Question to the Department for Education:

To ask the Secretary of State for Education, what guidance her Department provides on schools making second hand uniform available.

Answered by Catherine McKinnell - Minister of State (Education)

The government’s statutory guidance requires schools to ensure that arrangements are in place for parents to acquire second-hand school uniforms, for example through periodic second-hand uniform sales or swap shops, and to make these arrangements clear on their website. This guidance is available here: www.gov.uk/government/publications/cost-of-school-uniforms.

Too many families tell us that the cost of providing school uniform remains a financial burden. That is why we are introducing legislation to limit the number of expensive branded items of uniform and PE kit that schools can require.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's press release entitled One of the largest mental health trials launches in schools, published on 4 February 2019, what the results of those trials were.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

In September 2017, the department commissioned a series of trials in schools across England testing five different approaches to supporting and promoting young people’s mental health and wellbeing. The aim of these trials was to improve the evidence available to schools in choosing how they support their pupils’ mental health and wellbeing.

As part of these trials, children received mindfulness exercises, relaxation techniques and breathing exercises to help them regulate their emotions, alongside lessons on mental health and wellbeing led by teachers and mental health experts.

The randomised control trials have now concluded. The government will publish the findings in the coming months.

Question to the Department for Education:

To ask the Secretary of State for Education, what information her Department holds on the average fees charged by independent schools for the term starting in (a) January 2024, (b) September 2024 and (c) January 2025.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

The school level annual school census collects information each January from all registered independent schools in England. This collection includes information from each school on the lowest and highest fees charged for day and boarding pupils, before the application of any bursaries or other forms of fee reduction.

Using the average of the reported lowest and highest fees charged for each school from the latest information available, from the January 2024 collection, shows that across independent schools that charge fees:

• The mean annual day fee charged was £27,642

• The median annual day fee was £15,371

• The mean annual boarding fee was £52,399

• The median annual boarding fee was £32,310.

Data from the 2025 January collection will be available late June 2025.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of free breakfast provision in secondary schools on levels of school attendance.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

Breakfast clubs remove barriers to opportunity, supporting pupils’ attendance and attainment, enabling them to thrive academically and socially and helping families with the cost of childcare around the school day.

Compared to studies of programmes targeted at primary-aged pupils, there are comparatively few high-quality experimental studies on the impact of breakfast clubs on secondary-aged pupils. Typically, primary school breakfast clubs have higher take-up than secondaries and more studies report their positive effects on attainment and attendance, such as the Magic Breakfast evaluation which reported that attendance improved for children at breakfast club schools, equivalent to 26 fewer half-days of absence per year for a class of 30.

The government is committed to offering a free breakfast club in every state-funded school with primary-aged pupils in England. With limited resources, the evidence we do have shows it is right for the government to focus this provision on primary-aged pupils where there is greatest evidence of gains to children’s learning and development.

Question to the Department for Education:

To ask the Secretary of State for Education, what comparative assessment her Department has made of trends in levels of school absence in (a) schools with 40% or more pupils in bands A-F of the Income Deprivation Affecting Children Index and (b) other (i) primary and (ii) secondary schools.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

The department collects detailed pupil-level data on attendance, which is disaggregated by a number of characteristics, including measures of disadvantage such as the Income Deprivation Affecting Children Index (IDACI) and free school meal (FSM) eligibility. This data is regularly analysed.

The overall absence rate for FSM eligible pupils in 2022/23 was 11%, which is higher than the 6% absence rate for non-FSM eligible pupils. Similarly, the persistent absence rate and severe absence rates in 2022/23 were 36.1% and 3.9% respectively for FSM-eligible pupils, compared with 15% and 1% for non-FSM eligible pupils.

When overall absence rates are broken down by decile of the IDACI index, the data shows that the most deprived areas, 0-10% on the IDACI index, have the highest levels of absence at 8.3%, while the least deprived areas, 90-100% on the IDACI index, have the lowest levels of absence at 6.3%. A similar pattern holds true for persistent absence, with 25.9% in the most deprived areas, compared to 16.1% in the least deprived areas.

These patterns differ according to phase of school, with secondary schools in the most disadvantaged areas having significantly higher overall absence (10.2%), than primary schools in the most disadvantaged areas (7.0%).

The underlying drivers of school absence are many and varied. Amongst them are several linked to deprivation, including the increasing cost of living, child poverty, poor access to transport, resources and limited access to wider support services. Research has also shown that parental attitudes, child mental health and school belonging are strongly correlated with attendance.

This government is determined to tackle the generational challenge of school absence as it is a fundamental barrier to learning and life chances. Central to the department’s approach are stronger expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, which was made statutory on 19 August 2024. The guidance promotes a 'support-first' approach and sets out clear expectations on how schools, trusts, local authorities and wider services should work together and with families to address attendance barriers and provide the right support.

Every state school in England should now be sharing their daily attendance register data with the department, local authorities and trusts. These bodies can access this data through a secure, interactive dashboard which is maintained by the department, allowing them to identify patterns and target attendance interventions more effectively.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of levels of disadvantaged pupils in schools on rates of absence in schools.

Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)

The department collects detailed pupil-level data on attendance, which is disaggregated by a number of characteristics, including measures of disadvantage such as the Income Deprivation Affecting Children Index (IDACI) and free school meal (FSM) eligibility. This data is regularly analysed.

The overall absence rate for FSM eligible pupils in 2022/23 was 11%, which is higher than the 6% absence rate for non-FSM eligible pupils. Similarly, the persistent absence rate and severe absence rates in 2022/23 were 36.1% and 3.9% respectively for FSM-eligible pupils, compared with 15% and 1% for non-FSM eligible pupils.

When overall absence rates are broken down by decile of the IDACI index, the data shows that the most deprived areas, 0-10% on the IDACI index, have the highest levels of absence at 8.3%, while the least deprived areas, 90-100% on the IDACI index, have the lowest levels of absence at 6.3%. A similar pattern holds true for persistent absence, with 25.9% in the most deprived areas, compared to 16.1% in the least deprived areas.

These patterns differ according to phase of school, with secondary schools in the most disadvantaged areas having significantly higher overall absence (10.2%), than primary schools in the most disadvantaged areas (7.0%).

The underlying drivers of school absence are many and varied. Amongst them are several linked to deprivation, including the increasing cost of living, child poverty, poor access to transport, resources and limited access to wider support services. Research has also shown that parental attitudes, child mental health and school belonging are strongly correlated with attendance.

This government is determined to tackle the generational challenge of school absence as it is a fundamental barrier to learning and life chances. Central to the department’s approach are stronger expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, which was made statutory on 19 August 2024. The guidance promotes a 'support-first' approach and sets out clear expectations on how schools, trusts, local authorities and wider services should work together and with families to address attendance barriers and provide the right support.

Every state school in England should now be sharing their daily attendance register data with the department, local authorities and trusts. These bodies can access this data through a secure, interactive dashboard which is maintained by the department, allowing them to identify patterns and target attendance interventions more effectively.

Question to the Department for Education:

To ask the Secretary of State for Education, for what reason a school tie is not permitted as an additional item of branded uniform in primary schools in the Children’s Wellbeing and Schools Bill.

Answered by Catherine McKinnell - Minister of State (Education)

School uniforms play a valuable role in creating a sense of common identity among pupils and reducing visible inequalities, but too many schools require high numbers of branded uniform items, with parents reporting uniforms are their most significant cost of school concern. This government has therefore introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, to bring down costs for parents and remove barriers from children accessing sport and other school activities. This will give parents more choice in where to purchase uniform and allow them greater flexibility to make the spending decisions that suit their circumstances.

The vast majority of primary schools do not currently require pupils to purchase a branded tie and, as most primary schools already have a lower number of compulsory branded items, this government does not want that number to increase. Primary schools will remain free to require a branded tie, however it will count towards their three branded item limit.

In comparison, most secondary and middle schools already require branded ties, with 82% of secondary schools requiring a tie. Allowing secondary and middle schools an additional branded tie balances reducing costs for parents with providing those schools with necessary extra flexibility in setting their uniform policies. For example, it allows a secondary school to retain a branded tie and blazer whilst still being able to brand other items across PE kit and daywear, according to their circumstances.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to monitor trends in Education Health and Care Plan applications by local authority area.

Answered by Catherine McKinnell - Minister of State (Education)

Information on applications for education, health and care (EHC) plans is collected from local authorities via the annual SEN2 data collection each January. SEN2 is a statutory return. It includes information on requests for assessment for an EHC plan made to each local authority and the outcome of that request, the assessments for an EHC plan made by each local authority and the outcome of that assessment, as well as information on the EHC plans maintained by the authority.

The information collected also contains characteristics of the individual, such as sex, ethnicity and age.

This information is subsequently published for each local authority in the ‘Education, health and care plans’ statistical release, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. This publication includes the number of requests for assessment for an EHC plan and the number of assessments for an EHC plan as returned by each local authority.

In addition to the SEN2 data, the department also monitors trends using more timely operational data directly from local authorities.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, with reference to NHS England's statistics entitled Mental Health of Children and Young People in England, 2023 - wave 4 follow up to the 2017 survey, published on 21 November 2023, whether he plans to publish further updates to those statistics.

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

Although no decisions have yet been made to commission further waves, the Government recognises the importance of the Mental Health of Children and Young People in England Report. We will publish plans in due course.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, whether costs for (a) before-school breakfast and (b) after-school clubs and programmes for children of (I) primary (II) secondary school age are eligible for reimbursement through universal credit as childcare costs for working parents.

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

Universal Credit childcare support is paid to eligible Universal Credit customers in work for childcare for children up to the age of 16 and can be considered for the costs of wraparound childcare, including breakfast and afterschool clubs. Childcare providers must be registered with OFSTED or their equivalent in Northern Ireland, Scotland and Wales or childminders registered with a child-minding agency that is registered.

Providers of wraparound childcare provided within school settings do not need to be registered but must be providing their childcare services under the authorisation and direction of the governing body of a school registered with OFSTED or their equivalent in the devolved nations.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department is collecting data on trends in the number of in-year school applications in each local authority area.

Answered by Catherine McKinnell - Minister of State (Education)

The department does not collect data on the number of in-year school admission applications received in each local authority area.

Admission authorities must notify their local authority of all in-year applications they receive and their outcomes.

Local authorities are not required to co-ordinate the in-year admissions process for schools in their area for which they are not the admission authority, although some local authorities choose to do so. In areas where the local authority does not co-ordinate in-year admissions, schools which are their own admission authority manage their own in-year admissions processes and parents must submit their applications directly to the admission authorities of the schools they wish to apply.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, if she will make an assessment of the impact of the Listed Places of Worship Grant Scheme on religious minority groups in (a) Hampshire (b) South East England.

Answered by Chris Bryant - Minister of State (Department for Culture, Media and Sport)

Since August 2022, the Listed Places of Grant Scheme has awarded more than £3 million to 416 Non-Christian listed places of worship. This includes Buddhist, Jewish, Islamic, Hindu and other denominations. In the same timeframe the Listed Places of Worship Grant Scheme has awarded £108,618 to 15 listed places of worship for non-Christian religious minority groups across South East England, and £5,576 to a single listed place of worship for a religious minority group in Hampshire.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, what assessment she has made of the contribution of the Listed Places of Worship Grant Scheme to the heritage crafts sector.

Answered by Chris Bryant - Minister of State (Department for Culture, Media and Sport)

Churches can have an important part to play in heritage skills and crafts. For example, in summer 2024, Historic England's Heritage Building Skills Summer School took place at St John the Evangelist Church, Lancaster, a Churches Conservation Trust site. The Government funds both Historic England and Churches Conservation Trust, and the summer school is part of the Heritage Building Skills Programme, a five-year training and apprenticeships programme running from 2021-2026.