Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help ensure that entering employment does not result in a net financial loss for young people living in supported housing.

Answered by Stephen Timms - Minister of State (Department for Work and Pensions)

It remains the department’s priority to ensure that those who can work are supported to enter the labour market and to sustain employment.

We acknowledge there is a challenge arising from the interaction between Universal Credit and Housing Benefit, particularly for working age customers residing in supported and temporary accommodation.

Currently, a broad spectrum of customers receive rent support through Housing Benefit. This includes pensioners, residents in Supported or Temporary Accommodation and customers who have not yet migrated to Universal Credit. Any amendment to the Housing Benefit taper rules would apply to all these groups.

We are considering options to improve work incentives for residents of supported housing and temporary accommodation, while taking into account the views of stakeholders. Any future decisions will be taken in the round and in the context of the current fiscal environment.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what discussions his Department has had with HM Treasury on changing the housing benefit taper rate for individuals living in supported accommodation.

Answered by Stephen Timms - Minister of State (Department for Work and Pensions)

It remains the department’s priority to ensure that those who can work are supported to enter the labour market and to sustain employment.

We acknowledge there is a challenge arising from the interaction between Universal Credit and Housing Benefit, particularly for working age customers residing in supported and temporary accommodation.

Currently, a broad spectrum of customers receive rent support through Housing Benefit. This includes pensioners, residents in Supported or Temporary Accommodation and customers who have not yet migrated to Universal Credit. Any amendment to the Housing Benefit taper rules would apply to all these groups.

We are considering options to improve work incentives for residents of supported housing and temporary accommodation, while taking into account the views of stakeholders. Any future decisions will be taken in the round and in the context of the current fiscal environment.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the role of play in supporting the (a) development and (b) learning of (i) children with special educational needs and disabilities and (ii) other children; and what steps her Department is taking to ensure that reductions in school break times do not limit opportunities for play during the school day.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that play is critical to children’s wellbeing, learning and development. This is reflected in the early years foundation stage statutory framework, which supports early years practitioners to design a rich curriculum that includes regular opportunities for play-based learning.

Governing bodies (for maintained schools) and academy trusts (for academies) are responsible for deciding when sessions should begin and end on each school day. They are also responsible for deciding the length of each lesson and the timings for the morning session, the midday break and the afternoon session. The department does not collect data on the number of breaks, including lunch time, that schools schedule into their daily and weekly timetable.

Government guidance sets out the expectation that a school week is a minimum of 32.5 hours, inclusive of breaks. However, the department does not collect data on the amount of time provided.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department collects data on the amount of (a) break and (b) lunch time provided in schools; and what assessment she has made of the potential impact of reduced break times on (i) disabled children and (ii) pupils with special educational needs.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that play is critical to children’s wellbeing, learning and development. This is reflected in the early years foundation stage statutory framework, which supports early years practitioners to design a rich curriculum that includes regular opportunities for play-based learning.

Governing bodies (for maintained schools) and academy trusts (for academies) are responsible for deciding when sessions should begin and end on each school day. They are also responsible for deciding the length of each lesson and the timings for the morning session, the midday break and the afternoon session. The department does not collect data on the number of breaks, including lunch time, that schools schedule into their daily and weekly timetable.

Government guidance sets out the expectation that a school week is a minimum of 32.5 hours, inclusive of breaks. However, the department does not collect data on the amount of time provided.

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 reduced school (a) break and (b) lunch times on the (i) wellbeing and (ii) social inclusion of (A) disabled pupils and (B) pupils with special educational needs.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that play is critical to children’s wellbeing, learning and development. This is reflected in the early years foundation stage statutory framework, which supports early years practitioners to design a rich curriculum that includes regular opportunities for play-based learning.

Governing bodies (for maintained schools) and academy trusts (for academies) are responsible for deciding when sessions should begin and end on each school day. They are also responsible for deciding the length of each lesson and the timings for the morning session, the midday break and the afternoon session. The department does not collect data on the number of breaks, including lunch time, that schools schedule into their daily and weekly timetable.

Government guidance sets out the expectation that a school week is a minimum of 32.5 hours, inclusive of breaks. However, the department does not collect data on the amount of time provided.

Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides to schools on ensuring that reductions in (a) break and (b) lunch times do not disproportionately impact (i) disabled pupils and (ii) pupils with special educational needs.

Answered by Georgia Gould - Minister of State (Education)

The department recognises that play is critical to children’s wellbeing, learning and development. This is reflected in the early years foundation stage statutory framework, which supports early years practitioners to design a rich curriculum that includes regular opportunities for play-based learning.

Governing bodies (for maintained schools) and academy trusts (for academies) are responsible for deciding when sessions should begin and end on each school day. They are also responsible for deciding the length of each lesson and the timings for the morning session, the midday break and the afternoon session. The department does not collect data on the number of breaks, including lunch time, that schools schedule into their daily and weekly timetable.

Government guidance sets out the expectation that a school week is a minimum of 32.5 hours, inclusive of breaks. However, the department does not collect data on the amount of time provided.

Question to the Department for Transport:

To ask the Secretary of State for Transport, how many people hold a valid (a) provisional and (b) full UK driving licence.

Answered by Simon Lightwood - Parliamentary Under-Secretary (Department for Transport)

The table below shows the number of full and provisional licence holders on 11 October 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the quality of school lunchtime provision on the wellbeing of children.

Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)

The department is committed to raising the healthiest generation ever. Giving children access to a nutritious meal during the school day leads to higher attainment, improved behaviour and better outcomes. We are extending free school meals to all children from households in receipt of Universal Credit from September 2026, meaning over 500,000 additional children will receive a free and nutritious lunchtime meal.

School governors and trustees have a responsibility to ensure compliance with the School Food Standards. To support governors, the department, along with the National Governance Association, launched an online training course on school food for governors and trustees.

To ensure quality and nutrition in meals for the future, the department is acting quickly with experts across the sector to revise the School Food Standards, so every school is supported with the latest nutrition guidance.

The last time the State Pension age went up there was a jump in the number of pre-pensioners (people aged 60+ but below pension age) in poverty. This group are the joint poorest among working age adults.