Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with the Chancellor of the Exchequer on funding for future teacher pay increases.
Answered by Catherine McKinnell
This government is committed to supporting schools to deliver on the opportunity mission, as shown by the funding increases seen in the core schools budget grant for 2024/25 and at the Autumn Budget 2024, in the context of a challenging fiscal picture. Planning for the multi-year spending review is taking place across government, and the department will provide further updates on funding for schools in due course.
Pay for teachers and leaders in maintained schools is set through an annual statutory process with independent recommendations made by the School Teachers’ Review Body (STRB). Each year the STRB recommends a pay award based on different factors, including the economy, school workforce data and evidence from organisations including the department, employers and the teaching unions. The government then considers the recommendations in depth and decides on the pay award teachers receive for the coming year.
Final decisions on the teacher’s pay award for 2025 will be made following recommendations from the independent pay review body process.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the potential impact of Lifelong Links on (a) children and young people in care and (b) care leavers.
Answered by Janet Daby
Stable support networks and loving relationships are crucial to supporting children in care and helping care leavers to thrive.
The department launched the family finding, befriending and mentoring programme in 2023. It is testing a range of programmes that seek to enable children and young people to connect with the important people in their lives, improve their sense of identity and community, and help them create and sustain consistent, stable and loving relationships. We are currently funding 50 programmes across 45 local authorities, and this includes 23 Lifelong Links programmes.
The family finding, befriending and mentoring programme is subject to a formal evaluation, with an initial report due later this year. The evaluation will help us understand the impacts for children in care and care leavers and assess the practicability of extending family finding and befriending and mentoring programmes in the future.
My right hon. Friend, the Chancellor of the Exchequer announced the overall settlement for the department for the 2025/26 financial year, providing additional funding for core schools, early years and children’s social care, amongst other areas. We are actively working to finalise the details of the 2025/26 budgets, including funding for the family finding, befriending and mentoring programme.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of the potential merits of (a) family finding, (b) befriending and (c) mentoring programmes.
Answered by Janet Daby
Stable support networks and loving relationships are crucial to supporting children in care and helping care leavers to thrive.
The department launched the family finding, befriending and mentoring programme in 2023. It is testing a range of programmes that seek to enable children and young people to connect with the important people in their lives, improve their sense of identity and community, and help them create and sustain consistent, stable and loving relationships. We are currently funding 50 programmes across 45 local authorities, and this includes 23 Lifelong Links programmes.
The family finding, befriending and mentoring programme is subject to a formal evaluation, with an initial report due later this year. The evaluation will help us understand the impacts for children in care and care leavers and assess the practicability of extending family finding and befriending and mentoring programmes in the future.
My right hon. Friend, the Chancellor of the Exchequer announced the overall settlement for the department for the 2025/26 financial year, providing additional funding for core schools, early years and children’s social care, amongst other areas. We are actively working to finalise the details of the 2025/26 budgets, including funding for the family finding, befriending and mentoring programme.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will extend funding for (a) family finding, (b) befriending and (c) mentoring programmes to 2025-26.
Answered by Janet Daby
Stable support networks and loving relationships are crucial to supporting children in care and helping care leavers to thrive.
The department launched the family finding, befriending and mentoring programme in 2023. It is testing a range of programmes that seek to enable children and young people to connect with the important people in their lives, improve their sense of identity and community, and help them create and sustain consistent, stable and loving relationships. We are currently funding 50 programmes across 45 local authorities, and this includes 23 Lifelong Links programmes.
The family finding, befriending and mentoring programme is subject to a formal evaluation, with an initial report due later this year. The evaluation will help us understand the impacts for children in care and care leavers and assess the practicability of extending family finding and befriending and mentoring programmes in the future.
My right hon. Friend, the Chancellor of the Exchequer announced the overall settlement for the department for the 2025/26 financial year, providing additional funding for core schools, early years and children’s social care, amongst other areas. We are actively working to finalise the details of the 2025/26 budgets, including funding for the family finding, befriending and mentoring programme.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to (a) support the Summer Reading Challenge and (b) help increase the number of children reading for pleasure.
Answered by Catherine McKinnell
High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. We know that reading for pleasure is hugely important and brings a range of benefits, with strong links to attainment.
The department welcomes the Reading Agency’s work on the Summer Reading Challenge, which has been going from strength to strength now for a quarter of a century. This has helped thousands of young people to read more and to improve their reading skills.
The government has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure, with £23 million committed for the 2024/25 academic year to support this work. Furthermore, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently but also develops a genuine love of reading.
On 5 February, the government announced a £2 million investment to drive high and rising standards in reading and writing. Building on the success of phonics, teachers will receive additional training to help children progress from the early stages of phonics in reception and year 1 through to reading fluently by the time they leave primary school. This will be delivered through the English Hubs programme.
In secondary schools, teachers will be offered new training and resources this year to help them support readers at all levels, and next year the department will commission further training that will be focused specifically on struggling readers in secondary school who are at risk of falling behind.
The current national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information.
The government has established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what comparative assessment she has made of trends in the level of children identified with special educational needs in (a) local authority maintained schools and (b) academies.
Answered by Catherine McKinnell
Information on the numbers of pupils in schools in England with education, health and care (EHC) plans, and special educational needs (SEN) without an EHC plan, by the type of school attended in the academic years 2015/16 to 2023/24, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/18296cee-15b6-4a0d-e280-08dd5a6d191a.
Further information on the numbers of pupils with SEN is available in the statistical publication ‘Special Educational Needs in England’, is accessible at: https://explore-education-statistics.service.gov.uk/data-tables/special-educational-needs-in-england.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the number of Unaccompanied Children Seeking Asylum who were not in school in each of the last five years, broken down by gender.
Answered by Janet Daby
Information on the number of unaccompanied children seeking asylum who were not in school is not collected or held by the department. Data collected by the department on children not in school does not indicate whether children are asylum seekers.
The department published a response to the public call for evidence, ‘Improving support for children missing education’, in December 2024. This response outlines current best practice approaches and next steps for how local authorities, schools and others can be empowered to go further to identify and support children missing education (CME) and to tackle the pattern of children falling through the cracks. The response can be found here: https://assets.publishing.service.gov.uk/media/6749c6faebabe47136b3a25b/Children_missing_education_-_call_for_evidence_response.pdf.
The Children's Wellbeing and Schools Bill, introduced on 17 December, includes proposals for compulsory Children Not in School registers in every local authority in England, to enable authorities to better identify all children not in school in their areas and, where these children are not receiving a safe, suitable education, to take action to support them. The department is also committed to introducing a single child identifier, so all children can get the right support from education, health and care services.
The department’s annual published children looked after data shows that only 4% of unaccompanied asylum-seeking children (UASC) are girls and that 89% of all UASC are aged 16 and over.
All UASC will be looked after by their local authority. All state-funded schools are required to give relevant looked after and previously looked after children top priority for admission once their corporate parent, the local authority, applies for a place.
As looked after children, local authorities have the same duties to UASC as all other looked after children, which includes support received in school.
The government is committed to ensuring that all children, especially the most vulnerable in our society, are safe and have access to an excellent education. Where children are not on a school roll or receiving suitable education elsewhere, the department has issued statutory guidance for local authorities outlining their duty to make arrangements to identify and support into education all CME. The guidance specifically references that children of new migrant families may be at particular risk of missing education. This guidance can be found here: https://assets.publishing.service.gov.uk/media/66bf57a4dcb0757928e5bd39/Children_missing_education_guidance_-_August_2024.pdf.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure young girls who are unaccompanied children seeking asylum are (a) able to access education and (b) supported to stay in school.
Answered by Janet Daby
Information on the number of unaccompanied children seeking asylum who were not in school is not collected or held by the department. Data collected by the department on children not in school does not indicate whether children are asylum seekers.
The department published a response to the public call for evidence, ‘Improving support for children missing education’, in December 2024. This response outlines current best practice approaches and next steps for how local authorities, schools and others can be empowered to go further to identify and support children missing education (CME) and to tackle the pattern of children falling through the cracks. The response can be found here: https://assets.publishing.service.gov.uk/media/6749c6faebabe47136b3a25b/Children_missing_education_-_call_for_evidence_response.pdf.
The Children's Wellbeing and Schools Bill, introduced on 17 December, includes proposals for compulsory Children Not in School registers in every local authority in England, to enable authorities to better identify all children not in school in their areas and, where these children are not receiving a safe, suitable education, to take action to support them. The department is also committed to introducing a single child identifier, so all children can get the right support from education, health and care services.
The department’s annual published children looked after data shows that only 4% of unaccompanied asylum-seeking children (UASC) are girls and that 89% of all UASC are aged 16 and over.
All UASC will be looked after by their local authority. All state-funded schools are required to give relevant looked after and previously looked after children top priority for admission once their corporate parent, the local authority, applies for a place.
As looked after children, local authorities have the same duties to UASC as all other looked after children, which includes support received in school.
The government is committed to ensuring that all children, especially the most vulnerable in our society, are safe and have access to an excellent education. Where children are not on a school roll or receiving suitable education elsewhere, the department has issued statutory guidance for local authorities outlining their duty to make arrangements to identify and support into education all CME. The guidance specifically references that children of new migrant families may be at particular risk of missing education. This guidance can be found here: https://assets.publishing.service.gov.uk/media/66bf57a4dcb0757928e5bd39/Children_missing_education_guidance_-_August_2024.pdf.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to improve the central data collection on access to education for unaccompanied children seeking asylum.
Answered by Janet Daby
Information on the number of unaccompanied children seeking asylum who were not in school is not collected or held by the department. Data collected by the department on children not in school does not indicate whether children are asylum seekers.
The department published a response to the public call for evidence, ‘Improving support for children missing education’, in December 2024. This response outlines current best practice approaches and next steps for how local authorities, schools and others can be empowered to go further to identify and support children missing education (CME) and to tackle the pattern of children falling through the cracks. The response can be found here: https://assets.publishing.service.gov.uk/media/6749c6faebabe47136b3a25b/Children_missing_education_-_call_for_evidence_response.pdf.
The Children's Wellbeing and Schools Bill, introduced on 17 December, includes proposals for compulsory Children Not in School registers in every local authority in England, to enable authorities to better identify all children not in school in their areas and, where these children are not receiving a safe, suitable education, to take action to support them. The department is also committed to introducing a single child identifier, so all children can get the right support from education, health and care services.
The department’s annual published children looked after data shows that only 4% of unaccompanied asylum-seeking children (UASC) are girls and that 89% of all UASC are aged 16 and over.
All UASC will be looked after by their local authority. All state-funded schools are required to give relevant looked after and previously looked after children top priority for admission once their corporate parent, the local authority, applies for a place.
As looked after children, local authorities have the same duties to UASC as all other looked after children, which includes support received in school.
The government is committed to ensuring that all children, especially the most vulnerable in our society, are safe and have access to an excellent education. Where children are not on a school roll or receiving suitable education elsewhere, the department has issued statutory guidance for local authorities outlining their duty to make arrangements to identify and support into education all CME. The guidance specifically references that children of new migrant families may be at particular risk of missing education. This guidance can be found here: https://assets.publishing.service.gov.uk/media/66bf57a4dcb0757928e5bd39/Children_missing_education_guidance_-_August_2024.pdf.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Answer of 6 March 2024 to Question 16490 on Special Educational Needs: Codes of Practice, what steps her Department is taking to review the contents of SEND information reports.
Answered by Catherine McKinnell
The requirement for all schools to publish Special Educational Needs and Disabilities (SEND) Information Reports was introduced in the Children and Families Act 2014. Information Reports must contain details of a school’s provision for pupils with SEND and must be reviewed annually.
As part of the department’s work on long-term options for improving the SEND system, we will explore the role of SEND Information Reports.