Question to the Department for Education:

To ask the Secretary of State for Education, how many pupils with education, health and care plans in the Tees Valley combined authority area and its Middlesbrough and Stockton-on-Tees local authority areas were initially placed in mainstream schools and subsequently secured a specialist placement following a successful tribunal appeal in each of the last three years.

Answered by Georgia Gould - Minister of State (Education)

The information requested is not held by the department.

Question to the Department for Education:

To ask the Secretary of State for Education, by how much they plan to reduce their Department's budget to help fund the digital ID scheme.

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

Digital Identity policy is in development, with a dedicated team inside the Cabinet Office working to develop the proposals.

Costs in this Spending Review period will be met within the existing Spending Review settlements.

We are inviting the public to have their say in the upcoming consultation as we develop a safe, secure, and inclusive system for the UK. No final decisions will be made until after the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to implement (a) statutory requirements on safer sleep in nursery settings, (b) a strengthened Ofsted inspection process for nurseries and (c) mandatory CCTV in nurseries.

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

The Early Years Foundation Stage (EYFS) statutory framework includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance. The department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts, including the Lullaby Trust, on proposed new wording and plan to make these changes as soon as possible.

Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements, including safeguarding, children’s welfare, leadership and management. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe. The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.

As part of the department’s ongoing review of safeguarding requirements, an expert advisory group will be appointed to inform guidance on the safe and effective use of digital devices and CCTV within safeguarding, including whether CCTV should be mandated and setting out best practice, technical advice and clear expectations.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of the school absence fine system; what guidance is provided to local authorities on (a) determining exceptional circumstances, (b) ensuring consistent application of fines and (c) offering flexible payment terms for families experiencing financial hardship; and whether she plans to review the system to ensure it supports families facing difficulties.

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

The department’s ‘Working together to improve school attendance’ statutory guidance provides support for local authorities on the application of penalty notices, including a national framework for issuing fixed penalty notices designed to embed our support-first approach and improve consistent application nationally.

The department does not specify what constitutes exceptional circumstances for school absence. Headteachers, who know their pupils best, are best placed to make those judgements on a case-by-case basis.

Regulations state penalty notices must be paid in full within statutory timeframes. They offer an alternative to prosecution and influence a change in parental behaviours.

The department will continue to keep the attendance enforcement system under review.

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 specialist occupational therapists to support children and young people with SEND in schools.

Answered by Georgia Gould - Minister of State (Education)

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support pupils with SEND in Epping Forest.

Answered by Georgia Gould - Minister of State (Education)

On 16 January, the government announced a £200 million investment over the course of this Parliament to upskill staff in every school, college and nursery, ensuring a skilled workforce for generations to come. This builds on the landmark £3 billion investment to create more specialist places and ensure more children and young people can thrive at a setting close to home.

We are also determined to deliver reform that stands the test of time and rebuilds the confidence of families, which is why we are currently engaging a wide range of people and organisations, including parents and young people, in every region of the country to inform development of our proposals and ensure that lived experience and partnership are at the heart of our solutions.

We will set out our proposals for reform in the upcoming Schools White Paper, and we will consult widely on these proposals and continue to work with a wide range of partners to refine them and deliver them.

Essex is currently undergoing a local area special educational needs and disabilities inspection by Ofsted and the Care Quality Commission, the results of which will be published in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will review arrangements allowing academies to act as admissions authorities, particularly for children who (a) live within a school’s designated catchment area but do not attend a primary school operated by the school’s sponsoring trust and (b) attend a trust‑run primary school outside the catchment area receiving higher priority for admission; and what steps she is taking to ensure that admissions policies do not disadvantage local children.

Answered by Georgia Gould - Minister of State (Education)

Admission arrangements are set and applied locally. Provided they are lawful and comply with the School Admissions Code, it is for the school’s admissions authority to decide what criteria to set, as long as they are fair, clear and objective.

Admission authorities may choose to give priority to children living within a designated catchment area or those attending named feeder schools, however, these must be clearly defined and made on reasonable grounds.

Admission authorities must consult locally before making any changes to their admission arrangements, or at least once every seven years, to ensure they continue to meet local need.

Once a school’s admission arrangements have been determined, anyone who believes they are unfair or unlawful may submit an objection to the Schools Adjudicator. Where the Adjudicator finds that a school’s admission arrangements are unfair or unlawful, they must be revised.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to ensure that any changes to SEND provision include access to occupational therapy for children and young people with SEND in mainstream schools.

Answered by Georgia Gould - Minister of State (Education)

The department is working closely with the Department for Health and Social Care and NHS England to improve access to community health services, including occupational therapy for children and young people with special educational needs and disabilities (SEND).

As we look to reform the SEND system, we want to improve how services that support early identification and intervention and whole school inclusive practice are jointly commissioned and made available to schools. The local authorities and the Integrated Care Board as joint commissioners of services will continue to play an important role in this.

Question to the Department for Education:

To ask the Secretary of State for Education, when she will publish The Schools White Paper covering SEND matters.

Answered by Georgia Gould - Minister of State (Education)

To create a reformed special educational needs and disabilities (SEND) system that will stand the test of time, we have undertaken a national engagement campaign on SEND reform, building on extensive engagement over the past year with children, young people, parents and professionals.

The upcoming Schools White Paper will outline our proposed SEND reforms and will be followed by a formal consultation and further engagement.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential effect of cuts to teacher training bursaries in 26/27 on teacher recruitment in Lincolnshire.

Answered by Georgia Gould - Minister of State (Education)

The government committed, in our Plan for Change, to recruiting an additional 6,500 new expert teachers across secondary and special schools, and in colleges, over the course of this parliament.

We are making progress. The latest workforce data reported over 2,300 more secondary and special school teachers in 2024/25 than in 2023/24, and this year over 32,000 trainees began training, a rise of 11% on the previous year.

Initial teacher training (ITT) bursaries are offered to incentivise more applications to ITT courses. In reviewing these annually, we take account of historic recruitment, forecast economic conditions, and teacher supply need in each subject. We are continuing to offer bursaries worth up to £29,000 tax-free to encourage more talented people to train to teach key subjects such as mathematics, physics, chemistry and computing.

In addition, we offer a Targeted Retention Incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who work in disadvantaged schools. In Lincolnshire, there are 56 schools where teachers are eligible for these payments.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to local authorities on the SEND support that should be available to children with education, health and care plans while families are awaiting the outcome of a tribunal appeal.

Answered by Georgia Gould - Minister of State (Education)

The special educational needs and disabilities (SEND) Code of Practice is statutory guidance for local authorities and other organisations that work with children with SEND. It explains the duties, policies and procedures in Part 3 of the Children and Families Act 2014. The Code sets out the support that families should receive from local authorities whilst they are awaiting the outcome of their Tribunal appeal. It explains that, in such circumstances, local authorities should continue to ensure the provision that is set out in an education, health and care (EHC) plan is delivered. It also stipulates that amendments to the cessation of EHC plans are not lawful whilst an appeal is ongoing. This is to ensure continuity of support for children and young people.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to provide dedicated funding for (a) sensory-friendly adaptations and (b) other environmental adjustments in schools to support the inclusion of children and young people with SEND.

Answered by Georgia Gould - Minister of State (Education)

In December, the department announced at least £3 billion for high needs capital between 2026/27 and 2029/30, to support children and young people with special educational needs and disabilities or who require alternative provision. This funding is intended to create facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs. It can also be used to adapt mainstream schools to be more accessible and to create special school places for pupils with the most complex needs.

The department will confirm local authority allocations later in the spring.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of making safe sleep training for early years staff mandatory.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to expand the use of play based and exploratory learning approaches within Key Stage 1 to support children’s cognitive, social, and emotional development.

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

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has (a) commissioned and (b) plans to commission research into the effectiveness of formal versus play based learning approaches for children aged 5 to 7.

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

The Curriculum and Assessment Review examined whether England’s curriculum and assessment system is fit for purpose and meets the needs of children and young people. The government’s response set out key national curriculum reforms the department will take forward. We are not commissioning any further research into how the key stage 1 national curriculum should be reformed.

Schools are expected to organise the school day and week in pupils’ best interests, providing a full‑time education suited to their age, aptitude and ability, while allowing time for play and other activities.

The department is working to ensure all children and young people can access a range of enrichment opportunities as part of our mission to break down barriers to opportunity. In some schools, these opportunities may encourage children and young people to play.

Giving young children the best start in life underpins the government’s opportunity mission. Early years are crucial to children’s health, development and life chances. The early years foundation stage statutory framework recognises that play is essential for children’s wellbeing, learning and development, and emphasises the importance of creating cultures that support high quality play.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will consider the potential merits of making safer sleep training for early years staff mandatory.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, when the changes to the EYFS to include safer sleep will be laid as a statutory instrument.

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

The early years foundation stage (EYFS) statutory framework, which early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/.

To make the existing requirements clearer for all, the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible.

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of early intervention support for families where children display harmful or aggressive behaviour at home in Surrey Heath constituency.

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

The national rollout of Family Help, Multi-Agency Child Protection and Family Group Decision Making reforms is being delivered through the Families First Partnership (FFP) programme.

The programme is backed by £2.4 billion in funding over the next three years, which is ringfenced for spend on prevention.

Multi-disciplinary Family Help teams will prioritise supporting the whole family, wrapping support around them and intervening at the earliest opportunity to prevent challenges escalating, including for families where children display harmful or aggressive behaviour at home. Local partnerships should use population needs assessments to identify agencies, services and practitioners needed in their multi‑disciplinary teams.

The FFP programme team in the department will work closely with all local authorities, including Surrey, to monitor progress and provide support. In 2025/26, Surrey local authority received £5.1 million of ringfenced funding for the delivery of FFP, and based on indicative allocations they will receive £10.1 million in 2026/27.

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 transition from the Early Years Foundation Stage to Year 1 on children’s wellbeing.

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

The department recognises that moving between key stages can be challenging for some children, and that children’s experience of school can significantly impact their attendance, attainment and wellbeing.

This government is committed to giving every child the best start in life, ensuring they have what they need to achieve and thrive in school. The Early Years Foundation Stage statutory framework aims to ensure children have the skills and knowledge needed to thrive and make a successful transition to later schooling.

The government is expanding mental health support teams, so all schools can access specialist mental health professionals, supporting their whole school approach to mental health and wellbeing, and providing early intervention.

The department will also publish a best practice framework to help schools improve pupil experience and engagement. As part of this work, we will consider the evidence around effective transitions strategies that can promote and support children’s wellbeing.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will take steps to require the provision of CCTV in early years settings.

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

The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children have the best start in life and are kept healthy and safe.

The EYFS requires providers to have safeguarding policies that address the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.

As part of the department’s ongoing review of safeguarding requirements, an expert advisory panel will be appointed to inform sector guidance on the safe and effective use of CCTV and digital devices within safeguarding. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that social care professionals working with adoptive families receive trauma-informed training.

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

I refer my hon. Friend, the Member for South East Cornwall to the answer of 13 January 2026 to Question 102909.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that teachers and pupils are adequately equipped to use artificial intelligence tools safely and effectively in the classroom.

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

The department is taking comprehensive action to ensure teachers and pupils are equipped to use artificial intelligence (AI) safely and effectively. Our Generative AI policy position sets clear guidance on the opportunities and risks of AI, and provides practical advice for safe, responsible use by educators. It emphasises that AI should enhance not replace high quality teaching and is informed by extensive evidence from educators, experts, parents and pupils.

We have also introduced updated Generative AI Product Safety Standards, announced at the UK Generative AI for Education Summit on Monday 19 January. These set out the safeguards AI developers must meet, including child centred design, enhanced filtering of harmful content, and protections for pupils’ cognitive and emotional wellbeing, ensuring tools are safe by design.

At Bett 2026 on Wednesday 21 January, my right hon. Friend, the Secretary of State for Education has committed to a five‑point plan for AI in education, including a strong focus on building the evidence for the safe and effective use of AI and technology tools to support pupils and teachers, and a new digital skills pathway for education staff.

Alongside this, we have published sector-developed support materials and are investing in evidence-based AI tools, helping schools adopt AI confidently, safely and in ways that support teaching and learning.

Question to the Department for Education:

To ask the Secretary of State for Education, how much revenue has been generated from the application of VAT to private school fees to date and how this revenue has been allocated.

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

The government has estimated that ending tax breaks for private schools will raise £1.8 billion a year by 2029/30. At the Autumn Budget 2025, the re-costing of the measure showed it will raise around £40 million per year more than originally forecast. This will raise essential revenue to help fund public services, including supporting the 94% of children in state schools.

Question to the Department for Education:

To ask His Majesty's Government what plans they have for (1) issuing revised and streamlined guidance to schools about sponsoring visas for overseas teachers of modern foreign languages, and (2) making the process of sponsoring those visas cost-free for schools, colleges and other educational establishments.

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

The department is continuing to look at how best to support schools to navigate the visa sponsorship processes to ensure that high quality international teachers can train and work as teachers in England. We have dedicated, school specific guidance to support schools that would like to employ international teachers. We regularly review this guidance to ensure it provides accurate, up to date and clear information. We have tested the content with schools and continue to engage with the sector for further feedback. The guidance can be found here: https://www.gov.uk/guidance/recruit-teachers-from-overseas.

The costs of sponsoring a visa are charged at the same level across professions. There are no plans to introduce any new sector-based exemptions from these costs, or to provide funding to cover the cost of any processes related to domestic or international teacher recruitment, but there are lower rates for smaller employers.

Question to the Department for Education:

To ask His Majesty's Government what the basis was for the decision not to introduce an advanced languages premium to boost A level take-up.

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

In our response to the independent Curriculum and Assessment Review we made a commitment to work with the sector to understand successful approaches to supporting the languages pipeline, starting at primary by reforming the curriculum, increasing take up at GCSE, and boosting demand at A level and degree level, to meet future social and economic needs.

We also want to learn from successful approaches such as the ‘Languages for All’ programme in partnership with Royal Holloway University of London, which has doubled the number of students studying modern languages at A level, through their pilot in Hounslow.

The department will support teachers to implement changes to the curriculum, though continued investment in the National Consortium for Languages Education, which provides high quality professional development and wraparound support for language teachers, with national reach.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the impact of the introduction of the advanced maths premium on take-up of A level maths.

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

Introduced in 2018, the advanced maths premium (AMP) provides 16 to 19 providers with £900 extra funding per additional student, over a baseline year, studying AS or A level maths and further maths. The AMP, alongside other 16 to 19 provider premiums such as the high value course premium, focuses on subjects that lead to higher economic return, to enable a more productive economy. The AMP aims to support schools and colleges to increase the number of level 3 maths students. Provision of the AMP has coincided with a 23% increase in A level maths entries between academic years 2018/19 to 2024/25 (years since AMP introduction), although entries are driven by a range of factors such as student choice, and we cannot attribute causality.

More details on AMP can be accessed here: https://www.gov.uk/guidance/16-to-19-funding-advanced-maths-premium.

Question to the Department for Education:

To ask His Majesty's Government what discussions, if any, they have had with the Office for Students about priorities and criteria for category C1 strategic funding for university courses.

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

The Strategic Priorities Grant (SPG) is one of our main higher education funding levers and provides support for high-cost subjects. Funding is allocated by the Office for Students (OfS) based on subject classifications. Subjects are grouped into price groups (A, B, C1.1, and C1.2), which reflect the cost of delivering those courses.

As set out in the 2025/26 SPG guidance letter from my right hon. Friend, the Secretary of State for Education to the OfS, we are working with the OfS to review and reform the high-cost subject funding, including price group C1, to ensure that it best aligns with the government’s growth mission and is targeted effectively towards provision that supports the industrial strategy and future skills needs.

We are working closely with the OfS to understand the impact of any changes to SPG funding, and the department will issue guidance to the OfS in due course setting out our funding priorities for 2026/27.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the level of teaching of craft in schools; and whether the Curriculum and Assessment Review will impact the current arrangements for craft teaching.

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

The independent Curriculum and Assessment Review final report and the government response were both published on 5 November 2025.

The response included a commitment to revise the art and design programmes of study to exemplify the knowledge and skills that pupils should develop, including through their own creative practice, and to encourage teaching of a broader range of artists and media. This will include consideration of craft, which is covered in the existing national curriculum.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 8 January (HL Deb col 1407), what estimate they have made of the number of UK nationals training as modern foreign language teachers in the next five years, in the light of the reduction in university modern language courses.

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

In academic year 2025/26, there were 765 UK nationals starting postgraduate initial teacher training in modern foreign languages. The department has not made any estimate of the impact of a reduction in university modern languages courses on UK national modern foreign languages trainee teachers.

Question to the Department for Education:

To ask His Majesty's Government whether they plan to encourage the introduction of further university level non-academic heritage craft skills courses across the country.

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

The government recognises the importance of heritage craft skills and supports their development through apprenticeships, vocational qualifications and partnerships with sector bodies.

Higher education institutions in England are autonomous and independent, and so they are responsible for determining the courses they offer. The government does not intervene in academic content. However, we encourage collaboration between universities, further education providers and heritage organisations to embed practical craft skills where appropriate, including through vocational and foundation degrees.

Question to the Department for Education:

To ask His Majesty's Government what the current status is of funding for level 2 and level 3 building crafts and other heritage craft skills diploma courses; and whether they will reinstate level 3 funding for courses including stone masonry and joinery.

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

On 12 January 2026, the department’s consultation on post-16 pathways at level 3 and below closed. We are currently reviewing the responses and will provide a government response in due course and set out how we will transition to the new system.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of increase in demand for special educational needs and disabilities places in the past 10 years.

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

A greater proportion of our school children are educated in special schools than at any time in the past fifty years.

For the first time in 2023, the school capacity survey asked local authorities to provide data on the capacity of special schools and the capacity of special education needs (SEN) units and resourced provision in mainstream schools, as well as their forecast future demand for specialist provision. This is published at: https://www.gov.uk/government/statistics/school-capacity-in-england-academic-year-2023-to-2024.

Since 2015/16, the number of children in all types of special schools has increased from 115,000 to 200,000 in 2024/25. The number of specialist placements overall is expected to continue to increase based on current trends.

The department also collects numbers of pupils on roll with SEN through the school census with data from 2025/26 onwards. Data is published by type of provision and can be accessed here at: https://www.gov.uk/government/statistics/special-educational-needs-in-england-january-2025.

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 compensatory funding to further education institutions for the increase in Employer National Insurance contributions on colleges.

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

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

To recognise the increase to employers’ National Insurance contributions, we made approximately £155 million available in 2025/26 to support further education institutions and other mainstream settings that receive annual funding allocations from the department for the provision of post-16 education. This funding was made available via the Post-16 National Insurance contributions grant in September 2025. All decisions related to the 2026/27 financial year are being considered and information will be provided in due course.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 8 January (HL Deb col 1408), when the research that showed that bursaries and scholarships are more important to overseas trainee modern foreign language teachers than the international relocation payment was carried out.

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

The research was commissioned by the department in 2024 with fieldwork taking place between March and November of the same year. The attached report was published in June 2025 and is also available here: https://www.gov.uk/government/publications/international-teacher-recruitment.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help tackle regional variations in disabled children’s social care in the context of the publication of the Law Commission’s report on 16 September 2025.

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

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to accept the recommendations of the Law Commission’s report on disabled children’s social care, published on 16 September 2025.

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

The Law Commission published its final report on 16 September 2025 following a department commissioned review in April 2023 of the legal framework for disabled children’s social care.

The report makes 40 recommendations, which we are now considering, with a focus on simplifying and strengthening the system to better support disabled children and their families. In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department must provide an initial response within six months and a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline.

As we prepare our formal response to the Law Commission, we believe the national rollout of Family Help, a seamless, non-stigmatising offer of support delivered by multi-disciplinary, community-based teams, is already beginning to address the intended outcomes of the report and reduce regional variations. This includes special educational needs and disabilities (SEND) trained professionals as leading practitioners. Through Family Help, we are taking steps to remove the stigma from asking for help, with more SEND professionals available in integrated front doors for families to access practical support without judgement unnecessarily burdensome assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to conduct a review of collective worship in schools in England.

Answered by Georgia Gould - Minister of State (Education)

Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.

Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her department plans to assess the (a) funding and (b) availability of the Adoption and Special Guardianship Support Fund for families with children dealing with complex trauma in Stockport constituency.

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

The government has confirmed the adoption and special guardianship support fund (ASGSF) will continue in 2026/27 and that applications which start in 2025/26 and which run into 2026-27 can be made. Details of the ASGSF from April 2026, including for families in Stockport, will be made available once departmental business planning decisions are completed. We will share details of the public engagement process on longer-term decisions as soon as possible.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of support available in mainstream state schools for pupils with dyspraxia who do not meet the threshold for an Education, Health and Care Plan in Surrey.

Answered by Georgia Gould - Minister of State (Education)

Every child in our country deserves the best possible educational experience, one that is academically stretching, where every child and young person feels like they belong, and that sets them up for life and work.

The department knows from our extensive engagement with parents, teachers, local authority staff and leaders, charities and others that there are significant challenges in the special educational needs and disabilities (SEND) system. They need to be addressed urgently. But we must ensure we do so in a way that builds trust and confidence in the system and leads to improved outcomes for children and young people.

The department will set out our proposals for reform in a Schools white paper and we will consult widely on these proposals and continue to work with a wide range of partners to refine and deliver them.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of unmet special educational needs relating to dyspraxia on pupil wellbeing, attainment and school attendance.

Answered by Georgia Gould - Minister of State (Education)

Where a pupil is not attending school due to unmet or additional needs, including dyspraxia, the ‘Working together to improve school attendance’ guidance sets out clear expectations on how schools, local authorities and wider services work together to access and provide the right support to improve attendance.

We understand that early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, therefore we are supporting settings by strengthening the evidence base of what works. The government will set out proposals for reforms to the special educational needs and disabilities system through a Schools white paper in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she made of the potential impact of Local Government Reorganisation upon the secondary school places in Huntingdonshire.

Answered by Georgia Gould - Minister of State (Education)

The department is reviewing all local government reorganisation proposals to consider the potential impact on children’s services, including school places. Huntingdonshire is in tranche three of the local government reorganisation process and the statutory consultation on proposals is expected to launch in Spring 2026. I encourage all local areas to respond to the consultation.

There will then be a transition period during which the department will work with local areas to support children’s services in the new authorities, including plans to ensure there are sufficient school places.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that communication in (a) adoption support and (b) reunification cases is (i) timely and (ii) compliant with statutory guidance.

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

Regional adoption agencies should clearly set out on their websites what adoption support is available, who provides it, and how families can access it. This should include an overview of universal, targeted and specialist forms of support. During the adoption assessment process, prospective adopters must also receive information, counselling and advice about adoption, including the support services they may be entitled to. In addition, the Adoption and Special Guardianship Support Fund provides nationwide access to funded post‑adoption support, including therapeutic interventions for adopted children and their families.

In early‑permanence placements such as foster‑to‑adopt, reunification may occur if the court decides a child should return to their birth family. In these circumstances, reunification must follow statutory care‑planning duties, ensuring well‑planned transitions and appropriate support for carers and parents. Adoption England’s Reunification Framework provides structured guidance for practitioners to manage these transitions safely and sensitively, ensuring the child’s needs remain central throughout the process.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of creating a national strategy for modern foreign language teaching in the context of levels of take-up of modern foreign language GCSEs.

Answered by Georgia Gould - Minister of State (Education)

The early years foundation stage (EYFS) statutory framework which early years providers are required to follow includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/

To make the existing requirements clearer for all the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible

The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at Levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.

Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of including humanism as part of the national curriculum on religious education.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that non-religious worldviews, including humanism, can play an important role in supporting pupils’ understanding of beliefs and values. Religious education (RE) is not part of the national curriculum but is a mandatory subject for all pupils aged 5 to 18 in state-funded schools in England. Schools should deliver RE in an objective, critical and pluralistic way and already have the flexibility, through their locally agreed syllabuses, to include the study of non-religious world views such as humanism.

The department welcomes the Curriculum and Assessment Review’s recommendation that Vanessa Ogden, a former review panellist specialising in RE, should lead a sector group, independent from government, to develop a draft RE curriculum. We expect that the sector group’s work on RE will reflect the role the subject plays in building understanding between people of different faiths, beliefs and communities, including those with non-religious world views. If the group reaches consensus on a draft curriculum, the government will consult on whether to add it to the national curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, how many children are awaiting a statement of educational needs in England and Wales.

Answered by Georgia Gould - Minister of State (Education)

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

The special educational needs and disability code of practice published in 2014 replaced all statements of special educational needs with education, health and care (EHC) plans. No new statements were issued and all existing statements were converted to EHC plans by 2019.

The department does not hold data for the number of children and young people awaiting EHC plans.

The number of children and young people for whom an EHC needs assessment was requested during 2024 and who are waiting for that assessment to be completed as of January 2025 is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ce81a1c1-24b4-4157-fc02-08de55ac55be.

The number of EHC needs assessments carried out during 2024, and the number where the outcome of that assessment is ongoing as of January 2025, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cee798f6-fb96-459e-ac19-08de532c2243.

The figures are from the 2025 EHC plans publication, which is available at:

: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

These figures have been available since 26^th June 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to upgrade the teacher training curriculum to include mandatory training on how to teach dyslexic children.

Answered by Georgia Gould - Minister of State (Education)

On 16 January we announced plans for a new expectation on schools and other settings to ensure staff receive training on SEND and inclusion, supported by £200m investment during this Parliament into government-backed training courses and materials.

The department recently introduced a new training framework for trainee and early career teachers. The initial teacher training and early career framework (ITTECF), which became mandatory from September 2025, sets out the minimum entitlement to training for all new teachers. This framework includes more content on adaptive teaching and supporting pupils with special educational needs and disabilities (SEND). For example, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils, including those with dyslexia. We are committed to continuous improvement and will be reviewing the ITTECF in 2027, which will focus on the support we provide trainees and early career teachers in teaching pupils with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, how many children in England and Wales in primary school have a classroom assistant full time.

Answered by Georgia Gould - Minister of State (Education)

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

The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.

Schools in England are asked to record the headcount and (FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).

Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ’School workforce in England statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

These figures have been available since 5 June 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 11 November 2025 to Question 87556, how long the pause on the introduction of new electric vehicle salary sacrifice schemes in the public sector will last; and if she will publish the planned timetable for the cross‑government review of those schemes.

Answered by Georgia Gould - Minister of State (Education)

The review and decision on new electric vehicle salary sacrifice schemes for academy trusts is being led by HM Treasury. The department remains in contact with HM Treasury on this issue and will inform academy trusts when a decision has been made.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to introduce a mandatory registration of staff working in children's homes.

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

The government set out its position regarding professional registration of the children’s homes workforce in its ’Tackling child sexual abuse: progress update’, published on GOV.UK in April 2025 here: https://www.gov.uk/government/publications/tackling-child-sexual-abuse-progress-update.

The immediate focus is to develop workforce standards and review sector qualifications to ensure staff working in children’s homes are equipped with the knowledge and skills they need to provide the best possible care, and have access to high quality continuing professional development.

This will provide the essential foundation for looking at the risks and benefits of a registration model for care staff, including a wider consultation in the longer term.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will provide additional Ofsted funding to increase the frequency of (a) inspections and (b) unannounced inspections of early years settings.

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

Giving young children the best start in life is the foundation of the government’s opportunity mission.

From April, the department is funding Ofsted to inspect all new early years providers within 18 months of opening and moving towards inspecting all providers at least once every four years, compared to the current six-year window. This means standards will be reviewed more regularly and parents will have more up-to-date information to help them choose the right setting for their child.

While Ofsted typically provides notice before an inspection, they can and do conduct inspections without prior notification, particularly when concerns have been raised about a setting. Between 1 April 2024 and 31 March 2025, there were 1,400 unannounced inspections (16%). We recognise the importance of unannounced inspections and they will continue.

Question to the Department for Education:

To ask the Secretary of State for Education, how many and what proportion of staff in her Department were promoted (a) in-grade and (b) to a higher grade in the last year broken down by (i) performance marking in the previous year and (ii) grade.

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

The table below shows the grade breakdown and proportions of promotions to a higher grade (excluding temporary promotions) between November 2025 and October 2025. Please note: The promotion counts shown are based on internal departmental staff who were promoted to a higher grade within the department between November 2024 and October 2025. These figures exclude individuals who joined the department on promotion and those who left on promotion to another department, as this information is not captured in our central HR systems.

Since 2019 the flexible performance management framework has enabled departments to adopt a performance management approach which best suits their organisational and cultural needs. There is no common performance rating across government. The department does not currently operate a performance management system that includes performance markings. However, it is in the process of introducing ratings for its Senior Civil Servants, with ratings for the 2025/26 performance year due to be determined in Spring 2026.

Data has been suppressed where there are fewer than 30 employees.

*The grade displayed in the table represents the grade to which staff were promoted.

** The percentage scores in the table represent the number of promotions to each higher grade between November 2024 and October 2025, expressed as a proportion of the average headcount for that higher grade during the same period.

Question to the Department for Education:

To ask the Secretary of State for Education, how much her Department has spent on social media advertising by (a) influencer and (b) organisation in each of the last five financial years.

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

Sensitivities exist around aspects of this spend which could prejudice commercial interests. All spend in these areas are subject to the standard value for money assessments.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of additional revenue raised by freezing student loan repayment thresholds.

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

At the Autumn Budget 2025, the government announced the repayment threshold for Plan 2 student loans will be frozen at £29,385 for three years from April 2027.

This measure is currently forecast to generate additional revenue of £54 million in the 2027/28 financial year, £93 million in 2028/29, £115 million in 2029/30 and £90 million in 2030/31. This reflects an expected increase in the value of Plan 2 student loan repayments compared to if the threshold had been allowed to increase by inflation.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the number of schools in the Buckingham and Bletchley constituency that will require capital adjustments to deliver expanded breakfast provision under the Child Poverty Strategy.

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

The department has so far successfully delivered 5 million meals through 750 early adopter free breakfast clubs and schools have told us about the many benefits these clubs provide including improved attendance, behaviour and attainment.

We have seen our early adopters successfully manage space constrains and we continue to encourage local authorities, responsible bodies, academy trusts, schools and providers to work together to solve problems collaboratively, ensuring the needs of parents and children are met.

Schools have flexibility to decide where to deliver their provision, in accordance with the minimum expectations. They are expected to consider all space available onsite, including classrooms. Alternatively, they can opt to offer the provision offsite at a nearby venue. Schools will receive a £1000 start-up grant to spend on any equipment, materials, training and infrastructure and systems needed to deliver.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department holds information on the cost to the Falkland Islands Government of a child being home-schooled.

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

The UK’s relationship with the Falkland Islands is a modern one based on partnership, shared values, and the right of the Islanders to determine their own future. While the UK retains responsibility for defence, security and international affairs, the Falkland Islands Government is otherwise fully self-governing, including in all matters relating to education. Any questions regarding education in the Falkland Islands should therefore be directed to the Education Directorate of the Falkland Islands Government.

Question to the Department for Education:

To ask the Secretary of State for Education, whether there is a set curriculum for any child being home schooled in the Falkland Islands.

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

The UK’s relationship with the Falkland Islands is a modern one based on partnership, shared values, and the right of the Islanders to determine their own future. While the UK retains responsibility for defence, security and international affairs, the Falkland Islands Government is otherwise fully self-governing, including in all matters relating to education. Any questions regarding education in the Falkland Islands should therefore be directed to the Education Directorate of the Falkland Islands Government.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department is taking steps to ensure that measures outlined in the Child Poverty Strategy designed to support families with newborn babies, including voucher schemes, are accessible to families seeking asylum.

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

The government is committed to ensuring that vulnerable migrant children receive the support to which they are entitled.

Asylum seekers and their dependents who would otherwise be destitute can obtain support under Section 95 of the Immigration and Asylum Act 1999. In addition, asylum seeking families can access some of the support set out in the Child Poverty Strategy. This will include Best Start Family Hubs in England, which will be open to all families with children aged 0–19 (or up to 25 for young people with special educational needs and disabilities). The hubs will connect families to a wide range of support, including housing, employment, debt and welfare advice.

Asylum-seeking families are eligible for the 15 hour early education entitlement for 3- and 4-year-olds, and may be eligible for the 15 hour entitlement for 2-year-olds receiving additional forms of support.

Question to the Department for Education:

To ask the Secretary of State for Education, whether children being home schooled in the Falkland Islands are required to sit the same exams as those attending school.

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

The UK’s relationship with the Falkland Islands is a modern one based on partnership, shared values, and the right of the Islanders to determine their own future. While the UK retains responsibility for defence, security and international affairs, the Falkland Islands Government is otherwise fully self-governing, including in all matters relating to education. Any questions regarding education in the Falkland Islands should therefore be directed to the Education Directorate of the Falkland Islands Government.

Question to the Department for Education:

To ask the Secretary of State for Education, how many children in the Falkland Islands are being home educated.

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

The UK’s relationship with the Falkland Islands is a modern one based on partnership, shared values, and the right of the Islanders to determine their own future. While the UK retains responsibility for defence, security and international affairs, the Falkland Islands Government is otherwise fully self-governing, including in all matters relating to education. Any questions regarding education in the Falkland Islands should therefore be directed to the Education Directorate of the Falkland Islands Government.

Question to the Department for Education:

To ask the Secretary of State for Education, how many state-funded schools in England have a knife arch installed, broken down by region.

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

The department does not hold data on how many schools in England have installed a knife arch.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential merits of providing funding for a Best Start centre in York.

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

The government is committed to giving every child the best start in life. We will fund Best Start Family Hubs (BSFH) in every local authority to ensure all children and families who need support the most can access it. Backed by over £500 million, the rollout will deliver up to 1,000 BSFH nationwide by the end of 2028, reaching an estimated additional 500,000 children.

These Hubs will be key to our vision for joined-up services in the community, bringing together professionals from health and education, and will work with nurseries, childminders, schools, health services, libraries and local voluntary and community groups.

BSFH will be open to all families, but we know they are particularly important for families who are disadvantaged or have additional needs or vulnerabilities. That is why we have set an ambition that 70% of Hubs should be in the 30% most deprived areas nationally. It is for the local authority to decide where a Hub should be located to best meet the needs of the area.

Tackling child poverty is at the heart of this government’s mission to break down barriers to opportunity and give every child the best start in life. Our landmark Child Poverty Strategy will lift 550,000 children out of poverty by 2030. The department will prioritise funding the continuation of existing Healthy Babies (formerly Start for Life) services that support babies to have the healthiest start in life, including perinatal mental health, parent infant relationships and infant feeding.

In addition, we raised the early years pupil premium by 45% in April 2025 to support improving educational outcomes for disadvantaged children and break the cycle of poverty.

Question to the Department for Education:

To ask the Secretary of State for Education, how is she supporting (a) babies growing up in poverty and (b) ensuring that early inequalities are addressed.

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

The government is committed to giving every child the best start in life. We will fund Best Start Family Hubs (BSFH) in every local authority to ensure all children and families who need support the most can access it. Backed by over £500 million, the rollout will deliver up to 1,000 BSFH nationwide by the end of 2028, reaching an estimated additional 500,000 children.

These Hubs will be key to our vision for joined-up services in the community, bringing together professionals from health and education, and will work with nurseries, childminders, schools, health services, libraries and local voluntary and community groups.

BSFH will be open to all families, but we know they are particularly important for families who are disadvantaged or have additional needs or vulnerabilities. That is why we have set an ambition that 70% of Hubs should be in the 30% most deprived areas nationally. It is for the local authority to decide where a Hub should be located to best meet the needs of the area.

Tackling child poverty is at the heart of this government’s mission to break down barriers to opportunity and give every child the best start in life. Our landmark Child Poverty Strategy will lift 550,000 children out of poverty by 2030. The department will prioritise funding the continuation of existing Healthy Babies (formerly Start for Life) services that support babies to have the healthiest start in life, including perinatal mental health, parent infant relationships and infant feeding.

In addition, we raised the early years pupil premium by 45% in April 2025 to support improving educational outcomes for disadvantaged children and break the cycle of poverty.

Question to the Department for Education:

To ask the Secretary of State for Education, how many children in England and Wales in primary school have a classroom assistant for part of their school day.

Answered by Georgia Gould - Minister of State (Education)

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

The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.

Schools in England are asked to record the headcount and FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).

Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ‘School workforce in England’ statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.

These figures have been available since 5 June 2025.

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 the recommendation of the Independent Inquiry into Child Sexual Abuse to appoint a Cabinet level Minister with responsibility for children.

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

In April 2025, the government published its Tackling Child Sexual Abuse Progress Update, which responded to each of the 20 recommendations form the final report of the Independent Inquiry into Child Sexual Abuse.

The government agrees with the importance of having a clear focus on children across government, including at Cabinet level. My right hon. Friend, the Secretary of State for Education, is the Cabinet minister for children and a Keeping Children Safe ministerial board has been established to drive and mainstream the strong collective cross-government focus on children’s wellbeing, safety and opportunity. This will bring together ministers from the government departments with a key role on issues affecting children.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that early years staff have access to adequate safety training; and what assessment she has made of the effectiveness of safety requirements within the Ofsted framework.

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

The safety of our youngest children is our utmost priority and the department continually monitors and reviews safeguarding requirements to ensure children are kept as safe as possible.

The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children are kept healthy and safe. It is available here: https://assets.publishing.service.gov.uk/media/68c024cb8c6d992f23edd79c/Early_years_foundation_stage_statutory_framework_-_for_group_and_school-based_providers.pdf.pdf. In September 2025, changes were introduced to strengthen safeguarding requirements in the EYFS, including clearer expectations on safeguarding training.

A new safeguarding training annex now sets out clearly what safeguarding training must cover and to support providers, a free online safeguarding training package is being developed by the department with the NSPCC, aligned to the updated requirements.

Ofsted inspects early years providers under the Education Inspection Framework against the full range of EYFS requirements. Inspectors assess whether providers are meeting statutory requirements and taking appropriate action to keep children safe.

Question to the Department for Education:

To ask the Secretary of State for Education, when schools will be reimbursed for the increase in National Insurance contributions.

Answered by Georgia Gould - Minister of State (Education)

We have provided schools with over £1.1 billion to support them with the increases to employer National Insurance contributions from April 2025.

We published schools’ allocations in May 2025, and payments were made in September and October 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made progress on the implementation of a Ukraine Language GCSE course.

Answered by Georgia Gould - 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. My right hon. Friend, the Secretary of State for Education, has written to these organisations to ask them to consider introducing a Ukrainian GCSE based on the existing subject content for modern foreign languages set by the department. We are also considering alternative ways of supporting Ukrainian language learning in the UK.

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 in 2025 we launched a UK-Ukraine Schools Partnership Programme, twinning 100 schools in the UK and Ukraine. Due to the programme’s popularity in its first year, it has been extended to include 30 more schools.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of school funding settlements in meeting pupil need and demographic growth.

Answered by Georgia Gould - Minister of State (Education)

Spending per pupil was at its highest ever level in the 2024/25 financial year, in real terms, and there has been further real terms growth in spending in 2025/26. The school funding settlement announced at the Spending Review more than protects per pupil funding in real terms, with a further £1.7 billion increase in 2026/27.

Every year, the department uses the schools national funding formula to distribute core funding for 5 to 16-year-old pupils, in mainstream state-funded schools in England. This ensures that funding is distributed based on a fair and consistent assessment of need, based first and foremost on pupil numbers.

We recognise the pressures caused by demographic changes in some areas. The lagged funding system helps to give schools more certainty over funding levels. This aids their planning and is particularly important in giving schools with falling rolls time to re-organise their staffing and costs. The department also provides local authorities with growth funding, which they use to support schools whose pupil numbers are rising.

Question to the Department for Education:

To ask the Secretary of State for Education, how many meetings her Department has held with commercial lenders to discuss the finances of higher education institutions in each year since 2020.

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

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

Question to the Department for Education:

To ask the Secretary of State for Education, for what reason her Department holds meetings with commercial lenders to discuss the finances of higher education institutions.

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

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department keeps records of meetings with commercial lenders on the finances of higher education institutions.

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

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the independent report entitled Independent review of children's social care: final report, published on 23 May 2022, how much of the recommended new spending of £2.6 billion has been allocated to date.

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

This government is driving the biggest transformation of children’s social care in a generation. Long-term investment is essential to shift the system away from high-cost crisis responses towards earlier support.

In 2025/26, the department more than doubled direct investment in children’s social care prevention services through the Children’s Social Care Prevention Grant. Now we are going even further to reform children’s social care. We are continuing the £523 million available for the Families First Partnership programme in 2025/26 for each year of the Local Government Finance Settlement to 2028/29. We have invested a further £300 million over two years (2026/27 and 2027/28) from the Transformation Fund announced at the Spending Review, and £547 million of new funding announced in the Local Government Funding Policy Statement, meaning £2.4 billion over three years, all ringfenced for prevention and de-escalation. Together this will help to reduce reliance on costly acute services, strengthen earlier intervention and drive forward reforms to children’s social care.

We are also investing £560 million capital funding to refurbish and expand children’s homes and provide more high-quality foster care placements.

Additional funding beyond 2027/28 is subject to the next Spending Review.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding her Department has committed to implement the recommendations of the Independent review of children's social care: final report, published on 23 May 2022, in each of the next five years.

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

This government is driving the biggest transformation of children’s social care in a generation. Long-term investment is essential to shift the system away from high-cost crisis responses towards earlier support.

In 2025/26, the department more than doubled direct investment in children’s social care prevention services through the Children’s Social Care Prevention Grant. Now we are going even further to reform children’s social care. We are continuing the £523 million available for the Families First Partnership programme in 2025/26 for each year of the Local Government Finance Settlement to 2028/29. We have invested a further £300 million over two years (2026/27 and 2027/28) from the Transformation Fund announced at the Spending Review, and £547 million of new funding announced in the Local Government Funding Policy Statement, meaning £2.4 billion over three years, all ringfenced for prevention and de-escalation. Together this will help to reduce reliance on costly acute services, strengthen earlier intervention and drive forward reforms to children’s social care.

We are also investing £560 million capital funding to refurbish and expand children’s homes and provide more high-quality foster care placements.

Additional funding beyond 2027/28 is subject to the next Spending Review.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department will take to set accountability measures to guarantee equitable access to the enrichment entitlement across all regions.

Answered by Georgia Gould - Minister of State (Education)

Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.

To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.

Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department will take to scale provision of the enrichment entitlement beyond the 400 schools covered by the £22.5 million enrichment expansion programme.

Answered by Georgia Gould - Minister of State (Education)

Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.

To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.

Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to publish a timetable and delivery framework to ensure that the enrichment entitlement becomes a universal offer for all pupils.

Answered by Georgia Gould - Minister of State (Education)

Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.

To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.

Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.

Question to the Department for Education:

To ask the Secretary of State for Education, how many days of school closure were there in 2025 due to adverse weather conditions.

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

Decisions about school closures are made by individual settings and responsible bodies based on local risk assessments. Closure should be a last resort, with schools expected to remain open where it is safe. If a school must close unexpectedly, such as due to adverse weather, no attendance register is taken and the session is recorded as ‘not possible’ for statistical purposes.

During temporary closures, schools should consider providing remote education in line with departmental guidance. Pupils receiving remote education are still recorded as absent using the appropriate absence code. Schools should monitor engagement with remote education, although this is not formally recorded in attendance data.

Question to the Department for Education:

To ask the Secretary of State for Education, what accountability measures her Department has put in place for the nutritional content of breakfasts provided by schools participating in the Free Breakfast Club scheme.

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

The department is committed to delivering on the pledge to provide free breakfast clubs in every state-funded school with primary-aged children. Since April 2025, we have delivered 2.6 million breakfasts and offered places to almost 180,000 pupils across the country. We are investing a further £80 million to fund approximately 2,000 additional schools between April 2026 and March 2027.

Compliance with the School Food Standards is mandatory for maintained schools, academies and free schools. School governors have a responsibility to ensure compliance and should appropriately challenge the senior leadership team to ensure obligations are met.

Alongside the School Food Standards statutory guidance, we published updated breakfast club guidance in November, which provides guidance on which foods should be served at breakfast clubs to ensure that the School Food Standards are met.

We are working to revise 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, what steps her Department is taking to ensure that food provided by schools participating in the Free Breakfast Club scheme meets nutritional and quality standards.

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

The department is committed to delivering on the pledge to provide free breakfast clubs in every state-funded school with primary-aged children. Since April 2025, we have delivered 2.6 million breakfasts and offered places to almost 180,000 pupils across the country. We are investing a further £80 million to fund approximately 2,000 additional schools between April 2026 and March 2027.

Compliance with the School Food Standards is mandatory for maintained schools, academies and free schools. School governors have a responsibility to ensure compliance and should appropriately challenge the senior leadership team to ensure obligations are met.

Alongside the School Food Standards statutory guidance, we published updated breakfast club guidance in November, which provides guidance on which foods should be served at breakfast clubs to ensure that the School Food Standards are met.

We are working to revise the School Food Standards to ensure they support our work to create the healthiest generation of children in history.

Found: colleagues, including in other Departments where you might not expect as much— with the Department for Education

Found: colleagues, including in other Departments where you might not expect as much— with the Department for Education

Found: According to the Department for Education, almost half (48%) of all teachers retiring in 2020/21 did

Found: CTP, DfE, DHSC) across England, Scotland and Wales to raise Prevent delivery standards.

Found: effective interventions: a) Improving children’s dietary habits through holiday clubs The Department for Education

Found: improving health 5 FDF Scotland Success report: Reformulation for Health March 2024 6 DWP HMT and DfE

Found: lead for early years food and nutrition, with responsibility for coordinating across departments (DfE

Found: within day nurseries, childminders and preschool settings, and to support implementation of the new DfE

Found: Barnardo’s, 2025; Nourishing the Future_making healthy food accessible for every child.pdf 15 Department for Education

Found: between DEFRA and DHSC, although many elements are relevant to other government departments, including DfE

Found: 10-year-health-plan-for- england.pdf 6 Department for Work and Pensions, HM Treasury and Department for Education

Found: focus on include:  Financial education: We would like to see the Government set how the Department for Education

Found: Inclusion Strategy includes collaboration across government departments, including the Department for Education

Found: Pensions (DWP) is needed to align employment and progression policy, FIS0076 alongside the Department for Education

Found: Financial literacy spans Treasury (debt, tax), DfE (curriculum), DSIT (digital), DBT (business support

Found: insurance; investable assets held in cash versus investments; and financial education attainment (DfE

Found: Government Engagement  Stronger inter-departmental coordination (e.g., between HM Treasury, Department for Education

Found: .  35,821(27.1%) pupils in Leeds were eligible for and claiming a free school meal (DfE, 2025).  72%

Found: Treasury and welcome the cross- departmental collaboration with other Ministries, such as the Department for Education

Found: Regarding community based support and innovative ways of embedding financial inclusion ■ Department for Education

Found: We particularly welcome the leadership demonstrated by the Department for Education in respect of the

Found: A recent example saw the Department for Education, Social Work England and Ofsted complete a comparative

Found: the Prime Minister, Chancellor, DSIT, DBT, the Home Office, MoD, DHSC, DESNZ, DWP , and Department for Education

Found: comprehensive response, including the Department for Science, Innovation & Technology, the Department for Education

Found: 14 Dr Sajad Rezaei University of Worcester and Dr Rohit Trivedi University of Bradford (PRO0013) 15 DfE

Found: the Department of Levelling Up Local House & Communities (‘DLUHC’), the Department of Education (‘DFE

Found: It is delivered by the Department for Education (DfE) but applications are made through schools who

Found: The Ministry of Justice and Department for Education will review the Justice and Education Select Committee

Found: I was pleased to see the commitments made by both Ministry of Justice and Department for Education to

Found: Great British Energy invested into it, but so did the Department of Health and the Department for Education

Found: A number of individual departments (including DHSC, MHCLG, HMT and DfE) have reported an approximate

Found: .  Holding answers are not classified as replies for reporting purposes.DHSC MoD DfE Home Office 0

Found: Great British Energy invested into it, but so did the Department of Health and the Department for Education

Found: opportunity not crisis, 21 July 2023 [railway rolling stock industry (30,000 people)] 5 Department for Education

Found: that further work is required with the Department of Health and Social Care (DHSC), the Department for Education

Found: The Department for Education has commenced discussions with the British Council with a view to them

Found: It could be the Department of Health and Social Care, the Department for Education, or the Home Office

Found: The Department for Education (DfE) will engage with sector experts and young people in working out how

Found: As set out in the Budget, the Department for Education will lead a review of childcare provision.

Found: Next week the Minister of State at the Department for Education and myself will be meeting with all of

Found: Next week the Minister of State at the Department for Education and myself will be meeting with all

Found: Like Indrani, for digital, a bit of estates and procurement we rely on the Department for Education

Found: The Department for Education has employed Oak National Academy to help it with materials to give teachers

Found: 16 to 21 year-olds—this is the generation that grew up with tech—in attendance at the Department for Education

Found: We have done a pilot with Department for Education on enforcing the school food standards.

Found: We have done work for DfE on valuing schools or measuring schools so that they can determine how best

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to increase awareness among young people of career opportunities in British manufacturing industries.

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

The Government is taking a range of steps to increase awareness among young people of the diverse and rewarding career opportunities available in British manufacturing. This forms part of our wider efforts to reduce the number of young people who are not in education, employment or training (NEET). Promoting the Youth Guarantee, the Government’s commitment to ensure young people have access to support to find a job, training or an apprenticeship, is a key element of this approach.

The Department for Work and Pensions (DWP) promotes careers in manufacturing to young people through a range of national and local activity, including Jobcentre-led manufacturing-focused careers sessions, employer talks and jobs boards focused on apprenticeships and early careers roles. Work Coaches are also being upskilled to help them confidently challenge outdated myths and discuss modern manufacturing with young people.

We work closely with industry bodies such as Make UK and the Institute for Grocery Distributors, to support young people to better understand the breadth of manufacturing careers available. In addition, we encourage employers to directly engage with schools and colleges, and work closely with the National Careers Service to provide clear information on routes into the sector. We also promote pathways into manufacturing, including government skills interventions such as Sector-based Work Academy Programmes and Skills Bootcamps, and apprenticeships.

National Manufacturing Day (NMD) further supports these efforts by opening up factories and workplaces to schools, colleges, and local communities. Through activities such as factory tours, demonstrations and employer-led talks young people can see firsthand what modern manufacturing looks like and the range of roles available, including apprenticeships and graduate routes. The Department for Education (DfE) supports NMD by promoting it to schools and parents and providing materials on education and training routes into the sector for school leavers.

Finally, DWP hosts regular Jobs and Careers Fairs, with planned events throughout 2026, designed to support young people, particularly those who are NEET or at risk of becoming NEET, to explore opportunities across different sectors, including manufacturing. These events enable young people to access advice and training and engage directly with employers.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what discussions she has had with the Secretary of State for Health and Social Care on the potential impact of social media use on children’s mental health.

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

I share the worries of parents and many of those in the medical profession; the question is not whether the government will act, but how. These are nuanced issues on which there are a diverse range of views; that is why we are launching a consultation and national conversation on next steps. We are also working closely across government on these topics, with DHSC, as well as Ofcom, DfE, and the Home Office. Furthermore, the Department for Education will be producing guidance on screentime.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what assessment he has made of the adequacy of graduate schemes in supporting graduate-level employment.

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

Graduate schemes are designed and operated by individual employers and are not overseen or monitored by DWP. As such, DWP does not hold a central assessment of the adequacy of these employer‑run schemes.

Although we do not capture data on the adequacy of graduate schemes, the latest published DfE data shoes the unemployment rate for graduates is lower than non-graduates. A link to this data can be found here.

DWP’s role is to support all jobseekers, including graduates, into work through Jobcentre Plus and wider programmes; departments and employers are responsible for the design and evaluation of their own graduate schemes.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what assessment his Department has made of the potential impact of safeguarding practices on requiring parents to seek retrospective court remedies.

Answered by Alex Davies-Jones - Parliamentary Under-Secretary (Ministry of Justice)

This Government is committed to protecting children from harm. The Children Act 1989 sets out specific duties for local authorities to provide services to children in their area if they are in need and to undertake enquiries if they believe a child has suffered or is likely to suffer significant harm.

Under Section 46 of the Children Act 1989, police may only facilitate a change in a child’s place of residence despite the refusal of a parent with parental responsibility if a child is at immediate risk of significant harm, by exercising Police Protection Powers. In this case, police may only remove a child or keep a child in a safe place for a maximum 72 hours before requiring a court authorisation to sustain the separation from their parent with parental responsibility.

There are already clear expectations that the local authority brings the matter before the family court within the 72-hour time limit, ensuring judicial oversight of continued change in a child’s place of residence.

Under Section 20 of the Children Act 1989, local authorities can also change a child’s place of residence with the consent of all people that hold parental responsibility for that child.

Whether an application is made prior to or after a child's change of residence, the Government recognises that involvement in family court proceedings, including when children are moved for safeguarding purposes, can be a distressing experience for the families involved. That is why the Department for Education has funded research, conducted by Birkbeck university, into the experiences of parents, children and special guardians involved in public law family court proceedings, as well as a policy and literature review of advice and information materials available to parties. The report setting out their findings and recommendations can be found here: https://eprints.bbk.ac.uk/id/eprint/56714/.

The Government welcomes this report and takes the experiences of children and families in the family court system seriously.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether he has considered introducing a requirement for automatic judicial oversight within a fixed timeframe where state bodies facilitate a significant change in a child’s living arrangements as part of safeguarding practice.

Answered by Alex Davies-Jones - Parliamentary Under-Secretary (Ministry of Justice)

This Government is committed to protecting children from harm. The Children Act 1989 sets out specific duties for local authorities to provide services to children in their area if they are in need and to undertake enquiries if they believe a child has suffered or is likely to suffer significant harm.

Under Section 46 of the Children Act 1989, police may only facilitate a change in a child’s place of residence despite the refusal of a parent with parental responsibility if a child is at immediate risk of significant harm, by exercising Police Protection Powers. In this case, police may only remove a child or keep a child in a safe place for a maximum 72 hours before requiring a court authorisation to sustain the separation from their parent with parental responsibility.

There are already clear expectations that the local authority brings the matter before the family court within the 72-hour time limit, ensuring judicial oversight of continued change in a child’s place of residence.

Under Section 20 of the Children Act 1989, local authorities can also change a child’s place of residence with the consent of all people that hold parental responsibility for that child.

Whether an application is made prior to or after a child's change of residence, the Government recognises that involvement in family court proceedings, including when children are moved for safeguarding purposes, can be a distressing experience for the families involved. That is why the Department for Education has funded research, conducted by Birkbeck university, into the experiences of parents, children and special guardians involved in public law family court proceedings, as well as a policy and literature review of advice and information materials available to parties. The report setting out their findings and recommendations can be found here: https://eprints.bbk.ac.uk/id/eprint/56714/.

The Government welcomes this report and takes the experiences of children and families in the family court system seriously.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, whether national guidance permits (a) police forces and (b) local authority Children’s Services to facilitate a material change in a child’s place of residence without prior court authorisation where one parent with parental responsibility has refused consent.

Answered by Alex Davies-Jones - Parliamentary Under-Secretary (Ministry of Justice)

This Government is committed to protecting children from harm. The Children Act 1989 sets out specific duties for local authorities to provide services to children in their area if they are in need and to undertake enquiries if they believe a child has suffered or is likely to suffer significant harm.

Under Section 46 of the Children Act 1989, police may only facilitate a change in a child’s place of residence despite the refusal of a parent with parental responsibility if a child is at immediate risk of significant harm, by exercising Police Protection Powers. In this case, police may only remove a child or keep a child in a safe place for a maximum 72 hours before requiring a court authorisation to sustain the separation from their parent with parental responsibility.

There are already clear expectations that the local authority brings the matter before the family court within the 72-hour time limit, ensuring judicial oversight of continued change in a child’s place of residence.

Under Section 20 of the Children Act 1989, local authorities can also change a child’s place of residence with the consent of all people that hold parental responsibility for that child.

Whether an application is made prior to or after a child's change of residence, the Government recognises that involvement in family court proceedings, including when children are moved for safeguarding purposes, can be a distressing experience for the families involved. That is why the Department for Education has funded research, conducted by Birkbeck university, into the experiences of parents, children and special guardians involved in public law family court proceedings, as well as a policy and literature review of advice and information materials available to parties. The report setting out their findings and recommendations can be found here: https://eprints.bbk.ac.uk/id/eprint/56714/.

The Government welcomes this report and takes the experiences of children and families in the family court system seriously.

Question to the Department for Work and Pensions:

To ask His Majesty's Government what assessment they have made of the extent to which delays in confirming funding allocations following the 2025 Spending Review have contributed to a reduction in local authority staff working in Reducing Parental Conflict coordination posts.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department for Work and Pensions:

To ask His Majesty's Government what assessment they have made of the sufficiency of local authority staffing to deliver the Reducing Parental Conflict programme; and what comparison they have made to the level of such staffing in March 2025.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department for Work and Pensions:

To ask His Majesty's Government what proportion of couples who received support through the Reducing Parental Conflict Local Grant programme (2022–25) were (1) still together, and (2) separated or separating at the point of first engagement; and whether this information was routinely collected as part of programme monitoring.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department for Work and Pensions:

To ask His Majesty's Government when they expect to announce funding allocations for the Reducing Parental Conflict programme following the 2025 Spending Review; and how they are mitigating the impact of any delay on local authority planning and workforce retention.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department for Work and Pensions:

To ask His Majesty's Government what assessment they have made of the relationship between local authority Reducing Parental Conflict coordination capacity and the effective delivery of the programme, including workforce training, commissioning and service reach.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department for Work and Pensions:

To ask His Majesty's Government what conclusions they have drawn from their evaluation of the Reducing Parental Conflict Local Grant programme (2022–25) regarding outcomes for parental conflict, co-parenting relationships and child wellbeing.

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

This government wants to ensure that every child has the best start in life. We know that healthy parental relationships are an important part of this ambition, and the Reducing Parental Conflict (RPC) programme continues to deliver effective relationship support for parents, working closely with local authorities (LAs).

Our 2022-25 evaluation has recognised the value that Local Authority staffing, particularly the role of coordinators as drivers of change, bring to the integration and delivery of RPC within their local areas. That is why we have continued to fund and support the coordinator posts. LAs can vary their staffing levels depending on local priorities and decisions on how to use their individual Local Grant funding, however knowledge and expertise remain due to wider workforce training funded by the Department for Work and Pensions (DWP).

The government is keenly aware of the importance of communicating decisions on future funding to LAs, and the impact this has on workforce and delivery of parental support. We appreciate the importance of timely information for the organisations and individuals involved, and we will share updates at the earliest opportunity.

Relationship status is not an outcome measured by the RPC programme. DWP therefore does not routinely collect this information. The programme focuses on reducing the frequency, intensity and impact of parental conflict on children, rather than whether parents remain together or separate.

Wider evaluations of the RPC programme, such as our 2018-2022 evaluation, demonstrated the clear impact of improved parental relationships – whether together or apart – on children’s mental health and wellbeing. The evaluation of the RPC Local Grant (2022–25) showed the importance of embedding relationship support alongside family help services, and within the places and spaces where families access support. This is at the heart of the Government’s approach to supporting families, as creating a more integrated system of support is a central ambition of the Best Start Family Hubs and Healthy Babies Programme, and the roll out of Best Start Family Hubs to every Local Authority in England.

Ensuring families have access to the effective support that they need remains an important shared endeavour across government. DWP are committed to working closely with the Department for Education, and across government, to ensure that families continue to benefit from approaches that improve relationships and support better outcomes for children.

Question to the Department of Health and Social Care:

To ask His Majesty's Government what initiatives are (1) in place, and (2) planned, to provide advice for families of pre-school aged children about healthy eating and nutrition.

Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)

Last October, the first Best Start in Life campaign was launched, tackling the confusion and pressure facing parents in the early years by providing trusted, expert information to give every child the best start in life. The joint Department of Health and Social Care and Department for Education campaign provides National Health Service backed advice and guidance on a wide range of topics, including infant feeding, and weaning and directs parents to the Best Start in Life website for support on how to feed their baby.

Through the Family Hubs and Start for Life programme, local authorities are expected to connect a range of services through Family Hubs, including nutrition and weight management services. Staff in the family hub should be able to raise the topic of weight management with families and should be aware of what services are available and be able to connect families to them.

The Healthy Start Scheme helps to encourage a healthy diet for pregnant women, babies, and young children under four years old from very low-income households. In April 2026 the value of the weekly payments will increase by 10%. Pregnant women and children aged over one and under four years old will each receive £4.65 per week, up from £4.25, and children under one years old will each receive £9.30 per week, up from £8.50.

The funding for Healthy Start can be used to buy, or be put towards the cost of, fresh, frozen, or tinned fruit and vegetables, fresh, dried, and tinned pulses, milk, and infant formula. Healthy Start beneficiaries are also eligible for free Healthy Start Vitamins.

Question to the Department for Transport:

To ask the Secretary of State for Transport, what assessment she has made of the potential impact of up-front pilot training costs on (a) the pilot workforce, (b) diversity within the profession and (c) the long-term resilience of the aviation sector; and what steps she is taking to help tackle barriers to entry for trainees from lower- and middle-income backgrounds.

Answered by Keir Mather - Parliamentary Under-Secretary (Department for Transport)

This Government works closely with industry to address financial barriers to pilot training and to support the growth of a diverse aviation workforce, including through the Aviation Industry Skills Board. This area is a priority not only for my Department, but also the Department for Business and Trade, the Department for Work and Pensions and Skills England.

A training organisation has been approved to deliver a first officer apprenticeship, which would provide training completely cost-free to young people. In addition, British Airways, Jet2.com, and TUI have periodically offered partly or fully funded training programmes.

My officials are working with the Department for Education and airlines to encourage them to deliver this apprenticeship.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment has been made of the merits of providing training to mental health teams to support children with lifelong speech and language difficulties.

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

No such specific assessment has been made. The Department of Health and Social Care is working closely with the Department for Education and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities.

In addition to the undergraduate degree route, speech and language therapists can now also train via a degree apprenticeship. This route is going into its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

In partnership with NHS England, the Department for Education has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with Speech, Language and Communication Needs in early years settings and primary schools.

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

To ask His Majesty's Government whether Young Futures Hubs will be co-located with, or work with, Family Hubs.

Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)

The Government is delivering a network of 50 Young Futures Hubs by March 2029. This is a cross-government priority, coordinated with the Department for Education and the Department of Health and Social Care.

While local authorities will decide on precise locations based on community needs, we expect co-location to be a key consideration where it improves accessibility and strengthens local support for young people.

Eight early adopters have been announced. The early adopter phase will look at how Young Futures Hubs interact with existing services, including Family Hubs.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment his Department has made of the potential impact of redundancy on access to levy-funded leadership development for experienced NHS staff; and whether he plans to introduce mitigations to prevent the loss of training opportunities following involuntary redundancy.

Answered by Karin Smyth - Minister of State (Department of Health and Social Care)

No assessment has been made of the potential impact of redundancy on access to levy-funded development for experienced National Health Service staff.

The Department for Education issues guidance for all apprentices who are at risk of redundancy, which is available on their website. This sets out the terms for supporting apprentices at risk of redundancy and for continuing to fund their apprenticeships following redundancy.

To further bolster training opportunities for experienced NHS staff, NHS England is expanding some national leadership and development offers, increasing flexible and mid-career offers, and widening access based on skills and potential rather than linear progression. Additional targeted outreach and career support are being used in places to encourage participation from experienced staff, including during periods of organisational change.

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

To ask His Majesty's Government what plans they have to form a cross-departmental group for craft drawing together the responsibilities in this area of the Department for Culture, Media and Sport, the Department for Education and the Department for Business and Trade.

Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)

The Government is committed to supporting the creative industries, including the craft sector, which is why we put them front and centre of our Industrial Strategy, including publishing the Creative Industries Sector Plan last year. The Department for Culture, Media and Sport is working closely with all other relevant government departments to support the craft sector and deliver on the Sector Plan. DCMS currently has no plans to form a cross-departmental group for craft, however DCMS and Skills England jointly run a Creative Sector Skills Forum, which has a rolling cast list and includes representation for the crafts sector depending on the agenda. This includes the Crafts Council, Heritage Crafts and Officials from DWP and DfE as needed.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, if he will publish a list of organisations represented at his Department's conference on food poverty on 14 and 15 January 2026.

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

The DWP Food Poverty Conference took place at the Abbey Centre on 15 January 2026.

Our aim was to bring together a range of local authorities, other government departments, charities and academics to share and discuss a range of good practice happening on the ground to respond to increasing need in relation to food poverty.

We received a high level of interest in the conference. Due to venue capacity, places were offered on a first come first served basis.

We saw over 30 local authorities represented from different regions across England. Examples include the Greater London Authority, Medway Council, Bristol City Council, Greater Manchester Combined Authority, North Yorkshire Council, King’s Lynn and West Norfolk and East Lindsey District Council. Local government sat alongside over a dozen national third sector organisations – such as Trussell, Feeding Britain, Sustain and Community Shop – as well as officials from across five government departments, including DWP, DfE, Defra, DHSC and MHCLG.

We’ve been encouraged by the positive feedback on the conference and the strong engagement shown across sectors. As a result, we are exploring the possibility of hosting a second conference online later in the year to enable more organisations to participate. We will provide further details as plans materialise.

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

To ask the Secretary of State for Housing, Communities and Local Government, What discussions he has had with the Secretary of State for Education on providing additional funding support to local authorities in receipt of the lowest amount of funding for the provision of support for children with special educational needs.

Answered by Alison McGovern - Minister of State (Housing, Communities and Local Government)

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what consideration his Department gave to increasing the number of years for the transitional arrangements for the Fair Funding Review to be in effect.

Answered by Alison McGovern - Minister of State (Housing, Communities and Local Government)

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what consideration was given to providing additional financial support to local authorities that will have large reductions in Government funding.

Answered by Alison McGovern - Minister of State (Housing, Communities and Local Government)

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask the Secretary of State for Housing, Communities and Local Government, what assessment has been made of the adequacy of the transitional funding arrangements in the Fair Funding Review in ensuring the sustainable operation of local authorities.

Answered by Alison McGovern - Minister of State (Housing, Communities and Local Government)

The government published the Local government finance policy statement 2026-27 to 2028-29 and response to the Fair Funding Review 2.0 on Thursday 20 November, which set out the government's plans to introduce a fairer and evidence-led funding system. The government also published the Provisional Local Government Finance Settlement 2026-2027 to 2028-2029 on Wednesday 17 December 2025.

The government has been clear that we will support local authorities to manage their updated funding positions through a package of transitional arrangements, including by introducing changes over the multi-year Settlement and protecting councils’ income, including locally retained business rates growth. These arrangements will support councils to their new allocations in a sustainable way. Provisional multi-year funding allocations were published at the provisional Local Government Finance Settlement on 17 December 2025, including details on the package of transitional support for councils who would otherwise see their funding fall as a result of the introduction of the reformed system.

The government recognises the challenging financial context for local authorities as they continue to deal with the legacy of the previous flawed system. We will therefore continue to have a framework in place to support those in the most difficult positions. We also recognise that local authorities are continuing to face significant pressure from the impact of Dedicated Schools Grant (DSG) deficits on their accounts and that local authorities will need continued support during the transition to a new Special Educational Needs and Disabilities (SEND) system. We will provide further detail on our plans to support local authorities with historic and accruing deficits and conditions for accessing such support later in the Local Government Finance Settlement process. The Department for Education will set out plans for reform of the SEND system in the upcoming Schools White Paper, building on the work already done to create a system that’s rooted in inclusion, where children receive high-quality support early on and can thrive at their local school.

The government is considering the responses received following the consultation of the Provisional Local Government Finance Settlement 2026 to 2027 and will set out a position when the final Settlement is published in early February. Between now and the end of the multi-year Settlement, there will be another Spending Review which will determine arrangements for 2029-30 and beyond.

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

To ask His Majesty's Government whether they plan to provide funding for (1) a scheme based on the expansion of the National Saturday Club provided by the National Trust at Coleshill, and/or, (2) a scheme based on the expansion of the summer school provided by the King’s Foundation, to provide taster experiences in heritage building crafts for school-age children across the county to tackle inequalities of access to those careers.

Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)

Whilst we do not have specific plans relating to those schemes, the Government is committed to supporting young people in accessing the skills they need to thrive, including in heritage skills. The Department for Education, which is responsible for skills and education, is working with secondary schools and colleges to develop their careers programmes, with the input of over 3,500 business volunteers. This provides young people with insights into a range of jobs and careers across all sectors, including heritage crafts and skills.

DCMS, working with our arms length bodies and wider government are introducing school aged children to future heritage careers. Through Government funding, Historic England delivers the Heritage Schools Programme which brings local heritage to schools across England, broadening access to local history and raising awareness of the many future job opportunities in the heritage sector. The National Lottery Heritage Fund (NLHF) funds a range of programmes that support heritage crafts, high-quality training and paid training placements in heritage careers. This includes the Future Heritage Leadership programme, launched in November 2025 to help young adults (18 - 30 year olds) get into the heritage sector with a strong focus on those from diverse backgrounds.

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

To ask His Majesty's Government whether the Minister for Museums, Heritage and Gambling currently attends the Construction Skills Mission Board; and if not, whether she plans to do so in the future to ensure that heritage building craft skills are represented.

Answered by Baroness Twycross - Baroness in Waiting (HM Household) (Whip)

The Minister for Museums, Heritage Gambling is not a member of the Construction Skills Mission Board (CSMB). The CSMB is an industry-led group, consisting of construction senior leaders, small business representatives, and union representatives. Officials representing five supporting departments (the Department for Work and Pensions, Ministry of Housing, Communities and Local Government, Department for Business and Trade, Department for Education, and the Department for Energy Security and Net Zero) observe meetings of the Board with relevant ministers joining when necessary. Historic England, Government advisors on the historic environment, advises the board on consideration on heritage skills via the CSMB sub committee on Repair, Maintenance and Infrastructure.

Found: 1 Finance plc Department for Business and Trade Department for Culture, Media and Sport Department for Education

Found: with mobile phones and social media, Department for Science, Innovation and Technology / Department for Education

Found: for Work & Pensions (DWP), Ministry of Housing, Communities & Local Government (MHCLG), Department for Education

Found: 15.3 National Recommendations 15.4 Recommendation 1 – For the Government, led by the Department for Education

Found: Recommendation 3 – That relevant Central Government Departments, led by the Department for Education

Found: Ymchwil ar agweddau'r cyhoedd tuag at ddefnyddio AI mewn addysg (DSIT a DfE, Awst 2024). 157.

Found: some of the comparable schemes run by the Department of Health and Social Care and the Department for Education

Found: Technology and Justice). 156 Research on public attitudes towards the use of AI in education (DSIT and DfE

Found: but there is also some funding from the Scottish Government, the Welsh Government and the Department for Education

Found: 1 Impact of sentencing on proven reoffending for young offenders Insights from the MoJ – DfE

Found: facilitate a conversation between the local authority and other government departments ((OGDs), e.g., DfT, DfE

Found: redeveloped for alternative use for a period of time (“7 year rule”) as defined by the Department for Education

Found: This report will help support the Department for Education in completing this action – please refer

Found: Justice should work with the Home Office, the Department for Health and Social Care and the Department for Education

Found: The Law Commission was asked by the Department for Education to review the law on disabled children’

Found: The Law Commission was asked by the Department for Education to review the law on disabled children

Found: The Law Commission was asked by the Department for Education to review the law on disabled children’

Found: Department for Education 12746 R B Kitaj How to Read; In Our Time: Covers for a Small Library After the

Found: Department for Business and Trade 19114/9 Rachel Whiteread Untitled (Bubble); TenTen; TenTen Department for Education

Found: practical help and support… …including from the Department for Work and Pensions (DWP), the Department for Education

Found: British Chambers of Commerce (BCC), Cisco, Cognizant, Confederation of British Industry (CBI), Department for Education

Found: Justice should work with the Home Office, the Department for Health and Social Care and the Department for Education

Found: Benchmarking and Insights Tool’ (FBIT); and o ‘Compare school and college performance in England’ (the DfE

Found: British Chambers of Commerce (BCC), Cisco, Cognizant, Confederation of British Industry (CBI), Department for Education

Found: He will join from the Department for Education (DfE) at the beginning of March 2026.

Found: the School to my requests for further information; • information available on the websites of the DfE

Found: Accessible hours of childcare per child per week by LSOA in England, 31 August 2025 Sources: Ofsted, DfE

Found: with the updated Relationships, Sex and Health Education (RSHE) guidance published by the Department for Education

Found: with the updated Relationships, Sex and Health Education (RSHE) guidance published by the Department for Education

Found: cyfanswm o 65 yn 2022-23.206 Mewn ymateb i ganfyddiad Adolygiad Shawcross y dylai'r Adran Addysg (DfE

Found: (DfE) should counter the anti-Prevent narratives on university campuses, DfE closed their

Found: This data is provided by the DfE before consolidation, at the highest level of granularity possible.date

Found: Department for Education (DfE) data does not include education settings in Wales, Scotland or Northern

Found: clinical responsibility for the tasks delegated in line with the NMC and RCN guidance on delegation and DfE

Found: some of the comparable schemes run by the Department of Health and Social Care and the Department for Education

Found: Technology and Justice). 156 Research on public attitudes towards the use of AI in education (DSIT and DfE

Found: crucial to work closely with our counterparts in other UK administrations, including the Department for Education

Found: RAF-FF continue to engage with DFE re SEND.

Found: The UK Government’s Department for Education publishes monthly data on ITE applications.

Found: of information The following links provide more information which schools may find helpful from the DfE

Found: of information The following links provide more information which schools may find helpful from the DfE

Found: Labour Force Survey / Annual Population Survey The Department for Education (DfE) also publish an annual

Question

Did the Welsh Government's budget for 2026-27 receive an uplift due to the introduction of 20 per cent VAT on independent schools, and if so, by how much?

Answered by Cabinet Secretary for Finance and Welsh Language

The additional tax raised through charging VAT on independent school fees will have increased the UK Government’s overall tax revenues. The UK’s Department for Education has said that money raised from VAT will fund public services, including education priorities.

At the Spending Review in June last year, the Welsh Government received Barnett consequentials in relation to changes in funding by UK Government on programmes in areas devolved to Wales in the normal way. It is not possible to identify any uplift to Welsh Government funding specifically as a result of charging VAT on independent school fees.