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 timing of the announcement to the Sports Premium on schools' ability to set an effective budget to be approved in time for the next academic year.

Answered by Georgia Gould - Minister of State (Education)

The department engages regularly with school leadership organisations on the changes to PE and school sport funding and have responded to schools' concerns about managing the transition by increasing the transitional PE premium payment to £150 million, giving time for the School Sport Partnerships Network to work with schools to mobilise during the spring term and bring in new support from April.

The government announced in May that the PE and sport premium will be ending and will be replaced by the new School Sport Partnerships Network.

The department recognises the importance of supporting schools through this transition and has engaged sector representatives on supporting schools through the change as effectively as possible.

As usual, the government will be supporting schools further with the publication of guidance and conditions of grant for the start of the new academic year. Primary schools will be provided with a one-off payment of PE and sport premium to cover the transition to the new system and individual funding allocations will be confirmed this autumn.

Question to the Department for Education:

To ask the Secretary of State for Education, when her Department plans to provide further details on the transitional PE Premium payment for primary schools.

Answered by Georgia Gould - Minister of State (Education)

The department engages regularly with school leadership organisations on the changes to PE and school sport funding and have responded to schools' concerns about managing the transition by increasing the transitional PE premium payment to £150 million, giving time for the School Sport Partnerships Network to work with schools to mobilise during the spring term and bring in new support from April.

The government announced in May that the PE and sport premium will be ending and will be replaced by the new School Sport Partnerships Network.

The department recognises the importance of supporting schools through this transition and has engaged sector representatives on supporting schools through the change as effectively as possible.

As usual, the government will be supporting schools further with the publication of guidance and conditions of grant for the start of the new academic year. Primary schools will be provided with a one-off payment of PE and sport premium to cover the transition to the new system and individual funding allocations will be confirmed this autumn.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support private external companies that provide general curriculum PE lessons to schools.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Ashfield to the answer of 14 August 2026 to Question 14416.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has assessed the potential impact of the proposed executive pay approval process on recruitment to academy trust leadership posts.

Answered by Georgia Gould - Minister of State (Education)

The department wants the highest-quality leaders in our schools. However, executive remuneration must demonstrate clear value for money for pupils and parents and remain proportionate to that of individuals undertaking comparable roles in other parts of the public sector.

The evidence shows that, in some cases, executive pay has risen disproportionately compared with the pay of teachers and comparable public sector leaders. That is why the department is taking action to limit pay increases, ensuring that levels of pay and progression are fair, proportionate and aligned to wider public sector pay principles. Tighter controls will mean unjustifiable executive salaries become a thing of the past, helping level the playing field for school staff and drive every pound towards classrooms

The approach reflects a fair and proportionate expectation that higher levels of remuneration should be subject to increased scrutiny, while recognising the size of large academy trusts.

Question to the Department for Education:

To ask the Secretary of State for Education, what funding will be available to schools to support a) PE, b) sport and c) swimming provision in the period between the end of the Primary PE and Sport Premium and the introduction of the PE and School Sport Partnerships Network.

Answered by Georgia Gould - Minister of State (Education)

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the impact of the transitional period between the end of the Primary PE and Sports Premium and the introduction of the PE and School Sport Partnerships Network on schools’ budgets.

Answered by Georgia Gould - Minister of State (Education)

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the (a) total and (b) per-pupil primary school revenue funding earmarked for sport and physical education in England in (i) 2023/4, (ii) 2024/5, (iii) 2025/6 and (iv) 2026/7.

Answered by Georgia Gould - Minister of State (Education)

The PE and Sport Premium was £320 million per academic year in 2023/24, 2024/25 and 2025/26 across England. Hampshire allocations were approximately £8 million in each year across eligible schools.

The department is investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network.

Our new approach combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of whether the PE and School Sport Partnerships Network will provide equivalent school-based support to that previously funded through the Primary PE and Sport Premium, including the delivery of PE lessons, after-school clubs, sports teams and swimming provision.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11571.

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 replacing school-based PE funding with partnership-based provision on children whose participation in organised sport is limited by financial barriers, transport availability or a lack of local sports provision.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11573.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of ending the Primary PE and Sport Premium on the provision of PE, extra-curricular sport and physical activity in primary schools, including where schools have used that funding to employ sports apprentices or coaches.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Coventry South to the answer of 21 August 2026 to Question 11571.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to facilitate the retraining of current teaching staff as educational psychologists, with reference to a) financial implications and b) broader support.

Answered by Georgia Gould - Minister of State (Education)

We are investing £26 million to train at least 200 educational psychologists per year from 2026 and 2027, with further investment to train more over the following three years, subject to future spending reviews. This is in addition to the £31 million already invested since 2023.

The training is open to anyone that meets the candidate specifications, including teachers. These candidate specifications, as well as application cycle dates and available support, are outlined on the Association of Educational Psychologists website at: https://www.aep.org.uk/EPFT.

The department funds the full three-year tuition fees and a first-year bursary payment, which is currently £16,266 (£16,715 in London). In years two and three, trainees are based on placements across England, with placement providers funding a bursary or salary for these years. After graduation, educational psychologists will be required to work within a local authority in England for a minimum period. This is three years for trainees who started from 2024.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of pathways for children with autism and severe learning disabilities to access specialist safety equipment where this is required to prevent self-injury or other serious harm.

Answered by Georgia Gould - Minister of State (Education)

This government recognises the importance of specialist safety equipment in meeting the needs of children and young people, including in mainstream settings. We are investing at least £3.7 billion in high needs capital funding between 2025/2026 and 2029/2030, to support local authorities to provide suitable places for children and young people with special educational needs and disabilities. This includes investment in the physical environment, such as purchasing specialist safety equipment to support children and young people with autism and severe learning disabilities.

Our new, dedicated inclusive education estates guidance supports the sector in improving the inclusivity and accessibility of the estate in schools, colleges, and nurseries. It recognises that well-chosen furniture and equipment can assist children and young people to regulate, focus and safely participate in learning. The guidance is available here: https://www.gov.uk/government/publications/inclusive-education-estates.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she has taken to Review Progress 8 measures and their effectiveness in supporting the outcomes for children with SEND.

Answered by Georgia Gould - Minister of State (Education)

The department’s accountability system must promote high standards and good progress for all.

We have recently consulted on an improved version of Progress 8 that maintains a strong academic core alongside breadth and choice for every child. As part of this consultation, we sought views on a possible new progress measure to recognise the progress of children who start secondary school significantly behind their peers.

This measure would sit alongside existing measures such as Progress 8 and is intended to provide additional insight into the progress of this subset of pupils, who are more likely to have special educational needs and disabilities. This measure would also sit alongside other information designed to support inclusion.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the (a) total and (b) per-pupil primary school revenue funding earmarked for sport and physical education in Hampshire in (i) 2023/4, (ii) 2024/5, (iii) 2025/6 and (iv) 2026/7.

Answered by Georgia Gould - Minister of State (Education)

The PE and Sport Premium was £320 million per academic year in 2023/24, 2024/25 and 2025/26 across England. Hampshire allocations were approximately £8 million in each year across eligible schools.

The department is investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network.

Our new approach combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department’s press release entitled £1bn boost to PE and school sport to end fitness postcode lottery, published 21 May 2026, what funding individual primary schools will receive under the PE and School Sport Partnerships Network from Spring 2027.

Answered by Georgia Gould - Minister of State (Education)

We are investing over £1 billion for PE and school sport over three years, including £530 million for a new PE and School Sport Partnerships Network. Detailed design and funding allocations will be confirmed through the procurement process, but the approach will focus on ensuring support reaches those most in need.

Despite sustained investment through the PE and sport premium for over a decade, less than half of children are meeting the Chief Medical Officer’s recommendation of 60 active minutes a day. In addition, persistent inequalities remain, with groups such as girls and those from disadvantaged and ethnically diverse backgrounds.

Our new approach, which is supported by the major sports governing bodies and the wider school sport sector, focuses on securing higher quality PE and school sport for all children and reducing inactivity amongst those who are currently least active.

It combines both a universal offer to all primary and secondary schools, which includes school requested intervention, plus targeted direct support for those schools and pupils who will benefit from it the most. This includes coaching, swimming provision and support to open facilities, as well as stronger links to extra‑curricular sport and local clubs. We will also provide targeted funding for schools to test and share effective practice, alongside more accessible programmes from National Governing Bodies and clearer pathways into community sport. Provision will be informed by baseline and ongoing needs assessments led by a national delivery partner.

To support schools with the transition to this new approach, the government has committed to a transitional Premium payment of £150 million for the 2026/27 academic year.

In response to longstanding calls from schools, we are also investing almost £200 million in capital funding to go towards improving school sporting facilities.

Question to the Department for Education:

To ask the Secretary of State for Education, what mechanisms will be put in place to ensure that the provision specified in Individual Support Plans under the SEND White Paper proposals is legally enforceable; and what recourse will be available to parents and carers where such provision is not delivered.

Answered by Georgia Gould - Minister of State (Education)

An Individual Support Plan (ISP) will be produced for any child or young person who is receiving targeted, targeted plus or specialist support in a setting, including those with an education, health and care plan (EHCP). The special educational needs and disabilities Tribunal remains an important legal backstop for the most important EHCP decisions. Under our proposed reforms, families will be able to appeal the most important decisions around needs assessment, eligibility for a specialist provision package, the type of package, the placement, the outcome of an EHCP review, and a decision to cease the EHCP.

ISPs will be developed by settings together with parents and young people, giving children and young people a clear and consistent record of their needs and the help they receive so that support is joined‑up, timely and centred on what will help them to thrive. Under our proposals, if there are concerns about provision, parents and young people would be able to raise these directly with the setting, including through the improved schools complaints process where necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent SEND specialist (for example a special educational needs coordinator, multi-academy inclusion director, senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The government consultation 'SEND reform: putting children and young people first’ has now closed. We are carefully reviewing and taking into account all responses submitted to the consultation and continuing to engage widely on our proposals.

Question to the Department for Education:

To ask the Secretary of State for Education, whether a statutory review process will be available for parents with SEND children who disagree with changes to their children's support plans under the proposed reforms.

Answered by Georgia Gould - Minister of State (Education)

An Individual Support Plan (ISP) will be produced for any child or young person who is receiving targeted, targeted plus or specialist support in a setting, including those with an education, health and care plan (EHCP). The special educational needs and disabilities Tribunal remains an important legal backstop for the most important EHCP decisions. Under our proposed reforms, families will be able to appeal the most important decisions around needs assessment, eligibility for a specialist provision package, the type of package, the placement, the outcome of an EHCP review, and a decision to cease the EHCP.

ISPs will be developed by settings together with parents and young people, giving children and young people a clear and consistent record of their needs and the help they receive so that support is joined‑up, timely and centred on what will help them to thrive. Under our proposals, if there are concerns about provision, parents and young people would be able to raise these directly with the setting, including through the improved schools complaints process where necessary. We will seek to strengthen the school complaints system with the inclusion of an appropriate, independent SEND specialist (for example a special educational needs coordinator, multi-academy inclusion director, senior school manager) on a panel, if the complaint cannot be resolved by the school’s senior management team or head teacher.

The government consultation 'SEND reform: putting children and young people first’ has now closed. We are carefully reviewing and taking into account all responses submitted to the consultation and continuing to engage widely on our proposals.

Question to the Department for Education:

To ask His Majesty's Government on what basis they have removed Strategic Priorities Grant Funding for arts courses for the 2026–27 academic year.

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

The government recognises the importance of creative and performing arts courses delivered by higher education (HE) institutions. However, funding decisions for the Strategic Priorities Grant (SPG) must prioritise subjects with the highest delivery costs.

Decisions on SPG funding were taken in the context of a highly challenging fiscal environment. For the 2025/26 academic year, funding through the SPG for creative and performing arts courses was around £130 per full-time equivalent student, or just over 1% of total funding provided by government when tuition fees are considered. Arts courses will also benefit from increases in tuition fee limits in line with inflation.

The government’s support for HE arts provision is reflected by our continued investment in the 20 specialist providers identified by the Office for Students as world leading, which will receive £57 million via the SPG in the 2026/27 academic year. Of this group, 12 providers solely focus on the creative and performing arts.

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Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 22 July (HL999), what is the latest total for student loans debt.

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

As of 26 July 2026, the outstanding balance of tuition fee loans for further and higher education was £169.5 billion. The total outstanding balance of student loan debt, that includes tuition fee and maintenance loans, across all student loan products was £307.5 billion.

The latter figure includes Advanced Learner Loans, undergraduate tuition fee loans, and undergraduate and postgraduate maintenance loans administered by Student Finance England to England domiciled students, including loans taken out by those still in study.

Question to the Department for Education:

To ask His Majesty's Government, further to the Written Answer by Baroness Smith of Malvern on 22 July (HL1000), what is the latest total for student fees debt.

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

As of 26 July 2026, the outstanding balance of tuition fee loans for further and higher education was £169.5 billion. The total outstanding balance of student loan debt, that includes tuition fee and maintenance loans, across all student loan products was £307.5 billion.

The latter figure includes Advanced Learner Loans, undergraduate tuition fee loans, and undergraduate and postgraduate maintenance loans administered by Student Finance England to England domiciled students, including loans taken out by those still in study.

Question to the Department for Education:

To ask His Majesty's Government how many children in England have or have had an Education, Health and Care Plan, for each year since 2015.

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

The department publishes figures on the number of education, health and care (EHC) plans. This is available on GOV.UK and the table below.

EHC plans were introduced in 2014, with all statements of special educational need either converted to EHC plans, or ceasing, by the 2018/19 academic year.

Question to the Department for Education:

To ask His Majesty's Government how many (1) primary schools, and (2) secondary schools, in England provide a one-to-one screen-based device to every pupil.

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

Schools in England are free to select and deploy educational technology based on their individual needs, circumstances and educational context. The department has set digital and technology standards for schools and colleges, including standards for laptops, desktops and tablets for educational use. The standards do not specify a device ratio to meet, but helps schools and colleges to get the right devices that will support their overall digital and technology strategy.

Question to the Department for Education:

To ask His Majesty's Government how many entries there were for A-level music in state-funded schools for the last year in which figures are available, broken down by local authority area.

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

The department last published data on entries for A levels in music and in music technology for the 2024/25 academic year.

The A level entries in these subjects for state-funded students by local authority area and nationally are set out in the spreadsheet. These statistics are available publicly via the ‘Explore education statistics’ service on GOV.UK.

Question to the Department for Education:

To ask His Majesty's Government how their SEND reforms will ensure (1) early identification of children with dyslexia, and (2) equality in access to support in every school.

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

The department recognises that effective early identification and intervention are critical to improving outcomes for children and young people with special educational needs and disabilities (SEND), including those with dyslexia.

We want all education settings to be confident in identifying needs accurately and providing evidence-based support as early as possible. To support this, we are strengthening the evidence base on effective approaches. In partnership with the department, we have commissioned research, led by UK Research and Innovation, to develop approaches to early identification, assessment and support.

Through the SEND reform consultation, we proposed the introduction of National Inclusion Standards to set out evidence-informed tools, strategies and approaches for identifying and supporting needs, and the introduction of a new training package for all staff to upskill them on identifying and responding to needs. We also proposed a duty on schools to produce an Inclusion Strategy, setting out the support they would provide across Universal, Targeted and Targeted Plus provision. We are currently considering consultation responses to inform decisions on these proposals and any future requirements.

Question to the Department for Education:

To ask His Majesty's Government, further to the report by the Information Commissioner's Office Edtech examined, published on 24 June, which highlighted a number of compliance gaps across the EdTech sector, what assessment they have made of the collection of children's personal data by educational technology applications used in schools.

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

The department welcomes the findings of the report from the Information Commissioner's Office (ICO) and recognises the highlighted areas where some educational technology providers may need to improve their compliance with data protection requirements. The department is working with the ICO to address some of the highlighted areas.

As schools are data controllers in their own right, they are responsible for deciding which EdTech tools to procure to support their functions. To help schools make informed data protection decisions when procuring EdTech tools, the department produced guidance to support schools in making decisions on procuring EdTech, available at GOV.UK. This guidance is intended to help schools understand their data protection responsibilities and consider appropriate measures when selecting suppliers while safeguarding the personal data of pupils, parents and carers.

The department continues to engage with the ICO to promote good practice across the education sector.

Question to the Department for Education:

To ask His Majesty's Government whether educational technology products adopted by schools are required to undergo a data protection impact assessment before deployment.

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

Schools, academy trusts and local authorities are responsible for complying with data protection law when adopting educational technology products.

Under the UK General Data Protection Regulation and the Data Protection Act 2018, they must complete a data protection impact assessment where the processing of personal data is likely to result in a high risk to individuals’ rights and freedoms.

This can include, for example, large-scale processing of children’s data, profiling, biometric data or other high-risk uses.

The department published guidance for schools on data protection and procuring educational technology, which encourages schools to consider data protection from the outset and consult their data protection officer when introducing new tools. This guidance is available on GOV.UK.

Question to the Department for Education:

To ask His Majesty's Government what process they use to verify the safety, privacy, and educational value of educational technology products being used in schools in England.

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

The department supports schools to make informed decisions through published digital and technology standards, guidance on data protection, cyber security, filtering and monitoring, and advice on buying technology and services. These set clear expectations for safe, secure and effective use of technology in schools and colleges.

The department will shortly consult on a certification scheme for education technology products, including generative AI and filtering and monitoring products, to give schools clearer assurance about safety when considering products for use in classrooms. The certification scheme will build on existing digital and technology standards for schools, including the generative AI product safety standards, creating a robust model that can adapt as technology evolves.

To support schools further, the department is also investing £24 million in testbeds to evaluate the impact of education technology on outcomes, helping build the evidence base on what works for schools.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the implications of emerging artificial intelligence-enabled and internet-connected technologies for the integrity and security of public examinations.

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

The majority of GCSE and A level assessments are exams, taken under close staff supervision, with no access to the internet or AI tools.

Existing rules already prohibit candidates from bringing unauthorised electronic devices, including mobile phones, smart watches and smart glasses, into exam rooms. The Joint Council for Qualifications guidance highlights the regulations that apply in relation to AI use in assessments, and provides guidance to help teachers and assessors in centres. The guidance is available on the website of the Joint Council for Qualifications.

Ofqual, as the independent qualifications regulator, is working with awarding organisations to strengthen arrangements for identifying and preventing technology-enabled malpractice. Ofqual’s policy paper on the use of AI is available at GOV.UK

Question to the Department for Education:

To ask His Majesty's Government what is the cost of (1) one-to-one screen-based devices, and (2) educational technology software and licences, provided for use in schools in England in each of the last three academic years.

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

Schools and academy trusts are responsible for decisions on their own technology procurement and expenditure, within their delegated budgets and in line with relevant procurement rules.

In 2024/25, the department estimates that schools spent over £800 million on EdTech, including learning resources, admin software, laptops, desktops and tablets, which is equivalent to 1.2% of the entire school budget.

Question to the Department for Education:

To ask the Secretary of State for Education, in the context of the impact of persistent disadvantage on academic success, what steps her Department is taking to (a) improve the tracking of persistently disadvantaged pupils in the Eastleigh constituency and (b) close the attainment gap between disadvantaged and non-disadvantaged pupils in the Eastleigh constituency.

Answered by Georgia Gould - Minister of State (Education)

The ‘Every child achieving and thriving’ White Paper establishes our plan to improve outcomes for all children across all constituencies. We recognise that poverty can have a significant impact on children's attainment and life chances, and tackling child poverty is central to the government's work to break down barriers to opportunity. When children born under this government finish secondary school, it is our ambition that the key stage 4 disadvantage gap will be halved.

The department’s approach is comprehensive and includes rebuilding early family support, improving teacher recruitment and retention so every child benefits from high-quality teaching, broadening the curriculum alongside access to high-quality enrichment, and launching two place-based missions to drive improvement in areas where outcomes remain stubbornly low.

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Found: FY23-24 Q1 Apr-May-Jun DFE DfE Adoption Support Fund 2022 Mott MacDonald Ltd All correctly completed

Found: 23 Q1 Apr-May-Jun DFE DfE National Centre for Excellence in the Teaching of Mathematics Tribal Group

Found: of calls answered in 20 seconds >=80% Good FY22-23 Q4 Jan-Feb-Mar DFE DfE DfE Sign in Methods Business

Found: Above 95% Other - Consider returned Due to be reported FY22-23 Q3 FY22-23 Q3 Oct-Nov-Dec DFE DfE High

Found: 99.7% 99.70% Good Due to be reported FY 22-23 Q3 FY22-23 Q2 Jul-Aug-Sep DFE DfE Erasmus+ and European

Found: On-time Good FY22-23 Q2 Jul-Aug-Sep DFE DfE NTP_Recruiting and Deploying Academic Mentors (con_15277)

Found: Above 75% Other - Consider returned Due to be reported FY22/23 Q3 FY21-22 Q4 Jan-Feb-Mar DFE DfE 2021

Found: More than 75 Approaching Target FY21-22 Q3 Oct-Nov-Dec DFE DfE RM6074 call off-DfE CO2 monitors for Educational

Found: FY21-22 Q1 Apr-May-Jun DFE Department for Education The National Centre for Computing Education (NCCE

Found: FY21-22 Q2 Jul-Aug-Sep DFE DfE High Potential Middle Leaders (combined) Programme Ambition Institute

Found: FY20-21 Q4 Jan-Feb-Mar DFE Department for Education Level 3 Mathematics Support Programme Mathematics

Found: DfE Public Sector Recruitment Alexander Mann Solutions Apr-May-Jun 2020 CV to Interview Ratio - Minimum

Found: DfE Provision of Legacy Applications System Support Capgemini UK plc Jul-Aug-Sep Call responsiveness

Found: DfE Microsoft CSP Partner Bytes Software Services LTD Apr-May-Jun 2020 See comments See comments See

Found: FY20-21 Q3 Oct-Nov-Dec DFE Student Loans Company Infrastructure, Iteration Management, DevOps, Cloud

Found: DfE Public Sector Recruitment Alexander Mann Solutions Jan-Feb-Mar 2020 CV to Interview Ratio - Minimum

Found: Defra to deliver policies that strengthen both climate a nd nature, and working with DHSC, MCHL G and DfE

Found: deliver policies that strengthen both climate and nature, and working with D H S C , M C H L G  and DfE

Found: Ym mis Mawrth 2026, cyhoeddodd yr Adran Addysg (DfE) ganllawiau amser sgrin i rieni plant dan 5 oed

Found: one of only two local authorities in the region to adopt this model universally, and the Department for Education

Found: DfE guidance is explicit that the 10% local contribution should not be treated as a one -off charge

Found: provision, although there are plans under consideration to expand this capacity using Department for Education

Found: The Department for Education has confirmed 90% grant cover for the high -needs deficit element through

Found: The service is under ongoing external scrutiny through the Department for Education (DfE) and the Local

Found: Work with the Department for Business and Trade (DBT), Skills England, and Department for Education

Found: approximately 3:1 private to public sector ratio) from similar British Business Bank programmes. 31 Department for Education

Found: Research and Innovation (2024) Building a Green Future. 15 This included co-investment b y the Department for Education

Found: Director, Work Based Skills Directorate, Department for Education Automotive The Government is launching

Found: Ofqual’s qualification reform hub The Department for Education has announced once-in-a-generation reforms

Found: Department for Culture Media and Sport London Greater London Worker (A rating) Skilled Worker Department for Education

Found: Department for Culture Media and Sport London Greater London Worker (A rating) Skilled Worker Department for Education

Found: Department for Culture Media and Sport London Greater London Worker (A rating) Skilled Worker Department for Education

Found: Department for Culture Media and Sport London Greater London Worker (A rating) Skilled Worker Department for Education

Found: The SCAP forecast is prepared and submitted to the Department for Education (DfE), and it is not used

Found: Hucknall NOTTINGHAM NG15 7DB Wider Public Sector 10004442 Teaching Regulation Agency Department for Education

Found: All activity has moved to the Department for Education (DfE).

Found: and either: o Where the parents are habitually resident in the UK, confirmation from the Department for Education

Found: The Heritage Schools programme has been funded by the Department for Education since 2012.

Found: About this publication: enquiries www.gov.uk/contact-dfe download www.gov.uk/government/publications

Found: About this publication: enquiries www.gov.uk/contact-dfe download www.gov.uk/government/publications

Found: About this publication: enquiries www.gov.uk/contact-dfe download www.gov.uk/government/publications

Found: All activity has moved to the Department for Education (DfE).

Found: class="organisation-logos__logo">

Found: through the Department for Education’s (DfE’s) checking service in the limited circumstances described in DfE

Found: decided that the parent is sufficiently supervised in line with the guidance set by the Department for Education

Found: requirements”, it is stated that the Arrangements are “based on the following advice from the Department for Education

Found: The DfE document, “Basic need allocations 2026-27 and 2027-28: Explanatory note on methodology”, refers

Found: The Department for Education document “Basic need allocations for 2026-27 and 2027-28, Explanatory note

Found: The DfE document, “Basic need allocations 2026-27 and 2027-28: Explanatory note on methodology”, refers

Found: The DfE document, “Basic need allocations 2026-27 and 2027-28: Explanatory note on methodology”, refers

Found: class="organisation-logos__logo">

Found: He said that the extra questions the RSN Chairs asked have been sent to the Department for Education

Found: National Parks Authorities (e) All educational Establishments in England maintained by the Department for Education

Found: For overall T Level results, see the T Level results published by the Department for Education.

Found: intelligence of independent schools run by charities which evade registration with the Department for Education

Found: The Department for Education will continue to work with Surrey to commission a local programme of Skills

Found: As the regulator, the Department for Education (DfE) sets the statutory and non- statutory requirements

Found: Redacted - S.38(1)(b)]@executiveoffice- ni.gov.uk>; [Redacted - S.38(1)(b)], [Redacted - S.38(1)(b)] (DfE