Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether a teacher is authorised to use a pupils' prescribed Adrenaline Auto-Injector device on a different pupil in the event of an anaphylactic emergency.
Answered by Georgia Gould - Minister of State (Education)
Regulations allow, but do not mandate, schools to obtain and hold spare adrenaline auto-injectors (AAIs). Since 1 October 2017, the Human Medicines (Amendment) Regulations 2017 has allowed all schools to purchase AAI devices without a prescription, for use in an emergency situation. The Department of Health and Social Care (DHSC) has published non-statutory guidance to accompany this legislative change, which can be found at: https://www.gov.uk/government/publications/using-emergency-adrenaline-auto-injectors-in-schools. This guidance gives advice to schools on the recognition and management of an allergic reaction and anaphylaxis, and outlines when and how an AAI should be administered. The guidance states that children at risk of anaphylaxis should have their prescribed AAIs at school for use in an emergency, and that any AAIs held by a school should be considered a spare device, and not a replacement for a pupil’s own AAIs.
The department is working with DHSC and NHS England to consider how we might extend the availability of adrenaline auto-injectors in schools.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many looked after children there were in each year since 1994 by reason the episode of care ceased.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.
Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).
Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.
Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.
Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.
Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.
Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.
Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many looked after children there were (a) in foster placement with (i) relatives and (ii) friends, (b) placed with (A) parents and (B) other persons with parental responsibility, (c) placed for adoption and (d) in total as of 31 March in each year since 1994.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.
Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).
Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.
Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.
Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.
Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.
Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.
Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many looked after children there were subject to (a) a care order and (b) voluntary agreements under section 20 of the Children Act 1989 as of 31 March in each year since 1994.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.
Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).
Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.
Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.
Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.
Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.
Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.
Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how many looked after children there were in each year since 1994 by age of the child on ceasing to be looked after.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.
Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).
Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.
Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.
Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.
Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.
Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.
Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what proportion of (a) tableware and (b) crockery used in his Department is made by a British manufacturer.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not hold information on the tableware and crockery used in our offices. The Government Property Agency provides the department with property asset management, including catering and restaurant/café services.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the Premier League Primary Stars literacy initiative.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills. Reading is central to this mission and is crucial for success at school and in life, and so we welcome the Premier League’s work with the National Literacy Trust on supporting pupils’ reading through the Primary Stars literacy initiative.
On 7 July 2025, my right hon. Friend, the Secretary of State for Education, announced that 2026 will be The National Year of Reading. The National Year of Reading 2026 is a campaign to address the steep decline in reading for pleasure amongst children, young people and adults. It is a department initiative, in collaboration with our delivery partner, the National Literacy Trust, who will lead the delivery of the campaign.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to use digital resources to promote literacy in (a) early years, (b) school age children and (c) adults.
Answered by Georgia Gould - Minister of State (Education)
The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.
We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.
The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.
The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of increasing access to (a) Kindles and (b) audiobooks on children’s literacy.
Answered by Georgia Gould - Minister of State (Education)
The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.
We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.
The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.
The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.
Asked by: Gareth Snell (Labour (Co-op) - Stoke-on-Trent Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of increasing access to digital resources on children’s literacy.
Answered by Georgia Gould - Minister of State (Education)
The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.
We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.
The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.
The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.