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 early intervention support for families where children display harmful or aggressive behaviour at home in Surrey Heath constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The national rollout of Family Help, Multi-Agency Child Protection and Family Group Decision Making reforms is being delivered through the Families First Partnership (FFP) programme.
The programme is backed by £2.4 billion in funding over the next three years, which is ringfenced for spend on prevention.
Multi-disciplinary Family Help teams will prioritise supporting the whole family, wrapping support around them and intervening at the earliest opportunity to prevent challenges escalating, including for families where children display harmful or aggressive behaviour at home. Local partnerships should use population needs assessments to identify agencies, services and practitioners needed in their multi‑disciplinary teams.
The FFP programme team in the department will work closely with all local authorities, including Surrey, to monitor progress and provide support. In 2025/26, Surrey local authority received £5.1 million of ringfenced funding for the delivery of FFP, and based on indicative allocations they will receive £10.1 million in 2026/27.
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: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help support (a) nurseries and (b) early years settings to improve their safeguarding practices in Surrey Heath constituency.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The ‘Early Years Foundation Stage’ (EYFS) statutory framework sets the standards and requirements early years providers must meet to ensure that children are kept healthy and safe.
To support the early years sector with the safeguarding changes which were introduced to the EYFS in September 2025, the department is developing an online early years safeguarding training package in collaboration with the NSPCC.
It will be a free and universal offer open to all early years settings, educators and reception-based staff to access.
The department has regular contact with each local authority in England, including Surrey, about their sufficiency of childcare and any other issues they are facing.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help improve the governance of academy trusts in Surrey.
Answered by Georgia Gould - Minister of State (Education)
Robust governance is crucial to achieving a strong school system, helping every child achieve and thrive. The department has produced dedicated governance guidance in addition to requirements in the Academy Trust Handbook. The Effective Governance Resources page on GOV.UK consolidates best practice to help boards govern strategically, flexibly and effectively. It was published in September 2025 here: https://www.gov.uk/government/publications/effective-governance-resources.
Where there are concerns about the governance of an academy trust, the department can set conditions to improve that the trust must meet to avoid further action. My right hon. Friend, the Secretary of State for Education can terminate an academy’s funding agreement where there is a serious breakdown in governance.
This month we have announced that we are legislating to introduce inspection of multi-academy trusts. Reporting on the quality and effectiveness of trust governance will help drive better outcomes for children and provide greater confidence for parents.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of SEND provision for (a) blind and (b) partially sighted children in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The majority of children with visual impairments are taught in mainstream schools, and all schools have legal duties to make reasonable adjustments for disabled pupils, including the provision of auxiliary aids. The department is committed to improving inclusivity and expertise in mainstream schools, and ensuring special schools cater to those with complex needs. Local authorities must ensure sufficient school places for those with special educational needs and disabilities and keep this under review.
We have commissioned research to strengthen the evidence base of what works to improve inclusive practice in mainstream settings, including for sensory impairment. We have also introduced a sensory impairment apprenticeship route into teaching, supporting local authorities and schools to commission appropriately qualified staff to ensure visually impaired children are not disadvantaged.
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 potential impact of the use of smart phones on levels of disruption in classrooms.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Mobile phones have no place in schools.
The department’s new, stronger guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.
The guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff, while our attendance and behaviour hub lead schools will support other schools to implement and enforce a mobile phone policy where needed.
For the first time, Ofsted will check school mobile phone policy on every inspection, with schools expected to be phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspections.
In addition, a consultation will identify the next steps in the government’s plan to boost children’s wellbeing online.
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 trends in the level of progression rates from foundation to other low-level courses in colleges in (a) Surrey and (b) Surrey Heath constituency.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department works closely with the four general further education colleges in Surrey: Brooklands, East Surrey, Nescot and Activate. The colleges collaborate through Surrey FE to support recruitment and progression across Surrey. Each college has worked towards targets in their accountability agreements, which include clear progression routes at all levels. This work is supported by the FE Provider Dashboard, which provides insight into progression and employment outcomes and informs annual strategic conversations with colleges.
Ofsted’s new framework will measure college achievement and performance, particularly in relation to those who are disadvantaged, those with special educational needs and disabilities or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their learning and well-being, including those without level 2 English or mathematics
The Post-16 Education and Skills White Paper sets out how we will make 16-19 pathways easier to navigate. The department will introduce V Levels as a new vocational option that sits alongside A levels and T Levels at Level 3, and will feature nationally set content linked to job standards, giving students clear, industry relevant choices. We will also introduce two new dedicated pathways at Level 2: an occupational pathway to prepare students for work, and a further study pathway to help students progress to higher levels of study.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what evaluation her Department has undertaken of the effectiveness of Pupil Premium Plus funding in improving educational and wellbeing outcomes for adopted children.
Answered by Georgia Gould - Minister of State (Education)
The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.
The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.
Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.
Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.
An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what requirements are placed on schools to (a) monitor, (b) record, or (c) report how Pupil Premium Plus funding allocated for adopted children is spent.
Answered by Georgia Gould - Minister of State (Education)
The pupil premium grant provides funding to schools to improve educational outcomes for disadvantaged pupils. ‘Pupil premium plus’ (PP+) refers to the portion of the grant for children who are looked-after by the local authority or were previously looked-after by a local authority or other state care.
The pupil premium Conditions of Grant set out that maintained schools and academies must publish annual strategy statements setting out their planned use of pupil premium. Governors and trustees should scrutinise schools’ strategy statements, including their plans for and use of their pupil premium grant and the outcomes achieved in the previous academic year.
Pupil premium funding, including PP+, is not a personal budget for individual pupils. It is for schools to decide how to allocate the funding, after assessing the needs of their disadvantaged cohort, including looked after and previously looked after children. Pupil premium guidance supports school leaders to use their funding effectively. This guidance can be found at: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026/pupil-premium-conditions-of-grant-for-the-2025-to-2026-financial-year.
Designated teachers statutory guidance is clear that the school’s designated teacher should ensure the specific needs of the PP+ cohort are understood by the school’s staff and reflected in how the school uses PP+ to support these children. They should use parents and guardians’ insights to support decisions on how the PP+ is used. This guidance can be found at: https://www.gov.uk/government/publications/designated-teacher-for-looked-after-children.
An evaluation of pupil premium was published in March 2025. This included findings that 58% of schools and 70% of trusts identify looked-after children as one of the groups who most benefit from pupil premium funding. This evaluation can be accessed at: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.