Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of including humanism as part of the national curriculum on religious education.
Answered by Georgia Gould - Minister of State (Education)
The department recognises that non-religious worldviews, including humanism, can play an important role in supporting pupils’ understanding of beliefs and values. Religious education (RE) is not part of the national curriculum but is a mandatory subject for all pupils aged 5 to 18 in state-funded schools in England. Schools should deliver RE in an objective, critical and pluralistic way and already have the flexibility, through their locally agreed syllabuses, to include the study of non-religious world views such as humanism.
The department welcomes the Curriculum and Assessment Review’s recommendation that Vanessa Ogden, a former review panellist specialising in RE, should lead a sector group, independent from government, to develop a draft RE curriculum. We expect that the sector group’s work on RE will reflect the role the subject plays in building understanding between people of different faiths, beliefs and communities, including those with non-religious world views. If the group reaches consensus on a draft curriculum, the government will consult on whether to add it to the national curriculum.
Asked by: Juliet Campbell (Labour - Broxtowe)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to upgrade the teacher training curriculum to include mandatory training on how to teach dyslexic children.
Answered by Georgia Gould - Minister of State (Education)
On 16 January we announced plans for a new expectation on schools and other settings to ensure staff receive training on SEND and inclusion, supported by £200m investment during this Parliament into government-backed training courses and materials.
The department recently introduced a new training framework for trainee and early career teachers. The initial teacher training and early career framework (ITTECF), which became mandatory from September 2025, sets out the minimum entitlement to training for all new teachers. This framework includes more content on adaptive teaching and supporting pupils with special educational needs and disabilities (SEND). For example, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils, including those with dyslexia. We are committed to continuous improvement and will be reviewing the ITTECF in 2027, which will focus on the support we provide trainees and early career teachers in teaching pupils with SEND.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children in England and Wales in primary school have a classroom assistant full time.
Answered by Georgia Gould - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The department does not hold data on whether a child has access to a teaching assistant full time or for part of their school day.
Schools in England are asked to record the headcount and (FTE of their teaching assistants. In the November 2024 school workforce census, there were a reported 288,800 teaching assistants (FTE).
Information on the school workforce in England, including the number of teaching assistants in state-funded schools, is published in the ’School workforce in England statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england/2024.
These figures have been available since 5 June 2025.
Asked by: Perran Moon (Labour - Camborne and Redruth)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 11 November 2025 to Question 87556, how long the pause on the introduction of new electric vehicle salary sacrifice schemes in the public sector will last; and if she will publish the planned timetable for the cross‑government review of those schemes.
Answered by Georgia Gould - Minister of State (Education)
The review and decision on new electric vehicle salary sacrifice schemes for academy trusts is being led by HM Treasury. The department remains in contact with HM Treasury on this issue and will inform academy trusts when a decision has been made.
Asked by: Afzal Khan (Labour - Manchester Rusholme)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to conduct a review of collective worship in schools in England.
Answered by Georgia Gould - Minister of State (Education)
Collective worship remains an important part of school life, supporting pupils to reflect on the concept of belief and the role it plays in our country’s traditions and values.
Schools in England already have flexibility in how they meet this requirement and can deliver collective worship or assemblies in ways that reflect the diverse needs of their pupils and local communities. Students over 16 and parents of younger pupils also retain the right of withdrawal from collective worship.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of support available in mainstream state schools for pupils with dyspraxia who do not meet the threshold for an Education, Health and Care Plan in Surrey.
Answered by Georgia Gould - Minister of State (Education)
Every child in our country deserves the best possible educational experience, one that is academically stretching, where every child and young person feels like they belong, and that sets them up for life and work.
The department knows from our extensive engagement with parents, teachers, local authority staff and leaders, charities and others that there are significant challenges in the special educational needs and disabilities (SEND) system. They need to be addressed urgently. But we must ensure we do so in a way that builds trust and confidence in the system and leads to improved outcomes for children and young people.
The department will set out our proposals for reform in a Schools white paper and we will consult widely on these proposals and continue to work with a wide range of partners to refine and deliver them.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of unmet special educational needs relating to dyspraxia on pupil wellbeing, attainment and school attendance.
Answered by Georgia Gould - Minister of State (Education)
Where a pupil is not attending school due to unmet or additional needs, including dyspraxia, the ‘Working together to improve school attendance’ guidance sets out clear expectations on how schools, local authorities and wider services work together to access and provide the right support to improve attendance.
We understand that early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities, therefore we are supporting settings by strengthening the evidence base of what works. The government will set out proposals for reforms to the special educational needs and disabilities system through a Schools white paper in due course.
Asked by: Dan Norris (Independent - North East Somerset and Hanham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of creating a national strategy for modern foreign language teaching in the context of levels of take-up of modern foreign language GCSEs.
Answered by Georgia Gould - Minister of State (Education)
The early years foundation stage (EYFS) statutory framework which early years providers are required to follow includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance here: https://www.nhs.uk/conditions/sudden-infant-death-syndrome-sids/
To make the existing requirements clearer for all the department plans to add in more detail to the EYFS frameworks. We have worked with safe sleep experts including the Lullaby Trust on proposed new wording. We plan to make these changes as soon as possible
The ‘Early years qualification requirements and standards’ document sets out the minimum qualification requirements, including the qualifications criteria at Levels 2 and 3, that staff must meet to be recognised as level 2, level 3 or level 6 members of staff for the purpose of working within the EYFS staff:child ratios. The document is available here: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.
Both the level 2 and level 3 criteria include knowledge of rest and sleep provision, with level 3 also including use of equipment, furniture and materials safely with regard for sleep safety.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children are awaiting a statement of educational needs in England and Wales.
Answered by Georgia Gould - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The special educational needs and disability code of practice published in 2014 replaced all statements of special educational needs with education, health and care (EHC) plans. No new statements were issued and all existing statements were converted to EHC plans by 2019.
The department does not hold data for the number of children and young people awaiting EHC plans.
The number of children and young people for whom an EHC needs assessment was requested during 2024 and who are waiting for that assessment to be completed as of January 2025 is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/ce81a1c1-24b4-4157-fc02-08de55ac55be.
The number of EHC needs assessments carried out during 2024, and the number where the outcome of that assessment is ongoing as of January 2025, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/cee798f6-fb96-459e-ac19-08de532c2243.
The figures are from the 2025 EHC plans publication, which is available at:
These figures have been available since 26th June 2025.
Asked by: Baroness Coussins (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the remarks by Baroness Smith of Malvern on 8 January (HL Deb col 1408), when the research that showed that bursaries and scholarships are more important to overseas trainee modern foreign language teachers than the international relocation payment was carried out.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
The research was commissioned by the department in 2024 with fieldwork taking place between March and November of the same year. The attached report was published in June 2025 and is also available here: https://www.gov.uk/government/publications/international-teacher-recruitment.