Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that (a) people enrolling on a second undergraduate degree course, (b) people enrolling on a five-year degree course and (c) other returning learners receive adequate support via the additional entitlement within the new Lifelong Learning Entitlement scheme.

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

Under the Lifelong Learning Entitlement, new learners will be able to access a full entitlement equal to four years of full-time tuition. This is currently equal to £38,140 based on the fee rates for the 2025/26 academic year. Returning learners who have previously received government support to undertake higher-level learning will have a reduced entitlement that is dependent on the level of funding they have already received.

For example, a typical graduate who completed a 3-year degree worth £28,605 based on current fees will have a £9,535 residual entitlement (or 1 year of full-time study). This amount will be adjusted should the modern fee limit change.

An additional entitlement above the core four year entitlement will be available for some priority subjects and longer courses, such as medicine. This will ensure that learners can always gain skills in priority areas, regardless of remaining entitlement or previous qualifications.

The government will publish a list of subjects eligible for additional entitlement in 2025. This will include information on degrees longer than 4 years. We will also work with the Student Loans Company and the sector to ensure that learners have access to high-quality information, advice and guidance which supports them to make informed decisions about their entitlement and learning journey.

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the number of people fined following the issuance of a School Attendance Order in the 2023-24 academic year, broken down by (a) race and (b) gender.

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

The department collects aggregate data on penalty notices from local authorities in England through the annual parental responsibility measures attendance census. Information is not collected on measures previously used before issue of a penalty notice, nor the characteristics of the children concerned.

The available data is published in the following statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/parental-responsibility-measures.

The department also collects aggregate data on school attendance orders issued from local authorities in England through the collection on elective home education and children missing education. No information is collected on characteristics of the children concerned.

The available data is published in the following statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/elective-home-education.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department has issued to local authorities on actions they can take in cases where parents have opted educate their children at home due to (a) dissatisfaction with their school, (b) bullying, (c) school suggestion, (d) difficulties in accessing suitable school places, (e) risk of school exclusion, (f) concerns about the child's mental health and (g) inadequate SEND provision.

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

This government’s mission is to break down barriers to opportunity by driving high and rising standards across the whole education and care system to give every family certainty that they will be able to send their child to a good local school. The department is working across government to deliver commitments related to this, such as on expanding Mental Health Support Teams and improving special educational needs and disabilities (SEND) provision.

The department recognises that some parents are currently reporting that they are moving their children into home education due to dissatisfaction with their school, SEND provision, concerns about the child’s mental health, and other concerns. To ensure that local authorities can identify all children not in school in their areas, which includes those who are not receiving a suitable education or otherwise need support, we have introduced a package of Children Not in School measures in the Children’s Wellbeing and Schools Bill. These measures include a requirement for all local authorities in England to keep compulsory registers of Children Not in School, improvements to the School Attendance Order process, and a requirement for parents of children on child protection plans, who are the subject of child protection enquiries, or who are at special schools to seek permission from the local authority before they can be removed from the school roll to be home educated. We will publish statutory guidance to help local authorities carry out these new duties.

The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for local authorities on the reasons why families may home educate. It emphasises that local authorities should consider individual circumstances when engaging with families and considering what support they may require.

Since 2022, the department has collected aggregate data from local authorities on home educating children in their area, which is now published annually. Whilst local authorities are now required to provide this information to the department, parents are under no obligation to provide information to the local authority, including the reason for home education.

The proposed compulsory Children Not in School registers will support local authorities to fulfil their existing education and safeguarding duties towards children. As part of these measures, parents and certain providers of out-of-school education will be required to provide specific information to local authority registers. These registers will be required to include such information as the reasons for home education, to the extent that this information is reasonably obtainable. However, only certain information will be required to be provided by the parent (such as name, address, date of birth, etc.), which does not include reasons for home education.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to require local authorities to identify the reasons for which parents opt for elective home education who fall under the category of (a) other, (b) unknown and (c) no reason given.

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

This government’s mission is to break down barriers to opportunity by driving high and rising standards across the whole education and care system to give every family certainty that they will be able to send their child to a good local school. The department is working across government to deliver commitments related to this, such as on expanding Mental Health Support Teams and improving special educational needs and disabilities (SEND) provision.

The department recognises that some parents are currently reporting that they are moving their children into home education due to dissatisfaction with their school, SEND provision, concerns about the child’s mental health, and other concerns. To ensure that local authorities can identify all children not in school in their areas, which includes those who are not receiving a suitable education or otherwise need support, we have introduced a package of Children Not in School measures in the Children’s Wellbeing and Schools Bill. These measures include a requirement for all local authorities in England to keep compulsory registers of Children Not in School, improvements to the School Attendance Order process, and a requirement for parents of children on child protection plans, who are the subject of child protection enquiries, or who are at special schools to seek permission from the local authority before they can be removed from the school roll to be home educated. We will publish statutory guidance to help local authorities carry out these new duties.

The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for local authorities on the reasons why families may home educate. It emphasises that local authorities should consider individual circumstances when engaging with families and considering what support they may require.

Since 2022, the department has collected aggregate data from local authorities on home educating children in their area, which is now published annually. Whilst local authorities are now required to provide this information to the department, parents are under no obligation to provide information to the local authority, including the reason for home education.

The proposed compulsory Children Not in School registers will support local authorities to fulfil their existing education and safeguarding duties towards children. As part of these measures, parents and certain providers of out-of-school education will be required to provide specific information to local authority registers. These registers will be required to include such information as the reasons for home education, to the extent that this information is reasonably obtainable. However, only certain information will be required to be provided by the parent (such as name, address, date of birth, etc.), which does not include reasons for home education.

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 safeguarding leads in schools being violence against women and girls accredited.

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

Children’s wellbeing and safety, including reducing violence against women and girls, is a key priority for this government. A robust safeguarding framework is in place that schools and colleges must have regard to in the form of keeping children safe in education (KCSIE).

This guidance is clear that every school must have a designated safeguarding lead (DSL) who should take lead responsibility for safeguarding and child protection. Annex C of the guidance sets out the role and expectations placed on DSLs.

The department does not prescribe the training and accreditation that DSLs should receive. However, DSLs are required to undergo the training needed to provide them with the knowledge and skills required to carry out their role effectively within their school and community context. This includes how to identify, understand and respond to the specific needs that increase the vulnerability of children, as well as the many specific harms that put children at risk, which includes violence against women and girls.

Education can be a significant protective factor for children who are vulnerable, either as victims and/or perpetrators of violence against women and girls. KCSIE requires schools to implement whole-school behaviour policies to reduce incidents of violence, put pastoral support in place to support both victims and perpetrators of violence, and to ensure that all school staff understand their role within their local multi-agency safeguarding arrangements in escalating concerns about children to local authority services.

Question to the Department for Education:

To ask His Majesty's Government, with reference to the Grants Statistics Bulletin 2022 to 2023, updated 11 October 2024, why the Department for Education’s total grant expenditure recorded in its Annual Report and Accounts for 2022–23, differs from the £77.9 billion reported; what the total value of this discrepancy is; and whether this missing expenditure is accounted for elsewhere in government spending records.

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

The policy funding note outlines resource and capital expenditure to support the department’s objectives, including both grant funding and non-reported expenditures (for example, contract spend and grant-in-aid). The policy funding note was published in section 5 of the ‘Department for Education consolidated annual report and accounts 2023’, which can be found here: https://assets.publishing.service.gov.uk/media/64b6978861adff001301b284/Department_for_Education_Consolidated_annual_report_and_accounts_2023.pdf.

The data in the ‘Grants Statistics Bulletin 2022 to 2023’ has also been prepared on a resource expenditure basis, using the source data in ‘DfE consolidated annual report and accounts 2023’, section 5. Further adjustments were then made to meet the reporting requirements for the Government Grants Information System (GGIS). GGIS is the source of the data published in the ‘Grants Statistics Bulletin 2022/23’.

The total value of grant expenditure consistent with the definition of the ‘Grants Statistics Bulletin 2022 to 2023’ is £79.1 billion.

However, as set out in section 8 of the ‘Grants Statistics Bulletin 2022 to 2023’, ‘Departmental statements about the data in this report’, the total value of expenditure within the bulletin is £77.9 billon. This represents 98% of the department’s total grant expenditure. Section 8 of the bulletin can be found in full here: https://www.gov.uk/government/statistics/government-grants-statistics-2022-to-2023/grants-statistics-bulletin-2022-to-2023#departmental-statements-about-the-data-in-this-report.

The 98% completion rate reflects the disproportionate use of resources that would be required to further augment the remaining 2% of expenditure with the additional level of supplementary information required for entry on the GGIS, and therefore inclusion in the ‘Grants Statistics Bulletin 2022 to 2023’.

The department confirms that there is no missing and/or unaccounted for expenditure. The difference between the ‘Department for Education consolidated annual report and accounts’ and the value included in the ‘Grants Statistics Bulletin 2022 to 2023’ is the basis of preparation for these two publications.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to promote skills development regionally.

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

The government is developing a comprehensive strategy for post‐16 education and skills, to break down barriers to opportunity, support the development of a skilled workforce and drive economic growth through our Industrial Strategy across all areas of the country. In doing so, we recognise the importance of having a coherent national vision for skills that is supported by a clear and robust system architecture through which local areas can deliver purposeful and responsive post-16 skills provision.

We have established Skills England to ensure we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade. Skills England will work together with regional and local governments, employers, education providers, trade unions and regional organisations to ensure that regional and national skills needs are met.

Local skills improvement plans (LSIPs) support the department’s long term priority to drive local economic growth by reshaping the skills system to better align provision of post-16 technical education and training with local labour market needs. By covering all areas of England and identifying opportunities for local innovation and growth, LSIPs support learners to gain the skills they need to get good jobs and are helping to ensure every part of the country can succeed in its own unique way.

LSIPs were placed on a legislative footing through the Skills and Post-16 Education Act 2022 and the department will continue to review the policy on LSIPs and update its statutory guidance to ensure the plans remain relevant and complement other strategic plans, including the National Industrial Strategy and Local Growth Plans. LSIP intelligence will also provide an accurate and timely flow of information from the local and regional level through to Skills England and the department, thus helping shape Skills England’s assessment of regional and national skills needs, as well as influence policy making across the department and government, including the Get Britain Working plans.

Devolution of skills provision is a key enabler for delivering more effective and locally tailored solutions to meet regional needs. By transferring powers to strategic authorities, the department aims to ensure that skills investment is aligned with the specific economic, social and environmental priorities of each region. The department has already devolved 62% of the Adult Skills Funding budget to nine Mayoral Strategic Authorities and the Greater London Authority and in the English Devolution White Paper, we outlined government’s enhanced skills devolution offer to Strategic Authorities (SAs) which included consolidating adult skills funding into a single pot, strengthening the role of SAs in the LSIP through joint ownership of the LSIP model with employer representative bodies and signalling our desire for Mayors to play a greater role for 16-19 to help shape provision that includes clear pathways of progression from education into further/higher education or local employment opportunities.

The government has also committed to widening the apprenticeships offer into a levy-funded growth and skills offer, with apprenticeships at the heart. This will offer greater flexibility to learners and employers across all areas of the country. As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high-quality skills at work, fuelling innovation in businesses across the country and providing high-quality entry pathways for young people.

Question to the Department for Education:

To ask His Majesty's Government what consideration they have given to moving to a risk-led approach to school inspection.

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

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the noble Lady directly and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask His Majesty's Government whether they have calculated how many full and part-time staff will be required to continue the current work of Institute for Apprenticeships and Technical Education following the transfer of responsibilities to the Department under the Institute for Apprenticeships and Technical Education (Transfer of Functions etc) Bill

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

The department has calculated that the number of staff transferring from Institute for Apprenticeships and Technical Education (IfATE) into Skills England will ensure core IfATE functions continue. These roles will make up a portion of the total workforce of Skills England. There will be additional staff from the department supporting on Skills England’s broader remit of work.

This continuity in resource levels will support qualification and apprenticeships development, including working with employers, to ensure a smooth transition and continuity of service. A full list of IfATE staff can be found here: https://www.data.gov.uk/dataset/c4b0d784-19a0-4027-84fd-4721cb83281f/organogram-of-staff-roles-and-salaries-for-ifate-september-2024.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking with industry to identify which workplace skills should be taught in the National Curriculum in the future.

Answered by Catherine McKinnell - Minister of State (Education)

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE.

The review will seek to deliver a curriculum that readies young people for life and work, and builds the knowledge, skills and attributes needed to seize opportunity and thrive in the changing workplace.

The review group ran a call for evidence, receiving over 7,000 responses, and held events over the autumn term to gather the views of stakeholders including employers. The feedback received will help the review group to consider its next steps and recommendations.

The review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work, and publish its final report with recommendations this autumn. We will take decisions on what changes to make in light of these recommendations.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department has issued on the use of Shared Parental Leave by teachers in maintained schools to extend their paid leave entitlement by returning to work during school holidays; and if she will make an estimate of the average cost of this practice on the budgets of affected schools.

Answered by Catherine McKinnell - Minister of State (Education)

The Department for Business and Trade is responsible for the overall policy on shared parental leave, but how it applies in schools specifically is covered by the Burgundy Book, a national agreement negotiated with employers by the six teachers’ organisations. Further information can be found on the Local Government Association website.

The department has no authority or responsibility for the Burgundy Book and, therefore, we are unable to provide any further information on this matter.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions she has had with Brighton and Hove City Council on its proposed new school admissions policy.

Answered by Catherine McKinnell - Minister of State (Education)

My right hon. Friend, the Secretary of State for Education has not had discussions with Brighton and Hove City Council on its proposed new school admissions policy.

When changes are proposed to admission arrangements, paragraphs 1.45 – 1.48 of the school admissions code require admission authorities to consult for at least six weeks with relevant parties. Brighton and Hove City Council held their consultation between 6 December 2024 to 31 January 2025. The council are then required to determine (agree) the final admission arrangements by 28 February 2025. Once the council have determined their admission arrangements they must publish a copy of the determined admission arrangements on their website by 15 March 2025.

Once the admission arrangements have been determined anyone who considers them to be unfair may raise an objection to the Schools Adjudicator. Objections to admission arrangements must be referred to the Adjudicator by 15 May 2025.

The Adjudicator’s role is to consider whether the admission arrangements and consultation comply with the school admissions code and admissions law.

The Adjudicator can only act on an objection that they have received through the correct channels. Information on how to object to an admission authority’s admission arrangements can be found on the Office of the Schools Adjudicator’s website, which can be accessed here: https://www.gov.uk/guidance/school-admissions-arrangements.

As Brighton and Hove City Council’s admission arrangements have not yet been determined, an objection cannot be raised.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to refer the proposed new Brighton and Hove City Council school admissions policy to the Office of the Schools Adjudicator.

Answered by Catherine McKinnell - Minister of State (Education)

My right hon. Friend, the Secretary of State for Education has not had discussions with Brighton and Hove City Council on its proposed new school admissions policy.

When changes are proposed to admission arrangements, paragraphs 1.45 – 1.48 of the school admissions code require admission authorities to consult for at least six weeks with relevant parties. Brighton and Hove City Council held their consultation between 6 December 2024 to 31 January 2025. The council are then required to determine (agree) the final admission arrangements by 28 February 2025. Once the council have determined their admission arrangements they must publish a copy of the determined admission arrangements on their website by 15 March 2025.

Once the admission arrangements have been determined anyone who considers them to be unfair may raise an objection to the Schools Adjudicator. Objections to admission arrangements must be referred to the Adjudicator by 15 May 2025.

The Adjudicator’s role is to consider whether the admission arrangements and consultation comply with the school admissions code and admissions law.

The Adjudicator can only act on an objection that they have received through the correct channels. Information on how to object to an admission authority’s admission arrangements can be found on the Office of the Schools Adjudicator’s website, which can be accessed here: https://www.gov.uk/guidance/school-admissions-arrangements.

As Brighton and Hove City Council’s admission arrangements have not yet been determined, an objection cannot be raised.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has received any (a) advice or (b) communication from the Office of the Schools Adjudicator on Brighton and Hove City Council’s proposed new school admissions policy.

Answered by Catherine McKinnell - Minister of State (Education)

My right hon. Friend, the Secretary of State for Education has not had discussions with Brighton and Hove City Council on its proposed new school admissions policy.

When changes are proposed to admission arrangements, paragraphs 1.45 – 1.48 of the school admissions code require admission authorities to consult for at least six weeks with relevant parties. Brighton and Hove City Council held their consultation between 6 December 2024 to 31 January 2025. The council are then required to determine (agree) the final admission arrangements by 28 February 2025. Once the council have determined their admission arrangements they must publish a copy of the determined admission arrangements on their website by 15 March 2025.

Once the admission arrangements have been determined anyone who considers them to be unfair may raise an objection to the Schools Adjudicator. Objections to admission arrangements must be referred to the Adjudicator by 15 May 2025.

The Adjudicator’s role is to consider whether the admission arrangements and consultation comply with the school admissions code and admissions law.

The Adjudicator can only act on an objection that they have received through the correct channels. Information on how to object to an admission authority’s admission arrangements can be found on the Office of the Schools Adjudicator’s website, which can be accessed here: https://www.gov.uk/guidance/school-admissions-arrangements.

As Brighton and Hove City Council’s admission arrangements have not yet been determined, an objection cannot be raised.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to support Institutes of Technology in future.

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

The department values the collaborative approach between further education, higher education and employers developed by Institutes of Technology (IoT) which has allowed them to develop and deliver a curriculum that is responsive to the needs of employers in the area they serve. The work of IoTs looks to address both immediate skills gaps and also create sustainable pathways for talent development, which are essential for economic resilience.

We will continue to work with the IoT Network as we develop our strategy for post-16 education and skills.

Question to the Department for Education:

To ask His Majesty's Government whether the condition B3 continuation metric used by the Office for Students will be reviewed ahead of the rollout of the Lifelong Learning Entitlement.

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

The Office for Students (OfS) strategy sets out their plans to develop a new integrated approach to quality regulation following recommendations in the OfS Public Bodies Review. It is considering how to integrate B3 student outcomes data into the system and will engage with institutions and students as it develops its new approach. It is also considering measures for student outcomes from modular provision as part of wider work to prepare for the implementation of the Lifelong Learning Entitlement.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of functional skills requirements on access to apprenticeships; and what the cost of Functional Skills training for people who already have a degree was in each of the last five years.

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

The government has announced changes to the rules relating to achievement of English and mathematics qualifications as part of an apprenticeship for those aged 19 or over at the start of their programme. Upskilling in English and mathematics will continue to remain a key feature of all apprenticeships, and we have listened to employers and will be offering more flexibility over when a standalone qualification is required in addition to this.

All apprentices will be required to secure and be assessed on the job-specific skills English and mathematics they need, but moving forward employers will have more flexibility over whether adult (19+) apprentices are required to achieve a standalone English and mathematics qualifications.

In future, adult apprentices will be able to complete their apprenticeship if they have demonstrated they have the skills, including relevant English and mathematics skills, to be effective in the role without undertaking a standalone English and mathematics qualification.

All apprentices who are aged 16 to 18 at the start of their apprenticeship will continue to be required and funded to secure up to a level 2 qualification in English and mathematics if they do not hold one, consistent with our expectation that all young people should have a meaningful further opportunity to secure a level 2 qualification in English and mathematics post-16.

This delivers the flexibility that employers have long called for and we expect it to lead to thousands more qualified apprentices in a range of key sectors, including in social care and construction.

The changes were made effective from 11 February 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what plans she has to review compulsory functional skills requirements for apprentices who do not hold a GCSE or Level 2 equivalent qualification in English and maths.

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

The government has announced changes to the rules relating to achievement of English and mathematics qualifications as part of an apprenticeship for those aged 19 or over at the start of their programme. Upskilling in English and mathematics will continue to remain a key feature of all apprenticeships, and we have listened to employers and will be offering more flexibility over when a standalone qualification is required in addition to this.

All apprentices will be required to secure and be assessed on the job-specific skills English and mathematics they need, but moving forward employers will have more flexibility over whether adult (19+) apprentices are required to achieve a standalone English and mathematics qualifications.

In future, adult apprentices will be able to complete their apprenticeship if they have demonstrated they have the skills, including relevant English and mathematics skills, to be effective in the role without undertaking a standalone English and mathematics qualification.

All apprentices who are aged 16 to 18 at the start of their apprenticeship will continue to be required and funded to secure up to a level 2 qualification in English and mathematics if they do not hold one, consistent with our expectation that all young people should have a meaningful further opportunity to secure a level 2 qualification in English and mathematics post-16.

This delivers the flexibility that employers have long called for and we expect it to lead to thousands more qualified apprentices in a range of key sectors, including in social care and construction.

The changes were made effective from 11 February 2025.

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of retraining existing teachers to add an additional specialism in physics.

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

The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.

Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.

‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.

For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.

The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.

The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.

The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.

The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects. ​​

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the awareness of dyscalculia (1) in schools, and (2) among the educational workforce; and how (a) primary school teachers, (b) specialist maths teachers, and (c) special needs teachers and co-ordinators, are supported in working with dyscalculic pupils.

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

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

Question to the Department for Education:

To ask His Majesty's Government whether they have an official definition of developmental dyscalculia; and whether that definition is publicly available on the Department for Education website.

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

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

Question to the Department for Education:

To ask His Majesty's Government what is their strategy for the early identification of pupils with dyscalculia.

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

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND), including dyscalculia, receive the right support to succeed in their education and as they move into adult life. The department does not have an official definition of dyscalculia.

​​Schools (and further education colleges, sixth-form colleges and 16-19 academies) are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need. All schools should apply the ‘graduated approach’ that is outlined in the SEND code of practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils.

High-quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing high-quality teacher training reforms, which begins with Initial Teacher Training and continues into early career teaching and through to middle and senior leadership. These reforms are designed to ensure teachers have the skills to support all pupils to succeed, including those with dyscalculia.

All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the headteacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level national professional qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.

The department also funds the Maths Hubs programme, a school-led network aimed at improving the teaching of mathematics for all pupils in publicly funded schools, including those with SEND. The programme covers primary, secondary and special schools and uses a mastery-based teaching approach which is consistent with accepted practice on how children with dyscalculia can be effectively taught. This includes training for teachers on techniques such as avoiding cognitive overload by breaking the learning down into small, manageable steps, using representations to expose mathematical structure and ensuring that learning is sequenced in a coherent manner so it makes sense to pupils.

To further support the needs of pupils and students with SEND, the department has funded the Universal SEND Services programme, backed by almost £12 million. The programme brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to recruit more physics teachers other than by providing retention payments for early career physics teachers.

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

The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.

Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.

‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.

For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.

The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.

The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.

The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.

The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects. ​​

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of alternative routes into teaching physics other than recruiting physics graduates.

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

The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.

Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.

‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.

For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.

The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.

The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.

The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.

The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects. ​​

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to recruit engineers into the teaching profession.

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

The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.

Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.

‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.

For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.

The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.

The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.

The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.

The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects. ​​

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to take steps to ensure that young performers are positively recorded in the absent register following the passage of the Children’s Wellbeing and Schools Bill.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the Children’s Wellbeing and Schools Bill on local authority licensing for young performers who are absent from schools for performing engagements.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure young performers are (a) not (i) overworked and (ii) financially abused and (b) otherwise safeguarded in the context of the Children’s Wellbeing and Schools Bill.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of safeguarding provisions in the Children’s Wellbeing and Schools Bill for young performers absent from school for work.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure that young performers who are absent from school receive an appropriate education.

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

The existing legislation on child performance is already sufficient. Under S37 of the Children and Young Persons Act (1963), a licence must be obtained before children can take part in certain types of performance, both professional and amateur, and in paid sport and modelling.

The licensing system is administered by local authorities. A licence will only be granted by the local authority once it is assured that the child’s education, health, and wellbeing will not suffer, and the conditions of the licence will be observed.

The current system provides a check that those responsible for such activities make suitable arrangements to safeguard the children involved and that any potential risks are mitigated. The needs of children, their wellbeing and education are paramount. Indeed, producers and organisers have a responsibility to ensure that each child is kept safe and that their education does not suffer.

All schools can grant leaves of absence for pupils to participate in a regulated performance (paid or unpaid) during school hours. Schools maintained by a local authority and special schools not maintained by a local authority can only do so in the following circumstances, under regulation 11(2) of the School Attendance (Pupil Registration) (England) Regulations 2024:

• Where the local authority has granted a licence for the pupil to take part in a performance regulated by section 37(2) of the Children and Young Persons Act 1963.
• Where a pupil does not need a licence for such a performance because an exception applies under section 37(3) of the Children and Young Persons Act 1963, including where a Body of Persons Approval (BOPA) covering the pupil has been issued by the local authority where the performance will take place or by the Secretary of State.
• Where a Justice of the Peace has given the pupil a licence to go abroad for a performance or other regulated purpose under section 25(2) of the Children and Young Persons Act 1933.

On each occasion that schools take the attendance register they must record whether each registered pupil is physically present in school or, if not, the reason they are not in school by using the appropriate national attendance and absence codes from regulation 10 of the School Attendance (Pupil Registration) (England) Regulations 2024.

The Children (Performances and Activities) (England) Regulations 2014 set out details of what safeguards must be in place to ensure that children do not perform excessively, limits are placed on performance duration, and requirements for breaks are set out, as well as ensuring that children do not also work on days that they are performing. They also set out arrangements for tutoring should they be absent from school to ensure that their education does not suffer. Requirements for chaperones, travel, changing, and accommodation arrangements are also defined. The premises for any performance must also be approved by the local authority.

These regulations are vital to children performing in a safe environment whilst ensuring that their education and wellbeing does not suffer.

The Children’s Wellbeing and Schools Bill is also strengthening child employment legislation, giving greater opportunities for meaningful suitable employment to children, whilst ensuring it does not have a negative impact on their health, development, and education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has plans to help promote the uptake of apprenticeships in areas with high levels of youth unemployment.

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

This government has a driving mission to break down barriers to opportunity and to grow the economy. Too many young people are struggling to access high-quality opportunities, and this government wants to ensure that more young people can undertake apprenticeships.

The department is developing new foundation apprenticeships to give more young people a foot in the door at the start of their working lives whilst supporting the pipeline of new talent that employers will need to drive economic growth. This signals an important step towards realising a Youth Guarantee, which brings together a range of existing and new entitlements and provision so that 18 to 21-year-olds can access training, an apprenticeship, or support to find work in England. The department and the Department for Work and Pensions are developing the Guarantee with mayoral authorities to provide local, tailored support and will work with local areas on future expansion.

The department is promoting apprenticeships to students in schools and colleges through the Apprenticeship Support and Knowledge programme and targeting young people through the Skills for Life campaign. The department is also transforming career opportunities and advice to increase awareness of the range of high-quality options available to young people, including apprenticeships. The department has committed to improve careers advice and guarantee two weeks’ worth of work experience for every young person, as well as establish a national jobs and careers service to support people into work and help them get on at work.

Question to the Department for Education:

To ask the Secretary of State for Education, how many apprenticeships have started in Worsley and Eccles constituency in each of the last six years.

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

Apprenticeship starts by Parliamentary constituency between the 2018/19 and 2023/24 academic years are published in the Apprenticeships statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ac6bc11a-b1ec-45a2-021e-08dd45ba797d.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will commission an assessment of the value for money of vice-chancellors’ salaries in universities which are in receipt of public money.

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

Higher education (HE) providers are independent and therefore responsible for decisions around pay, including for Vice-Chancellors and other senior staff. The government does not have a role in intervening in pay and staffing matters.

The department acknowledges that Vice-Chancellors manage large and complex organisations, and therefore, deserve a salary that reflects the responsibilities and challenges of their roles.

However, Vice-Chancellors' salaries should not be excessive or disproportionate. Where providers are facing financial challenges, we expect them to work with staff and unions to help identify how best to reduce unnecessary spend. All efficiency measures taken by the sector should provide better long-term value both for students and for the country.

In addition, transparency is crucial for students, staff, and the public. Therefore, the Office for Students, the independent regulator in England, requires HE providers to provide and publish justifications for Vice-Chancellors' remuneration. If concerns arise regarding senior staff pay, the Office for Students has the authority to conduct independent reviews to ensure that a provider’s governance arrangements are appropriate and effective.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has plans to update the statutory guidance on children that (a) run away and (b) go missing from home or care.

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

The government takes the issue of missing children extremely seriously. The existing statutory guidance, ‘Children who run away or go missing from home of care’, outlines what local authorities and their partners must do to prevent and protect missing children.

For example, it mandates that local authorities must offer an independent return home interview to all children who go missing from home or care.

The department is updating its guidance on Child Sexual Exploitation, including how this affects children who go missing. We are investing over £500 million in the national rollout of the families first partnership programme which will implement family help and multi-agency child protection to ensure children have the right support at the right time, including those who go missing.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to reduce the number of repeat missing incidents amongst children.

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

The government takes the issue of missing children extremely seriously. The existing statutory guidance, ‘Children who run away or go missing from home of care’, outlines what local authorities and their partners must do to prevent and protect missing children.

For example, it mandates that local authorities must offer an independent return home interview to all children who go missing from home or care.

The department is updating its guidance on Child Sexual Exploitation, including how this affects children who go missing. We are investing over £500 million in the national rollout of the families first partnership programme which will implement family help and multi-agency child protection to ensure children have the right support at the right time, including those who go missing.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help support kinship carers in Gloucester constituency.

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

The government recognises the important role that kinship carers play in caring for some of the most vulnerable children. Kinship carers often take on this role at a time when they were least expecting to raise a family, and the department recognises the challenges they face.

The government is extending the delivery of over 140 peer support groups across England, available for all kinship carers to access, where they can come together to share stories, exchange advice and support each other.

Following on from the progress and positive impact from the peer-to-peer support groups have made, the department is also delivering a package of training and support that all kinship carers across England can access if they wish to.

In October 2024, the department published new Kinship Care statutory guidance for local authorities, which sets out the support and services local authorities should provide to kinship families, including reaffirming the requirement to publish their local offer of support in a clear, accessible way.

Through the Autumn Budget 2024, the government announced £40 million to trial a new Kinship Allowance in some local authorities in England. We will test whether paying an allowance to cover the additional costs of caring for a child can help increase the number of children taken in by family members and friends. ​​We will share further details and the process for selecting local authorities in due course.​

The department understands the unique challenges kinship carers face and is committed to providing the necessary support.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking with local authorities to help (a) recruit and (b) retain foster carers in Gloucester constituency.

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

The government is committed to working in partnership with local authorities to recruit and retain foster carers.

This currently includes delivering 10 regional fostering recruitment and retention hubs, covering 64% of local authorities in England, including Gloucester. The hubs will transform the way people who are interested in fostering are supported, and will rollout a retention programme, Mockingbird, which offers peer-support to foster carers and the children in their care.

An additional £15 million was announced in the Autumn Budget 2024 to move towards national roll out in the 2025/26 financial year. In Gloucester, this is being delivered as part of the ‘Fostering South West’ Recruitment Hub, which launched in 2024 and comprises of 15 neighbouring local authorities including Bath and North East Somerset, Bournemouth Christchurch and Poole Council, Bristol City Council, Cornwall Council, Devon County Council, Dorset Council, Gloucestershire County Council, Council of the Isles of Scilly, North Somerset Council, Plymouth City Council, Somerset Council, South Gloucestershire Council, Swindon Borough Council, Torbay Council and Wiltshire Council.

The government is also committed to ensuring that every child in care grows up with the love, care and support they need to achieve and thrive. All foster carers receive the National Minimum Allowance to cover the costs of looking after the children in their care. In the 2025/26 financial year, this is being uplifted by 3.55%.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 17 January 2025 to Question 22689 on Carers: Social Security Benefits, what assessment she has made of the potential impact of the Kinship Allowance Trial on investment in kinship care; and when she plans to announce details on the process for selecting local authorities for that trial.

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

As previously mentioned, the government has recently announced a £40 million package to trial a new kinship allowance. The pilot will begin in 2025, and the department will evaluate the pilot to build an evidence base on how best to deliver financial support for kinship families.

The department will share further details on the process for selecting local authorities in due course.

The department’s ambition is that all kinship carers will get the support they need to care for their children. It is important that we first build the evidence base to find out how best to deliver financial support for kinship families. Decisions about future national rollout will be informed by the findings of the evaluation.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the future level of skills needed to attract and train young people in the responsible extraction and recycling of critical minerals in the UK.

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

In February, the Critical Minerals Association, in partnership with the Department for Business and Trade, will host a workshop focusing on the challenges and opportunities in developing skills for critical mineral domestic midstream and recycling capabilities. The workshop will bring together stakeholders from across the UK critical minerals value chain to identify actionable recommendations for how the government can best support skills and development.

Skills England refers to critical minerals in its September 2024 report ‘Driving growth and widening opportunities’, where it highlights the need for physical scientists and engineers to support the UK’s clean energy sectors. In the report, Skills England also commits to providing an authoritative assessment of skills needs, gathering insights from sector stakeholders including employers, sector-owning departments, and unions. This will inform priorities for technical education funding and decision-making. In November, Skills England undertook extensive engagement with over 700 stakeholders including employers in manufacturing and clean energy industries.

There is a range of skills products which help meet the skills needs of critical minerals industries, including apprenticeships and higher education courses. These include, for instance, degree apprenticeships in mine management and geoscience, as well as the level 2 material processing plant operator apprenticeship, which can be used for mining activities. The Camborne School of Mining also offers the UK’s only Bachelor of Engineering in mining engineering.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Business and Trade on the Growth and Skills Levy.

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

The department’s levy-funded growth and skills offer, with apprenticeships at the heart, will deliver greater flexibility for learners and employers in England, aligned with our industrial strategy creating routes into good, skilled jobs in growing industries. As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors.

Three trailblazers in the key priority sectors of green energy, healthcare and film/TV production will be among the first to pioneer, and benefit from, the flexibilities that new shorter duration apprenticeships offer. These will support more people to gain high-quality skills at work, fuelling innovation in businesses across the country.

The department is working across government on these plans including working closely with the Department for Business and Trade; and in December, my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Business and Trade hosted a joint CEO Broadcast with businesses to discuss the levy-funded growth and skills offer.

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 mandatory registration on the Ofsted register for nannies.

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

Early years providers required to register with Ofsted on the Early Years Register, or with an early years childminder agency (CMA) are under a legal duty to comply with the early years foundation stage (EYFS), which includes learning and development requirements, and the quality of their provision is regulated by Ofsted or their CMA.

All other early years providers who are not required to register with Ofsted or a CMA, including nannies, do not have the same legal requirements. They are not required to implement the EYFS or provide any form of education and are not regulated or inspected by Ofsted against the EYFS, even if they choose to register on the voluntary part of Ofsted’s General Childcare Register, which they may do in order to bring them within the scope of government schemes such as Tax-Free Childcare. This enables parents for whom they are working to make use of government support.

The services that nannies provide are subject to a private arrangement with parents, and there are no plans to alter this by requiring nannies to register. However, the department is in contact with the National Nanny Association who campaign on this issue, and we continue to discuss with them matters affecting nannies and those who use them.

Question to the Department for Education:

To ask the Secretary of State for Education, what the value was of the Education and Skills Funding Agency Adult Education Budget allocated to Kent County Council in the (a) 2023-24 and (b) 2024-25 financial year; and what the allocation will be in the 2025-26 financial year.

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

The Education and Skills Funding Agency awards adult education budget allocations on an annual basis. Allocations are based on an academic year rather than a financial year.

Allocations that span the 2023/24 and 2024/25 financial years have been published on GOV.UK.

‘Funding allocations to training providers: 2023 to 2024’ can be found here: https://www.gov.uk/government/publications/funding-allocations-to-training-providers-2023-to-2024.

‘Funding allocations to training providers: 2024 to 2025’ can be found here: https://www.gov.uk/government/publications/funding-allocations-to-training-providers-2024-to-2025.

Allocations for the 2025/26 academic year have not yet been finalised. The department expects to confirm these shortly.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will undertake a review of the maintained nursery school supplementary funding formula.

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

Additional supplementary funding is provided to local authorities for maintained nursery schools (MNS) in their areas. In the 2025/26 financial year, the initial budget for MNS supplementary funding is £92.6 million, subject to final budget update. The national average hourly rate for MNS supplementary funding in financial year 2025/26 is £5.90, the minimum supplementary funding rate is £5.27 and the cap on the hourly rate is £10.

Changes to the MNS supplementary funding formula were made in the 2023/24 financial year including an additional £10 million investment and an introduction of a minimum hourly funding rate to distribute funding evenly across all local authorities with MNS. At present, there are no plans to review the formula beyond this.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will pause the safety valve scheme until it's review is published.

Answered by Catherine McKinnell - Minister of State (Education)

Over time, 38 local authorities have been supported to manage their high needs budgets through the Safety Valve programme. We will continue to work with local authorities with Safety Valve agreements to deliver their plans, and to provide the additional funding support set out in those agreements where plans are being delivered. The department has already said that it will not enter into any more Safety Valve agreements, pending wider reform of the whole system to prioritise early intervention, properly supporting councils to bring their finances under control.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the adequacy of school measures to tackle (a) threatening behaviour and (b) bullying via smartphones in Surrey Heath constituency.

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

​All schools are required, by law, to have a behaviour policy which outlines measures to encourage good behaviour and prevent all forms of bullying amongst pupils. This should be communicated to all pupils, school staff and parents.

In addition, the government’s ‘Mobile phones in schools’ guidance supports schools on how to develop, implement and maintain a policy that prohibits the use of mobile phones throughout the school day including during lessons, the time between lessons, breaktimes and lunchtime. Headteachers are responsible for implementation of guidance within their schools.

Whilst the department has not directly assessed these measures in Surrey Health constituency, the department’s National Behaviour Survey (NBS) reports can be used to monitor national perceptions of behaviour in schools over time. These can be accessed here: https://www.gov.uk/government/publications/national-behaviour-survey-reports. The NBS asks panels of pupils, parents, school leaders and teachers about their perceptions on a range of topics relating to pupil behaviour, including frequency, impacts and bullying, and responses to misbehaviour.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department is taking steps to make (a) blood, (b) plasma, (c) platelet, (d) organ, (e) stem cell and (f) tissue donation a mandatory part of the curriculum for primary and secondary school children.

Answered by Catherine McKinnell - Minister of State (Education)

The teaching of blood, tissue and organs is covered in the biology national curriculum at key stage 3, so is taught to pupils aged 11 to 14. While organ donation is not specifically mentioned, schools may choose to cover it here.

At primary level, schools can talk about blood and organ donation more generally, in an age-appropriate way, as part of the relationships, sex and health education (RSHE) curriculum, which includes content on physical health and mental wellbeing. Blood and organ donation can be covered in more detail in secondary RSHE, within the context of healthy lifestyles and the choices that individuals make in adulthood.

The Oak National Academy, an arm's length public body responsible for creating free curriculum resources, has produced a lesson that can be taught to pupils between the ages of 7 and 11 (key stage 2). This includes a section on organs, the transplant waiting list and the relevant legislation.

The department is currently reviewing the statutory RSHE curriculum, which includes considering whether any additional content is needed. Separately, the independent Curriculum and Assessment Review will consider how RSHE fits into the wider curriculum.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made a recent assessment of the potential merits of changing school registration forms to enable teachers to identify children born prematurely who are more at risk of special educational needs.

Answered by Catherine McKinnell - Minister of State (Education)

The government does not require schools to request information from parents about whether their child was born prematurely. It does, however, expect them to put the right support in place for each child, taking account of their individual needs and schools may wish to seek this information in order to do so.

Question to the Department for Education:

To ask the Secretary of State for Education, what progress she has made on the introduction of a Natural History GCSE.

Answered by Catherine McKinnell - Minister of State (Education)

I refer the hon. Member for Stratford-on-Avon to the answer of 17 December 2024 to Question 18517.

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 steps to help local authorities to reduce SEND-related travel costs.

Answered by Catherine McKinnell - Minister of State (Education)

I refer my hon. Friend, the Member for Rushcliffe to the answer of 27 December 2024 to Question HL3510.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking with local authorities to identify children who are educated outside of school in Gloucester constituency.

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

The Children Not in School measures in the Children’s Wellbeing and Schools Bill will place a duty on local authorities, including Gloucester, to maintain compulsory registers of all children not in school in their areas, and accompanying duties on parents and out-of-school education providers to provide information for these registers. This will support local authorities to identify all children not in school in their areas, including children who are home educated, and to take action if they are not receiving a safe or suitable education.

The department is also continuing to work with local authorities to collect information from existing voluntary registers of children not in school. The department’s termly elective home education data collection is now mandatory for local authorities to submit a return, ensuring a more accurate national picture of home educated children. The department’s ‘Elective home education’ guidance for local authorities and parents includes advice for how local authorities should identify children not in school in their areas.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the factors contributing to the decline in mature student applications.

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

Data published by Universities and Colleges Admissions Services (UCAS) on full-time undergraduate higher education (HE) applications for the 2025 admissions cycle shows the overall number of applicants to UK HE is slightly higher than last year, with demand remaining strong.

UCAS data from the equal consideration deadline, which was in January, shows applications from mature UK applicants, those aged over 21, are down 6.4% on 2024, and down 21.3% on 2020. However, acceptances at end of cycle are not always reflective of these earlier trends.

In 2024, UK domiciled mature applicants were down 15.8% on 2019 at the January deadline but were up 1.3% at end of cycle. Acceptances at end of cycle were up 2.2%. There has been long-term growth in the number of UK domiciled mature acceptances reported at end of cycle between 2006 and 2024. This is shown in the green line in the attachment.

Eligible full-time and part-time undergraduate students, including mature students, qualify for up-front fee loans to meet the full costs of their tuition. Full-time students also qualify for partially means-tested loans as a contribution towards their living costs, which are paid at four different rates depending on where a student is living and studying. In addition, vulnerable groups of students who are eligible for benefits, such as lone parents, qualify for higher rates of loans for living costs. Full-time students aged 60 or over on the first day of the first academic year of their course qualify for a single rate fully means-tested loan for living costs.

Full-time undergraduate students with adult or child dependants can apply for fully means-tested dependants’ grants.

Part-time undergraduate students attending eligible courses also qualify for partially means-tested loans for living costs.

Students undertaking postgraduate master’s or doctoral degree courses can apply for loans to help them with fee and course costs.

Maximum loans and grants for living and other costs for undergraduates and postgraduates will increase by 3.1% for the 2025/26 academic year with the largest cash increases to means-tested support for students from low-income families.

In terms of additional support available, all HE providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees must have an Access and Participation Plan (APP) approved by the OfS. APPs articulate how HE providers will improve equality of opportunity for underrepresented groups, including mature students.

There are many excellent examples of interventions that show a real commitment to widening access into HE for mature students, but we want the sector to go further. By summer, the department will set out our plan for HE reform and the part we expect providers to play in improving access and outcomes for all under-represented students.

Finally, from January 2027, the Lifelong Learning Entitlement (LLE) will transform the student finance system in England. Under the LLE, new learners will be able to access a full entitlement equal to 4 years of full-time tuition. Returning learners who have previously received government support will have a reduced entitlement. This will depend on previous funding received. Learners will be able to use this new entitlement more flexibly than ever before to fund individual modules as well as full courses at levels 4 to 6, regardless of whether they are provided in colleges, universities or independent providers. The government expects to see the LLE being taken advantage of by mature students, those wishing to change career and retrain, or those wanting to move up in their existing career and upskill. Mature students may particularly benefit from the additional flexibility that LLE will bring as they frequently study part-time while combining paid work and other familial and financial commitments.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to provide support for UK mature students.

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

Data published by Universities and Colleges Admissions Services (UCAS) on full-time undergraduate higher education (HE) applications for the 2025 admissions cycle shows the overall number of applicants to UK HE is slightly higher than last year, with demand remaining strong.

UCAS data from the equal consideration deadline, which was in January, shows applications from mature UK applicants, those aged over 21, are down 6.4% on 2024, and down 21.3% on 2020. However, acceptances at end of cycle are not always reflective of these earlier trends.

In 2024, UK domiciled mature applicants were down 15.8% on 2019 at the January deadline but were up 1.3% at end of cycle. Acceptances at end of cycle were up 2.2%. There has been long-term growth in the number of UK domiciled mature acceptances reported at end of cycle between 2006 and 2024. This is shown in the green line in the attachment.

Eligible full-time and part-time undergraduate students, including mature students, qualify for up-front fee loans to meet the full costs of their tuition. Full-time students also qualify for partially means-tested loans as a contribution towards their living costs, which are paid at four different rates depending on where a student is living and studying. In addition, vulnerable groups of students who are eligible for benefits, such as lone parents, qualify for higher rates of loans for living costs. Full-time students aged 60 or over on the first day of the first academic year of their course qualify for a single rate fully means-tested loan for living costs.

Full-time undergraduate students with adult or child dependants can apply for fully means-tested dependants’ grants.

Part-time undergraduate students attending eligible courses also qualify for partially means-tested loans for living costs.

Students undertaking postgraduate master’s or doctoral degree courses can apply for loans to help them with fee and course costs.

Maximum loans and grants for living and other costs for undergraduates and postgraduates will increase by 3.1% for the 2025/26 academic year with the largest cash increases to means-tested support for students from low-income families.

In terms of additional support available, all HE providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees must have an Access and Participation Plan (APP) approved by the OfS. APPs articulate how HE providers will improve equality of opportunity for underrepresented groups, including mature students.

There are many excellent examples of interventions that show a real commitment to widening access into HE for mature students, but we want the sector to go further. By summer, the department will set out our plan for HE reform and the part we expect providers to play in improving access and outcomes for all under-represented students.

Finally, from January 2027, the Lifelong Learning Entitlement (LLE) will transform the student finance system in England. Under the LLE, new learners will be able to access a full entitlement equal to 4 years of full-time tuition. Returning learners who have previously received government support will have a reduced entitlement. This will depend on previous funding received. Learners will be able to use this new entitlement more flexibly than ever before to fund individual modules as well as full courses at levels 4 to 6, regardless of whether they are provided in colleges, universities or independent providers. The government expects to see the LLE being taken advantage of by mature students, those wishing to change career and retrain, or those wanting to move up in their existing career and upskill. Mature students may particularly benefit from the additional flexibility that LLE will bring as they frequently study part-time while combining paid work and other familial and financial commitments.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure young people from disadvantaged backgrounds can access Level 7 apprenticeships.

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

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

The government is committed to spreading opportunities and economic growth with the support of a strong skills system.

To support young people, including those from disadvantaged backgrounds, to access apprenticeships in England, the department is promoting apprenticeships to students in schools and colleges through the Apprenticeship Support and Knowledge programme and targeting young people through the Skills for Life campaign.

The department is also transforming career opportunities and advice to increase awareness of the range of high-quality options available to young people, including apprenticeships. The department has committed to improve careers advice and guarantee two weeks’ worth of work experience for every young person, as well as establish a national jobs and careers service to support people into work and help them get on at work.​

This government has an extremely challenging fiscal inheritance. There are tough choices that need to be taken on how funding should be prioritised in order to generate opportunities for young people that enable them to make a start in good, fulfilling careers. In 2023/24, 65% of level 7 starts were by people over 25 years old. The future funding for apprenticeships at level 7 is under review and we will be asking more employers to step forward and fund these themselves. The department is taking advice from Skills England, who engaged with employers over the autumn, and the department expects to make a final decision on affected apprenticeships shortly.

To support more young people, who have the most to gain from apprenticeships, to access high-quality training, the department is developing new foundation apprenticeships. These will give more young people a foot in the door at the start of their working lives whilst supporting the pipeline of new talent that employers will need to drive economic growth.

Question to the Department for Education:

To ask the Secretary of State for Education, what discussions her Department has had with teachers on recent trends in the level of (a) misogynistic and (b) violent attitudes towards women and girls expressed by boys in education settings.

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

As set out in the government’s Plan for Change, the Safer Streets Mission aims to reduce serious harm and increase public confidence in policing and in the criminal justice system. Integral to this is the ambition to halve violence against women and girls within a decade. The department plays an important role in delivering that ambition.

The relationships, sex and health education (RSHE) curriculum, currently under review, is designed to provide a comprehensive basis, from primary school onwards, for building respectful, healthy relationships, recognising prejudice and the impact of stereotypes, and understanding what counts as harmful or abusive behaviour. The guidance is clear that schools should be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes and take positive action to build a culture where these are not tolerated, and any occurrences are identified and tackled. The RSHE curriculum is supported by teacher training modules available online.

The department’s Ministers and officials engage regularly with school staff and their representative bodies on a wide range of issues, including on the behaviour of pupils and students. As part of the work to review the current RSHE statutory guidance, we have been discussing with stakeholders and are planning further engagement directly with teachers.

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Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will make an assessment of the potential implications for her policies of the recommendations in the report entitled Addressing the UK’s heritage skills crisis: why we must act now, published by the University of Manchester in January 2025.

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

The department supports vocational education and training programmes that include heritage conservation skills. This includes funding for courses at further education colleges and specialist training providers. A wide range of government-funded programmes are available for construction employers who are considering hiring employees, offering work experience, or upskilling existing staff. These include apprenticeships, T Levels, Skills Bootcamps, and Higher Technical Qualifications.

Together with employers, the Institute for Apprenticeships and Technical Education (IfATE) have developed 90 apprenticeship standards in the construction and built environment sector. These apprenticeships provide hands-on experience and formal qualifications in heritage areas such as heritage construction specialist, cultural heritage conservation technician, craft carpenter and joinery, and stained glass craftsperson. IfATE works with key stakeholders such as Grosvenor, Peabody, Historic England, the National Trust, and the Crown Estate to ensure that employers can access the heritage construction skills they need.

The department is working across government and in partnership with industry through the Construction Skills Delivery Group (CSDG) and the Construction Leadership Council to identify policy levers and other actions to ensure that our skills offer, including apprenticeships, Skills Bootcamps and T Levels, meets the needs of employers in the sector, including small and medium enterprises. The department works closely with Historic England, through the CSDG, to ensure that training programs meet the needs of the heritage sector.

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 provisions in the National Insurance Contributions (Secondary Class 1 Contributions) Bill on the ability of local authorities to fulfil their statutory obligations for ensuring that children with special educational needs and disabilities are able to attend school.

Answered by Catherine McKinnell - Minister of State (Education)

I refer the hon. Member for Newton Abbot to the answer of 29 January 2025 to Question 26397.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to Education Support's annual survey titled Teacher Wellbeing Index, what steps her Department is taking to support teachers' mental health.

Answered by Catherine McKinnell - Minister of State (Education)

I refer my hon. Friend, the Member for Liverpool West Derby to the answer of 14 February 2025 to Question 29516.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with (a) Cabinet colleagues and (b) the Licensed Private Hire Car Association on the potential impact of the National Insurance Contributions (Secondary Class 1 Contributions) Bill on future provision of home-to-school transport for children with special educational needs beyond March 2025.

Answered by Catherine McKinnell - Minister of State (Education)

Departmental officials engage regularly with local authorities to understand the challenges they face and will continue to monitor this situation. We do not expect there to be a significant impact on home-to-school travel for children with special educational needs and disabilities. Local authorities are responsible for arranging home-to-school travel and deliver this through a range of in-house services and external providers. My right hon. Friend, the Secretary of State for Education has not met with the Licensed Private Hire Car Association on this topic.

The government has more than doubled the Employment Allowance to £10,500 which means that more than half of businesses with National Insurance liabilities will either gain or see no change next year. Businesses will still be able to claim employer National Insurance contributions relief, where eligible.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of changes to National Insurance Contributions to home-to-school service contract suppliers beyond March 2025.

Answered by Catherine McKinnell - Minister of State (Education)

I refer the hon. Member for Newton Abbott to the answer of 29 January 2025 to Question 26397.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to reduce waiting times for (a) speech and language therapy, (b) occupational therapy and (c) other therapy services for SEND students in schools.

Answered by Catherine McKinnell - Minister of State (Education)

The department recognises the impact that long waits to access speech and language therapy, occupational therapy and other therapy services can have on children, their families and carers. The department is committed to reducing these long waits and improving timely access to therapy services, working closely with DHSC and NHS England.

The department is continuing to improve access to speech and language therapy by funding the Early Language and Support for Every Child pathfinder project in partnership with NHS England. We are also continuing to build the pipeline of future therapists by introducing the speech and language level 6-degree apprenticeship. This is now in its third year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

Question to the Department for Education:

To ask the Secretary of State for Education, if her Department will make an assessment of the potential impact of increases to employers National Insurance contributions on home to school transport for children with Special Educational Needs and Disabilities.

Answered by Catherine McKinnell - Minister of State (Education)

I refer the hon. Member for South Cambridgeshire to the answer of 29 January 2025 to Question 26397.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to increase funding for (a) Stockport Borough Council and (b) other local authorities to provide adequate SEND support in schools.

Answered by Catherine McKinnell - Minister of State (Education)

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

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex SEND to £11.9 billion. Of that total, Stockport Borough Council is being allocated over £52 million through the high needs funding block of the dedicated schools grant (DSG), which is an increase of £4.3 million on this year’s DSG high needs block, calculated using the high needs national funding formula (NFF). This NFF allocation is an 8.3% increase per head of their 2 to 18 year-old population, on the equivalent 2024/25 NFF allocation.

In addition to the DSG, local authorities will also receive a separate core schools budget grant (CSBG), and funding in respect of the increase in employers’ National Insurance contributions, in the 2025/26 financial year. This CSBG continues the separate grants payable this year, which are to help special schools and alternative provision with the costs of teachers’ pay and pension increases and other staff pay increases. Individual local authorities’ allocations of this funding for 2025/26 will be published in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to provide (a) funding and (b) resources for local authorities for the provision of comprehensive post-16 education options for students with EHCPs.

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

The department is committed to ensuring that all learners, including learners with special educational needs and disabilities (SEND), have access to a world-class education that sets them up for life and supports them to achieve positive outcomes.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for young people with complex SEND to £11.9 billion. High needs funding helps local authorities with the ongoing costs of post-16 education provision for students with education, health and care (EHC) plans.

Local authorities must publish a local offer of services and provision for children and young people with SEND and keep it under review, including the sufficiency of provision. This must be co-produced with parents, young people and a wide range of education providers, both within and beyond the local authority area. The local offer must include provision within the local authority’s area alongside provision outside the local area that the local authority expects is likely to be used by children and young people with SEND for whom they are responsible.

Local authorities’ duties include securing enough suitable education and training provision to meet the reasonable needs of all young people in their area who are over compulsory school age but under 19, or aged 19 or over and for whom an EHC plan is maintained. This is a duty under section 15ZA of the Education Act 1996. To fulfil this, local authorities should have a strategic overview of the provision available in their area and identify and resolve gaps in provision.

If a local authority places students at a special post-16 institution (SPI) and would like the SPI to be considered for Education and Skills Funding Agency funding, the department will take the SPI through the due diligence process and award a funding agreement if successful.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to make it easier for people over the age of 25 to access skills training and employment support.

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

The government is taking several steps to make it easier for adults to access training. The Adult Skills Fund (ASF) fully or co-funds education and skills training for eligible adults aged 19 and above from pre-entry to level 3, to help them gain the skills they need for work, an apprenticeship or further learning.

Currently, approximately 60% of the ASF is devolved to nine Mayoral Combined Authorities and the Greater London Authority. These authorities are responsible for deciding what provision and support to offer their residents, allowing them the flexibility to respond to local needs.

The department is developing new foundation apprenticeships to give more people a foot in the door of work, whilst supporting the pipeline of new talent that employers will need to drive economic growth. Skills Bootcamps also continue to be funded and are available across England, giving adults the chance to build sector-specific skills, including in digital, construction and green industries, with an offer of a job interview on completion.

Lastly, in the 2026/2027 academic year, the department is also introducing the Lifelong Learning Entitlement (LLE). The LLE will transform the post-18 student finance system by allowing people to develop new skills and gain new qualifications at a time that is right for them. From September 2026, learners will be able to apply for LLE funding for the first time for courses and modules starting from January 2027 onwards. From its launch, the LLE loan will be available for full courses at level 4 to 6, such as a degrees, technical qualifications, designated distance-learning and online courses, and modules of high value technical courses at level 4 to 5.

Under the LLE, eligible learners will be able to access a tuition fee loan, with new learners able to access up to the full entitlement of £38,140, equal to four years of study based on the 2025/ 2026 academic year fee rates, and a maintenance loan to cover living costs, for courses with in-person attendance. Ultimately, this will enable individuals to learn, upskill, and retrain across their entire lives.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to ensure that students with EHCPs have access to a wide range of post-16 educational opportunities (a) within and (b) outside of their catchment area.

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

The department is committed to ensuring that all learners, including learners with special educational needs and disabilities (SEND), have access to a world-class education that sets them up for life and supports them to achieve positive outcomes.

Following the Autumn Budget 2024, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for young people with complex SEND to £11.9 billion. High needs funding helps local authorities with the ongoing costs of post-16 education provision for students with education, health and care (EHC) plans.

Local authorities must publish a local offer of services and provision for children and young people with SEND and keep it under review, including the sufficiency of provision. This must be co-produced with parents, young people and a wide range of education providers, both within and beyond the local authority area. The local offer must include provision within the local authority’s area alongside provision outside the local area that the local authority expects is likely to be used by children and young people with SEND for whom they are responsible.

Local authorities’ duties include securing enough suitable education and training provision to meet the reasonable needs of all young people in their area who are over compulsory school age but under 19, or aged 19 or over and for whom an EHC plan is maintained. This is a duty under section 15ZA of the Education Act 1996. To fulfil this, local authorities should have a strategic overview of the provision available in their area and identify and resolve gaps in provision.

If a local authority places students at a special post-16 institution (SPI) and would like the SPI to be considered for Education and Skills Funding Agency funding, the department will take the SPI through the due diligence process and award a funding agreement if successful.

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Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps his Department is taking to reduce the administrative burden on social workers.

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

We recognise and value the vital contribution of social workers, who are predominantly employed by local authorities. To support the administrative burden on social workers, the Department for Education has launched the Support for Social Workers virtual hub, providing tools and resources to help local authorities to retain child and family social workers and implement the Agency Rules Statutory Guidance. Much of the content in this is also relevant to social workers working with adults. The Department for Education is also carefully considering the report from the National Workload Action Group, who are providing insights and solutions for reducing unnecessary workloads for social workers in child social care.

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

To ask the Secretary of State for Environment, Food and Rural Affairs, what steps his Department is taking to collaborate with educational institutions to provide apprenticeship opportunities in the agricultural sector.

Answered by Daniel Zeichner - Minister of State (Department for Environment, Food and Rural Affairs)

The Department for Education (DfE) works closely with education providers and key partners such as Landex, the membership body for land-based education providers, to understand the challenges in delivering agricultural education and what support is needed to ensure everyone has access to high quality skills training.

There are 39 apprenticeships available for delivery in agriculture, environmental and animal care. To support more apprenticeship opportunities for young people the DfE provides £1,000 to both employers and training providers when they take on apprentices aged 16 to 18, and up to age 24 for apprentices with an education, health and care plan or who have been in local authority care.

We are working with industry and DfE to understand how the agricultural and horticultural sectors can make better use of the available apprenticeship system.

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

To ask the Secretary of State for Culture, Media and Sport, what discussions she has had with the Secretary of State for Education on the potential merits of physical education in the national curriculum on future engagement with sport

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

The Secretary of State for Culture Media and Sport and the Minister for Sport, Media, Civil Society and Youth regularly meet with Ministerial counterparts from the Department for Education on a range of issues, including Physical Education and school sport.

Schools play a key role in allowing all children to have high quality opportunities to take part in PE and sport, setting them up for a lifetime of physical activity. The Government is committed to protecting time for physical education in schools. The expert-led review of the curriculum will ensure that all children can engage with a broad range of subjects, including PE and sport.

Question to the Home Office:

To ask the Secretary of State for the Home Department, pursuant to the Answer of 10 February 2025 to Question 28486 on Child Sexual Abuse Independent Panel Inquiry, which Ministers sit on the cross-Government ministerial group that are considering remaining Independent Inquiry into Child Sexual Abuse recommendations.

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

The Home Office set up an inter-ministerial group in late 2024, which I chaired the first meeting on the 12^th November 2024.

Ministers from the Home Office, Cabinet Office, Department for Education, Department of Health and Social Care, Ministry of Justice, Department of Science, Innovation and Technology, Department of Culture, Media and Support and Ministry of Housing Communities and Local Government are involved in these discussions.

This forum will continue to meet regularly to support the Government’s action on the IICSA recommendations and broader efforts to tackle child sexual abuse across government.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, what assessment his Department has made of the potential impact of AI on structural unemployment.

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

We are already witnessing AI’s impact within the labour market: transforming the workplace, demanding new skills and displacing old ones. The Government will work to harness the benefits that AI can bring – such as productivity gains, rising living standards, and improved worker wellbeing – while managing potential risks.

The Get Britain Working White Paper from DWP, HMT and DfE sets out how we will address key labour market challenges. We continue to work closely with these and other government departments through the AI Opportunities Action Plan.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, whether he has made an assessment of the potential impact of the growth of AI on individual employment sectors.

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

We are already witnessing AI’s impact within the labour market: transforming the workplace, demanding new skills and displacing old ones. The Government will work to harness the benefits that AI can bring – such as productivity gains, rising living standards, and improved worker wellbeing – while managing potential risks.

The Get Britain Working White Paper from DWP, HMT and DfE sets out how we will address key labour market challenges. We continue to work closely with these and other government departments through the AI Opportunities Action Plan.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what steps she is taking to reduce backlogs in family courts in (a) Greater Manchester Combined Authority and (b) Rochdale Borough Council.

Answered by Sarah Sackman - Minister of State (Ministry of Justice)

Delays in the court process can have a significant impact on children and families. We are committed to improving timeliness and reducing the outstanding caseload.

The Family Justice Board agreed system-wide national targets for reducing delay in 2024/25. These are focused on closing the longest running cases in private and public law, and increasing the proportion of public law cases concluded within the statutory 26-week timeframe.

As part of system-wide efforts, the Department for Education is investing £10 million to develop and implement local area initiatives to address the longest delays in public law cases. This includes a pre-case management hearing pilot which involves an information sharing meeting between the Local Authority Social Worker and the Cafcass Guardian. The pilot aims to reduce family court delay by ensuring that the case management hearing is as effective as possible at reducing the need for additional hearings. Rochdale and other local authorities within Greater Manchester have been actively participating in the pilot which is due to conclude at the end of March 2025. The pilot is being independently evaluated which will help inform future plans to reduce family court delay.

The Government has committed further funding for Pathfinder for private law in the next financial year, which is live in four areas. It will start in Mid and West Wales on 3 March and West Yorkshire on 3 June. Further expansion of the scheme will be confirmed in due course.

The Lord Chancellor agrees the programme of recruitment every year with the Lady Chief Justice, prioritising building judicial capacity where it will have the greatest impact on securing government objectives. This includes recruiting additional judges to hear Family cases.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps she is taking to improve (a) employment and (b) apprenticeship opportunities for young people in Forest of Dean constituency.

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

As part of the Get Britain Working White Paper the government announced that we will launch a new Youth Guarantee for all young people aged 18-21 in England to ensure that they have access to further learning, help to get a job or an apprenticeship.

The Department for Work and Pensions and the Department for Education are working closely with the eight Mayoral Strategic Authorities in England who will begin delivering the Youth Guarantee Trailblazers announced in the Get Britain Working white paper from Spring 2025. The Youth Guarantee Trailblazers will test how new local leadership, accountability structures and existing provision can be integrated into a cohesive education, training and employment support offer to tackle the rising number of young people who are not participating in education, employment or training.

We will use the learning from these Trailblazers to inform the future design and development of the Youth Guarantee as it rolls-out across the rest of England, which will include Forest of Dean constituency.

DWP currently provides young people aged 16-24 on Universal Credit with labour market support through an extensive range of interventions at a national and local level. This includes flexible provision driven by local need, nationwide employment programmes and other appropriate support, including Sector-based Work Academy Programmes, work experience and apprenticeships.

The Government is also reforming the apprenticeships offer into a more flexible growth and skills offer, aligned to the industrial strategy. The Department for Education is working to introduce new foundation apprenticeships for young people, as well as shorter duration apprenticeships, in targeted sectors. These will help more people learn new high-quality skills at work, fuel innovation in businesses across the country, and provide high-quality entry pathways for young people.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps her Department is taking to help increase the number of young people in work.

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

As part of our plan to Get Britain Working, we will launch a new Youth Guarantee for all young people aged 18-21 in England to ensure that they can access quality training opportunities, an apprenticeship or help to find work. The Department for Work and Pensions and the Department for Education are working closely with the eight Mayoral Strategic Authorities in England set to receive grant funding to deliver the Youth Guarantee Trailblazers from Spring 2025. We will use the learning from these Trailblazers to inform the future design and development of the Youth Guarantee as it rolls-out across the rest of England.

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

The Government is also reforming the apprenticeships offer into a more flexible growth and skills offer, aligned to the industrial strategy. The Department for Education is working to introduce new foundation apprenticeships for young people, as well as shorter duration apprenticeships, in targeted sectors. These will help more people learn new high-quality skills at work, fuel innovation in businesses across the country, and provide high-quality entry pathways for young people.

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

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

To ask the Secretary of State for Housing, Communities and Local Government, what assessment her Department has made of the potential impact of removing levy funding for Level 7 apprenticeships on the Government’s commitment to delivering 1.5 million new homes by 2030.

Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)

My Department has been actively engaging with the Department for Education to discuss the proposed changes to the apprenticeship levy to understand the impact on housing delivery.

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

To ask the Secretary of State for Culture, Media and Sport, whether she has had discussions with Cabinet colleagues on routes into the creative sector for young people in West Yorkshire.

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

The Department for Culture Media and Sport (DCMS) works closely with the Department for Education (DfE) on skills policy affecting the creative sector. This includes understanding routes into the sector for young people across the country, such as apprenticeships. As part of the DfE’s work on Growth and Skills Levy reform, new shorter apprenticeships will be available from August 2025 (subject to the legislative timetable) as a first step towards a more flexible levy.

In West Yorkshire in particular, Bradford and Kirklees have been priority areas for the Creative Careers Programme, which is designed to raise young people’s awareness of creative careers and pathways into them by providing specialist advice and information. By providing £3 million to expand the programme, DCMS will continue to boost opportunities and support for young people from backgrounds that are under-represented in the creative sector.

The Secretary of State visited Bradford in September last year for the programme launch of UK City of Culture 2025, which included speaking to members of the Bradford 2025 Youth Panel. Bradford 2025's work with young people, including an apprenticeship scheme, is encouraging the next generation of creatives with 6,000 training opportunities expected across the district. Arts Council England also provides funding to a range of organisations in West Yorkshire that supports the creative education provision for its children and young people, including In Harmony Opera North and Northern Ballet, which offer pathways into music and dance.

At the Creative Industries Growth Summit in January, the Secretary of State announced West Yorkshire as a priority region for the Creative Industries, and one of six Mayoral Combined Authorities to receive additional funding to be approved as part of the upcoming Spending Review.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is taking to (a) identify and (b) address the distinct Sexual Reproductive Health needs of younger men.

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

The Government remains committed to providing good sexual and reproductive health services to everyone in England, regardless of age and gender.

Local authorities are responsible for commissioning comprehensive, open access sexual and reproductive health services through the Public Health Grant (PHG). Individual local authorities decide on spending priorities based on an assessment of local need and commission the blend of services that best suit their population, including considering the distinct needs of younger and older men. In 2025/26, we are increasing funding through the ringfenced PHG to £3.858 billion. This represents a turning point for local health services, marking the biggest real-terms increase after almost a decade of reduced spending between 2016 and 2024.

We are currently developing a new HIV Action Plan which will be published this year, with key objectives to improve prevention, diagnosis and treatment for HIV across all demographics. We are working to push this commitment forward through engagement with a range of system partners and stakeholders to understand the challenges we face, including the distinct needs of younger and older men.

The distinct sexual and reproductive health needs of younger men are also captured through statutory health education which is taught in all state-funded schools. The Department for Education is currently reviewing relationships, sex and health education statutory guidance, and revised guidance will be published at the earliest opportunity.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps he is taking to address the Sexual Reproductive Health needs of older men through his policies.

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

The Government remains committed to providing good sexual and reproductive health services to everyone in England, regardless of age and gender.

Local authorities are responsible for commissioning comprehensive, open access sexual and reproductive health services through the Public Health Grant (PHG). Individual local authorities decide on spending priorities based on an assessment of local need and commission the blend of services that best suit their population, including considering the distinct needs of younger and older men. In 2025/26, we are increasing funding through the ringfenced PHG to £3.858 billion. This represents a turning point for local health services, marking the biggest real-terms increase after almost a decade of reduced spending between 2016 and 2024.

We are currently developing a new HIV Action Plan which will be published this year, with key objectives to improve prevention, diagnosis and treatment for HIV across all demographics. We are working to push this commitment forward through engagement with a range of system partners and stakeholders to understand the challenges we face, including the distinct needs of younger and older men.

The distinct sexual and reproductive health needs of younger men are also captured through statutory health education which is taught in all state-funded schools. The Department for Education is currently reviewing relationships, sex and health education statutory guidance, and revised guidance will be published at the earliest opportunity.

Question to the Home Office:

To ask the Secretary of State for the Home Department, whether she has had discussions with the Secretary of State for Education on the use of education in schools to prevent violence against women and girls.

Answered by Jess Phillips - Parliamentary Under-Secretary (Home Office)

Prevention and education are fundamental to our mission to halve violence against women and girls in a decade, and that includes supporting our education system to teach children about respectful and healthy relationships and consent.

As part of the Safer Streets Mission, I regularly engage with colleagues across Government including those at the Department for Education.

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

To ask the Secretary of State for Housing, Communities and Local Government, what steps her Department is taking to (a) support minority-owned construction firms and builders gain equitable access to housing sector (i) opportunities, (ii) funding and (iii) contracts and (b) promote diversity in the industry in (A) Leicester East constituency and (B) England.

Answered by Matthew Pennycook - Minister of State (Housing, Communities and Local Government)

Small and medium sized housebuilders, including those that are minority owned, are essential to meeting the government’s housing ambitions and supporting local economies. The government recently announced a £700m extension to the Home Building Fund which provides financial support to SMEs who would otherwise struggle to access funding. In addition, small and medium-sized housebuilders can access lower-cost lending through the ENABLE Build scheme which was allocated an additional £1 billion guarantees capacity at the Budget on 30 October 2024.

My Department is working with DfE and the CITB to explore how we might support diversity, including ethnic diversity, in the construction workforce.

Question to the Department for Science, Innovation & Technology:

To ask His Majesty's Government what steps they are taking to address the AI skills gap, particularly regarding universities.

Answered by Lord Vallance of Balham - Minister of State (Department for Science, Innovation and Technology)

Reducing the AI skills gap is critical for increasing the UK’s productivity and delivering long-term growth. DSIT regularly reviews the status of the UK’s AI labour market and has commissioned Gardiner & Theobald LLP to conduct a survey of the labour market, published later this year. We are also working with DfE and Skills England to assess the AI skills gap and map pathways to fill it.

As set out in the AI Opportunities Action Plan, government will further address the AI skills gap by working with universities to increase the number of AI courses, expanding educational pathways into AI, and establishing a prestigious AI talent scholarship.

Question to the Department for Business and Trade:

To ask the Secretary of State for Business and Trade, if he will make an assessment of the potential merits of requiring builders to (a) have relevant qualifications and (b) demonstrate a certain competence level to undertake specific work.

Answered by Sarah Jones - Minister of State (Department for Energy Security and Net Zero)

The Building Safety Act requires that all those undertaking work in the built environment must be competent and have the right skills, knowledge, experience and behaviours.

The Government is working with the construction industry to support the development and implementation of competence frameworks for built environment occupations that identify the core skills, qualifications and competence levels needed to undertake work. Engagement with DfE, Skills England and Standard Setting Bodies is a key part of developing the frameworks to align with and improve existing qualification routes to deliver the competence levels required.

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Question

To ask the Scottish Government what assessment it has made regarding whether the Treasury has proportionately allocated VAT revenues raised on Scotland's independent schools to the block grant to allow for this revenue to be spent in the education sector.

Answered by McKee, Ivan - Minister for Public Finance

VAT is a reserved power of the UK Government. Under the Barnett formula the Scottish Government is not entitled to a proportion of revenues raised by the UK Government under reserved powers. Changes to the Block Grant are calculated by reference to UK Government spend in devolved areas.

The UK Government had initially indicated that funding raised from the removal of the VAT exemption on independent schools would be ring-fenced and applied to the budget for the Department of Education in England to increase teacher numbers in England.

Under this arrangement the Scottish Government would effectively have received a population share of the total funding raised under the Barnett formula.

Following discussions with HM Treasury we have now been advised that there is no ring-fencing being applied to this funding stream by the UK Government. While additional funding was applied to the Department for Education as part of the UK Government’s Autumn Budget, on which Barnett consequentials were received, we cannot confirm the extent to which this has been funded by the removal of VAT on independent schools.