Al Pinkerton

Hybrid heat pumps, a heating system comprised of a fossil fuel boiler and a heat pump, have the potential to play an important role in heat decarbonisation over the coming years.

The Government will continue to consider their potential and is consulting further through the ‘Raising product standards for space heating’ consultation, which is open until 25 March 2025.

The previous Government consulted in April 2024 on a proposal to require smart functionality for electric heating appliances with high flexibility potential and to extend this to hybrid heat pumps. A response to that consultation will be published in due course.

The Government recognises the role community groups and cooperatives play in our efforts to tackle climate change. Great British Energy’s Local Power Plan will enhance existing support Community Energy Groups to roll out renewable energy projects and develop up to 8GW of cleaner power.

The Government also supports the community energy sector through the £10 million Community Energy Fund, which enables communities across England to access grant funding to develop local renewable energy projects for investment.

The previous Government consulted on the barriers to community energy through a Call for Evidence, which closed on 30 June 2024. We will learn from the responses to this consultation to inform our future work on community energy.

At the recent Budget, the government took a number of difficult decisions on tax, welfare, and spending to fix the foundations on public finances, fund public services, and restore economic stability.

Ministers have met with representatives from the voluntary, community and social enterprise (VCSE) sector to discuss this issue and the department is aware of their concerns about the impacts of the increase to employer National Insurance Contributions (NICs).

The government recognises the need to protect the smallest businesses and charities, which is why we have more than doubled the Employment Allowance to £10,500. This means that more than half of businesses (including charities) with NICs liabilities will either gain or see no change next year.

We are also expanding eligibility of the Employment Allowance by removing the £100,000 eligibility threshold, to simplify and reform employer NICs so that all eligible employers now benefit. Businesses and charities will still be able to claim employer NICs reliefs including those for under 21s and under 25 apprentices, where eligible.

The Government publishes Tax Information and Impact Notes (TIINs) for tax policy changes, which give a clear explanation of the policy objective and an assessment of the impacts. The TIIN for the employer NICs changes was published on 13 November 2024.

Within the tax system, we provide support to charities through a range of reliefs and exemptions, including reliefs for charitable giving. More than £6 billion in charitable reliefs was provided to charities, Community Amateur Sports Clubs and their donors in 2023 to 2024. The biggest individual reliefs provided are Gift Aid at £1.6 billion and business rates relief at nearly £2.4 billion.

The department is clear that any incident of discrimination and derogatory language is unacceptable and should be dealt with quickly and effectively by schools. All members of the school community are responsible for creating a positive, safe environment in which threats or abuse are not tolerated and everyone is treated respectfully.

The ‘Behaviour in schools’ guidance outlines that school staff should challenge all inappropriate language and behaviour between pupils, never normalising abusive language or behaviour by disregarding it or treating it as ‘banter’.

The relationships, sex and health education curriculum has a strong focus on equality, respect, the harmful impact of stereotyping, and the importance of valuing difference.

The department recognises the incredibly important role designated safeguarding leads (DSLs) play in keeping children and young people safe in schools. We support them to do this through our robust safeguarding framework, ‘Keeping children safe in education’ (KCSIE), the statutory guidance that all schools and colleges, including schools in Surrey Heath constituency, must have regard to when carrying out their duties to safeguard and promote the welfare of children.

KCSIE is clear that every school must have a DSL who should take lead responsibility for safeguarding and child protection. Annex C of the guidance supports DSLs to understand the role and expectations placed on them.

The department regularly reviews KCSIE to see where it needs to be strengthened to ensure it continues to provide the support that DSLs need.

Schools have a duty to safeguard and promote the welfare of their pupils and are best placed to decide what pastoral support to provide based on the needs of their pupils, making the best use of their funding and taking the best available evidence-based advice. The Autumn Budget 2024 confirmed an additional £2.3 billion for the core schools budget for 2025/26 compared to 2024/25. This means that overall core schools funding will reach over £63.9 billion in 2025/26.

Good pastoral support is important to achieving high and rising standards in schools and breaking down barriers to opportunity, helping pupils to achieve and thrive in education.

Specifically in relation to pupil’s mental health and wellbeing, the government will provide access to specialist mental health professionals in every school by 2029/30 by expanding NHS-funded Mental Health Support Teams (MHSTs). Expansion will be overseen by Integrated Care Boards (ICBs) and these teams currently cover 26% of pupils and learners in schools and colleges in Surrey Heartlands ICB, compared to 52% coverage nationally. ​

The government will also recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

To support education staff, the department provides guidance and practical resources on promoting and supporting pupils’ mental health and wellbeing in schools. For example, a resources hub and a toolkit to help choose evidence-based early support for pupils. These can be found here: https://mentallyhealthyschools.org.uk/whole-school-or-college-resources/.

This abhorrent practice should never have taken place, and our deepest sympathies are with all those affected.

We take this issue extremely seriously and are considering what more can be done for those who were impacted by historical forced adoption.

The department publishes data annually on pupils who are eligible for free school meals in the ‘Schools, pupils and their characteristics’ statistics. This includes a school level underlying data file which indicates Parliamentary constituency. The data is available at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2023-24.

Please note that data on Parliamentary constituencies use boundaries as they were when the statistics were published. Constituency boundaries will be updated to the most recent ones in the next ‘Schools, pupils and their characteristics’ publication in June 2025.

There is a range of digital and in-person support available to school and colleges to help them to inform their students about apprenticeships. The Careers and Enterprise Company’s national network of Careers Hubs, helps to co-ordinate employers and local programmes to engage directly with schools and colleges to support their careers education, including to raise awareness of apprenticeship routes into their sectors.

Around 2,000 volunteers, comprising of employers and apprentices, have formed the Apprenticeship Ambassador Network (AAN). The ambassadors go into schools and colleges to share their compelling stories and experiences of what apprenticeships can do for young people. The AAN currently has coverage of 70% schools and colleges in England and aims to align an ambassador to every state-funded secondary school and further education college by March 2026.

Additionally, the provider access legislation requires all maintained schools and academies to publish a policy statement setting out opportunities for providers of technical education and apprenticeships to access year 8 to 13 pupils and to make sure the statement is followed.

Higher education (HE) providers are autonomous and decide where to locate and establish their facilities, providing tangible benefits to their local areas and constituencies.

Providers registered with the Office for Students (OfS) and in the Approved (fee cap) category of registration are allocated targeted grant funding through the Strategic Priorities Grant. The government provides this funding on an annual basis to support teaching and students in HE, including expensive-to-deliver subjects, such as science and engineering, and for students at risk of discontinuing their studies. Of the £1.4 billion recurrent funding distributed by the OfS for the 2024/25 academic year, more than two-thirds is being directed to support the provision of high-cost courses.

Providers in Surrey are in receipt of this funding, including the University of Surrey and Royal Holloway, University of London.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND). The department is focusing on improving inclusivity and expertise in mainstream schools and is working with families and education and care experts to deliver this in the best interests of all children and to restore parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND including autism, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status.

The ITT Core Content Framework and the Early Career Framework (ECF), for trainee and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025, will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement.

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. The department has edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials.

The department recognises that continuous improvement is essential and has recently committed to a full review of the Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND). The department is focusing on improving inclusivity and expertise in mainstream schools and is working with families and education and care experts to deliver this in the best interests of all children and to restore parents’ trust.

High-quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with SEND including autism, and the department is committed to ensuring that all pupils receive excellent support from their teachers. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the Teachers’ Standards to be recommended for the award of qualified teacher status.

The ITT Core Content Framework and the Early Career Framework (ECF), for trainee and early career teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025, will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula. From September 2025 all ECTs will be entitled to a two year induction that is underpinned by the ITTECF, known as the Early Career Teacher Entitlement.

The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new national professional qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. The department has edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials.

The department recognises that continuous improvement is essential and has recently committed to a full review of the Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions.

​Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.

​Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English hubs programme, the publication of the reading framework and an updated list of high-quality systematic synthetic phonics programmes for schools. The initial teacher training and early career framework, which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND, and from September 2025 will underpin the minimum entitlement to training for new teachers.

My right hon. Friend, the Secretary of State for Education has not had any conversations with Surrey Heath Borough Council regarding dyslexia support, as we believe schools are best placed to take these decisions locally, in consultation with parents, young people and the local authority, after a thorough assessment of the child or young person’s needs and drawing on wider professional advice, as appropriate.

The department will also provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. Further information on the support, as at 31 March 2024, for pupils provided by NHS funded MHSTs in Surrey schools is available here: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision. We will recruit an additional 8,500 new mental health staff to treat children and adults, and open new Young Futures hubs with access to mental health support workers.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. As part of this, the department is considering evidence on international best practice in its policymaking on special educational needs.

We are providing £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.

The Core Content Framework and the Early Career Framework, for trainee and Early Career Teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025 will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF). This sets out a minimum entitlement to training and must be used by providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework, and an updated list of high quality systematic synthetic phonics programmes for schools. Surrey Heath’s nearest English Hub is Wandle English Hub. Further information is available here: https://englishhubs.net/english_hubs/wandle-english-hub/.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. As part of this, the department is considering evidence on international best practice in its policymaking on special educational needs.

We are providing £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.

The Core Content Framework and the Early Career Framework, for trainee and Early Career Teachers (ECTs) respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching, and from September 2025 will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF). This sets out a minimum entitlement to training and must be used by providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.

Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework, and an updated list of high quality systematic synthetic phonics programmes for schools. Surrey Heath’s nearest English Hub is Wandle English Hub. Further information is available here: https://englishhubs.net/english_hubs/wandle-english-hub/.

The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.

The national curriculum sets out the subjects and programmes of study that schools are required to teach to children of compulsory school age in English maintained schools. Physical education (PE) is compulsory at all four key stages of the national curriculum.

Data collected in the ‘School and college voice: December 2023’ survey indicated that the median scheduled PE time was 120 minutes for key stage 1 to key stage 3 and 60 minutes for key stage 4. The data can be found here: https://www.gov.uk/government/publications/school-and-college-voice-omnibus-surveys-for-2023-to-2024/school-and-college-voice-december-2023.

The government established an independent Curriculum and Assessment Review, chaired by Professor Becky Francis CBE The interim report can be accessed at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.

In the next phase, the Review will consider subject issues, working closely with the sector. The government has committed to protect time for PE and will respond to the Review’s final recommendations in the autumn.

I refer the hon. Member for Surrey Heath to the answer of 19 November 2024 to Question 13396.

Apprenticeships give employers the skills they need to grow, helping them to fill their vacancies and train their workforce to address industry skills gaps. Apprenticeships are a great way for individuals to begin, or progress in, a successful career.

The department continues to promote apprenticeships to young people, adults and employers 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 government 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 succeed.

The department also supports the apprenticeship ambassador network, a network of over 2,000 volunteer employers and former and current apprentices, all of whom volunteer their time to inform and inspire the next generation of apprentices and apprentice employers.

Universities are autonomous and responsible for promoting their own programs.

No teacher should feel unsafe or face violence or abuse in the workplace. The department will always support teachers to ensure they can work in safe and calm classrooms. All school employers, including trusts, have a duty to take reasonable steps to protect the health, safety and welfare of their employees.

While the department expects schools to take immediate and robust action if incidents of violence occur, any decision on how to sanction the pupil involved is a matter for the school.

In the most serious cases, suspension or permanent exclusion may be necessary to ensure that teachers and pupils are protected from disruption and to maintain safe, calm environments. Should the incident constitute a criminal offence, the school should report it to the police.