Question to the Department for Education:

To ask the Secretary of State for Education, what her Department’s estimate is of the (a) total level of student loan debt of Plan 2 students who started their course between 2012 and 2023 and (b) total level of student loan debt of Plan 2 students at the point that the freeze in repayment thresholds is planned to end in 2029-2030 for which the latest data is available.

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

The current mean average level of student loan balance of Plan 2 students who started their course between 2012 and 2023 to the nearest £100, as of 9 February, is £52,100 for England domiciled borrowers.

We do not hold a forecast for this average balance in 2029/30 on a consistent basis to the above figure provided by the Student Loans Company (SLC), as we forecast loan balances at the course level rather than borrower level, so cannot calculate the average balance by borrower.

The total level of student loan balances of Plan 2 students who started their course between 2012 and 2023 is £213 billion (to the nearest billion, as of 31 March 2025), for England and EU domiciled borrowers, as published here: https://www.gov.uk/government/statistics/student-loans-in-england-2024-to-2025/student-loans-in-england-financial-year-2024-25.

Our modelled forecast of estimated total loan balance at the end of 2029/30 is £249 billion (rounded to the nearest billion, estimate for 1 April 2030), as published here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25#explore-data-and-files.

The 2029/30 total loan balance figure is forecasted and not certain. More details on the methodology are here: https://explore-education-statistics.service.gov.uk/methodology/student-loan-forecasts-for-england.

Question to the Department for Education:

To ask the Secretary of State for Education, what is her Department’s estimate of the (a) average level of student loan debt of Plan 2 students who started their course between 2012 and 2023 and (b) average level of student loan debt of Plan 2 students at the point that the freeze in repayment thresholds is planned to end in 2029-2030 for which the latest data is available.

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

The current mean average level of student loan balance of Plan 2 students who started their course between 2012 and 2023 to the nearest £100, as of 9 February, is £52,100 for England domiciled borrowers.

We do not hold a forecast for this average balance in 2029/30 on a consistent basis to the above figure provided by the Student Loans Company (SLC), as we forecast loan balances at the course level rather than borrower level, so cannot calculate the average balance by borrower.

The total level of student loan balances of Plan 2 students who started their course between 2012 and 2023 is £213 billion (to the nearest billion, as of 31 March 2025), for England and EU domiciled borrowers, as published here: https://www.gov.uk/government/statistics/student-loans-in-england-2024-to-2025/student-loans-in-england-financial-year-2024-25.

Our modelled forecast of estimated total loan balance at the end of 2029/30 is £249 billion (rounded to the nearest billion, estimate for 1 April 2030), as published here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25#explore-data-and-files.

The 2029/30 total loan balance figure is forecasted and not certain. More details on the methodology are here: https://explore-education-statistics.service.gov.uk/methodology/student-loan-forecasts-for-england.

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 maintaining thresholds for repayment of student loans between 2027-28 and 2029-30 for Plan 2 students who started their course between 2012 and 2023 on fair access to higher education for students from economically disadvantaged backgrounds.

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

Plan 2 loans were designed and implemented by previous governments. Students in England starting degrees under this government have different arrangements.

Lower earning graduates remain protected by this change. Graduates only begin repaying once their earnings exceed the threshold, paying 9% of income above that level. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same.

The department has produced the attached analysis regarding the lifetime impact of freezing the repayment and interest thresholds.

The department will release an equalities impact assessment, including the impact on lifetime repayments, alongside other borrower impacts for the Plan 2 repayment threshold and interest threshold freeze announced at the Autumn Budget. Published results may differ from those provided due to model and data updates.

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 maintaining thresholds for repayment of student loans between 2027-28 and 2029-30 for Plan 2 students who started their course between 2012 and 2023 on fair access to higher education for women students.

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

Plan 2 loans were designed and implemented by previous governments. Students in England starting degrees under this government have different arrangements.

Lower earning graduates remain protected by this change. Graduates only begin repaying once their earnings exceed the threshold, paying 9% of income above that level. As repayments remain income-contingent if a borrower’s salary remains the same, their monthly repayments will also stay the same.

The department has produced the attached analysis regarding the lifetime impact of freezing the repayment and interest thresholds.

The department will release an equalities impact assessment, including the impact on lifetime repayments, alongside other borrower impacts for the Plan 2 repayment threshold and interest threshold freeze announced at the Autumn Budget. Published results may differ from those provided due to model and data updates.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of changes to Part 2 student loan repayments and the freezing of interest thresholds on [a] women and [b] students with disabilities.

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

We inherited a Plan 2 loan system that was devised and implemented by the previous government, and there have not been retrospective changes to repayments. Students sign the terms and conditions of the student loan plan type available at the time of their studies before any money is paid to them. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans.

There has also been no freezing of interest rate threshold. Interest accrues on loan balances at a rate of Retail Price Index (RPI) to RPI+3% until the loan has been repaid in full or is cancelled. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold and interest rates do not impact monthly repayments made by borrowers.

If a borrower becomes disabled and permanently unfit for work, loan balances, including interest, may be written off. For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will undertake a review of student and graduate opinion about the retrospective nature of changes to Part 2 student loan repayments and the freezing of interest thresholds.

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

We inherited a Plan 2 loan system that was devised and implemented by the previous government, and there have not been retrospective changes to repayments. Students sign the terms and conditions of the student loan plan type available at the time of their studies before any money is paid to them. Student loan terms and conditions make clear that the conditions of the loan may change in line with the regulations that govern the loans.

There has also been no freezing of interest rate threshold. Interest accrues on loan balances at a rate of Retail Price Index (RPI) to RPI+3% until the loan has been repaid in full or is cancelled. Borrowers on Plan 2 terms have interest applied at RPI only if earnings fall below the repayment threshold and interest rates do not impact monthly repayments made by borrowers.

If a borrower becomes disabled and permanently unfit for work, loan balances, including interest, may be written off. For all borrowers, any outstanding loan, including interest accrued, will be cancelled after the loan term ends, and debt is never passed on to family members or descendants.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made on the number of people with a Plan 3 student loan in England and Wales; and what is the total value of those loans.

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

The number of England‑domiciled borrowers with a Plan 3 student loan was 603,000, rounded to the nearest thousand, and the total value of those loans was £6.521 billion, rounded to the nearest million, as of 31 March 2025.

Education is a devolved matter, and the Welsh Government is responsible for providing equivalent figures for borrowers in Wales.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for secondary school head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for primary school deputy head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for secondary school deputy head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask the Secretary of State for Education, how many students starting an undergraduate degree course in 2025 at each Russell Group University had achieved a) 3 or more A Levels and b) a T Level and c) a BTEC; and what was this as a proportion of the number of students passing those qualifications in 2025.

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

The Higher Education Statistics Agency (HESA) is responsible for collecting and publishing data on the UK higher education (HE) sector. These data are shared with the department and includes information on the qualifications held by students on entry to their course at a UK HE provider. The latest student data held by the department refers to the 2024/25 academic year and covers students starting degree courses in 2024.

The number of English-domiciled entrants to undergraduate courses in each Russell Group university in the 2024/25 academic year reported by HESA to have achieved either three or more A Levels, a T Level, or a BTEC, can be found in the attached spreadsheet.

The spreadsheet also presents the undergraduate entrant figures as a proportion of the total number of pupils in England achieving three or more A Levels, a T Level, or a BTEC in the 2023/24 academic year. Caution is advised when interpreting the data in this spreadsheet due to low and inconsistent reporting rates for HE entry qualifications. Counts in the spreadsheet have been rounded to the nearest 5.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will commission an analysis of areas with the highest levels of prosecutions for truancy, to examine the contributing social, economic, and institutional factors, to help inform evidence-based policy responses.

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

The department conducts analysis of data received via its Parental Responsibility Measures for Attendance data collection, which provides information on the national use of legal interventions to improve school attendance, including prosecutions, by local authority. We will continue to use the results of this data analysis to inform conversations with local authorities on addressing barriers to attendance, using a ’support first’ approach to pupils’ attendance. The department’s guidance is clear that prosecutions should only be used as a last resort, where all other routes have been exhausted or deemed inappropriate in the circumstances of the individual case.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will review the statutory guidance on school attendance to allow exemptions for term-time holidays for children in foster care with complex needs and SEND when travel during peak holiday periods is not feasible.

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

There are currently no plans to review our approach to term-time holidays. Schools may grant a leave of absence for exceptional circumstances at their discretion by judging each application on the specific facts. However, generally a holiday would not constitute an exceptional circumstance. The school year is structured so that there are opportunities for holidays outside of term-time. Schools and local authorities also have considerable flexibility to plan term dates themselves and hold INSET days and other occasional days at quieter times of the year, allowing parents and carers to plan breaks at times that suit them.

This government recognises there can be considerable additional pressures on some pupils and their parents and carers, including for children in foster care with complex needs. However, all children have a right to a full-time education and we do not believe the solution is to endorse additional time away from school.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer on 12 March 2026 to question 117273, if she will provide financial assistance to schools to accommodate pupils from nearby private schools that have closed.

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

School funding is increasing by £1.7 billion in 2026/27, meaning that core school budgets will total £67 billion, an increase on the £65.3 billion provided in 2025/26.

In 2026/27, the most deprived schools have, on average, attracted the largest per pupil funding amounts through the schools National Funding Formula.

Question to the Department for Education:

To ask the Secretary of State for Education, what enforcement mechanisms will apply to ensure full compliance with Individual Support Plan commitments.

Answered by Georgia Gould - Minister of State (Education)

There will be a legal duty on education settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns. Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting, including making use of the improved schools complaints process if necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent special educational needs and disabilities specialist (for example, a special educational needs coordinator, multi-academy trust inclusion director or senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The ISP will be tailored in line with the layers of support, with guidance to support education settings in creating high-quality plans. ISPs will be standardised across settings to facilitate transitions. ISPs will be interactive, accessible, and available in a digital format, supporting consistency across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what a) guidance and b) support does her Department provide to ensure sufficient school transport capacity in rural areas such as West Dorset during periods of high demand.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support local authorities such as Dorset Council in managing demand for school transport during peak holiday periods.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the availability of school bus places during peak holiday periods in West Dorset.

Answered by Georgia Gould - Minister of State (Education)

Local authorities are responsible for arranging home-to-school travel for eligible children. They use a mix of in-house services, passes for free travel on public transport and contracts with private operators and must ensure the arrangements they make are suitable for the needs of the children travelling.

Most local bus services in England outside London are run on a commercial basis where the operator decides on routes and provision, including the frequency of services and the type of vehicle used. The government is committed to improving bus services and has confirmed investment of over £3 billion until 2028/29 for local authorities and bus operators to maintain and improve bus services.

Question to the Department for Education:

To ask the Secretary of State for Education, what specific nutritional and processing specifications are included in contracts for the National Breakfast Club programme to help ensure that the £100m+ of annual public spend is not directed toward ultra-processed cereals and breads.

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

The National School Breakfast Programme is an inherited scheme from the previous government and the contract will end in July 2026. The contract with the supplier, Family Action, stipulates that all food available for schools to purchase must meet the School Food Standards. ​

The School Food Standards already restricts foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods. However, to ensure quality and nutrition in meals for the future, we are revising the School Food Standards. We are engaging experts across the sector, such as nutritionists, and are developing our plans to consult on the changes.  ​

This government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. Since April 2025, we have funded 750 schools to offer a free breakfast club as early adopters, delivering seven million meals so far. We are moving into national rollout, investing a further £80 million into the programme to fund an additional 2,000 schools between April 2026 and March 2027. Schools delivering free breakfast clubs have autonomy in how they procure their breakfast food, which must meet the School Food Standards.

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 introducing a maximum five per cent threshold for ultra-processed foods (Nova Group 4) in the updated School Food Standards.

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

The Scientific Advisory Committee on Nutrition has considered the impact of processed foods on health in 2023 and 2025, and recommends that on balance, most people are likely to benefit from reducing their consumption of processed foods high in energy, saturated fat, salt and free sugars and low in fibre.

The School Food Standards already restrict foods high in fat, salt and sugar, as well as low-quality reformed or reconstituted foods, but to ensure quality and nutrition in meals for the future, we are revising the School Food Standards. We are engaging experts across the sector, such as nutritionists, and are developing our plans to consult on the changes.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will publish guidance on quality standards for Individual Support Plans to prevent variation between local authorities and ensure consistent support for children nationwide.

Answered by Georgia Gould - Minister of State (Education)

There will be a legal duty on education settings to produce an Individual Support Plan (ISP) for every child or young person receiving targeted or specialist support, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

The use and quality of ISPs will be considered in Ofsted inspections, with clear routes for parents to raise concerns. Where there are concerns about provision, parents and young people will be able to resolve this directly with the setting, including making use of the improved schools complaints process if necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent special educational needs and disabilities specialist (for example, a special educational needs coordinator, multi-academy trust inclusion director or senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The ISP will be tailored in line with the layers of support, with guidance to support education settings in creating high-quality plans. ISPs will be standardised across settings to facilitate transitions. ISPs will be interactive, accessible, and available in a digital format, supporting consistency across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her department is taking to ensure pupils, particularly those with imminent exams, can continue to attend schools safely in the context of the meningitis outbreak.

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

Children and young people, including those identified as contacts of cases, can and should continue to attend school or college as normal, including sitting exams and qualifications, unless directly advised otherwise by the local health protection team.

Meningococcal disease does not spread easily, and outbreaks of the size seen in Kent are rare. Transmission of meningococcal disease requires close and prolonged contact to spread, including living in the same household, and intimate contact such as kissing or sharing vapes.

A targeted programme of preventative antibiotics and meningitis B vaccination has been introduced to provide longer-term protection for students and young people in the area. Vaccination has been offered to all those who have received preventative antibiotics, and to year 11, 12 and 13 students in schools and colleges in Kent where confirmed or probable cases have been identified. Widening the vaccine offer is a precautionary measure to ensure longer-term protection whilst helping to minimise disruption to school attendance at a critical time in the academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, whether school children who have been in a classroom, dining hall, shared areas with someone who now has confirmed meningitis are being offered a)antibiotics b)vaccinations.

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

Children and young people, including those identified as contacts of cases, can and should continue to attend school or college as normal, including sitting exams and qualifications, unless directly advised otherwise by the local health protection team.

Meningococcal disease does not spread easily, and outbreaks of the size seen in Kent are rare. Transmission of meningococcal disease requires close and prolonged contact to spread, including living in the same household, and intimate contact such as kissing or sharing vapes.

A targeted programme of preventative antibiotics and meningitis B vaccination has been introduced to provide longer-term protection for students and young people in the area. Vaccination has been offered to all those who have received preventative antibiotics, and to year 11, 12 and 13 students in schools and colleges in Kent where confirmed or probable cases have been identified. Widening the vaccine offer is a precautionary measure to ensure longer-term protection whilst helping to minimise disruption to school attendance at a critical time in the academic year.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure access for pre-school children with additional needs to nursery places in the Poole constituency.

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

We want every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disability (SEND) reforms we announced in February, will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams.

Alongside this, we will work with local authorities to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places. This will provide parents greater confidence that their children can access the early education and childcare they are entitled to.

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 requiring nurseries to use monitoring or recording equipment, including cameras; and whether her Department has issued guidance to early years providers on the use of such technology to support safeguarding.

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

The ‘Early years foundation stage’ 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. Providers are required to have safeguarding policies addressing the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about using monitoring and recording equipment 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 has been appointed and is working at pace to inform guidance for the sector on the safe and effective use of CCTV and digital devices. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations. It will be published in summer 2026.

Question to the Department for Education:

To ask His Majesty's Government what the £3.5 billion of funding allocated to the Department for Education for 2028–29, additional to the previously planned funding at Autumn Budget 2025, will be spent on.

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

The £4 billion in funding over the spending review period (2026/27, 2027/28 and 2028/29) is newly allocated funding from existing departmental budgets. This investment is additional to the core funding allocations for 2026/27 for early years, schools and post-16 funding that have already been announced.

The department confirmed an additional £3.5 billion of new funding for the special educational needs and disabilities (SEND) system in 2028/29, to support reforms to improve outcomes and experiences for children, young people and their families, as outlined in ‘SEND reform: putting children and young people first’.

Question to the Department for Education:

To ask the Secretary of State for Education, what safeguards are in place to ensure that nurseries undertake adequate pre-employment checks to prevent people with a history of abusive behaviour from working with children; and what steps her Department is taking to help ensure ongoing monitoring and safeguarding compliance once staff are in post.

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

Safer recruitment is a core part of safeguarding in early years settings. The ‘Early Years Foundation Stage’ (EYFS) statutory framework requires providers to have clear and robust recruitment procedures in place to ensure that only suitable people work with children.

Since September 2025, the safeguarding and welfare requirements in the EYFS have been strengthened to clarify expectations, formalise best practice and improve consistency across the sector, including clearer requirements on safer recruitment, references, safeguarding training, paediatric first aid and whistleblowing.

Providers must obtain references for all staff, students and volunteers before recruitment. The EYFS sets out expectations when obtaining references including not relying on applicants to obtain their reference, references to be provided by a senior person with appropriate authority relating to recent and relevant employment, and to ensure any concerns must be resolved before appointment.

All staff must be subject to appropriate Disclosure and Barring Service (DBS) checks. Where checks are ongoing, individuals may only work under appropriate supervision and must never be left alone with children.

Safeguarding policies must set out safer recruitment procedures and be supported by effective induction, supervision, safeguarding training and whistleblowing arrangements to maintain a strong safeguarding culture.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to support nurseries in recruiting and retaining sufficient numbers of qualified staff; and what assessment she has made of the potential impact of the current availability of childcare staffing on the provision of early years education.

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

The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change. That is why we are supporting the sector to attract talented staff and childminders by creating conditions for improved recruitment, alongside programmes to better utilise the skills of the existing workforce and make early years careers as accessible as possible.

We are attracting new people into the early years sector through initiatives like our national recruitment campaign and financial incentives programmes. We are also ensuring there is a career path for everyone who wants to become an early years teacher, through increasing places on our existing teacher training programmes and introducing a new early years teacher degree apprenticeship route.

The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. No local authority is reporting sufficiency issues.

Question to the Department for Education:

To ask the Secretary of State for Education, what capital funding is available to increase the number of childcare places in settings that are already at capacity, including those operating within primary schools.

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

High-quality early years education is central to our mission to break down barriers to opportunity, give every child the best possible start in life, and is essential to our Plan for Change. This government is boosting availability and access through the school-based nurseries programme, supporting school-led provision and private, voluntary and independent (PVI) providers and childminders operating from school sites.

The department recently announced that we are investing £45 million to support 331 additional schools to establish or grow their nurseries as part of Phase 2 of the School-Based Nursery scheme, creating more than 6,000 further places. This includes a school-based nursery in North Northumberland. Phase 3 of the programme is backed by up to £325 million of additional funding and will invite local authorities to develop multi-year funding proposals that outline plans for new or expanded school-based nurseries in their area. This will enable eligible schools, including those working in partnership with PVIs and childminders operating from school sites, to increase the number of childcare places available or establish new nursery provision. Local authorities may also use the grant funding to expand or create provision for maintained nursery schools, or on Best Start Family Hub sites.

Question to the Department for Education:

To ask the Secretary of State for Education, how many early years pre-school settings have closed in the Royal Borough of Windsor and Maidenhead in the last 12 months; and what steps the Government is taking to support the financial sustainability of early years providers.

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

Through our Best Start in Life strategy, we are focused on reforming the childcare system, delivering on our plan for change. We will act to increase affordability and accessibility, improve quality and ensure our workforce is valued and respected. This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements next year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates.

It is important to continue to monitor the sufficiency of childcare places. While we do not retain data on settings closures, we continually monitor the sufficiency of childcare in the Royal Borough of Windsor and Maidenhead. The department has regular contact with them, and all other local authorities in England, about their sufficiency of childcare and any issues they are facing. The 2025 Survey of Childcare and Early Years Providers shows that England-wide early years places increased to 1,620,800 (+1%) between 2024 and 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to ensure that nursery places are available to children with a range of special needs in Poole constituency.

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

We want every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disability (SEND) reforms we announced in February, will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams.

Alongside this, we will work with local authorities to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places. This will provide parents greater confidence that their children can access the early education and childcare they are entitled to.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department's estimate of local authorities’ projected SEND deficits in 2028/29 assumes that 6.8% of pupils will have an EHCP in the academic year 2027/8, 7.3% in academic year 2028/9 and 7.7% in academic year 2029/30.

Answered by Georgia Gould - Minister of State (Education)

The Office for Budget Responsibility, as the independent authority, publishes estimates of future spend.

From 2028/29, special educational needs and disabilities (SEND) spending will be covered by the overall government departmental expenditure limit budget, meaning local authorities are not expected to fund future SEND costs from general funds once the Statutory Override ends at the end of 2027/28.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department collects on children with dyslexia to improve understanding of the number of children with dyslexia in schools, their support needs in the classroom and their educational outcomes.

Answered by Georgia Gould - Minister of State (Education)

Information on the numbers of children with dyslexia is not collected separately by the department. Dyslexia is included within the wider special educational need type of ‘Specific learning difficulties’ (SpLD).

All the information held by the department relating to children with SpLD is provided by schools via the school census. This data is also available for local authorities, enabling them to take informed decisions when supporting the needs of children in their communities.

Question to the Department for Education:

To ask the Secretary of State for Education, what data her Department requires local authorities to collect in relation to the numbers of children with dyslexia in education in their area.

Answered by Georgia Gould - Minister of State (Education)

Information on the numbers of children with dyslexia is not collected separately by the department. Dyslexia is included within the wider special educational need type of ‘Specific learning difficulties’ (SpLD).

All the information held by the department relating to children with SpLD is provided by schools via the school census. This data is also available for local authorities, enabling them to take informed decisions when supporting the needs of children in their communities.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she will introduce a maximum 5 per cent threshold for ultra-processed foods (Nova Group 4) in the updated School Food Standards, in line with the successful 2025 implementation by the Isle of Man Government; and if she will make a statement.

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

I refer my hon. Friend, the Member for Chelsea and Fulham to the answer of 7 April 2026 to Question 121632.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will take steps to help to minimise the potential impact on mothers who are prosecuted for their child’s truancy from school.

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

Absence is one of the biggest barriers to success for children and the government is committed to improving attendance through a support first approach.

The Working Together to Improve School Attendance statutory guidance sets out clear expectations for schools, trusts, local authorities to work collaboratively with families to identify and address the underlying reasons for non‑attendance, and put in place support. This guidance can be accessed at: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.

Prosecution is a last resort, used only where support has been exhausted or not engaged with. In most instances, absences linked to illness, disability, mental health or special education needs should be authorised and not lead to prosecution. The decision to prosecute rests solely with the local authority, but paragraph 164 of the guidance sets out factors for their consideration, including public interest tests and equalities considerations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has paid for followers on social media platforms it uses.

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

The department has not paid for followers on its social media platforms.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to address disparities in hourly rates in relation to national funding for nurseries.

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

The department uses the early years national funding formulae (EYNFF) to distribute the early years entitlements budget to local authorities. The EYNFF determine local authority hourly funding rates by taking into consideration the different costs of delivering early years provision in different parts of the country.

The hourly funding rate for each entitlement varies to reflect the costs of delivering provision to different age groups. We know that the cost of delivery is highest for younger children due to higher staff costs, as staffing makes up the most significant proportion of provider costs.

Rates also vary between local authorities reflecting the different communities that local authorities serve. However, it is local authorities who are responsible for setting individual provider funding rates in consultation with their providers and schools forum, and fund providers using their own local funding formula.

The department will consult on changes to how early years funding is calculated and distributed, details of which will be published in 2026, to ensure funding is matched to need.

Question to the Department for Education:

To ask the Secretary of State for Education, how calculations of national funding rates by age group for nurseries are currently conducted.

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

The department uses the early years national funding formulae (EYNFF) to distribute the early years entitlements budget to local authorities. The EYNFF determine local authority hourly funding rates by taking into consideration the different costs of delivering early years provision in different parts of the country.

The hourly funding rate for each entitlement varies to reflect the costs of delivering provision to different age groups. We know that the cost of delivery is highest for younger children due to higher staff costs, as staffing makes up the most significant proportion of provider costs.

Rates also vary between local authorities reflecting the different communities that local authorities serve. However, it is local authorities who are responsible for setting individual provider funding rates in consultation with their providers and schools forum, and fund providers using their own local funding formula.

The department will consult on changes to how early years funding is calculated and distributed, details of which will be published in 2026, to ensure funding is matched to need.

Question to the Department for Education:

To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 24 February (HL Deb col 565), whether the £4 billion increase over the spending review period that has been allocated to fund special educational needs and disabilities reform is additional funding that increases the spending allocation to the Department for Education above that set out in the Autumn Budget 2025.

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

The £4 billion in funding over the spending review period (2026/27, 2027/28 and 2028/29) is newly allocated funding from existing departmental budgets. This investment is additional to the core funding allocations for 2026/27 for early years, schools and post-16 funding that have already been announced.

The department confirmed an additional £3.5 billion of new funding for the special educational needs and disabilities (SEND) system in 2028/29, to support reforms to improve outcomes and experiences for children, young people and their families, as outlined in ‘SEND reform: putting children and young people first’.

Question to the Department for Education:

To ask His Majesty's Government what was the percentage median salary increase for primary school head teachers in England between 1996–97 and 2025–26 in (1) cash terms, and (2) real terms adjusted for inflation.

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

Median pay is published for classroom teachers, headteachers and ‘other leadership’ teachers. The percentage median salary increase is not published but can be calculated from the published median pay. Deputy heads are grouped into the ‘other leadership’ category, alongside assistant heads. Median pay is not published for deputy heads separately.

Statistics for median teacher pay extending back to 1996/97 are not readily available. The available time series goes back to 2010/11, the first year of the School Workforce Census. The most recent data currently available is for 2024/25 and the 2025/26 pay data will be published in June 2026.

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads in Cash Terms

Percentage Median Salary Increase Between 2010/11 and 2024/25 for Headteachers and Deputy Heads Adjusted for Inflation (indexed to 2024/25)

We have adjusted for inflation on a financial year basis using the Consumer Price Index from the Office for Budget Responsibility’s March 2026 Economic and Fiscal Outlook. To get the median pay figures adjusted for inflation, we have indexed to financial year 2024/25.

Headteacher pay in maintained schools is determined by a calculation set out in the ‘School teachers pay and conditions’ document. Once the school has been allocated to one of eight headteacher groups, largely based on size of school by pupil numbers, the individual salary range of the headteacher is determined by the governing body within the minimum and maximum of the respective headteacher group range. The salary range of any deputy or assistant headteachers is then determined in the context of the headteachers salary.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Anderson of Stoke-on-Trent on 11 March (HL14898), what assessment they have made of the cost to the public of multi academy trust chief executives pay in comparison to similar roles in the maintained school sector.

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

The responsibilities of multi-academy trust chief executives are not directly comparable to those of leaders in the maintained sector.

The department is clear that executive pay must be justifiable, transparent, evidence-based and reflect individual responsibility. Trustees should adhere to these principles in setting pay, supported by our guidance and advice. We are taking steps to respond to instances where we see high salaries compared to peers. This includes tightening the academy trust handbook (ATH) by requiring executive pay increases to be proportionate and justified, to prevent excessive increases for individuals carrying out broadly similar roles.

The department reviews trusts’ annual accounts to identify trusts with outlying levels of executive pay and engages with them to ensure compliance with the requirements of the ATH.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the total historic SEND deficits accrued in local authorities in England up to the end of (a) 2024/5 and (b) 2025/6; and what estimate she has made of the level of funding that will be required from central government to offset these historic SEND deficits.

Answered by Georgia Gould - Minister of State (Education)

We have set out plans to address Dedicated Schools Grant deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit as at 31 March 2026, once they have produced and received approval for a strong plan to drive sustained and energetic action. This is in accordance with our new system set out in the Schools White Paper, which will begin to improve outcomes for children and bring costs under control through effective early intervention stopping needs from escalating.

Question to the Department for Education:

To ask the Secretary of State for Education, how much her Department has spent on special severance payments in each of the last three years.

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

The total value of severance payments is set out in the department’s Annual Report and Accounts, which are available for the last three years.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department has issued to further education providers on recognising participation in National Professional Qualification programmes as Continuing Professional Development; and whether staff are expected to undertake such training within paid working time.

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

National Professional Qualifications (NPQs) are part of a wider evidence-based national continuing professional development offer available to teachers and leaders throughout their career. They are designed for different types of leaders, from those in, or preparing to take up, formal leadership roles such as head teachers, to those taking on leadership responsibilities beyond their classroom. This includes leaders in the further education (FE) sector.

They are designed to be flexible and completed around existing commitments, with programme structure and delivery varying between providers.

The Post-16 Education and Skills White Paper committed to refocusing NPQs and associated funding to better support FE teachers and leaders, as part of establishing professional development pathways for FE staff.

Updated guidance on how to apply for the courses will be available when registration opens for the next cohort.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of early years funding rates in helping to ensure the financial sustainability of pre-school and nursery settings.

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

The government expects to provide over £9.5 billion for the early years entitlements in 2026/27, more than doubling annual public investment in the early years sector compared to 2023/24, as a result of successfully rolling-out the expansion of government-funded childcare for working parents.

In 2026/27, we are delivering an above-inflation increase on 2025/26 entitlements funding rates. This increase allows the national average funding rate to continue reflecting forecast cost pressures on the early years sector, including the National Living Wage announced at Autumn Budget 2025, and goes further, taking into account the wider workforce pressures felt by the sector since April 2025.

In December 2025, we announced above inflation national average increases of 4.95% to the 3 to 4-year-old hourly funding rate, a 4.36% increase to the 2-year-old hourly funding rate, and a 4.28% increase to the 9 month to 2-years-old hourly funding rate.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her department has made of the potential impact on mothers who are prosecuted for their child’s truancy from school.

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

Absence is one of the biggest barriers to success for children and the government is committed to improving attendance through a support first approach.

The Working Together to Improve School Attendance statutory guidance sets out clear expectations for schools, trusts, local authorities to work collaboratively with families to identify and address the underlying reasons for non‑attendance, and put in place support. This guidance can be accessed at: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.

Prosecution is a last resort, used only where support has been exhausted or not engaged with. In most instances, absences linked to illness, disability, mental health or special education needs should be authorised and not lead to prosecution. The decision to prosecute rests solely with the local authority, but paragraph 164 of the guidance sets out factors for their consideration, including public interest tests and equalities considerations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has plans to review the Childcare Sufficiency Duty.

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

Through our Best Start in Life strategy, we are focused on reforming the childcare system, delivering on our plan for change. We will act to increase affordability and accessibility, improve quality and ensure our workforce is valued and respected. This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements next year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates.

It is important to continue to monitor the sufficiency of childcare places. While we do not retain data on settings closures, we continually monitor the sufficiency of childcare in the Royal Borough of Windsor and Maidenhead. The department has regular contact with them, and all other local authorities in England, about their sufficiency of childcare and any issues they are facing. The 2025 Survey of Childcare and Early Years Providers shows that England-wide early years places increased to 1,620,800 (+1%) between 2024 and 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of levels of (a) graduate debt and (b) recent media reports on levels of children from low-income households choosing to study at university.

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

The department is committed to addressing the persistent disadvantage gap in access to higher education (HE) and we are encouraged by the fact that disadvantaged young people continue to choose this pathway.

We are introducing targeted, means-tested maintenance grants of up to £1,000 per year from the 2028/29 academic year. These will be paid on top of existing loan amounts, increasing the cash in students’ pockets without increasing their debt.

Repayments are based on income, not loan amount or interest. Borrowers earning below the earnings threshold make no repayments. Any outstanding loan, including interest, is cancelled at the end of the term, with no detriment to the borrower, and debt is never passed to family members or descendants.

HE providers intending to charge higher level tuition fees must have an Office for Students approved access and participation plan articulating how they will improve equality of opportunity for underrepresented groups, including students from low-income backgrounds.

We have gone further and asked Professor Kathryn Mitchell to lead an HE Access and Participation Task and Finish Group to consider how to tackle systemic barriers across the journey into HE for disadvantaged students.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that students from low-income households are encouraged to consider university education.

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

The department is committed to addressing the persistent disadvantage gap in access to higher education (HE) and we are encouraged by the fact that disadvantaged young people continue to choose this pathway.

We are introducing targeted, means-tested maintenance grants of up to £1,000 per year from the 2028/29 academic year. These will be paid on top of existing loan amounts, increasing the cash in students’ pockets without increasing their debt.

Repayments are based on income, not loan amount or interest. Borrowers earning below the earnings threshold make no repayments. Any outstanding loan, including interest, is cancelled at the end of the term, with no detriment to the borrower, and debt is never passed to family members or descendants.

HE providers intending to charge higher level tuition fees must have an Office for Students approved access and participation plan articulating how they will improve equality of opportunity for underrepresented groups, including students from low-income backgrounds.

We have gone further and asked Professor Kathryn Mitchell to lead an HE Access and Participation Task and Finish Group to consider how to tackle systemic barriers across the journey into HE for disadvantaged students.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 29 November 2024 to Question 15559, if she will set out what recent assessment her Department has made of the potential merits of introducing a stepped repayment structure for Plan 2 student loans.

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

We are determined that the higher education funding system should deliver for students, for our economy, and for universities.

The government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure [i] comparability of skills funding between mayoral combined authorities and non mayoral combined authorities and [ii] that skills funding is used to ensure the upskilling of local communities.

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

Approximately 68% of the Adult Skills Fund is currently devolved to 11 strategic authorities, 1 local authority and the Greater London Authority. From August 2026, a further 4 strategic authorities and 3 local authorities will receive this funding, taking the proportion to around 73%. Where funding is not devolved, the Department for Work and Pensions continue to administer it.

The funding allocation methodology is the same for mayoral and non-mayoral strategic authorities. However, as set out in the English Devolution White Paper, areas with a mayor have a single consolidated pot of adult skills funding with no ringfences.

To ensure that devolved skills funding meets the needs of local economies, in devolved areas each strategic authority is expected to develop and deliver a Strategic Skills Plan. This plan is informed by the region’s Local Skills Improvement Plan (LSIP) and Local Growth Plan.

LSIPs set out the skills needs of an area and the changes required to better align skills provision with employer needs. In both mayoral and non-mayoral areas, the strategic authority works jointly with the designated employer representative body to develop and implement the plan.

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 international student levy on university incomes.

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

The International Student Levy will require higher education (HE) providers to pay a flat fee of £925 per international student per year. An impact analysis of the levy published in November 2025 estimated the income losses to the HE sector from the levy in isolation to be £270 million in its first year. The full impact analysis is available here: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/international-student-levy-impact-analysispdf.

HE providers are independent from government and as such are responsible for managing their own finances. The department has announced increases to tuition fee limits in line with forecast inflation for the 2025/26, 2026/27, and 2027/28 academic years. We will also legislate, when parliamentary time allows, to increase tuition fee caps automatically for future academic years.

Over the next five years, tuition fee limit uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion cost of the levy. This approach ensures the sector benefits from compounding annual increases, delivering growing resources to support quality education and innovation.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of people in South Basildon and East Thurrock constituency have not achieved a grade 4 in a) English and b) Maths by age 19.

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

The official statistics release 'Level 2 and 3 attainment age 16 to 25' includes numbers and proportions of those achieving GCSE English language and maths by age 19 for those who were recorded in mainstream state-funded schools in year 11, the final year of secondary school. The latest data available is for the 2023/24 academic year, available here: https://explore-education-statistics.service.gov.uk/find-statistics/level-2-and-3-attainment-by-young-people-aged-19/2023-24.

For South Basildon and East Thurrock constituency, the figures for those who have not achieved a grade 4 in a) English language and b) maths are provided in the table below.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of graduates who were not in high-skilled roles 15 months after graduation remain outside high-skilled employment a) three years later and b) five years later.

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

The department does not produce estimates of the proportion of graduates in high-skilled roles at three or five years after graduation.

Graduate Outcome survey data published by HESA shows that around 70% of UK domiciled students who graduated with an undergraduate degree from a UK higher education provider during the 2022/23 academic year were in high-skilled employment fifteen months after graduation. This survey data does not track graduates beyond fifteen months to outline details of graduate employment three or five years later.

While the department uses Longitudinal Educational Outcomes data to track graduate earning and employment outcomes at three and five years after graduation, this data does not include graduate occupation. The latest Graduate Outcomes survey data was published in July 2025 and can be found at: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has considered taking additional steps to facilitate further Parliamentary scrutiny of amending the terms of student loan repayments administrated by Student Finance England.

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

Parliamentary scrutiny is occurring in relation to the student loan system. For example, there has recently been a Westminster Hall Debate, as well as through the various mechanisms of parliamentary questions.

It is worth remembering that these loans were designed and implemented by previous governments, and the department is having to make hard choices to balance taxpayer and borrower interests to ensure that the student finance system remains sustainable. It is important that we have a sustainable student finance system that is fair to students and the taxpayer. We will continue to keep the terms of the system under review to ensure this remains the case.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of Plan 2 student loan borrowers have repaid in real terms more than (a) 100 per cent, (b) 120 per cent and (c) 150 per cent of the amount originally borrowed; and how many of those borrowers have (i) an outstanding balance and (ii) fully repaid their loans.

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

The department does not hold data that allows us to provide the proportion of the amount originally borrowed that has been repaid in real terms.

The projected percentage of Plan 2 student borrowers in 2022 who are expected to fully repay their loan in real terms is available at:

https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2022-23.

Question to the Department for Education:

To ask the Secretary of State for Education, what was the funding per student in English further education colleges in 2010, 2024 and 2025-26.

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

The table below uses the published 16 to 19 funding allocations to derive the average total programme funding per student in general further education (FE) colleges, for the 2024/25 and 2025/26 academic years. The figures are not available for 2010 to 2011.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of access to post-18 information for deaf pupils.

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

We are improving careers advice in schools and colleges through the adoption of updated Gatsby Benchmarks into statutory guidance. The benchmarks put more focus on inclusion, making sure all pupils – including those in specialist settings – get personalised support and good quality, up-to-date information about future pathways, study options and labour market opportunities. We are funding training for careers leaders, Special Educational Needs Coordinators and other educators to help implement these benchmarks.

Young people who are deaf can also use the National Careers Service to get clear information about post‑18 options, along with careers and education advice designed for those with special educational needs or disabilities. The Service’s Accessibility Statement sets out how it supports people who face barriers in accessing information.

As they move into adulthood, deaf young people can receive more in‑depth, one‑to‑one guidance from community-based advisers. This enhanced support is prioritised for several groups, including individuals with SEND.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the further education funding model on workforce planning.

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

We use the 16 to 19 funding formula to calculate an allocation of funding to each institution, each academic year for 16-19-year-olds. We calculate the basic funding for institutions using lagged student volumes and funding rates, which depend on the size of their students’ study programmes or T Levels.

The department issues allocations to institutions each spring setting out how much 16 to 19 funding they will receive in the coming academic year, which can help with planning.

The Adult Skills Fund engages adults aged 19 and above and provides the skills and learning they need to equip them for work, an apprenticeship or further learning. The recent move of adult skills to the Department for Work and Pensions provides an opportunity to strengthen the bonds between the Adult Skills Fund and progression into the labour market and will help ensure that the skills and employment systems are more fully aligned.

Further education providers are able to use this funding to support workforce and other costs.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the value of interest repayments on Plan 2 student loans net of (a) the Government’s cost of financing student loan outlay, (b) expected write-offs and (c) administrative costs.

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

Repayments made against accrued interest are not separated from repayments made against the borrowed portion of the loan.

The department publishes an estimate of the subsidy portion of student loan outlay in the form of the Resource Accounting and Budgeting (RAB) charge. The RAB charge for Plan 2 outlay in England in 2024/25 was 32%.

The RAB charge is calculated as the present value of student loan outlay less expected future repayments, discounted by inflation plus the financial instrument discount rate. Expectations of interest, write offs and the government’s borrowing costs are factored into the fair value of student loans on issuance. In valuing the loan book at financial year end, estimated operational costs of servicing student loans are accounted for, in accordance with International Financial Reporting Standards. Higher interest relative to inflation reduces the forecasted cost of the loan system due to increased future repayments.

Question to the Department for Education:

To ask the Secretary of State for Education, how much and what proportion of the downward revaluation of the student loan book in the latest outturn reflects (a) revised graduate earnings and repayment assumptions and (b) changes in the discount rate used to value future repayments.

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

As of 31 March 2025, the fair value of the student loan book was £157.9 billion, representing a £6.9 billion increase on the opening balance of £151.0 billion.

The fair value loss in the 2024/25 financial year was £8.6 billion. Of this, the change in the discount rate brought about a £280 million gain. The residual loss was £6.7 billion, which was impacted by changes in macroeconomic determinants such as the Office for Budget Responsibility’s earnings outlook, which was more pessimistic than in the prior year.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 10 February 2026 to Question 109541 on Jean Monnet Action: Finance, whether UK educational institutions will participate in the Jean Monnet Actions in relation to (a) supporting European Union studies, (b) the Jean Monnet Network on internal policy and (c) teacher training.

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

I refer the hon. Member for Kingswinford and South Staffordshire to the answer of 26 March 2026 to Question 114071.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her department has made of access to Communication Support Workers for post-18 year old deaf students.

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

As set out under section 20 of the Equality Act 2010, all education and training providers, and other related service providers, have a duty to make reasonable adjustments for disabled people, including those with a hearing impairment, so they are not placed at a substantial disadvantage compared to non-disabled students.

Education and training providers should assess the individual needs of the student and put in place the appropriate assistance. Where necessary, an education and training provider can arrange for a student to be supported by a Communication Support Worker.

University students can be supported by Disabled Students Allowance (DSA) which covers disability‑related study costs and ensure hearing impaired students have equal access to learning. Feedback from stakeholders shows that British Sign Language (BSL) interpreters are more suitable in a higher education setting. Therefore, DSA funds BSL interpreters rather than Communication Support Workers.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to answer Question (a) 115147, (b) 115148 and (c) 115149 tabled by the hon. Member for Bicester and Woodstock on 23 February 2026.

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

The response to Written Parliamentary Question 115148 was published on 2 March 2026. The responses to Written Parliamentary Questions 115147 and 115149 were published on 31 March 2026.

Question to the Department for Education:

To ask the Secretary of State for Education, how much funding her Department provides to the Royal Veterinary College; and whether her Department has oversight of the RVC’s funding of the Centre for Environmental Justice.

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

The government provides funding to higher education (HE) providers in England on an annual basis through the Strategic Priorities Grant. This funding supports the teaching of expensive-to-deliver subjects such as science and engineering, access and participation of students from under-represented groups, and for world-leading specialist providers such as the Royal Veterinary College.

Through this funding, the Royal Veterinary College has been allocated £12.5 million for the current academic year, 2025/26. Providers are independent and autonomous from government and are responsible for determining how best to use their funding to support teaching and students. Oversight of HE providers in England is the responsibility of the Office for Students.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the net present value impact on the public finances of capping total interest on Plan 2 student loans at 20 per cent of the original principal.

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

The department does not hold analysis on the impact on the public finances of capping total interest on Plan 2 student loans at 20% of the original principal value of the loan.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the contract for the National school breakfast club programme prohibits the use of ultra-processed cereals and breads; and if she will set out the nutritional and processing specification of that contract.

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

The National School Breakfast Programme (NSBP) is an inherited scheme from the previous government and the contract will end in July 2026. The contract with the supplier Family Action stipulates that all food available for schools to purchase must meet the School Food Standards, which already restrict foods high in fat, salt and sugar, as well as low-quality reformed or reconstituted foods. To ensure quality and nutrition in meals for the future, we are revising the School Food Standards and are engaging with experts across the sector.

This government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. All NSBP schools with primary-aged pupils will have the opportunity to transition onto the free breakfast clubs programme from September 2026. NSBP secondary schools will be provided with continued support at an equivalent value to what they receive on the NSBP for the 2026/7 academic year. Further details for secondary schools will follow shortly.

Question to the Department for Education:

To ask the Secretary of State for Education, what learnings she has taken from the PESP rollout in Australia when developing the commitment to the digital parenting offer contained in the BSIL strategy.

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

The Best Start in Life strategy sets out the government’s commitment to widening access to high-quality, evidence-based parenting and home learning environment support. This will help ensure that families receive the interventions most effective in supporting children’s early development and reducing disparities before they reach school age.

The department remains focused on ensuring that parenting support in England is informed by strong evidence and aligned with the needs of families. We will continue to take a careful, evidence-led approach to future decisions. This includes tracking emerging practice in the UK and internationally, including learning from Australia’s programmes.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the response of 16 March 2026 to question reference 118609, how much of the revenue raised from VAT on independent school fees was directly spent on teaching staff in the state sector.

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

Together, reforms to VAT and business rates will raise around £1.8 billion a year by 2029/30. This measure will raise essential revenue that will be invested in our public services, such as our £1.7 billion increase to school funding in 2026/27, meaning that core school budgets will total £67 billion compared to £65.3 billion in 2025/26.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of capacity considerations in class sizes for Key Stage 1 and 2 in schools with high levels of SEND; and whether she will consider a needs‑weighted pupil cap to reflect the additional time and support required.

Answered by Georgia Gould - Minister of State (Education)

The School Standards and Framework Act 1998 limits the size of an infant class to 30 pupils per teacher. An infant class is one in which the majority of children will reach the age of 5, 6 or 7 during the school year, i.e. Reception, Year 1 and Year 2.

Through the reforms outlined in the Schools White Paper, we will ensure that children and young people with special educational needs and disabilities (SEND) get the right support at every stage of their education.

We are also committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with SEND, by investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30. This is to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.

As well as this, we are providing around £1.8 billion over the next three years for local area partnerships, including local authorities and Integrated Care Boards, to work together to develop a new ‘Experts at Hand’ offer. This is designed to strengthen the capability of mainstream education settings by providing access to professionals such as educational psychologists and speech and language or occupational therapists, providing earlier intervention and support for young people.

Question to the Department for Education:

To ask His Majesty's Government what additional funding schools and colleges will receive as a result of the announced special educational needs and disabilities reforms in (1) 2026–27, (2) 2027–28, (3) 2028–29, and (4) 2029–30.

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

In every year of this Parliament, core funding for schools and special educational needs and disabilities is expected to increase, subject to future spending reviews. The government is committed to prioritising early intervention and is making a major increase in investment, with £4 billion over the three years of the Spending Review. This will reverse the trend of late intervention and escalation in needs.

Within this total, the Inclusive Mainstream Fund will provide over £500 million per financial year, over three years, to schools, colleges and early years settings to develop and embed improved inclusion practice. On Wednesday 25 March, the department published methodology documents explaining how funding will be allocated for the Inclusive Mainstream Fund. Details on the funding for schools and mainstream 16-19 provision are available here: https://www.gov.uk/government/publications/inclusive-mainstream-fund-2026-to-2027. Details on the Inclusive Early Years Fund are available here: https://www.gov.uk/government/publications/inclusive-early-years-fund-2026-to-2027. Funding from 2029 to 2030 onwards is subject to future spending reviews.

Also on 25 March, we announced further details on the allocation of £860 million of high needs capital funding as part of the landmark £3.7 billion announced to deliver 60,000 more specialist places. This funding will drive a transformative expansion of inclusion bases across the country, as well as adaptations to improve the inclusivity and accessibility of mainstream settings as well as supporting special school place creation where needed.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps his Department is taking to respond to calls from more than 100 organisations for a Good Food Bill to help improve access to healthy and affordable food.

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

The government is committed to raising the healthiest generation ever and breaking down barriers to opportunity.

We are extending free school meals to all children from households in receipt of Universal Credit from September 2026. We are taking decisive action to drive down poverty by ensuring that over half a million disadvantaged children receive the support they need in school to be healthy, get the most out of their education, and enjoy lifelong success. This action will lift 100,000 children across England out of poverty and put £500 back in families’ pockets.

The government is committed to delivering a free breakfast club in every state-funded school with primary-aged pupils in England. Free breakfast clubs remove barriers to opportunity by offering primary school children, no matter their circumstance, a supportive start to the school day.

These meals must be compliant with the School Food Standards. To ensure they support our work to create the healthiest generation of children in history, we are revising the School Food Standards and are engaging with stakeholders.

Additionally, we are working with the Department for Environment, Food and Rural Affairs to add support for the outcomes of their Government Food Strategy.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to explicitly recognise the role of school milk provision within the revised School Food Standards.

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

The department is committed to raising the healthiest generation ever and are continuing our work to revise the School Food Standards. We are engaging experts across the sector and are developing our plans to consult on the changes.

We know milk is excellent for children’s growth and development. Regulation 9 of the School Food Standards states that lower fat milk or lactose reduced milk must be available to children who want it for drinking at least once a day during school hours. Under Section 512ZB (3) of the Education Act 1996, it is also a legislative requirement that milk is provided free of charge to pupils who meet the free school meal criteria.

Question to the Department for Education:

To ask the Secretary of State for Education, how many apprentices the Department recruited in 2015 compared to (a) 2022, (b) 2023 and (c) 2024.

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

The number of apprentices that enrolled onto apprenticeship programmes within the department in each calendar year is as follows:

• 2022: 324 apprentices
• 2023: 257 apprentices
• 2024: 206 apprentices
• 2025: 271 apprentices

Note: this is a combination of new apprentices joining the department and existing staff embarking on apprenticeship programmes as part of their career development.

The department does not hold data for 2015. For comparison purposes we can confirm that in 2016 the department had 32 apprentices enrol onto apprenticeship programmes. In 2017, the department had 54 apprentices enrol onto apprenticeship programmes.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number and proportion of pupils that would need to move from the independent to the state sector for VAT revenue from school fees to fall below the additional cost of educating those pupils in the state sector.

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

HM Treasury published a tax information and impact note on applying VAT to private school fees: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees. This is a comprehensive assessment of the VAT policy, including estimated revenue and costs of increased pupil numbers in the state sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of, a) pupils recorded as young carers and, b) pupils not recorded as young carers were eligible for Free School Meals in the January school census returns for 2023 to 2025.

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

The department holds data on young carers and pupils eligible for free school meals (FSM), which is published in the ‘Schools, pupils and characteristics’ publication. The most recent version was published in June 2025 and the next is scheduled for summer 2026.

Below is a table showing the proportion of pupils who are identified as young carers and known to be eligible for FSM, and the proportion of pupils who are not identified as young carers but are known to be eligible for FSM.

Question to the Department for Education:

To ask the Secretary of State for Education, what the terms of reference are of the Break Down Barriers to Opportunity Mission Board; and whether the terms of reference have been amended since the Mission Board was established.

Answered by Georgia Gould - Minister of State (Education)

The Opportunity Mission Board provides a forum for external challenge and cross-government discussion on priorities and delivery for the Opportunity Mission. The Board is chaired by my right hon. Friend, the Secretary of State for Education. The Board does not have a fixed list of attendees. Ministers from relevant government departments and external experts are invited to attend meetings depending on the issues under discussion. The Board has been reformed since it was established to be a more delivery focused forum benefiting from external and sector expertise.

Question to the Department for Education:

To ask the Secretary of State for Education, how many apprentices her Department recruited in (a) 2022, (b) 2023, (c) 2024 and (d) 2025.

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

The number of apprentices enrolled on apprenticeship programmes within the department in each calendar year is as follows:

• 2022: 324 apprentices.
• 2023: 257 apprentices.
• 2024: 206 apprentices.
• 2025: 271 apprentices.

Note this reflects a combination of new apprentices joining the department and existing staff embarking on apprenticeship programmes as part of their career development.

Question to the Department for Education:

To ask the Secretary of State for Education, whether safeguards will be introduced to help ensure that Individual Support Plans (ISPs) do not become resource‑led documents due to limited specialist provision.

Answered by Georgia Gould - Minister of State (Education)

The special educational needs and disabilities (SEND) Code of Practice sets out that the provision made for pupils with special educational needs should be recorded accurately and kept up to date. As a result, many settings already keep records of the needs and provision required by children or young people with SEND and communicate these with parents.

The department is introducing a duty on settings to produce an individual support plan for every child or young person with SEND, ensuring help keeps pace with their development, prevents challenges from escalating, and reduces the risk of them disengaging from learning.

Additional funding through an Inclusive Mainstream Fund will be provided to early years, schools and colleges to boost the existing core funding for SEND, with over £500 million per year over the next three years. This funding, alongside their existing core funding, will help equip settings to invest in high-quality, adaptive teaching, targeted evidence-based support, inclusive pedagogy and decision-making, and create safe, calm and accessible learning environments for all. On 25 March, we published the guidance ‘Inclusive mainstream fund: best practice for schools’, which provides examples and case studies of how settings can use this funding to enhance support for children with SEND. The guidance is available at:

https://www.gov.uk/government/publications/inclusive-mainstream-fund-2026-to-2027/inclusive-mainstream-fund-best-practice-for-schools--2.

Our proposed reforms go further to support educators, with easier access to expert advice through Experts at Hand and evidence-based tools and resources through the National Inclusion Standards.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her proposals for SEND reform, if she will give assurance to adopters and special guardians that their children, a majority of whom require active in-school additional support, which is currently funded through a patchwork of Pupil Premium Plus at school level and by individual EHCPs, will have their particular needs taken account of in her Department’s decisions on this issue.

Answered by Georgia Gould - Minister of State (Education)

As part of our reforms, we will ensure children get the right support in their early years setting, school, and college. We will do this by investing in new training for all staff, early intervention, better buildings and equipment, and making sure that every setting has access to expert professional support when it is needed.

The department's consultation ‘Adoption support that works for all’ sets out a vision for more predictable, joined up support for adoptive and kinship children, including stronger multi-disciplinary work across social care, health and education. The consultation runs until 5 May 2026 and the outcomes and next steps will be published later this year. For adoptive special guardianship children, this forms an important backdrop to the special educational needs and disabilities (SEND) proposals. More details on the consultation are available here: https://consult.education.gov.uk/adoption-and-special-guardianship-support-fund-team/adoption-support-that-works-for-all/supporting_documents/adoption-support-that-works-for-all-consultation-document-feb-2026pdf.

Alongside this, Individual Support Plans will be developed by settings, parents and young people, giving every child or young person receiving targeted or specialist support a clear and consistent record of their needs. This will be backed by £1.6billion funding flowing directly to schools, colleges and nurseries to meet needs earlier and get support in place, as part of the £4 billion more we are investing over three years.

We also want families’ voices and experiences to shape SEND policy and local delivery, ensuring families can influence decision-making around the support they receive. Nationally we will improve access to services by increasing investment in the national helpline. Additionally, we will continue to work with and expand parent carers in strategic partnership roles to support system-wide improvements.

We are consulting on the reforms proposed in the recently published “SEND reform: putting children and young people first”, and you can access the consultation here: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure access for pre-school children with additional needs to nursery places in (a) South Holland and the Deepings constituency and (b) Lincolnshire.

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

The government wants every child, including those with additional needs, to be able to access a childcare setting where they can get the best start in life. The special educational needs and disabilities (SEND) reforms we announced in February will give early years settings the training, evidence-based tools and expert input they need to welcome children with diverse needs into their settings and provide the right support from day one. We are investing over £200 million to strengthen the SEND offer in Best Start Family Hubs, including funding a family-facing practitioner in every hub to join up support across early years settings, health visitors and SEND teams. The Best Start Family Hubs will begin rolling out in April 2026.

Alongside this, the department will work with local authorities, including local authority officers in Lincolnshire County Council, to strengthen their childcare sufficiency planning for children with SEND and improve data on the availability of suitable places, giving parents greater confidence that their children can access the early education and childcare they are entitled to.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of SATs on levels of school attendance of children with SEND.

Answered by Georgia Gould - Minister of State (Education)

The department has not identified evidence that SATs have a specific or disproportionate impact on the attendance of pupils with special educational needs and disabilities (SEND). Internal analysis indicates that overall attendance patterns for pupils with SEND remain consistent during the SATs assessment period.

Primary assessments are extensively trialled and reviewed by teachers and SEND specialists to ensure they are suitable for all and of appropriate difficulty, with modified papers and access arrangements available for pupils with SEND where needed.

The department’s ‘Working together to improve school attendance’ guidance makes clear that pupils with SEND have the same right to education and the same attendance ambition as their peers, and that schools and local authorities should provide appropriate support to enable their attendance, including during assessment periods.

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Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will publish modelling underpinning its projection that EHCP growth will slow by 2029–30 and then fall.

Answered by Georgia Gould - Minister of State (Education)

The department has made modelling information available in the ‘Background on projections’ annex published alongside the special educational needs and disabilities consultation. These projections are illustrative of our proposed policy approach and updated projections will be published following the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the effectiveness of multi‑agency information‑sharing protocols between local authorities, schools and health bodies in the EHC needs assessment process.

Answered by Georgia Gould - Minister of State (Education)

The special educational needs and disabilities (SEND) code of practice sets out the importance of information sharing across education, health and social care to support effective needs assessments and planning processes.

The department is determined to restore confidence in the system of support for children and young people with SEND and ensure they get the chance to achieve and thrive in their education and beyond, as set out in the recently published SEND reform consultation document, available here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.

We are committed to co-designing the future needs assessment process with parents, local authorities and experts to make sure we get it right. We continue to monitor and work closely with local authorities that have issues with their education, health and care plan processes. Where there are concerns about a local authority’s capacity to make the required improvements, we help the local authority to identify the problems and put in place an effective recovery plan.

Question to the Department for Education:

To ask the Secretary of State for Education, what statutory time limits will apply when SEND Tribunals quash local authority decisions under the proposed Specialist Provision Package framework; and what safeguards will be put in place to prevent cycles of reconsideration impacting on provision.

Answered by Georgia Gould - Minister of State (Education)

The government set out its proposals for reforming the special educational needs and disabilities (SEND) Tribunal in its ‘SEND Reform: Putting Children and Young People First’ consultation document.

The department proposes that the SEND Tribunal will make binding judgments on local authority decisions to not undertake an education, health and care (EHC) needs assessment, whether a child or young person meets the threshold for a specialist provision package or whether the package(s) offered is suitable. The Tribunal will also consider whether a local authority’s decision about the placement named in an EHC plan is reasonable and, if they find against the local authority, it will have the power to require the decision to be retaken.

The SEND reform proposals are subject to consultation and further details will be set out in the government’s response to the consultation.

Question to the Department for Education:

To ask the Secretary of State for Education, whether the government has conducted any assessment of the efficacy of SEND reforms in Wales whilst developing the Schools White paper.

Answered by Georgia Gould - Minister of State (Education)

The department has already consulted with colleagues in the Welsh government on analysis published in the special educational needs and disabilities (SEND) consultation document comparing rates of special education needs across both nations. The use of data to assess the efficacy of the Welsh SEND reforms introduced in 2021 was not feasible due to variation at school and local authority level.

We will continue to work with the devolved governments as we progress the proposals set out in the SEND consultation document, as well as preparations for future legislation, to ensure that legislative impacts are fully understood and addressed.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of when mainstream schools will have the baseline staffing levels required to deliver the universal inclusion expectations set out in the Schools White Paper.

Answered by Georgia Gould - Minister of State (Education)

Recruiting and retaining expert teachers is at the heart of the government’s Plan for Change, with good progress already being made: the teaching workforce has grown by 2,346 FTE between 2023/24 and 2024/25, in secondary and special schools; the schools where they are needed most.

We are investing £200 million in special educational needs and disabilities (SEND) training to upskill staff in every school, college and nursery over the course of this Parliament. This training will cover children with SEND in their earliest years, through to age 25.

We are providing around £1.8 billion over the next three years for local area partnerships, including local authorities and Integrated Care Boards (ICBs), to work together to develop a new ‘Experts at Hand’ offer, which will give schools direct access to support, advice, training and specialist expertise from professionals such as speech and language therapists (SaLTs), educational psychologists (EPs) and specialist teachers.

We are investing £15 million to establish new speech and language therapist advanced practitioners in every ICB geographical area, to get more SaLTs working in educational settings.

​In addition, we will continue to train at least 200 EPs per year in 2026 and 2027, backed by £26m.

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Question to the Department for Education:

To ask the Secretary of State for Education, how SEND costs in England will be funded over this Parliament.

Answered by Georgia Gould - Minister of State (Education)

Overall, core schools funding (including funding for mainstream schools and high needs funding for young people with complex special educational needs and disabilities (SEND)) is increasing by £1.7 billion in the 2026/27 financial year, and will total £67.0 billion, compared to £65.3 billion in 2025/26. High needs funding will be over £12 billion in England in the 2026/27 financial year, following a £1 billion increase in 2025/26. The additional funding announced at the 2025 Spending Review will deliver an above-real-terms per-pupil increase up to the 2028/29 financial year and enable us to transform the SEND system. Moreover, departmental budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system.

In our recent publication ’SEND reform: putting children and young people first’, we announced a £4 billion investment over the three years of the spending period to make every school inclusive and transform outcomes for children with SEND. This investment includes over £1.6 billion for the Inclusive Mainstream Fund, £1.8 billion for Experts at Hand, £200 million for Best Start Family Hubs and over £200 million for a national training package. More details can be found here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate her Department has made of the aggregate monetary level of Dedicated Schools Grant High Need deficits that will not be written off by central Government.

Answered by Georgia Gould - Minister of State (Education)

The department has set out plans to address these deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained action in accordance with our new system set out today in the Schools White Paper. This will help to improve outcomes for children and bring costs under control through effective early intervention, stopping needs from escalating. Asking authorities to contribute the remaining 10% reflects the shared responsibility we all have in delivering a system that provides value for money and supports better outcomes for children and young people.

For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take an appropriate and proportionate approach though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved Local SEND (special educational needs and disabilities) reform plan.

Question to the Department for Education:

To ask the Secretary of State for Education, what capital and revenue funding allocations have been made to local authorities in Lancashire for a) primary schools, b) secondary schools and c) specialist school places over the next 2 years.

Answered by Georgia Gould - Minister of State (Education)

Revenue funding through the Dedicated Schools Grant (DSG) for Lancashire in 2025/26 and 2026/27 financial years are presented in the table below. Funding for 2027/28 will be confirmed later this year.

Lancashire School Funding

*Mainstream funding includes premises and excludes growth.

Local authorities meet the costs of special school places in their area through their high needs block funding in the DSG, with the total high needs funding for Lancashire set out above.

The methodology for the Inclusive Mainstream Fund was published on 25 March. This details distribution of the £400 million schools will receive in 2026/27 to prepare and deliver improved inclusion practice.

We have announced over £82 million of Basic Need capital grant funding to support Lancashire in creating mainstream school places needed due to forecasted growth in pupil numbers between May 2024 and September 2028. The £82 million will be paid across the 2023/24 to 2027/28 financial years.

In financial years 2025/26 and 2026/27, Lancashire has been allocated just under £19.7 million and just over £23.8 million respectively through High Needs Provision Capital Allocations.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to page 22 of her Department's consultation document entitled SEND Reform: Putting Children and Young People First, CP1509, how will mediation be used to resolve disputes more quickly.

Answered by Georgia Gould - Minister of State (Education)

Research shows that mediation can reduce the likelihood of disputes escalating to appeals, enabling families and local authorities to work collaboratively to resolve disagreements more quickly and collaboratively.

We are engaging with a wide variety of stakeholders, including families, local authorities, representative groups and providers, to identify what more can be done to raise awareness of mediation, address the barriers to effective mediation and share best practice. As a first step, we intend to improve mediation through clearer national guidance for families and professionals, and by supporting improved local authority compliance with existing duties.

Where early resolution is not possible, the special educational needs and disabilities tribunal will continue to act as an important legal backstop for key decisions about education, health and care plans.

Question to the Department for Education:

To ask the Secretary of State for Education, how many staff within her Department are reliant on a visa for employment.

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

The department currently sponsors 28 individuals on a Skilled Worker visa through a Certificate of Sponsorship.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to paragraph 88 of the policy paper entitled UK Government Resilience Action Plan, published on 14 July 2025, how many meetings have been attended by civil servants within their Department in relation to the Home Defence Programme; which directorate in the Department owns the Departmental contribution to the Home Defence Programme; and what the job title is of the civil servant leading and cohering the Departmental contribution to the Home Defence Programme.

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

The Resilience Action Plan sets out the government’s strategic approach to how we will strengthen our domestic resilience and invest to protect the nation. Officials from the department regularly attend meetings to discuss the implementation of the Resilience Action Plan as well as matters of national security and defence.

The department is actively supporting this work. Officials in the department are in regular discussions with the Ministry of Defence and other government departments about the critical role children and young people play.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will review best practice guidance for play-based learning for five to seven year-olds.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Epsom and Ewell to the answer of 23 March 2026 to Question 117074.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her department has made an assessment of the potential merits of extending the eligibility criteria for free childcare for working parents to include postgraduate research students.

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

It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

Parents of students are eligible for the universal 15 hours of free early education which is available to all three and four-year-olds regardless of family circumstances.

Students who work in addition to studying may be eligible for 30 hours free childcare if they meet the income requirements. PhD stipends are non-taxable income and therefore do not count towards the income requirements of the 30 hours childcare entitlement.

The government recognises the value of parents continuing in education and provides a range of support for students in higher education to assist them with childcare.

Through the Student Loans Company, the department offers a specific Childcare Grant (CCG) to support students with the costs of childcare whilst they are in study. The CCG offers parents support of up to 85% of their childcare costs up to a maximum of £183.75 a week for one child and £315.03 for two children. CCG support is provided to individuals where both parents are students, the student is a lone parent, or the student parent’s partner is on a low income. The government has no plans to extend CCG to postgraduate research students.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to Measure What Matters' report entitled National Testimony Collection, published on 16 October 2025, what steps her Department is taking to address failures by local authorities to comply with guidance on the provision of SEND support to children, including those with an education, health and care plan.

Answered by Georgia Gould - Minister of State (Education)

The Schools White Paper sets out unequivocal expectations for every local authority on the quality and timeliness of special educational needs and disabilities (SEND) support, including planning school places effectively and providing the expert support that schools and families need, with significant investment in local authorities to transform SEND support.

In March 2026 we commissioned local authorities, together with their integrated care boards, to develop SEND reform plans by June 2026.

The department will use these plans to hold them accountable to deliver strong outcomes for children and young people with SEND and will act decisively where progress does not materialise. Where failure is persistent, we will not hesitate to use the full range of intervention powers including removing the licence to deliver SEND services.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will hold discussions with exam boards on offering GCSEs in Tamil.

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. These organisations have the freedom to create a Tamil GCSE based on the subject content for modern foreign languages set by the department. This decision would be informed by several factors, including the level of demand from schools and the proportion of the population in the UK speaking the language.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will publish student loan repayment data, broken down by national origin, for the last academic year for which data has been collated.

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

The number of student loan borrowers who are not UK Nationals and withdrew from their latest recorded course in 2024/25 was 15,000 (to the nearest 500).

The department and the Student Loans Company have strengthened the quality and consistency of data in this area and now hold reliable information on borrowers’ UK national status and nationality.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the report by the Runnymede Trust Excluded: Misrecognition, control and the Roma experience in Bradford schools, published on 25 March; and what plans they have to implement its recommendations.

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

The department recognises the issues faced by Gypsy, Roma and Traveller children and young people, and how schools and others can make a positive difference.

We are currently reviewing the report’s findings alongside existing evidence on school exclusions and ethnic disparities. This assessment will inform our ongoing work to ensure that behaviour and attendance policies are applied fairly and that schools are supported to meet the needs of all pupils, including Roma communities.

Under the Equality Act 2010, schools must not discriminate against pupils on the basis of their ethnic background. We have already published guidance for schools on complying with this duty.

Question to the Department for Education:

To ask the Secretary of State for Education, how many foreign nationals claiming student loan or a maintenance loan dropped out of their courses in the last academic year for which data is available.

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

The number of student loan borrowers who are not UK Nationals and withdrew from their latest recorded course in 2024/25 was 15,000 (to the nearest 500).

The department and the Student Loans Company have strengthened the quality and consistency of data in this area and now hold reliable information on borrowers’ UK national status and nationality.

Question to the Department for Education:

To ask His Majesty's Government whether they have issued guidance to local authorities in England about special school expansion and historical special educational needs and disability deficits; and if so, whether they will publish it.

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

The department has issued guidance relevant to special school expansion in high needs provision capital allocations. This sets out how councils should assess need, plan delivery routes for new capacity, and, where appropriate, expand or refurbish existing special schools, while also strengthening mainstream inclusion through inclusion bases.

Guidance on Dedicated Schools Grant (DSG) deficits has also been published by the Ministry of Housing, Communities and Local Government as part of the Local Government Finance Settlement. The explanatory note confirms that High Needs Stability Grant payments, covering up to ninety per cent of high needs related DSG deficits accrued up to the end of the 2025/26 financial year, will only be released once a Local Special Educational Needs and Disability (SEND) Reform Plan has been approved. This requirement was reiterated in the material circulated alongside the Local SEND Reform Plan commission.

All documents are available on GOV.UK.

Question to the Department for Education:

To ask the Secretary of State for Education, when she plans to publish the latest School Teachers' Review Body report on teacher’s pay; and what discussions she has had with head teachers and their representatives on (a) the publication date of that report and (b) the potential impact this date will have on the adequacy of the amount of time schools get to plan their budgets for September.

Answered by Georgia Gould - Minister of State (Education)

The government has received the School Teachers’ Review Body’s 36^th Report. As is the case each year once the report is received, the government is now in the process of discussing the recommendations and will publish the report, in addition to the government’s response, and launch the statutory consultation as soon as those discussions have concluded, making every effort to give schools as much notice of the impact on school budgets as is possible.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the answer of 11 March 2026 to question 118316 on Special Educational Needs: Cambridgeshire, if she will publish the monthly data on Cambridgeshire’s education, health and care plan timeliness.

Answered by Georgia Gould - Minister of State (Education)

The department publishes information on the number of education, health and care (EHC) plans that are issued within the statutory 20-week timeframe. Excluding cases where exceptions apply, the number and percentage of plans issued within this timeframe for both Cambridgeshire and England are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/b46a4968-aafd-4bd6-948a-08de4155ee12.

Information on EHC plans maintained by local authorities, including requests for an EHC needs assessment, the number of assessments carried out, the number where a decision is made to assess, and the number of plans issued within 20 weeks, are included in the annual statistical release. The latest January 2025 statistics were published in June 2025 here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2025.

The department monitors Cambridgeshire’s EHC plan timeliness through regular monitoring meetings. The information shared at these meetings is not published but informs the support and challenge that the department provides.

Furthermore, as set out in the recent Schools White Paper and its associated consultation, the department is consulting on proposals to reform the special educational needs and disabilities system, including to ensure that the information, advice and guidance provided offers effective support for children, young people and their families, and promotes greater fairness across the system. The consultation can be found here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve levels of attainment among working class pupils.

Answered by Georgia Gould - Minister of State (Education)

Too many children are held back by their background. That is why, through the Opportunity Mission, we will break the link between background and future success.

The ‘Every child achieving and thriving’ White Paper establishes the department’s plan to improve the outcomes of all children, building on support at home with a stretching, enriching and inclusive school experience. Our ambition is that all children achieve higher standards and the disadvantage gap is halved. This equates to 30,000 more disadvantaged young people passing their English and maths GCSEs than today.

Additionally, we are driving standards through new RISE teams, a refreshed high-quality curriculum and assessment system and recruiting 6,500 additional teachers - as well as taking action to address barriers to learning.

Alongside this, around £3.2 billion is being provided in the 2026/27 financial year to state-funded schools in England through the pupil premium, to support disadvantaged pupils so they achieve and thrive in education.

'Giving every child the best start in life' sets out the immediate steps to deliver on our commitment to make early education and childcare more accessible and affordable. We have rolled out the expansion of government funded hours so that working parents can now access 30 hours per week from the term after their child turns nine months. We’ve also announced Best Start Family Hubs, backed by £500 million, and launched the Better Futures Fund, a new £500 million fund to break down barriers to opportunity for up to 200,000 vulnerable children and young people.

Finally, our Child Poverty Strategy will lift 550,000 children out of poverty by 2030. This includes the expansion of free school meals. Providing over half a million disadvantaged children with a free lunchtime meal will lead to higher attainment, improved behaviour and better outcomes.

Question to the Department for Education:

To ask the Secretary of State for Education, what (a) estimate her Department has made of the number and (b) assessment of the adequacy of availability of trained professionals required to meet the Experts at Hand plan.

Answered by Georgia Gould - Minister of State (Education)

I refer my hon. Friend, the Member for Poole to the answer of 24 March 2026 to Question 121419.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the success of Government initiatives launched between 2010 and 2024 in narrowing the attainment gap in schools.

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

Despite the efforts of dedicated staff, our school system is not serving all children well, with unacceptable disparities in attainment existing across all phases of education and all areas of the country.

Disadvantaged children, especially white working-class children, and those with special educational needs and disabilities are not succeeding as they should.

The attainment gap between disadvantaged pupils and all other pupils remains high and persistent at both primary and secondary.

The ‘Every Child Achieving and Thriving’ white paper establishes the department’s plan to improve the outcomes of all children and young people.

When children born under this government finish secondary school, it is our ambition that all children achieve higher standards and the disadvantage gap will be halved, equating to 30,000 more disadvantaged young people passing their English and maths GCSEs than today.

To deliver this we will provide family support to help more disadvantaged children arrive at reception school ready, strengthen teacher recruitment and retention, broaden the curriculum and offer high-quality enrichment opportunities.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will set out the requirements councils must meet to be eligible for the write-off of 90% of their historic SEND-related deficits.

Answered by Georgia Gould - Minister of State (Education)

As set out in the final Local Government Finance Settlement, all local authorities with a special educational needs and disabilities (SEND) related High Needs deficit will be eligible in 2026/27 to receive a High Needs Stability Grant that will cover 90% of their accumulated High Needs‑related DSG deficit up to the end of 2025/26. This is conditional on each local authority securing my right hon. Friend, the Secretary of State for Education’s approval of their Local SEND Reform Plan, as confirmed in the government’s announcement on managing accumulated SEND deficits.

Each local area will be required to set out credible and deliverable actions that support a more inclusive and financially sustainable system, consistent with the vision for earlier intervention, stronger mainstream inclusion and improved outcomes for children and young people as set out in the Schools White Paper.

Abolish the 11 plus nationally. Require phase out of remaining state-funded selective grammar schools and prevent the creation of new ones. Focus on SEND support. Require local authorities to redirect resources from selective testing (11 plus) toward an inclusive, mainstream-first education system.

The children’s needs to be met, the EHCP plans information and recommendations to be met rather than being ignored. The school that can meet needs to be named even if it states mainstream or specialist on the EHCP plan. A meeting to be held with both current school, transfer school, parent and senar

• Classify Grade 3 as a standard pass, or
• Introduce a dual recognition system where Grade 3 is accepted as a functional pass for work and vocational routes.

Pass legislation to limit all primary school classes in England to 24 pupils. This would help ensure teachers can manage classrooms effectively, that pupils get the support they need, and that inclusive practice for SEND children is realistic

Calculate the monthly repayment amount for overseas graduates according to post-tax rather than pre-tax income.
(I.e. scale monthly repayments to match those of UK residents with the same take-home pay.)
This would prevent the effective burden of repayment from being higher in high tax countries.

Require all secondary schools in England to include comprehensive gynaecology and women’s health education within the statutory RSHE curriculum.

We want the Government to introduce a system ensuring children can receive developmental and neurodevelopmental assessments before starting school, so additional needs can be identified and support put in place earlier.

Create a national safeguarding regulator that would oversee a single national safeguarding register, standardise training, reporting & accountability across all sectors & ensure no safeguarding concern can fall between agencies again. No more preventable tragedies.

To provide access to free sign language & makaton courses for parents & for settings like nursery & schools with non verbal neurodivergent children to be able to communicate their needs.

We don’t think schools are doing enough to stop fights between students, and call on the Government to introduce legislation to impose fines of at least £100 on the parents/carers of a child over 11 who harms/bullies another child causing injury on school grounds.

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Question to the Northern Ireland Office:

To ask His Majesty's Government what aspects of the Safeguarding the Union Command Paper (CP 1021), published on 31 January 2024, have been (1) fully implemented, (2) partially implemented, and (3) not implemented.

Answered by Baroness Anderson of Stoke-on-Trent - Baroness in Waiting (HM Household) (Whip)

The Government is committed to continuing to take forward the Safeguarding the Union command paper, and to protecting Northern Ireland’s place in the UK Internal Market.

We continue to make progress on the implementation of the commitments made in the command paper. For instance, the digitisation of the News Letter was completed last year and there remains no Border Control Post at Cairnryan. In January, the East-West Council met for the third time where the Government announced there would be a pilot for the UK school twinning programme, which is being developed between the UK Government’s Department for Education and the Northern Ireland Executive’s Department of Education.

Other recent steps include the allocation of £2.25 million for Intertrade UK over the next three years and the opening of round two of the Connect Fund to support community and voluntary groups. In line with commitments made in the command paper, in December the Government published our response to Lord Murphy’s Independent Review of the Windsor Framework, and is now taking action on all of its recommendations.

Found: Export Finance 24.48 0.00173836750014875 135.18 0.0103694509728521 110.7 4.52205882352941 Department for Education

Found: In 2024 the Economy Minister for Northern Ireland announced that the Department for the Economy (DfE

Found: individual support from the Department for Business, Energy and Industrial Strategy or the Department for Education

Found: These Hubs, backed by the Department for Education, are run by high achieving schools to support schools

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: work directly with other departments on data sharing, including how it can work with the Department for Education

Found: OFFICIAL-SENSITIVE - DFE USE ONLY OFFICIAL-SENSITIVE - DFE USE ONLY Mr Ian Garforth: Professional

Found: On 27 March 2023, the Department for Education received an email from Ms Sams enclosing a letter from

Found: On 27 March 2023, Mrs Ekhuemelo wrote to the Department for Education to advise that the School would

Found: Any relevant findings will also be shared with the Department for Education (DfE) and Department for

Found: individual support from the Department for Business, Energy and Industrial Strategy or the Department for Education

Found: Ofsted carried out this visit under a section 118(2) request from the Department for Education.

Found: In 2024 the Economy Minister for Northern Ireland announced that the Department for the Economy (DfE

Found: Report for the UK Department for Business & Trade. 37 Department for Education & Skills England (2025