Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the impact of school attendance policies and attendance reward schemes on pupils with serious or chronic health conditions, including those undergoing treatment for cancer.
Answered by Paul Waugh - Parliamentary Under-Secretary (Department for Education)
Our ‘Working together to improve school attendance’ guidance recognises that pupils with additional needs, including serious or chronic health conditions, may face complex barriers to attendance. Schools should take a sensitive, ‘support first’ approach.
Section 100 of the Children and Families Act 2014 requires maintained schools, academies and pupil referral units to support pupils with medical conditions. The ‘Supporting pupils at school with medical conditions’ statutory guidance makes clear that pupils should be properly supported and not penalised for absences related to their condition, such as hospital appointments. Schools should work with families to understand barriers and provide appropriate support or reasonable adjustments.
The department does not prescribe how attendance rewards or incentives should operate. Where schools link attendance to activities, we expect them to act carefully, proportionately and without discrimination, ensuring schemes are inclusive and appropriate for all pupils, including those with disabilities or long-term health conditions.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the delayed publication of 2025 Key Stage 2 SATs results on pupils, parents and schools; what discussions she has had with Pearson regarding reported issues in the marking process; and if she will undertake an independent review of the administration and marking of the 2025 SATs to ensure that pupils receive accurate results and have an opportunity to request reviews of marking where appropriate.
Answered by Georgia Gould - Minister of State (Education)
Schools rightly expect results to be delivered on time, and the department recognises the frustration this delay caused. Pearson Education Limited has fully apologised for failing to return the 2026 SATs results on time and for the impact on schools, pupils and parents. A thorough independent review, led by Dame Christine Gilbert, will be conducted into how such a serious failing could have occurred and is expected to report in the Autumn.
The government is very clear that the delay was due to issues with Pearson’s systems and not concerns about the quality of the tests or the results. Marking was completed and test scripts were marked according to the required quality assurance processes. The standards maintenance process, which underpins our ability to compare the expected standard of the tests from year to year, was completed to schedule on Thursday 2 July 2026.
Results were returned on 16 July. The deadline for schools to apply for reviews of marking or clerical errors has been extended until 7 September.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what mechanisms are in place to ensure accountability for public sector bodies and organisations carrying out safeguarding functions on behalf of local authorities; and whether her Department plans to introduce new measures to improve transparency, oversight and consequences for procedural failures.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
‘Working Together to Safeguard Children 2026’ sets clear expectations for how organisations must safeguard children. Inspectorates and regulators are key to ensuring organisations follow their statutory duties. Ofsted inspects early years provision, schools, further education and skills providers, and all children’s social care services including children’s homes, fostering agencies and adoption services.
Joint Targeted Area Inspections are multi-agency inspections carried out by Ofsted, the Care Quality Commission, His Majesty’s Inspectorate of Constabulary and Fire and Rescue Services and HM Inspectorate Probation.
Out-of-school settings have a common law duty of care to take reasonable steps to prevent foreseeable harm, alongside other statutory obligations relating to Disclosure and Barring Service requirements and health and safety legislation.
DfE will provide a formal response to the call for evidence on safeguarding in these settings in due course, following ongoing stakeholder engagement.
The department is establishing a Child Protection Authority to strengthen the child protection response regardless of where harm takes place.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to review cases where foster carers and children may have been adversely affected by Local Authority Designated Officer investigations; and if she will make an assessment of the potential merits of establishing a public inquiry into historic failures in the foster care system and related safeguarding procedures.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The local authority designated officer (LADO) is a local authority function. Local authorities are responsible for managing allegations against adults who work with children and the LADO plays a vital role in safeguarding children by overseeing the management of allegations made against adults who work with children in any capacity. To help ensure the LADO role is delivered consistently and effectively, we are working with the national LADO network to make operational guidance available. This guidance seeks to draw together current good practice to support a more consistent approach nationally.
The department has announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust, simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support.
Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with the aim of creating an additional 10,000 fostering places by the end of this Parliament.
The fostering plan is available here: https://www.gov.uk/government/publications/renewing-fostering-homes-for-10000-more-children.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce increased statutory rights and protections for foster carers, including safeguards against unsubstantiated allegations; and what assessment she has made of the potential impact of such reforms on the stability and wellbeing of children in foster care.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she has taken to encourage exam boards to offer the British Sign Language GCSE.
Answered by Georgia Gould - Minister of State (Education)
The government, working with the Office of Qualifications and Examinations Regulation (Ofqual), has developed the content and assessment arrangements for a new British Sign Language (BSL) GCSE.
Now that Ofqual’s final qualification rules have been published, exam boards are able to develop detailed specifications which will form the basis of course content to be taught in schools and colleges.
Decisions on whether to develop qualification specifications are for exam boards, and any specifications developed by exam boards will need to be accredited by Ofqual before they are available to schools.
I have written to the exam boards to encourage them to seize the opportunity to offer this important qualification.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, when she expects the first BSL GCSE course to begin.
Answered by Catherine McKinnell - Minister of State (Ministry of Justice)
The development of a British Sign Language (BSL) GCSE is an important step toward fostering greater recognition of BSL as a language, and the government is committed to developing a qualification that benefits both students and the wider deaf community.
The department published subject content in December 2023, and Ofqual, the independent qualifications regulator, is in the process of finalising the assessment arrangements. We have worked closely with Ofqual throughout this process, as we do during the development of any new GCSE. Our focus is on ensuring that the BSL GCSE is of the highest quality. It is important that the assessment is fair, rigorous, and reflective of BSL as a language, so that the qualification meets the required standards and serves the needs of both students and the deaf community.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions her Department has had with Ofqual on the timing of the first teaching of the British Sign Language GCSE.
Answered by Catherine McKinnell - Minister of State (Ministry of Justice)
The development of a British Sign Language (BSL) GCSE is an important step toward fostering greater recognition of BSL as a language, and the government is committed to developing a qualification that benefits both students and the wider deaf community.
The department published subject content in December 2023, and Ofqual, the independent qualifications regulator, is in the process of finalising the assessment arrangements. We have worked closely with Ofqual throughout this process, as we do during the development of any new GCSE. Our focus is on ensuring that the BSL GCSE is of the highest quality. It is important that the assessment is fair, rigorous, and reflective of BSL as a language, so that the qualification meets the required standards and serves the needs of both students and the deaf community.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will extend the 50% faith-based admissions cap to all new schools.
Answered by Catherine McKinnell - Minister of State (Ministry of Justice)
I refer the hon. Member for South Leicestershire to the answer of 22 January 2025 to Question 23775.
Asked by: Alberto Costa (Conservative - South Leicestershire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the impact of removing the abatement law on teacher's pensions on (a) retaining teachers and (b) allowing retired teachers to return to the profession.
Answered by Catherine McKinnell - Minister of State (Ministry of Justice)
The department reviewed the abatement provisions as part of scheme reforms introduced in 2015 and removed abatement applying to any service accrued under the career average scheme that was introduced.
The abatement provision applies to pension accrued in the final salary section of the scheme only. The final salary section is closed to any further accrual, and all active members have now transitioned to the career average scheme.
Retired teachers are able to return to the profession and accrue further pension.
There are no plans to review the abatement provisions again.