s recommendation for a 4% pay award for teachers and leaders in maintained schools.

Combined with last year’s 5.5% award, this above-inflation pay award means school teachers will see an increase in their pay of almost 10% over two years.

The department has also brought in changes to encourage flexible working and to more fairly reward part-time teachers for taking on additional responsibilities.

Unions continue to engage positively with, and make valuable contributions towards, the pay round process. Unions involved with the process (including NEU, NASUWT, Community, NAHT, and ASCL) have published statements in response to the announcement, which are available on their websites.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the response of workforce unions to the pay awards set out in her Department's response to the School Teachers Pay Review Body report.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB).

In making recommendations, the STRB consider a range of written and oral evidence from statutory consultees, including the department, employer representatives and unions. This year, that process has resulted in the government accepting the STRB‘s recommendation for a 4% pay award for teachers and leaders in maintained schools.

Combined with last year’s 5.5% award, this above-inflation pay award means school teachers will see an increase in their pay of almost 10% over two years.

The department has also brought in changes to encourage flexible working and to more fairly reward part-time teachers for taking on additional responsibilities.

Unions continue to engage positively with, and make valuable contributions towards, the pay round process. Unions involved with the process (including NEU, NASUWT, Community, NAHT, and ASCL) have published statements in response to the announcement, which are available on their websites.

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 piloting a publicly funded (a) national and (b) regional supply teacher register for England.

Answered by Catherine McKinnell - Minister of State (Education)

Supply teachers make an important contribution to the smooth running of schools across the country by filling posts on a temporary basis and covering teacher absences.

The department does not plan at this time to assess the potential merits of piloting a publicly funded national and regional supply teacher register. Schools and local authorities are responsible for the recruitment of their supply teachers and there are currently various approaches to providing supply teachers.

For example, local authority supply pools are one of the approaches to providing supply teachers and local authorities have the autonomy to decide whether to operate these supply teacher pools.

The department works closely with the Crown Commercial Service on supply teachers.

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 Government's proposed pay award on service provision.

Answered by Catherine McKinnell - Minister of State (Education)

High-quality teaching is the in-school factor that has the biggest positive impact on a child’s educational outcome. Ensuring there are sufficient, high-quality staff in our schools is therefore critical. This is why the government has pledged to recruit 6,500 additional expert teachers.

On 22 May, we announced this year’s above-inflation pay award of 4% which, combined with the 5.5% pay award last year, will mean school teachers in maintained schools will see an increase in their pay of almost 10% over two years.

The department is also ensuring that further financial incentives are targeted where the need for them is greatest. For example, we are offering targeted retention payments of up to £6,000 per year to teachers of key subjects working in disadvantaged areas in the first 5 years of their careers. We have also announced an initial teacher training financial incentives package for the 2025/26 recruitment cycle worth £233 million, a £37 million increase on the last cycle. This includes a range of measures, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free, to encourage talented trainees to teach key subjects.

We are already seeing positive signs that this investment and approach is starting to deliver. New government data shows there are 2,346 more teachers in secondary and special schools in England compared to last year, an increase of 1,400 and 900 respectively from the year before. Over 2,000 more people are also training to become secondary school teachers this year and over 2,500 more teachers are expected to stay in the profession over the next three years.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the employment of supply teachers through private supply agencies on the (a) pay and (b) pension rights of early career teachers.

Answered by Catherine McKinnell - Minister of State (Education)

No specific assessment has been made of the impact of the employment of supply teachers through supply agencies on the pay and pension rights of early career teachers.

The Teachers’ Pension Scheme (TPS) Regulations 2014, which set out the rules for the TPS in England and Wales, determine that for teachers to be eligible to join the scheme, their employment must be with an accepted employer, usually a school.

Where a supply teacher is employed directly by an accepted school, they will have the same participation rights as a permanent teacher, and they are eligible to participate in the scheme. Where supply teachers are self-employed, or employed by a supply agency and their services are provided under a contract for services, it is not possible for them to participate in the TPS as there is no organisation to undertake the employer duties required by the scheme regulations, these include paying contributions to the scheme and maintaining or remitting employment data.

The department has previously considered which categories of employer can be accepted into the TPS and ultimately determined that supply agencies should not be included. There are currently no plans to revisit this position.

If a supply teacher is employed by a private agency the employer can set the rate of pay.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support supply teachers in (a) Fylde constituency and (b) Lancashire.

Answered by Catherine McKinnell - Minister of State (Education)

Supply teachers perform a valuable role and the department is grateful for their important contribution to schools.

Schools and local authorities are currently responsible for the recruitment of their supply teachers. There are various approaches to providing supply teachers.

The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. More information about the deal can be accessed here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help protect freedom of faith in schools.

Answered by Catherine McKinnell - Minister of State (Education)

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

Religious education (RE) is a compulsory part of the basic curriculum in state schools. The government firmly believes in the importance of RE in helping to foster understanding amongst different faith and culture.

All state-funded schools must also provide a daily act of collective worship. It is for schools to tailor their provision to suit the needs of their pupils.

Faith schools, which remain an important element of our education system, have greater freedom to maintain their religious ethos. This could include teaching religious education and providing collective worship in accordance with the tenets and practices of their faith.

Parents have the right to withdraw their children from all or any part of religious education or collective worship.

All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life. Furthermore, schools are required to promote the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those of different faiths and beliefs. Ofsted inspects how schools and colleges develop their pupils' understanding of these values.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department holds on the proportion of supply teachers employed through private agencies in (a) England and (b) the devolved Administrations.

Answered by Catherine McKinnell - Minister of State (Education)

The school workforce census does not identify supply teachers in England. However, teachers who are not directly employed by the school or local authority and who are in school on census day (early November each year) with a contract or service agreement lasting fewer than 28 days are recorded as ‘occasional’ teachers. In November 2024, schools reported 17,600 occasional teachers (headcount) on census day. This is up from the previous year when 15,800 were reported. The department only collects this information from state-schools in England. Education in Wales, Scotland and Northern Ireland is a devolved matter for the Welsh, Scottish and Northern Irish Governments.

A survey conducted by the department in 2023 (“Use of supply teachers in schools”) found that 85% of supply teachers surveyed said they had obtained work through supply teacher agencies.

Just under half of all supply teachers surveyed (47%) wanted to stop working as a supply teacher within 12 months. 47% of those who wanted to stop working as a supply teacher wanted to leave in order to take up a permanent teaching position.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department (a) collects and (b) plans to collect data on the number of supply teachers leaving the profession annually.

Answered by Catherine McKinnell - Minister of State (Education)

The school workforce census does not identify supply teachers in England. However, teachers who are not directly employed by the school or local authority and who are in school on census day (early November each year) with a contract or service agreement lasting fewer than 28 days are recorded as ‘occasional’ teachers. In November 2024, schools reported 17,600 occasional teachers (headcount) on census day. This is up from the previous year when 15,800 were reported. The department only collects this information from state-schools in England. Education in Wales, Scotland and Northern Ireland is a devolved matter for the Welsh, Scottish and Northern Irish Governments.

A survey conducted by the department in 2023 (“Use of supply teachers in schools”) found that 85% of supply teachers surveyed said they had obtained work through supply teacher agencies.

Just under half of all supply teachers surveyed (47%) wanted to stop working as a supply teacher within 12 months. 47% of those who wanted to stop working as a supply teacher wanted to leave in order to take up a permanent teaching position.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment her Department has made of the adequacy of the (a) employment conditions and (b) average pay of supply teachers.

Answered by Catherine McKinnell - Minister of State (Education)

Research conducted by the department in 2023 included findings on the estimated average daily cost of a supply teacher to a school and estimated average daily take-home pay of supply teachers, by phase. The leader survey and supply teacher survey found that the reported average daily cost to the school of a supply teacher was £218 in primary, £291 in secondary and £270 in special schools. The survey also found that the reported average daily take-home salary for supply teachers surveyed was £136 in primary, £150 in secondary and £144 in special schools.

The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. More information can be accessed here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge. The suppliers will also agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given, which makes it easier and more cost effective for schools to retain supply teachers and employ them on a permanent basis.

Schools and local authorities are currently responsible for the recruitment of their supply teachers, and a supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the School Teachers’ Pay and Conditions Document. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the average daily rate paid to supply teachers by (a) agencies and (b) schools.

Answered by Catherine McKinnell - Minister of State (Education)

Research conducted by the department in 2023 included findings on the estimated average daily cost of a supply teacher to a school and estimated average daily take-home pay of supply teachers, by phase. The leader survey and supply teacher survey found that the reported average daily cost to the school of a supply teacher was £218 in primary, £291 in secondary and £270 in special schools. The survey also found that the reported average daily take-home salary for supply teachers surveyed was £136 in primary, £150 in secondary and £144 in special schools.

The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. More information can be accessed here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge. The suppliers will also agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given, which makes it easier and more cost effective for schools to retain supply teachers and employ them on a permanent basis.

Schools and local authorities are currently responsible for the recruitment of their supply teachers, and a supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the School Teachers’ Pay and Conditions Document. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of implementing a long-term strategy to improve school teachers’ pay in real terms through the School Teachers' Pay Review Body process.

Answered by Catherine McKinnell - Minister of State (Education)

Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB) based on a range of evidence, including the real terms value of teacher pay.

While in power, this government has accepted their recommendations in full.

This year’s pay award of 4% exceeds forecasts for inflation and provides a competitive salary for both new and existing teachers. Based on forecasts for inflation across the 2025/26 academic year, this is a real-terms increase of around 1.5%.

The department wants teaching to be an attractive and expert profession, to ensure that our children have the expert teachers they need to achieve and thrive and tackle recruitment and retention issues. That is also why we are committed to delivering the manifesto pledge to recruit 6,500 teachers across secondary and special schools, and in our colleges, over the course of this Parliament and there are already signs that our Plan for Change is working.

The workforce has grown by 2,346 full-time equivalent between 2023/24 and 2024/25, in secondary and special schools over the last year. Additionally, our future school teacher pipeline is growing. As of May 2025, there are 11% more trainees who have accepted offers to train as secondary subjects, including in priority subjects such as physics, where we have seen a 43% increase in acceptances compared to last year.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to financially support smaller schools in rural communities.

Answered by Catherine McKinnell - Minister of State (Education)

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor.

In the 2025/26 financial year, the sparsity factor provides eligible primary schools up to £57,400, and all other eligible schools up to £83,400. In addition to this, all small schools have benefited from the increase to core factors in the NFF in 2025/26, including the NFF lump sum set at £145,100. This provides a fixed amount of funding that is particularly beneficial to small schools, as it is not affected by pupil numbers.

This funding recognises the particular financial challenges small and remote schools can face, such as fewer opportunities to find efficiencies, the significant role they play in the rural communities they serve, and that without such funding, their pupils could face long travel distances to attend school.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of private agency profit margins in the supply teacher market on (a) schools and (b) supply teachers.

Answered by Catherine McKinnell - Minister of State (Education)

Research conducted by the department in 2023 included findings on the estimated average daily cost of a supply teacher to a school and estimated average daily take-home pay of supply teachers, by phase. The leader survey and supply teacher survey found that the reported average daily cost to the school of a supply teacher was £218 in primary, £291 in secondary and £270 in special schools. The survey also found that the reported average daily take-home salary for supply teachers surveyed was £136 in primary, £150 in secondary and £144 in special schools.

The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. More information can be accessed here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge. The suppliers will also agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given, which makes it easier and more cost effective for schools to retain supply teachers and employ them on a permanent basis.

Schools and local authorities are currently responsible for the recruitment of their supply teachers, and a supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the School Teachers’ Pay and Conditions Document. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of supply teaching arrangements on workforce retention (a) in general and (b) among teachers with protected characteristics.

Answered by Catherine McKinnell - Minister of State (Education)

Research conducted by the department in 2023 included findings on the estimated average daily cost of a supply teacher to a school and estimated average daily take-home pay of supply teachers, by phase. The leader survey and supply teacher survey found that the reported average daily cost to the school of a supply teacher was £218 in primary, £291 in secondary and £270 in special schools. The survey also found that the reported average daily take-home salary for supply teachers surveyed was £136 in primary, £150 in secondary and £144 in special schools.

The department, in conjunction with the Crown Commercial Service, has established the agency supply deal, which supports schools to obtain value for money when hiring agency supply teachers and other temporary school staff. More information can be accessed here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge. The suppliers will also agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given, which makes it easier and more cost effective for schools to retain supply teachers and employ them on a permanent basis.

Schools and local authorities are currently responsible for the recruitment of their supply teachers, and a supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the School Teachers’ Pay and Conditions Document. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.

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 ending the Apprenticeship Support and Knowledge programme on regional equality of access to apprenticeship (a) information and (b) advice.

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

Enabling access to apprenticeships and technical education remains a key part of this government’s education policy. The decision not to continue the Apprenticeship Support and Knowledge (ASK) programme was based on:

• Growth in awareness of apprenticeships amongst secondary pupils, which is now on a par with awareness of A Levels.
• Apprenticeships programme development since ASK was introduced, with emphasis now moving towards supporting successful participation and completion than awareness-raising.
• Tight fiscal climate requires tough decisions about activity that can be extended.

Schools and colleges seeking support to raise awareness of apprenticeships and technical education can continue to access the following support:

• The Skills for Careers Apprenticeships support page, accessible at: https://www.skillsforcareers.education.gov.uk/pages/training-choice/apprenticeships.
• The Careers and Enterprise Company’s (CEC) resource directory.
• Amazing Apprenticeships which offers a wide range of resources and support for schools and colleges. This is accessible at: https://resources.careersandenterprise.co.uk/.
• CEC’s network of Careers Hubs, covering 95% of schools and colleges, works with schools and colleges to support their careers education programmes.
• CEC also supports enhanced Provider Access Legislation which specifies schools must provide at least six encounters with approved providers of apprenticeships and technical education.
• The Apprenticeship Ambassador Network of around 2000 volunteers which visits institutions sharing compelling experiences about apprenticeships.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the cost for (a) universities and (b) students of implementing the Equality and Human Rights Commission's revised code of practice for services, public functions and associations.

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

The Equality and Human Rights Commission is updating its code of practice for services, public functions and associations and seeking views from affected stakeholders through their consultation which closes on 30 June. We would encourage all interested parties, including universities and students, to ensure their views are heard by submitting a response to the consultation.

Question to the Department for Education:

To ask His Majesty's Government how many apprenticeship starts in hairdressing there were, by region and level, for each of the English regions in each of the years from 2015 to the present.

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

The attached file contains apprenticeship starts for the 2015/16 to 2024/25 academic years, broken down by region and level, for hairdressing apprentices. These were last published in March 2025. They include full year figures from 2015/16 to 2023/24, and year to date figures for 2024/25 (August 2024 to January 2025).

The most recent years’ data are available in the published ‘Apprenticeships’ statistics, which have been included in the attached file, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with Cabinet colleagues on changing the eligibility criteria for free school meals to include children whose parents claim Universal Credit.

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

This government is committed to breaking down barriers to opportunity and tackling child poverty. We have now announced that we are extending free school meals to all children from households in receipt of Universal Credit from September 2026. It will lift 100,000 children across England out of poverty and put £500 back in families’ pockets, supporting parents in decisive action to improve lives ahead of the Child Poverty Strategy coming later this year.

Providing over half a million children from the most disadvantaged backgrounds with a free, nutritious lunchtime meal every school day will also lead to higher attainment, improved behaviour and better outcomes, meaning children get the best possible education and chance to succeed in work and life.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's statutory guidance entitled Working Together to Safeguard Children, updated 8 May 2025, whether she has made an assessment of the potential merits of including adoptive parents.

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

The ‘Working together to safeguard children’ statutory guidance is multi-agency guidance that sets out the help, support and protection available to all children and their families. Where the guidance refers to parents, this includes adoptive parents. The guidance was updated in 2023 with a focus on strengthening multi-agency working across the whole system of help, support and protection, maintaining a child focus within a whole family approach to help and support and embedding strong, effective multi-agency child protection practice.

The department is committed to reviewing the ‘Working together to safeguard children’ guidance every year. On 8 May 2025, we published an illustrated version of the guidance for children, young people and their families which can be found here: https://www.gov.uk/government/publications/working-together-to-safeguard-children--2.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure local authorities use the foster to adopt pathway for children in care.

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

Fostering to adopt, also known as early permanence, is a crucial way to offer children stability at a very early stage, preventing multiple moves in the care system. The department has provided funding of £250,000 in 2025/26 for Adoption England to promote this practice and it is encouraging that the number and proportion of early permanence placements has increased from 14% (400) in 2020/21 to 23% (676) in 2023/24. This is avoiding delays and minimising disruption for more children, allowing them to bond with their adoptive family at an earlier stage. Adoption England have also published national standards in this area. The purpose is to promote and shape effective early permanence practice in all adoption agencies across the country to ensure families receive a consistent and high-quality approach no matter where they live, and enable more children to benefit from early permanence placements.

Question to the Department for Education:

To ask the Secretary of State for Education, what support is available for kinship carers in (a) Fylde constituency and (b) Lancashire.

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

We are committed to providing the necessary support for kinship carers in all areas of England, including Fylde and Lancashire.

The government recognises the important role that kinship carers play in caring for some of the most vulnerable children. In October 2024, we published the new kinship care statutory guidance for local authorities, which sets out the support and services local authorities should provide to kinship families, including reaffirming the requirement to publish their local offer of support in a clear, accessible way.

In October 2024 the government also announced a £40 million package to trial a new kinship allowance in some local authorities in England, to test whether paying an allowance to cover the additional costs of supporting the child can help increase the number of children taken in by family members and friends. Details of this announcement are available here: https://www.gov.uk/government/news/government-protects-education-priorities-in-face-of-inherited-22-billion-blackhole.

This is the single biggest investment made by the government in kinship care to date. We will share further details on the process for selecting local authorities in due course.

In addition, the National Kinship Care Ambassador advocates for kinship children, their carers, and their families across government. They work alongside all local authorities to help them improve their kinship practice and local policies, and ensure they are following national guidance.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of the foster to adopt pathway for (a) adopted children and (b) the stability of adoptive placements.

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

Fostering to adopt, also known as early permanence, is a crucial way to offer children stability at a very early stage, preventing multiple moves in the care system. The department has provided funding of £250,000 in 2025/26 for Adoption England to promote this practice and it is encouraging that the number and proportion of early permanence placements has increased from 14% (400) in 2020/21 to 23% (676) in 2023/24. This is avoiding delays and minimising disruption for more children, allowing them to bond with their adoptive family at an earlier stage. Adoption England have also published national standards in this area. The purpose is to promote and shape effective early permanence practice in all adoption agencies across the country to ensure families receive a consistent and high-quality approach no matter where they live, and enable more children to benefit from early permanence placements.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support the introduction of assistive technology in primary schools in (a) Yeovil constituency, (b) Somerset and (c) England.

Answered by Catherine McKinnell - Minister of State (Education)

The government is committed to increasing awareness and use of assistive technology (AT) in primary schools across England, including in the Yeovil constituency and Somerset.

Firstly, the department is investing in high-quality research to identify barriers to and opportunities for AT use in schools, so that we have a strong evidence base for AT and are able to pilot approaches. This is key to giving schools the right support they need. We published the most recent research report for special schools and colleges in May entitled ‘Developing a competency framework for effective assistive technology training’. The report can be found here: https://www.gov.uk/government/publications/developing-a-competency-framework-for-effective-assistive-technology-training.

From September 2025, teachers will receive training on effective AT use as part of their initial teacher training. Our programme of research can also inform the development of workforce training aimed at equipping teachers with the necessary skills to effectively use AT.

Secondly, the government is working to improve the multi-agency working of all those involved in supporting pupils to get the AT that they require. The department will soon publish research undertaken with local authority special educational needs teams and local authority health teams, AT suppliers, schools and colleges to identify effective practices when working together to meet pupil need.

Finally, the government is investing £20 million this year to ensure schools can access a fibre internet connection, which includes 27 schools across Somerset. Our investment in infrastructure will ensure that schools can fully harness the opportunities of AT.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of removing spelling, punctuation and grammar marks from non-English (a) secondary and (b) sixth form exams.

Answered by Catherine McKinnell - Minister of State (Education)

The independent Curriculum and Assessment Review is ongoing and is evaluating the existing national curriculum and statutory assessment system in England to ensure they are fit for purpose. The Review wants to ensure an assessment system that captures the strengths of every child and young person and the breadth of curriculum, with the right balance of assessment methods, whilst maintaining the important role of examinations. The Review’s final report and recommendations will be published in the autumn, at which point the government will respond.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will appoint a named policy lead in her Department on dyslexia.

Answered by Catherine McKinnell - Minister of State (Education)

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND code of practice makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label, such as dyslexia. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. In keeping with this, the department has no current intentions to pursue a condition-specific approach.

However, we recognise that the early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to introduce a national dyslexia strategy.

Answered by Catherine McKinnell - Minister of State (Education)

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

The SEND code of practice makes it clear that meeting the needs of a child with special educational needs does not require a diagnostic label, such as dyslexia. Instead, we expect teachers to monitor the progress of all pupils and put support in place where needed. In keeping with this, the department has no current intentions to pursue a condition-specific approach.

However, we recognise that the early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, what the evidential basis is for her assessment that schools can make efficiency savings within budgets without reducing headcount.

Answered by Catherine McKinnell - Minister of State (Education)

Overall school funding is increasing by £3.7 billion in the 2025/26 financial year, meaning the core school budget will total £65.3 billion. This is a 6% rise in cash terms, or a 3.3% increase in real terms, compared to 2024/25. We are providing schools with an additional £615 million in the 2025/26 financial year to support them with the 4% teacher pay award and 3.2% support staff pay offer.

Schools will be expected play their part in driving productivity across the public sector and find approximately the first 1% of pay awards by ensuring resources are deployed to maximise support for teaching and learning.

There is already evidence that schools are making savings and bringing down operating costs. For example, 400 schools participating in the department’s new energy offer are projected to save an average of 36% compared to previous contracts.

We are also working to secure better banking solutions and provide services such as Get Help Buying for Schools and the Teaching Vacancies Service to reduce procurement and recruitment costs. This support has evolved from the School Resource Management Programme, which helped schools realise £1 billion of savings between 2018 and 2022.

We know workforce deployment is the biggest component of school budgets. We will support schools to benefit fully from the tools we already offer to benchmark and integrate resourcing and curriculum planning, such as the Financial Benchmarking and Insights Tool. We will also introduce a new toolkit to support schools to adopt evidence-based deployment models.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of education, health and care plans.

Answered by Catherine McKinnell - Minister of State (Education)

Under the education, health and care (EHC) needs assessment process, local authorities must seek information and advice from a range of partners, including the child or young person and their parents, their school or college (if any), health and social care partners, an educational psychologist and other relevant professionals.

If it is determined necessary for special educational provision to be made for the child or young person, the local authority must prepare an EHC plan which will say clearly what the child or young person’s needs are and what help they will be entitled to.

We know that families face issues with EHC plans and that it can sometimes take a long time for support to be delivered.

This government believes that in a well-functioning system, that is why we are committed to addressing the systemic issues that make special educational needs and disabilities support so hard to access for many families.

We are thinking about how to protect support for the children that will always need specialist placements, and make accessing that support less bureaucratic and adversarial, and how we can intervene earlier so support can be provided regardless of whether a legal plan is in place.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure fair pay for teaching assistants.

Answered by Catherine McKinnell - Minister of State (Education)

Teaching assistants play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND). They are crucial to ensuring we give children the best possible life chances.

This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body (SSSNB) through the Employment Rights Bill, introduced in Parliament on 10 October 2024.

The SSSNB will mean that in future years, employers and employee representatives will come together to negotiate terms and conditions and pay for school support staff, including teaching assistants, to ensure they are properly recognised and rewarded for the work they do. The SSSNB will also be tasked with establishing a national terms and conditions handbook and advising on suitable training and career progression routes that recognise the varied and vital roles support staff undertake.

Most school support staff, including teaching assistants, are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions. The government does not play a role in this process.

Question to the Department for Education:

To ask the Secretary of State for Education, how many teaching assistants have left the profession in the last year; and what estimate her Department has made of the cost to schools of this turnover.

Answered by Catherine McKinnell - Minister of State (Education)

Teaching assistants play a vital role in children’s education in schools across the country.

The school workforce census shows that the full-time equivalent (FTE) of teaching assistants has increased each year since 2019/20, rising to 288,800 in 2024/25. This is an increase of 5,900 since 2023/24.

A December 2024 departmental survey entitled ‘School and college voice’ found that a large majority of leaders (82%) reported recruiting teaching assistants or learning support staff since January 2024. However, these roles were commonly reported as the hardest to fill.

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Found: cost of Special Advisers 0.341 0.341 From the Department for Education

Found: Joanna Rowland: With a DG from the Department for Education, I co- chair a meeting with local authorities

Found: Department for Science, Innovation and Technology, Department for Education, Department for Science,

Found: DFE, of course, has responsibility for the skills part of it. We work closely with them.

Found: authority come in at 19-plus, and the 16 to 19 arena is handled by our colleagues within the Department for Education

Found: know whether all my colleagues are familiar with that, but it is a very important thing that the DfE

Found: We felt that the change that the DfE was then piloting for an entry route to supported internships for

Found: Janet Daby MP, Parliamentary Under Secretary of State (Minister for Children and Families), Department for Education

Found: The Department for Education and The Money and Pensions Service a re planning a series of financial

Found: of problem gambling alongside other forms of addiction such as drugs and alcohol, the Department for Education

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, if he will take steps to raise public awareness of dyspraxia.

Answered by Stephen Kinnock - Minister of State (Department of Health and Social Care)

The Government is committed to creating a more inclusive society where neurodiverse people, including those with dyspraxia, are supported to thrive.

Dyspraxia, also known as developmental co-ordination disorder or DCD, is a common disorder that affects movement and co-ordination. Information on dyspraxia assessments and treatment is available to the public on the NHS.UK website, at the following link:

https://www.nhs.uk/conditions/developmental-coordination-disorder-dyspraxia-in-adults/

The Department of Health and Social Care is working closely with the Department for Education on reforms to the Special Educational Needs and Disabilities (SEND) system to improve inclusivity and expertise in mainstream schools as well as to ensure that special schools cater to those with the most complex needs. The Government is also supporting earlier intervention for children with SEND through Mental Health Support Teams, as well as the Early Language Support for Every Child and the Partnerships for Inclusion of Neurodiversity in Schools programmes.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, whether he plans to deliver a new National Carers Strategy in the next 12 months.

Answered by Stephen Kinnock - Minister of State (Department of Health and Social Care)

We have launched an independent commission into adult social care as part of our critical first steps towards delivering a National Care Service. The commission will start a national conversation about what care and support working age adults, older people, and their families expect from adult social care, including exploring the needs of unpaid carers who provide vital care and support.

I also chair a regular cross-Government meeting made up of ministers from the Department of Health and Social Care, the Department for Work and Pensions, the Department for Business and Trade, and the Department for Education to consider how we can provide unpaid carers with the recognition and support they deserve.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, how many local companies who joined the Crown Commercial Services for Solar for Schools Tenders in November have been offered contracts.

Answered by Georgia Gould - Parliamentary Secretary (Cabinet Office)

Solar for Schools is a Department for Education initiative. Schools have a variety of available routes to market to procure their solar energy solution requirements. The Crown Commercial Service (CCS) is not aware of any contracts awarded through its frameworks specifically for the Solar for Schools scheme.

The CCS Demand Management and Renewables Framework provides central government and the wider public sector with a range of decarbonisation products and services to support their carbon net zero strategy. During 24/25 customers utilised this commercial route to market - which has 41 suppliers, including 6 SMEs, allocated across the UK - to procure over £48m of projects ranging from Solar PV, Heat Pump installations and various other decarbonisation initiatives.

Question to the Ministry of Housing, Communities and Local Government:

To ask the Secretary of State for Housing, Communities and Local Government, with reference to the transparency data entitled MHCLG: spending over £25,000, April 2025, published on 30 May 2025, if she will publish the specification of the research commissioned from the Department for Education on research services.

Answered by Alex Norris - Parliamentary Under-Secretary (Housing, Communities and Local Government)

No such payment exists in the transparency data entitled MHCLG: spending over 25,000, April 2025, published on 30 May 2025.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps she is taking to help reduce youth unemployment.

Answered by Alison McGovern - Minister of State (Department for Work and Pensions)

As part of our plan to Get Britain Working, we are launching a new Youth Guarantee for all young people aged 18-21 in England to ensure that they can access quality training opportunities, an apprenticeship or help to find work. The Department for Work and Pensions and the Department for Education are working closely with the eight Mayoral Strategic Authorities in England, which began mobilising the Youth Guarantee Trailblazers in April 2025. The eight areas delivering Trailblazers are: the West of England, Tees Valley, East Midlands, Cambridgeshire and Peterborough, Liverpool City Region, West Midlands and two areas within the Greater London Authority. The trailblazers will run for 12 months, and we will use the learning to inform the future design and development of the Youth Guarantee as it rolls-out across the rest of England.

This is part of a broader package of reforms, including introduction of a new jobs and careers service to help get more people into work, the development of work, health and skills plans for the economically inactive, and the launch of Skills England to open up new opportunities for young people. We will work in partnership with organisations and businesses at the national and local level to offer exciting and engaging opportunities to young people. This could include work experience, training courses or employability programmes.

In addition, DWP continues to provide young people aged 16-24 with labour market support through an extensive range of interventions at a national and local level. This includes flexible provision driven by local need, nationwide employment programmes and support delivered by work coaches based in our Jobcentres and in local communities working alongside partners.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether she plans to bring forward (a) legislative and (b) policy proposals to help support the children of prisoners.

Answered by Nicholas Dakin - Government Whip, Lord Commissioner of HM Treasury

This Government recognises that having a parent in prison is considered an adverse childhood experience and can have a significant impact on a child’s life chances. We have therefore committed to ensuring that children impacted by parental imprisonment are identified and offered the support they need to address this.

We are working closely with the Department for Education to drive action on this important agenda. Ministers from both the Ministry of Justice and the Department for Education recently hosted a roundtable bringing together sector experts. Officials from both Departments have attended focus groups to hear directly from those with lived experience of parental imprisonment, so that their voices can shape and inform the policy proposals we will bring forward.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department plans to take with the Department for Education to monitor the potential impact of the (a) expansion of free school meal eligibility and (b) changes to School Food Standards on children's health.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

Free school meals offer a critical nutritional safety net to those children who require it most. Expanding the eligibility criteria to all families in receipt of universal credit will provide 500,000 more children with access to a nutritious lunchtime meal each school day from September 2026. The Government is now considering how best to monitor the impact of the expansion of free school meal eligibility and the update the School Food Standards on child health.

Question to the Foreign, Commonwealth & Development Office:

To ask the Secretary of State for Foreign, Commonwealth and Development Affairs, whether his Department has had discussions with their counterparts in the Department for Education on implementation of the recommendations of the report by British Future entitled Working it Out: Hong Kongers, Employment and the Cost of Living, published on 29 October 2024.

Answered by Catherine West - Parliamentary Under-Secretary (Foreign, Commonwealth and Development Office)

As the Foreign Secretary said in the latest 6-monthly Report, this Government will continue to stand with the people of Hong Kong, strengthening the thick web of connections between our societies and remaining steadfast in commitment to the BN(O) visa route. The UK provides a welcoming home to Hong Kongers today and it will continue to do so for Hong Kongers tomorrow. Government Departments continue to work together in support of that objective. The BN(O) Welcome Programme continues to provide support to Hong Kongers in the UK, including through a network of 12 Welcome Hubs helping BN(O)s understand and connect to services in their local area.

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

To ask the Secretary of State for Culture, Media and Sport, what steps she is taking to increase access to the arts for children and young people in (a) Newcastle-under-Lyme constituency and (b) Staffordshire.

Answered by Chris Bryant - Minister of State (Department for Culture, Media and Sport)

The Secretary of State has a range of discussions with Cabinet colleagues across the whole of her portfolio. DCMS officials regularly discuss access to the arts for children and young people with their counterparts across His Majesty’s Government including with the Department for Education.

The government, through the recently announced Dormant Assets Scheme Strategy, has allocated £132.5 million in England towards youth. This will increase disadvantaged young people’s access to enrichment opportunities in the arts, culture, sports and wider youth services, aimed at improving wellbeing and employability.

In addition, our arms-length body, Arts Council England (ACE) coordinates public funding which supports a number of creative programmes and activities for children and young people across Newcastle-under-Lyme and Staffordshire. This includes Shaw Education Trust’s ‘Young Curators’ programme, which gives high school students in Newcastle-under-Lyme the opportunity to learn hands-on about curation and host their own exhibitions in the local art gallery.

Since 2024, ACE has invested nearly £8 million into programmes and projects in the Staffordshire region (excluding the Stoke-on-Trent City Council area) which have had a focus on children and young people. This figure includes almost £3 million of support for organisations in Newcastle-under-Lyme.

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

To ask the Secretary of State for Culture, Media and Sport, what discussions she has had with Cabinet colleagues on steps to increase access to the arts for children and young people in (a) Newcastle-under-Lyme and (b) Staffordshire.

Answered by Chris Bryant - Minister of State (Department for Culture, Media and Sport)

The Secretary of State has a range of discussions with Cabinet colleagues across the whole of her portfolio. DCMS officials regularly discuss access to the arts for children and young people with their counterparts across His Majesty’s Government including with the Department for Education.

The government, through the recently announced Dormant Assets Scheme Strategy, has allocated £132.5 million in England towards youth. This will increase disadvantaged young people’s access to enrichment opportunities in the arts, culture, sports and wider youth services, aimed at improving wellbeing and employability.

In addition, our arms-length body, Arts Council England (ACE) coordinates public funding which supports a number of creative programmes and activities for children and young people across Newcastle-under-Lyme and Staffordshire. This includes Shaw Education Trust’s ‘Young Curators’ programme, which gives high school students in Newcastle-under-Lyme the opportunity to learn hands-on about curation and host their own exhibitions in the local art gallery.

Since 2024, ACE has invested nearly £8 million into programmes and projects in the Staffordshire region (excluding the Stoke-on-Trent City Council area) which have had a focus on children and young people. This figure includes almost £3 million of support for organisations in Newcastle-under-Lyme.

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

To ask the Secretary of State for Culture, Media and Sport, what recent assessment she has made of the potential impact of arts and culture on (a) society and (b) education in (i) Newcastle-under-Lyme and (ii) Staffordshire.

Answered by Chris Bryant - Minister of State (Department for Culture, Media and Sport)

The government strongly believes in the benefits that the arts and culture can bring to the UK, both in terms of their social and economic impact. According to DCMS Economic estimates, the cultural sector contributed an estimated £35.0bn in 2023, accounting for 1.5% of UK GVA.

Newcastle-under-Lyme currently has three National Portfolio Organisations (NPO) receiving public funding of almost £1.5 million per annum. In total, Arts Council England (ACE) funding to organisations and individuals in Staffordshire since 2024 is over £12 million. This includes a major award of £1.7m towards the restoration of Tamworth Castle, through the Museum Estate and Development Fund (MEND).

An example of this positive impact is the ACE funded New Vic Theatre in Newcastle-under-Lyme, which delivers community programmes that are a strong example of how investment into creative infrastructure can benefit communities. Their ‘Tale Trail’ experience is a first introduction to the arts for 88% of the children who attend, with 87% of children attending the theatre’s programmes showing improved markers for school readiness. These positive outcomes are also reflected in the theatre’s work with dementia patients, with self-reported health ratings nearly tripling following interactions with the ‘Dementia and Creativity’ programme.

ACE is also delivering Music Hubs, which are supported by Department for Education funding. Staffordshire Music Hub offers a wide range of instrumental lessons and access to rehearsal spaces for children and young people.

DCMS is committed to promoting the culture of Staffordshire, including in its heritage buildings, ensuring these buildings serve the needs of local communities. Since 1994, The National Lottery Heritage Fund has awarded nearly £100 million to 760 projects across Staffordshire. The National Lottery Heritage Fund has identified Stoke-on-Trent as one of twenty places as part of their Heritage Places UK-wide initiative which aims to provide long term place-based investment that boosts pride in place and connects communities and visitors with heritage.

Question to the Cabinet Office:

To ask the Minister for the Cabinet Office, what assessment he has made of the adequacy of existing emergency planning in relation to infants and children.

Answered by Abena Oppong-Asare - Parliamentary Secretary (Cabinet Office)

Cabinet Office non-statutory guidance sets out that emergency planning should consider groups that require special consideration, including those who are dependent on others, such as children. All education, childcare, and children’s social care settings should have emergency plans in place. Plans should explain how to respond and take any temporary actions in the event of an emergency. This expectation is set out in DfE’s (non-statutory) emergency planning guidance for education, childcare and children’s social care settings. The guidance includes an expectation to evaluate and test plans. DfE also publishes statutory guidance for schools and colleges on safeguarding children and safer recruitment.

Found: The Department for Education accounts for a further £7.4 billion and the Ministry of Defence £3.1 billion

Found: • • • 25 Department for Education (2023) Children in Need reporting year 2023.

Found: would offer expert, cross-government advice to departments like the Ministry of Justice, Department for Education

Apprenticeships APPG
Wednesday 11th June 2025

Found: Toby Perkins, the APPG’s Co-Chairs who were unable to attend the session, and also on behalf of the DfE

Children APPG
Wednesday 11th June 2025

Found: The Department for Education and the Department for Communities and Local Government should conduct

Children's Online Safety APPG
Wednesday 11th June 2025

Found: Government Departments: Department for Digital, Culture, Media and Sport; Home Office; Department for Education

HIV, AIDS and Sexual Health APPG
Wednesday 11th June 2025

Found: The Department for Education: 1.

Modernising Employment APPG
Wednesday 11th June 2025

Found: Notably, a survey conducted by the Department for Education revealed that around 670,000 parents would

University APPG
Wednesday 11th June 2025

Found: Antisemitism: Universities 12 Universities: EU Nationals 13 Universities: EU Nationals 13 Department for Education

University APPG
Wednesday 11th June 2025

Found: Higher Education 10 Department of Health and Social Care: NHS Learning Support Fund 10 Department for Education

University APPG
Wednesday 11th June 2025

Found: : Students: Loans 11 Education: Freedom of Expression 12 Department for Education: Students

East of England APPG
Wednesday 11th June 2025

Found: the Bedford Borough Council and Universal and emphasise cross-Departmental working e.g. with DfT, DfE

University APPG
Wednesday 11th June 2025

Found: Students: Artificial Intelligence 18 Teachers: Mental Health 19 T-levels: Engineering 20 Department for Education

University APPG
Wednesday 11th June 2025

Found: Care, whether he plans to establish a cross-departmental ministerial taskforce with the Department for Education

University APPG
Wednesday 11th June 2025

Found: debates, answers, forthcoming business, etc. 2 Contents Parliamentary business 3 Department for Education

University APPG
Wednesday 11th June 2025

Found: .................................................7 Written questions and statements 8 Department for Education

University APPG
Wednesday 11th June 2025

Found: She asked what measures DfE Ministers were taking to ensure that universities were persuaded ‘not only

Adoption and Permanence APPG
Wednesday 11th June 2025

Found: months parliamentarians from across political parties have made representations to the Department for Education

Science and Technology in Agriculture APPG
Wednesday 11th June 2025

Found: November 2018. 39 Department for Education. Skills England.

East of England APPG
Wednesday 11th June 2025

Found: of your Department and will therefore also be writing to the Secretaries of State for DEFRA, MHCLG, DfE

Myalgic Encephalomyelitis (ME) APPG
Wednesday 11th June 2025

Found: There is a focus on broader engagement across government departments, especially DWP and DfE, too, given

Adoption and Permanence APPG
Wednesday 11th June 2025

Found: • Action: Officers agreed to keep parliamentary pressure on DfE to make an announcement, including

Adoption and Permanence APPG
Wednesday 11th June 2025

Found: • Action: Officers agreed to keep parliamentary pressure on DfE to make an announcement, including

Prostate Cancer APPG
Wednesday 11th June 2025

Found: Social Care a few years ago about educating boys in schools and was told to speak to the Department for Education

University APPG
Wednesday 11th June 2025

Found: Buildings 20 Great Smith Street London SW1P 3BT tel: 0370 000 2288 www.education.gov.uk/contactus/dfe

Science and Technology in Agriculture APPG
Wednesday 11th June 2025

Found: Balham) 64 Q 126 (Dr Isabel Webb) 65 For example, the ‘Talent and Skills’ strand lists the Department for Education

Suicide and Self-Harm Prevention APPG
Wednesday 11th June 2025

Found: the support of Young Minds » Matthew Hopkinson, Deputy Director, Life Skills Division, Department for Education

Apprenticeships APPG
Wednesday 11th June 2025

Found: There needs to be coordination between what DfE are doing regarding skills and also the industrial council

University APPG
Wednesday 11th June 2025

Found: visa applications – Home Office statistics 19 Courses key to government growth mission will stay – DfE

Autism APPG
Wednesday 11th June 2025

Found: Minister Kinnock spoke about meeting with Minister McKinnell from the Department for Education, with

Autism APPG
Wednesday 11th June 2025

Found: Minister Kinnock spoke about meeting with Minister McKinnell from the Department for Education, with

Science and Technology in Agriculture APPG
Wednesday 11th June 2025

Found: , academic years 2015/16 to 2023/24 Source: Schools, Pupils and their Characteristics, Department for Education

University APPG
Wednesday 11th June 2025

Found: Rt Hon Baroness Smith of Malvern Minister for Skills Department for Education 20 Great

London APPG
Wednesday 11th June 2025

Found: sector, from young people themselves, to their parents, schools, local authorities, the Department for Education

Found: of Justice almost doubled between 2021-22 and 2023-24.207 4.61 The Ministry of Justice, Department for Education

Found: of Justice almost doubled between 2021-22 and 2023-24.207 4.61 The Ministry of Justice, Department for Education

Found: (DfE) is responsible for children’s services and education, including early years, schools

Found: This covers services provided by the Department of Health and Social Care, the Department for Education

Found: 0% Windsor Framework 1,200 100% 100% 100% 7,392,293 97.9% 97.9% 97.9% Department for Education

Found: University of Oxford Central government departments and arm’s length bodies, including: • Department for Education

Found: (DfE) Table 5.7: Department for Education £ billion (current prices) Outturn 2023-24 Plans1

Found: (DfE) Table 5.7: Department for Education £ billion (current prices) Outturn 2023-24 Plans1

Found: - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Q1 2025 Department for Education

Found: Business and Trade 358 334 0 24 4 Department for Culture, Media and Sport 182 173 0 9 1 Department for Education

Found:

Found: The Department for Children, Schools and Families, now Department for Education (DfE), publish statutory

Found: Lately Chief Executive, Education and Skills Funding Agency, and lately Board Member, Department for Education

Found: cell">Lately Chief Executive Education and Skills Funding Agency and lately Board Member Department for Education

Found: In February 2025, the Department for Education (DfE) published its Apprenticeship Assessment Principles

Found: Any figures shown arise from retrospective clear up exercises.[28]In financial year 2023-24, DfE approved

Found: The Department for Education (DfE) regularly monitors the interest rates set on student loans against

Found: was £31,395 in financial year 2024-25 vs. the £24,990 Plan 1 threshold.[23]In financial year 2023-24, DfE

Found: Students who began a higher education course on or after 1 August 2023.[31]In Financial year 2023-24, DfE

Found: Any figures shown arise from retrospective clear up exercises.[30]In financial year 2023-24, DfE approved

Found: independence and multi-agency working was weakened because the Panel is housed within the Department for Education

Found: of Justice almost doubled between 2021-22 and 2023-24.207 4.61 The Ministry of Justice, Department for Education

Found: of Justice almost doubled between 2021-22 and 2023-24.207 4.61 The Ministry of Justice, Department for Education

Found: Office for Standards in Education, Children’s Services and Skills Witness C – [REDACTED] at Department for Education

Found: When asked during a Department for Education Emergency Monitoring Inspection in March 2017 whether there

Found: guidance for admission authorities on the admission of summer born children published November 2024 (the DfE

Found: guidance for admission authorities on the admission of summer born children published November 2024 (the DfE

Found: 11th June 2025 Secretary of State Department for Education Sanctuary Buildings Great Smith

Found: showing the location of the School; and • information available on the websites of the Department for Education

Found: centres is UCL’s Centre for Holocaust Education which was established in 2008 and is funded by the DFE

Found: school and other relevant schools; and • information available on the websites of the Department for Education

Found: provides paid work experience opportunities in the Civil Service for care leavers through the Department for Education

Found: ’ status, are often not eligible for student finance however, this is determined by the Department for Education

Found: for Life - GOV.UK (www.gov.uk): links for young people and adults to different types of Department for Education

Found: very low skills such as: • maths • English • ESOL • ICT For further information on Department for Education

Found: through non-DWP routes (such as devolved Mayoral funding, Adult Education Budget through the Department for Education

Found: The Bill is sponsored by the Department for Education. 7.

Found: 945 5 Fire safety in adult placements: a code of practice www.communities.gov.uk Department for Education

Found: www.communities.gov.uk Fire Performance of Green Roofs and Walls 2013 ISBN: 978 1 4098 3997 2 Department for Education