Asked by: Amanda Martin (Labour - Portsmouth North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure distinct recognition for children from service families in education policy; and whether she will adopt a whole person, whole journey approach for such children.
Answered by Catherine McKinnell - Minister of State (Education)
The Armed Forces Covenant aims to ensure that service people and their families are not disadvantaged by their service to our country. The government is dedicated to recognising and supporting the education of children and young people from military families within the state-funded education system, ensuring they have the opportunity to achieve and thrive.
Schools are allocated additional funding through the Service Pupil Premium to help them better support the specific needs of children from service families. For the 2025/26 financial year, over £26 million has been allocated to state-funded schools in England through the Service Pupil Premium, at a rate of £350 per pupil.
The government remains open to new evidence regarding the specific needs of service children and is committed to finding the best ways to support them throughout all educational phases.
Asked by: Amanda Martin (Labour - Portsmouth North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of introducing student loans for apprentices.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Apprenticeships are jobs with training, allowing apprentices to earn a wage whilst getting hands-on industry experience. Apprenticeships training is funded by the government and by employers, meaning that apprentices do not have to pay towards the cost of their training. For this reason, apprentices are not eligible for student finance, but we remain committed to ensuring that apprentice wages support the attraction of talented individuals into apprenticeships.
On 1 April 2025, the Apprentice National Minimum Wage (ANMW) increased by 18% to £7.55 per hour, from £6.40, which will help to encourage more young people to upskill via apprenticeships. Apprentices under 19, or aged 19 and above and in the first year of their apprenticeship, are entitled to the ANMW. In all other cases, apprentices must receive at least the correct national minimum wage for their age, although many employers choose to pay more than the minimum.
This government also wants to ensure that more young people from disadvantaged backgrounds can undertake apprenticeships. We continue to pay a bursary of £3,000 to apprentices under the age of 25 who have been, or are, in local authority care. The bursary is paid in instalments over the first year of the apprenticeship, supporting care leavers as they transition into employment.
Asked by: Amanda Martin (Labour - Portsmouth North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to (a) develop and (b) implement in-classroom screening tools for dyslexia; and if she will include those tools in the (i) training and (ii) resources provided to teachers.
Answered by Catherine McKinnell - Minister of State (Education)
The statutory guidance ‘SEND code of practice: 0 to 25 years’ is clear that meeting the needs of a child with special educational needs (SEN) does not require a diagnostic label or test. Instead, the department expects teachers to monitor the progress of all pupils and put support in place where needed. The full guidance can be found here: https://www.gov.uk/government/publications/send-code-of-practice-0-to-25.
The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with specific learning difficulties. As part of this, the department is considering both international evidence and best practice in its policymaking on SEN, with a focus on strengthening the evidence base on what works to identify and support needs in mainstream settings, including for specific learning difficulties.
The department has also commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.
In November 2024, the department established the Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg from Birmingham University, to provide an expert view and make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings. The group brings together experts including clinicians, scientists and academics, education professionals, and charities representing specific types of neurodivergence. We have been clear that in developing their advice, we expect the group to draw on a wide range of inputs, including other sector experts and stakeholders, to ensure appropriate coverage of other types of neurodivergence. The group will also listen to the voices of neurodivergent children and young people, their parents, and others who care for them.
The initial teacher training and early career framework, which replaces the core content framework and early career framework from September 2025 and underpins what all new teachers should learn, contains significantly more content related to adaptive teaching and supporting pupils with SEND. The adaptive teaching content includes, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils.
Asked by: Amanda Martin (Labour - Portsmouth North)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with Skills England on the decision to exclude level 7 apprenticeships from the Apprenticeship Levy; and whether she is exploring alternative support for firms to provide these qualifications.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The government is committed to spreading opportunities and economic growth supported by a strong skills system.
This government has an extremely challenging fiscal inheritance. There are tough choices that need to be taken on how funding should be prioritised in order to generate opportunities for young people that enable them to make a start in good, fulfilling careers, and the department will therefore be asking more employers to step forward and fund a significant number of level 7 apprenticeships themselves outside of the levy-funded growth and skills offer.
The department has received a wide range of representations on level 7 apprenticeships which it is currently considering. These have been received directly and via Skills England, which has engaged with a wide range of stakeholders on this matter and has shared its findings with the department.
The department recognises the importance of providing clarity as soon as possible on future funding for level 7 apprenticeships and will communicate next steps in due course.
Asked by: Amanda Martin (Labour - Portsmouth North)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help improve educational outcomes for (a) children in social care and (b) other care-experienced young people.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
This government will champion the ambitions of all children and ensure that background is not a barrier to success. In the department’s Children’s Wellbeing Bill, we will set out our plans to raise standards for all children in social care and will ensure that they are supported to thrive.