Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, if she will update initial teacher training and CPD frameworks to include evidence‑based training on play‑based pedagogy.
Answered by Georgia Gould - Minister of State (Education)
The department recognises that continuous improvement is essential to transform the training and support for all new teachers. That is why we are committing to a full review of the delivery of the Early Career Teacher Entitlement, including the framework content of the Initial Teacher Training and Early Career Framework, in 2027 to ensure it continues to provide the best possible support for trainees and early career teachers based on the most up to date evidence.
As part of the review, we will be seeking evidence and views from stakeholders from across the education sector.
We also want to ensure that National Professional Qualifications (NPQs) continue to offer the best possible support to teachers and leaders. In 2025, we announced a review of the NPQ courses.
To aid the review, the department published two calls for evidence to seek recent, relevant and high-quality research. We are considering a wide range of responses to ensure that review succeeds in improving pupil outcomes through updated NPQ courses that better meet the needs of education leaders based on the latest robust evidence.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, if her Department will consider the potential benefits of continuing play‑based pedagogy beyond the Early Years Foundation Stage into Key Stage 1.
Answered by Georgia Gould - Minister of State (Education)
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.
We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.
The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, whether her Department plans to commission research into the potential impact of play‑based pedagogy on attainment and wellbeing in Key Stage 1.
Answered by Georgia Gould - Minister of State (Education)
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.
We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.
The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, whether the forthcoming Enrichment Framework will include guidance on embedding play‑based pedagogy within core curriculum delivery.
Answered by Georgia Gould - Minister of State (Education)
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.
We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.
The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support the implementation of high quality continuous provision in Key Stage 1 to ensure effective progression from the Early Years Foundation Stage.
Answered by Georgia Gould - Minister of State (Education)
Schools must decide how to best support children’s transitions from the early years foundation stages (EYFS) phase into key stage 1. Some schools continue elements of the pedagogical approach of the EYFS into Year 1 to enable a gradual transition. The EYFS Profile Assessment at the end of reception helps guide teachers in deciding how to meet the needs of each cohort and child.
The government’s response to the Curriculum and Assessment Review set out how we will be reforming the curriculum and assessment system, which will include changes at key stage 1.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what eligibility criteria will be applied to the recently announced additional £300 million of funding for upgrading IT infrastructure in schools through the Connect the Classroom programme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We will invest £325 million by 2029/30 to support digital connectivity. This includes expanding Connect the Classroom to thousands more schools in need, supporting schools and responsible bodies to build on the technology underpinning infrastructure and resilience, with the expectation that all schools and colleges should meet core technology standards by 2030.
Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, ensuring that poor connectivity is not a barrier to school improvement, with additional selection criteria to be announced in the summer.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the role of play‑based pedagogy in levels of attainment and supporting pupil wellbeing across the primary curriculum.
Answered by Georgia Gould - Minister of State (Education)
The ‘Early years foundation stage’ statutory framework is clear that play is essential for children’s development, health and wellbeing. Play builds confidence and enthusiasm for learning, helps children to learn to set goals and solve problems, and develop key self-awareness, self-regulation and social skills.
The Curriculum and Assessment Review considered whether the curriculum met the needs of pupils. No assessment has been made of the role of play-based pedagogy in levels of attainment and supporting pupil wellbeing across the primary curriculum. The national curriculum provides a broad framework which gives schools flexibility to organise the content and delivery of the curriculum to meet the needs of their pupils.
The department is working to make sure that all children and young people have access to a variety of enrichment opportunities at school, as an important part of our mission to break down barriers to opportunity. For some schools, these opportunities may be used to encourage play. We recognise the value of these experiences in supporting children’s wellbeing and development, helping to build their confidence and communication skills.
A new Enrichment Framework will be published in the coming months. The framework will support schools in developing their enrichment offer by identifying and reflecting effective practice, and will provide advice on how to plan a high quality enrichment offer more intentionally and strategically.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
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 the proposed international student levy on the financial sustainability of UK universities; and what estimate her Department has made of the number of universities at risk of closure as a result of the combined effect of frozen tuition fees, inflationary pressures, and the proposed levy on international students.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) providers are independent from government and as such are responsible for managing their own finances. Tuition fees are not frozen - the department has announced increases to tuition fee limits in line with forecast inflation for 2025/26, 2026/27, and 2027/28. We will also legislate, when parliamentary time allows, to increase tuition fee caps automatically for future academic years.
Over the next five years, tuition fee limit uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion cost of the International Student Levy. This approach ensures the sector benefits from compounding annual increases, delivering growing resources to support quality education and innovation.
The Office for Students (OfS) is responsible for monitoring and reporting on the financial sustainability of registered HE providers. The department will continue to work closely with the OfS to understand the financial implications of policy changes on HE providers.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to provide additional (a) guidance and (b) professional development for primary teachers on incorporating learning through play into classroom.
Answered by Georgia Gould - Minister of State (Education)
The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements that all early years settings must follow to ensure every child has the best start in life and is clear that play is essential for children’s development.
The department is committed to supporting settings to deliver the EYFS for the benefit of all children and provides a range of resources, including written and online guidance on curriculum and pedagogy, to assist early years teachers.
The department provides free guidance and training in delivering developmentally appropriate, play based learning. Our early years child development training, developed with sector experts, offers practical advice and materials for those working with Reception-aged children, including content about how play supports early learning and development.
It reflects an emphasis on active, exploratory, play based learning as the foundation for children’s cognitive, language, social and emotional development.
Finally, we have committed in our strategy for improving child development to a new training course for classroom teachers in reception and enhancing the National Professional Qualification for Headship with more content on effective Reception practice.
Asked by: Freddie van Mierlo (Liberal Democrat - Henley and Thame)
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 proposed changes to higher education funding on creative arts courses, and the potential consequences for the creative industries.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is committed to supporting creative arts subjects in higher education and acknowledges the importance of this provision to the creative industries. These subjects will benefit from further increases in tuition fee limits in line with forecast inflation that we have announced for the 2026/27 and 2027/28 academic years.
For this academic year, we have maintained the funding at £57 million for the 20 small and specialist providers previously identified by the Office for Students as world leading. Of these providers, 13 are focused on creative arts. These 20 providers will retain their world leading status for 2026/27.
Decisions around funding through the Strategic Priorities Grant for 2026/27 have not yet been made. We will prioritise subjects that are essential to delivery of our Plan for Growth, and the Industrial Strategy, and we will issue guidance to the OfS setting out our funding priorities for 2026/27 in due course.