Lord Gilbert of Panteg

There had been no plans to routinely publish this information as this information is collected for operational purposes.

The data provided for HC70468 had already been published in the public domain via the referenced Internal Review.

It is longstanding practice not to comment on the provision of internal advice, including whether or not particular advice has been provided.

This guidance is currently under development in a live policy area. Premature release of this information would inhibit the free and frank provision of advice for policy development.

The UK’s long-standing constitutional arrangements require an immediate transition of power. A list of staff is provided to the Cabinet Secretary’s Office by political parties, so that the incoming Prime Minister has the ability to begin work immediately.

No specific guidance has been directly issued by the Cabinet Office on the topic of reducing spending by the civil service on translation into foreign languages. The Guidance on Diversity and Inclusion and Impartiality Requirements for Civil Servants signposts to another department's guidance that was issued in 2013.

The UK will host a high-level international summit on generative artificial intelligence (AI) in education in 2026. This initiative reinforces the UK’s commitment to international collaboration and to ensuring AI benefits all learners, everywhere.

Planning for the summit is underway, and the department is currently considering the format and attendees. Further information will be made available in due course.

The department recognises the transformative potential of generative artificial intelligence (AI) in education and is taking a measured, evidence-led approach to its adoption. In January 2025, the department published updated guidance on the safe and effective use of generative AI in schools, including product safety expectations that prioritise child-centred design and safeguarding.

Secondly, to assess the impact of AI on children’s education and long-term skills, the department is investing over £1 million in a test-and-learn pilot with schools, colleges, and educational technology (EdTech) firms. This EdTech Impact Testbed Pilot is designed to evaluate how AI tools affect staff workload, pupil outcomes, and inclusivity. The department is also funding Ofsted to research how early adopter schools are using AI to support teaching and learning, with findings due in June 2025.

Additionally, the EdTech Evidence Board pilot launched in partnership with the Chartered College of Teaching is developing criteria to assess the effectiveness of EdTech tools. This will support schools in making evidence-based decisions about AI adoption.

Finally, to ensure safety and well-being, the department has published free training materials for educators and continues to work with regulators and the sector to ensure AI tools are safe, effective, and inclusive.

The department has announced over £1 million in funding to test the effectiveness of education technology (EdTech) products in schools and colleges. This initiative is part of a broader commitment to harness artificial intelligence (AI) and digital tools to improve staff workload, pupil outcomes, and inclusivity. This work is based on findings from the department’s 2023 call for evidence on AI in education, which gathered views from educators, academics and civil society organisations on technology and AI in the classroom.

As part of this work, the department has launched an open expression of interest for schools, colleges and EdTech companies to participate in the EdTech Impact Testbed Pilot. The department is working with the Open Innovation Team to engage the education sector and gather insights on what works. This includes collaboration with educators and EdTech firms to ensure the tools tested are relevant and impactful.

The department is also currently undertaking deliberative engagement with pupils, parents and teachers to explore the use of pupil work to train AI. We are putting children, teachers and parents at the centre of work to explore responsible governance structures.

Schools are allocated funding through the English as an additional language factor in the national funding formula which they can draw on to support pupils. This directs funding to schools (worth £590 per eligible primary pupil and £1,585 per eligible secondary pupil) based on the number of pupils on roll who are classed as having a first language other than English and who have started in the state-funded education system in England in the last three years. Schools are responsible for ensuring that all pupils can access the full curriculum and have flexibility in how they spend their overall budgets to put appropriate support provision in place. No recent assessment has been made of the adequacy of this approach for pupils with a first language other than English. However, the government will keep the matter under review.

In addition, the government supports adults aged 19 and over in England who are non-native speakers to access English for speakers of other languages (ESOL) provision, funded through the adult skills fund (ASF). Currently, approximately 60% of the ASF is devolved to nine Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London acting through the Greater London Authority. These authorities are responsible for the provision of adult education and allocation of the ASF in their local areas. The Education and Skills Funding Agency is responsible for the remaining ASF in non-devolved areas where colleges and training providers have the freedom and flexibility to determine how they use their ASF to meet the needs of their communities.

In non-devolved skills areas, individuals aged 19 and over, including refugees, those granted humanitarian protection and asylum seekers, can be fully funded or co-funded to study ESOL depending on their employment status and salary, and provided they meet the residency criteria set out in the ASF Funding and Performance Management Rules.

Government recognises that the ability to speak English is key to helping people integrate into life in the UK, as well as supporting people to access education, employment and other opportunities. Public bodies are responsible for determining their own requirements for language services and ensuring these deliver good value for money for the taxpayer and a good service.

I refer the Noble Lord to the answer given to Question UIN HL2739 on 4 December 2024.

As independent bodies who take their own decisions, local authorities are responsible for assessing the need and value for money in delivering any translation services for their residents.

Government recognises that the ability to speak English is key to helping people integrate into life in the UK, as well as supporting people to access education, employment and other opportunities.

We continue to support English language provision in various ways, including through providing £11.5 million for English language courses and employment support for up to 12,500 Ukrainians across the UK through the ‘STEP Ukraine’ programme. Other cohorts supported with similar English Language provision include Hong Kong British Nationals (Overseas) and Afghans arriving in the UK through HMG-led relocation schemes.

More generally, the Department for Education supports adults aged 19+ in England who do not have English as a first language to access English for Speakers of Other Languages (ESOL) provision, via the Adult Skills Fund.

As independent bodies who take their own decisions, local authorities are responsible for assessing the need and value for money in delivering any translation services for their residents.

Government recognises that the ability to speak English is key to helping people integrate into life in the UK, as well as supporting people to access education, employment and other opportunities.

We continue to support English language provision in various ways, including through providing £11.5 million for English language courses and employment support for up to 12,500 Ukrainians across the UK through the ‘STEP Ukraine’ programme. Other cohorts supported with similar English Language provision include Hong Kong British Nationals (Overseas) and Afghans arriving in the UK through HMG-led relocation schemes.

More generally, the Department for Education supports adults aged 19+ in England who do not have English as a first language to access English for Speakers of Other Languages (ESOL) provision, via the Adult Skills Fund.