Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government how current higher education outcome metrics for creative subjects align with their plans to grow the creative industries as a priority sector as part of the Industrial Strategy 2025; and whether the Department for Education plans to review, in consultation with the Department for Culture, Media and Sport, whether existing measurement methodologies adequately reflect the labour market structures and earnings patterns of the creative economy.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department works with Skills England to identify which occupations are the highest priority to the creative industries and which educational pathways lead to these occupations. These occupations cover many skill sets, such as IT, alongside those in creative subjects.
The Creative Industries Sector Plan is a 10-year plan to tackle barriers to growth and maximise opportunities across the sector, with the aim of making the UK the number one destination for creativity and innovation. It sets out how government is partnering with industry to build a skills landscape that meets business needs and ensures that our creative workforce is fit for the future. This includes policies such as short courses, funded through the Growth and Skills Levy, in areas such as digital and artificial intelligence.
The department has had discussions with the Department for Culture, Media and Sport on ways of measuring the wider value of higher education subjects, including on matters of culture and heritage.
Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the suitability of early-career earnings as a measure of university course value in sectors characterised by self-employment, income volatility and delayed earnings growth, including the creative industries; and what consideration they have given to alternative indicators such as business formation rates, intellectual property generation or contribution to cultural exports as supplementary measures.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Outcomes from various data and at multiple points after graduation are considered by the department to understand graduate outcomes across different sectors. This includes 15 months after graduation in the Graduate Outcomes survey, and 3, 5 and 10 years after graduation in the Longitudinal Education Outcomes (LEO) publication data. The Office for Students uses Graduate Outcomes survey data for their B3 condition of registration measures to help ensure course quality, but these B3 measures do not include graduate earnings.
The department also considers the wider potential benefits of higher education, when designing policy. These may include increased innovation and exports, contributions to cultural and heritage capital, potential intergenerational effects on children’s outcomes and potential associations with health or crime rates.
Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government what employment and earnings data they hold for graduates in (1) fine art, (2) craft, (3) design, and (4) other creative industries, at (a) 15 months, (b) three years, (c) five years, and (d) 10 years, after graduation; and how that data are used in assessing the long-term economic contribution and student loan repayment profiles of those graduates.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department holds employment and earnings data for graduates across all industries in various datasets and at multiple points after graduation. This includes the Graduate Outcomes survey at 15 months after graduation, and the higher education (HE) Longitudinal Education Outcomes (LEO) publication data at up to 10 years after graduation.
The LEO data will be used alongside Labour Force Survey data to estimate the longer-term economic contribution of graduates in this year’s upcoming update of the Institute for Fiscal Studies report on the impact of undergraduate degrees on lifetime earnings. LEO data is also used alongside the Student Loans Company and HMRC data to inform the department’s forecasts of student loan repayments, as detailed in the methodology accompanying to the department’s published student loan forecasts. The forecasts and methodology are available at: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25.
Asked by: Baroness Falkner of Margravine (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether the Department for Education has declined to lay before Parliament a draft statutory code submitted by an arm's-length body between January 2015 and December 2025, where that code has not been subject to litigation.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The department has not declined to lay a draft statutory code submitted by an arm’s length body. The government is currently considering a submitted code and, if the decision is taken to approve it, my right hon. Friend, the Secretary of State for Education will lay it before Parliament. Parliament will then have a 40-day period to consider the draft code.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps are being taken to ensure that teachers receive training in safeguarding children.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
The initial teacher training (ITT) Criteria set out requirements for ITT courses leading to qualified teacher status. Course design must encompass all aspects of the Initial Teacher Training and Early Career Framework, including safeguarding duties; and accredited providers are required to ensure trainee teachers are aware of Keeping Children Safe in Education (KSCIE), guidance that schools and colleges must have regard to. KCSIE is clear that every school must have a designated safeguarding lead who takes lead responsibility for safeguarding and child protection. In line with KCSIE, all staff should undergo safeguarding and child protection training (including online safety) at induction. Additionally, all staff should receive regular safeguarding and child protection updates, including online safety (e.g., via email, e-bulletins, staff meetings) as required, and at least annually, to continue to provide them with relevant skills and knowledge to safeguard children effectively.
Asked by: Lord Freyberg (Crossbench - Excepted Hereditary)
Question to the Department for Education:
To ask His Majesty's Government how graduates in portfolio careers are classified in official statistics where their principal recorded source of income differs from their professional or creative practice; whether secondary occupations and ongoing creative activity are captured in the Graduate Outcomes survey or related datasets; and what assessment they have made of the effect of such classification practices on measured estimates of the size of the creative workforce.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Earnings and employment outcomes in the Longitudinal Education Outcomes (LEO) official statistics cover all employment and income reported to HMRC, whether from salaried employment, self-employment or freelance work.
The Graduate Outcomes survey publication provides annual pay information for graduates’ main employment during census week, 15 months after graduation. This question is not mandatory and salaries are self-reported, whether salaried work, self-employment or freelanced work. Salary information is published by annual salary bands or medians.
Skills England estimated the workforce size and demand levels in the creative industries sector in their publication ‘Assessment of priority skills in 2030’. This is available at: https://www.gov.uk/government/publications/assessment-of-priority-skills-to-2030/assessment-of-priority-skills-to-2030.
Asked by: Kim Johnson (Labour - Liverpool Riverside)
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 proposed international student levy on the financial sustainability of higher education institutions in the context of the Office for Students' press release entitled Significant challenges continue to face higher education finances – with nearly half facing deficits in 2025-26, published on 20 November 2025.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The International Student Levy will require higher education (HE) providers to pay £925 per international student per year. This is broadly equivalent to a 4.5% fee, reduced from 6% proposed in the Immigration White Paper. Levy revenue will be fully reinvested into higher education and skills, including to reintroduce targeted maintenance grants.
To mitigate disproportionate impacts on smaller providers, a 220-student allowance will apply to each provider per year. The levy will be introduced in 2028/29 and paid one year in arrears to support financial planning.
An impact analysis published in November 2025 estimated that, in isolation, the levy would result in around £270 million in income losses to the sector in its first year. This impact analysis is accessible at: https://consult.education.gov.uk/international-student-levy-unit/international-student-levy/supporting_documents/international-student-levy-impact-analysispdf.
We have also announced a tuition fee cap increase in line with forecast inflation for the 2025/26, 2026/27 and 2027/28 academic years, and will legislate, when parliamentary time allows, to increase caps automatically for future years. Over the next five years, these uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion levy cost.
Asked by: Scott Arthur (Labour - Edinburgh South West)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration she has given to allowing military parents more choice in how their child's Pupil Service Premium is spent.
Answered by Georgia Gould - Minister of State (Education)
The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.
Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.
Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practice
Guidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.
This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.
Asked by: Scott Arthur (Labour - Edinburgh South West)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to encourage schools to be transparent with how they use Service Pupil Premium funding.
Answered by Georgia Gould - Minister of State (Education)
The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.
Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.
Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practice
Guidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.
This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.
Asked by: Lord Elliott of Mickle Fell (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of how many people will benefit from the UK's participation in the Erasmus+ scheme in 2027, from the UK and abroad; and how those people will benefit from that scheme.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
We expect over 100,000 UK participants to benefit from mobility and partnership opportunities from participation in 2027. Participants from the EU and other countries associated to the programme will also benefit from the UK’s association through being able to undertake a mobility to the UK or build partnerships with UK institutions. We will have detailed information on the UK’s Erasmus+ beneficiaries after our first year of participation.
Through Erasmus+, learners will have more chances to study, train, work, or volunteer abroad. They will gain language skills, build intercultural ties, and develop real-world skills employers value. For teachers, youth workers, sports sector professionals and other staff, Erasmus+ brings professional development and access to new and innovative practice. For schools, colleges, universities and other education providers, Erasmus+ re-opens structured partnerships and networks that drive quality, encourage research links and enhance international reputation.