Question to the HM Treasury:

To ask the Chancellor of the Exchequer, with reference to the oral contribution by the Exchequer Secretary to the Treasury on 3 December 2024, Official Report, column 200, what estimate she has made of the (a) median and (b) mean average number of people employed by the subset of employers she expects will pay (i) the same and (ii) less in employer National Insurance contributions under her planned changes.

Answered by James Murray - Exchequer Secretary (HM Treasury)

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what estimate she has made of the proportion of employers who will pay (a) the same and (b) less in employer National Insurance Contributions from April 2025.

Answered by James Murray - Exchequer Secretary (HM Treasury)

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what assessment she has made of the potential impact of increases to employer National Insurance contributions at the Autumn Budget 2024 on (a) employment levels and (b) wages for (i) lower-paid and (ii) higher-paid workers.

Answered by James Murray - Exchequer Secretary (HM Treasury)

The Office for Budget Responsibility’s October 2024 Economic and Fiscal Outlook expects that the Employer National Insurance Contributions package will lead to a reduction in the participation rate of 0.1 per cent from 2025-26 onwards. Overall, once the impact of all budget measures are taken into consideration, the OBR expect the employment level to increase from 33.1 million in 2024 to 34.3 million in 2029.

Employers have a choice about how they respond to the NICs increase. The Government recognises that employers may respond by increasing employees’ wages more slowly than they would have otherwise, alongside absorbing pressures through prices, efficiencies or lower profits.

The Government is protecting the lowest paid by increasing the National Living Wage. This limits the ability of employers to pass on increases in costs to those on lower pay. The Government has also introduced important protections for workers as part of the Plan to Make Work Pay.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, if she will make a comparative assessment of the potential impact of (a) employment and (b) wage-level effects resulting from increases to employer National Insurance Contributions on (i) women and (ii) men.

Answered by James Murray - Exchequer Secretary (HM Treasury)

The Office for Budget Responsibility’s October 2024 Economic and Fiscal Outlook expects that the Employer National Insurance Contributions package will lead to a reduction in the participation rate of 0.1 per cent from 2025-26 onwards. Overall, once the impact of all budget measures are taken into consideration, the OBR expect the employment level to increase from 33.1 million in 2024 to 34.3 million in 2029.

Employers have a choice about how they respond to the NICs increase. The Government recognises that employers may respond by increasing employees’ wages more slowly than they would have otherwise, alongside absorbing pressures through prices, efficiencies or lower profits.

The Government is protecting the lowest paid by increasing the National Living Wage. This limits the ability of employers to pass on increases in costs to those on lower pay. The Government has also introduced important protections for workers as part of the Plan to Make Work Pay.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what comparative assessment her Department has made of the potential impact of proposed increases to employer national insurance contributions on (a) full-time and (b) part-time workers.

Answered by James Murray - Exchequer Secretary (HM Treasury)

The Office for Budget Responsibility’s October 2024 Economic and Fiscal Outlook expects that the Employer National Insurance Contributions package will lead to a reduction in the participation rate of 0.1 per cent from 2025-26 onwards. Overall, once the impact of all budget measures are taken into consideration, the OBR expect the employment level to increase from 33.1 million in 2024 to 34.3 million in 2029.

Employers have a choice about how they respond to the NICs increase. The Government recognises that employers may respond by increasing employees’ wages more slowly than they would have otherwise, alongside absorbing pressures through prices, efficiencies or lower profits.

The Government is protecting the lowest paid by increasing the National Living Wage. This limits the ability of employers to pass on increases in costs to those on lower pay. The Government has also introduced important protections for workers as part of the Plan to Make Work Pay.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, if she will make an estimate of the total revenue to the public purse from increases in employer National Insurance Contributions for (a) GP practices, (b) dental practices, (c) hospices, (d) pharmacies and (e) other organisations contracted to the NHS.

Answered by James Murray - Exchequer Secretary (HM Treasury)

The latest forecasts for tax revenues were published alongside the Office for Budget Responsibility’s (OBR) October Economic and Fiscal Outlook. These forecasts are based on economic determinants, including wage growth and employment levels. The OBR do not forecast NICs receipts at a sector level. Detailed tax receipts forecasts can be found here: Economic and fiscal outlook – October 2024 - Office for Budget Responsibility.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment has she made of the potential merits of writing by hand in learning to write lessons.

Answered by Catherine McKinnell - Minister of State (Education)

The department supports the development of strong writing skills at each stage of children’s education and development.

In the early years foundation stage (EYFS), it is important for children to develop their fine motor skills in order to write and allow children to communicate effectively. The level of development children should be expected to have reached by the end of the EYFS is defined by the early learning goals (ELGs). As per the ‘fine motor skills’ ELG , for a child to reach the expected level of development at the end of the EYFS, they must be able to ‘hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases‘. The writing ELG states that children at the expected level of development will ‘write recognisable letters, most of which are correctly formed’ and ‘write simple phrases and sentences that can be read by others’.

As part of the current national curriculum, pupils must learn how to form letters correctly and confidently, choose the writing implement that is best suited for a task and receive frequent, discrete and direct teaching. No one particular handwriting style is recommended and schools are free to decide themselves how they teach handwriting. Eventually, pupils are expected to write fluently, legibly and quickly. During key stage 2, joined handwriting should be the norm, with pupils using the diagonal and horizontal strokes that are needed to join letters and understanding which letters, when adjacent to one another, are best left not joined.

High and rising school standards are at the heart of this government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and mathematics. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department is continuing to consider any further steps that should be taken to best support the teaching of writing in schools.

Question to the Department for Education:

To ask the Secretary of State for Education, when she expects teaching of GCSE Natural History to begin.

Answered by Catherine McKinnell - Minister of State (Education)

All young people should have access to a broad and balanced curriculum with a range of qualification routes and choices. The government is considering the next steps for a natural history GCSE.

The government has also established an independent Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, an expert in education policy. The review, which covers ages 5 to 18, will ensure that the curriculum appropriately balances ambition, excellence, relevance, flexibility and inclusivity for all children and young people. The review group will publish an interim report early in 2025 setting out their initial findings and confirming the key areas for further work. The final report with recommendations will be published in autumn 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will take steps to ensure that people with learning disabilities are able to access as many work experience opportunities as people without learning disabilities.

Answered by Catherine McKinnell - Minister of State (Education)

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.

Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.

Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.

Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that people with learning disabilities can access work experience opportunities.

Answered by Catherine McKinnell - Minister of State (Education)

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.

Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.

Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.

Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 10 December 2024 to Question 17084 on Schools: Per Capita Costs, if she will provide these figures adjusted for inflation by the (a) retail price index and (b) consumer price index.

Answered by Catherine McKinnell - Minister of State (Education)

The GDP deflator is the standard measure of inflation for public spending and is an appropriate measure for school costs. Therefore, the department does not produce estimates for the real terms increases in spending per pupil using the Consumer Price Index or the Retail Price Index.

In the new year, the department will publish the School Cost Technical Note, which will provide an overall assessment for the balance between schools funding and costs in the 2024/25 and 2025/26 financial years.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 10 December 2024 to Question 17084 on Schools: Per Capita Costs, how much and what proportion of the additional funding will be used for pay increases already awarded to teachers in the 2025-26 financial year.

Answered by Catherine McKinnell - Minister of State (Education)

In the 2024/25 financial year, the government announced almost £1.1 billion through the Core Schools Budget Grant (CSBG) to support schools with overall costs. This matches what the department had calculated is needed to fully fund, at a national level, the teacher and support staff pay awards in the 2024/25 financial year, after accounting for the available headroom in schools’ existing budgets.

In the 2025/26 financial year, schools are receiving further funding to cover the remaining costs of the 2024 teachers’ pay award. Funding for this will be sourced from within the £2.3 billion of additional schools funding announced at the Autumn Budget 2024.

For mainstream schools, the 2024/25 financial year CSBG has been incorporated into the schools national funding formula (NFF) in the 2025/26 financial year, ensuring that it forms an ongoing part of schools’ core budgets. The NFF is increasing schools’ funding by 2.23% per pupil on average in the 2025/26 financial year, compared to the 2024/25 financial year. This includes a 1.28% increase to ensure that the 2024 pay awards continue to be fully funded at national level in the 2025/26 financial year

For special schools and alternative provision (AP), £90 million of the overall £1 billion increase in high needs funding allows the special and AP schools element of the 2024/25 CSBG to rise to a full-year equivalent of £235 million, which is being incorporated with the other teachers’ pay and pensions grants into a single CSBG for special and AP schools in the 2025/26 financial year.

Local authorities are receiving £11 million in the 2024/25 financial year to cover centrally-employed teachers costs through the CSBG. In 2025/26, this will rise to £18 million and will be delivered through the Central School Services Block.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, how many mental health professionals the previous Government planned to be placed in schools in each of the next three academic years; and how many he plans to place in schools in the same period.

Answered by Stephen Kinnock - Minister of State (Department of Health and Social Care)

Nationally, there are, on average, 8,400 pupils or learners and 17 schools or colleges per mental health support team (MHST), up to and including waves seven and eight. There are 109 MHSTs that will become part of the programme in waves nine and 10, with education mental health practitioners who started training from autumn 2023 due to become operational in 2024/25. Assuming the average number of schools or colleges and pupils or learners per MHST remains constant, we estimate that, including waves nine and 10, coverage would increase to 54% of pupils or learners, and 42% of schools or colleges, by the end of 2024/25, specifically by March 2025.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, pursuant to the Answer of 12 December 2024 to Question 17780 on Employers' Contributions, if she will make an estimate of the (a) median and (b) mean average number of people employed by the employers that she expects will pay (i) the same and (ii) less in employer National Insurance contributions.

Answered by James Murray - Exchequer Secretary (HM Treasury)

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to improve further education opportunities for people with Down syndrome.

Answered by Catherine McKinnell - Minister of State (Education)

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.

Further education (FE) colleges must use their best endeavours to secure the special educational provision called for by the student's special educational needs (SEN). In addition, colleges also have duties and obligations under the Equality Act 2010 to ensure that they are acting inclusively and not discriminating against disabled students. As with other FE providers, they are obliged to make reasonable adjustments to prevent disabled students being placed at a substantial disadvantage.

Furthermore, under the SEND code of practice there should be a named person with oversight of SEND provision in every college. They co-ordinate, support and contribute to the strategic and operational management of the college. Curriculum and support staff in a college should know who to go to if they need help in identifying a student's SEN, are concerned about their progress or need more advice.

In addition, the government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review will focus on ensuring excellent foundations in reading, writing and mathematics as part of a curriculum which is rich and broad, inclusive and innovative.

The review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve – in particular those who are socioeconomically disadvantaged, or with SEND.

Found: Damian Hinds: What was it about, then?

The Culture, Media and Sport Committee is to examine the importance of built heritage in the UK and the barriers to its preservation.

The Culture, Media and Sport Committee wants to give everyone across the world of culture, media and sport the chance to suggest themes or sectors that we should look into for a series of one-off sessions each year.