Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of reforming mathematical education to emphasise (a) data, (b) technology and (c) computing.
Answered by Catherine McKinnell - Minister of State (Education)
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review is looking at all curriculum subjects, including mathematics. It is committed to ensuring the curriculum sufficiently prepares children and young people for future life and work, building the knowledge, skills and attributes to thrive.
The Review Group has now published an interim report, which sets out its findings and confirms the key areas for further work. The report can be found here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The report highlights the need for the curriculum to “respond to social and technological change”. The Review Group’s next steps include considering how best to equip young people with “the essential knowledge and skills which will enable them to adapt and thrive in a rapidly changing and artificial intelligence (AI)-enabled world”.
The government will respond to the final recommendations in autumn.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
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 University of Manchester research entitled The right prescription: Young people, mental health and social prescribing, published on 19 March 2025.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
This government is committed to improving mental health support for all children and young people. This is critical to breaking down barriers to opportunity, and helping pupils to achieve and thrive in education. That is why the department has committed to expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. As of April 2024, NHS-funded MHSTs covered 44% of pupils in schools and learners in further education in England, and are expected to cover at least 50% by the end of March 2025.
NHS England has recognised that social prescribing is an early intervention approach that can work particularly well for people with low level mental health needs. It has set out a framework for social prescribing link workers operating within or alongside primary care networks. The University of Manchester’s article highlights findings of a pilot on how social prescribing link workers can work effectively to support young people in colleges.
It is for schools and colleges to choose the most appropriate support for their students based on their understanding of needs, making links to primary care services in their area and the support they provide to children and young people. We will look at the lessons of the pilot and evidence on social prescribing in exploring future practical resources for schools and colleges, helping them to provide effective early support.
Regarding Young Futures Hubs, the staffing of each hub will be co-designed with local stakeholders to meet the needs of their local community and the three overriding objectives of improving opportunities, improving mental health and wellbeing, and reducing crime. Such designs may include a variety of different staffing arrangements including social prescribers and other related professionals.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will take steps to integrate social prescribing link workers into (a) schools and (b) Young Futures Hubs.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
This government is committed to improving mental health support for all children and young people. This is critical to breaking down barriers to opportunity, and helping pupils to achieve and thrive in education. That is why the department has committed to expanding Mental Health Support Teams (MHSTs), so every young person has access to early support to address problems before they escalate. As of April 2024, NHS-funded MHSTs covered 44% of pupils in schools and learners in further education in England, and are expected to cover at least 50% by the end of March 2025.
NHS England has recognised that social prescribing is an early intervention approach that can work particularly well for people with low level mental health needs. It has set out a framework for social prescribing link workers operating within or alongside primary care networks. The University of Manchester’s article highlights findings of a pilot on how social prescribing link workers can work effectively to support young people in colleges.
It is for schools and colleges to choose the most appropriate support for their students based on their understanding of needs, making links to primary care services in their area and the support they provide to children and young people. We will look at the lessons of the pilot and evidence on social prescribing in exploring future practical resources for schools and colleges, helping them to provide effective early support.
Regarding Young Futures Hubs, the staffing of each hub will be co-designed with local stakeholders to meet the needs of their local community and the three overriding objectives of improving opportunities, improving mental health and wellbeing, and reducing crime. Such designs may include a variety of different staffing arrangements including social prescribers and other related professionals.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to safeguard students from (a) Hong Kong, (b) Tibet, (c) Taiwan and (d) Xinjiang, who are persecuted by the Chinese authorities on UK campuses.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The first duty of the government is to keep the country safe and this government is committed to responding to foreign interference, including those actions which amount to transnational repression. The government takes protection of individuals' rights, freedoms and safety very seriously, and any attempt by any foreign state to intimidate, harass or harm individuals in the UK will not be tolerated. Anyone who thinks they might be a victim should report incidents or suspicious activity to the Police via 101, a local police station or 999 in emergencies. As autonomous institutions, the department also expects universities to have robust processes in place to prevent and tackle incidents of harassment and abuse on campuses.
The department is taking specific steps to ensure our world-leading universities remain free from foreign interference. This includes the implementation of the new complaints scheme in the Higher Education (Freedom of Speech) Act 2023, which will offer a focussed route for concerns, including relating to foreign interference in academic freedom and free speech, to be escalated. The government is also working at pace on the implementation of the Foreign Influence Registration Scheme, which will require registration of foreign directed activity involving specific governments and entities where it is necessary to protect the safety or interests of the UK. The department expects the scheme to commence summer this year.
The department continues to work closely with the sector to increase their understanding of the risks and their ability to respond. We are conducting an internal review, informed by engagement with the regulator, sector, academics impacted by foreign interference, as well as international partners, to assess existing approaches to managing the risk of foreign interference and what more support they might need.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help close the education attainment gap.
Answered by Catherine McKinnell - Minister of State (Education)
All children and young people should have every opportunity to succeed, no matter who they are or where they are from. However, this government knows that too many children and young people face barriers to learning. This is not acceptable, which is why the Opportunity Mission will break the unfair link between background and success, helping all children achieve and thrive.
High and rising standards across education are at the heart of this mission and the key to unlocking stronger outcomes and a better future for children and young people. The department aims to deliver these improvements through excellent teaching and leadership, a high quality curriculum and a system that removes barriers to learning, all of which will be underpinned by strong and clear accountability.
The quality of teaching is the single most important in-school factor in improving outcomes for children, especially for those from disadvantaged backgrounds. This is why the department is committed to recruiting 6,500 new expert teachers.
The department has also launched an independent Curriculum and Assessment Review, which is closely examining the key challenges to attainment for young people and the barriers that hold children back from the opportunities and life chances they deserve.
To strengthen school improvement, the new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention for schools identified by Ofsted as needing to improve and a universal service, acting as a catalyst for a self-improving system for all schools.
Recognising the importance of supporting children’s attendance and attainment, the government is committed to delivering on its pledge to provide free breakfast clubs in every state funded school with primary-aged children.
The pupil premium grant also provides funding to improve educational outcomes for disadvantaged pupils in state-funded schools in England. Pupil premium funding will rise to over £3 billion in 2025/26, an increase of almost 5% from 2024/25.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help tackle nursery staff recruitment and retention shortages.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The government is committed to giving children the best start in life and has set the ambition through the government’s Plan for Change for a record proportion of children starting school ready to learn in the classroom. The department will measure our progress through 75% of children at the end of reception reaching a good level of development in the early years foundation stage by 2028. A high quality and sufficient workforce is fundamental to this.
The department is supporting early years providers to attract talented staff by creating conditions for improved recruitment. Our national recruitment campaign is encouraging the public to ‘Do something Big’ and start a career working with small children. A dedicated campaign website is also helping people find out more about gaining qualifications and search existing job vacancies. We are also piloting whether £1,000 financial incentives may boost recruitment and running Skills Bootcamps for early years which can lead to accelerated apprenticeships.
The department recently announced the experience-based route, which enables early years providers to maximise the potential of staff who have the right skills and experience but do not hold an approved qualification. We have also taken steps to increase the graduate workforce via the early years teacher degree apprenticeship, providing a new undergraduate route to gaining early years teacher status.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the Children's Wellbeing and Schools Bill will apply to armed forces initial training establishments that accept under-18-year-olds.
Answered by Catherine McKinnell - Minister of State (Education)
The Children’s Wellbeing and Schools Bill will strengthen multi-agency working between local authorities, health, police and education and childcare settings, and those settings will be designated in regulations. The department expects safeguarding partners to work together with relevant agencies to promote the welfare of children in their local area regardless of what type of education or training establishment they are attending.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of (a) maintenance grants and (b) other policies to help improve the level of participation of disadvantaged students in higher education.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department is committed to supporting the aspiration of every person who meets the requirements and wants to go to university, regardless of their background.
The government continues to provide means-tested non-repayable grants to low income full time undergraduate students with children and/or adults who are financially dependent on them. We have announced an increase to maximum dependants’ grants for the 2025/26 academic year by 3.1%, based on forecast inflation using the RPIX inflation index. Students undertaking nursing, midwifery and allied health profession courses also qualify for non-repayable grant support through the NHS Learning Support Fund.
The department is also increasing the maximum maintenance loans for living costs for the 2025/26 academic year by 3.1%, in line with the forecast rate of inflation, to ensure that more support is targeted at students from the lowest income families. Higher rates of loan for living costs are also paid to students eligible for benefits such as lone parents and some disabled students as well as care leavers, who are normally assessed as low income independent students. In addition, care leavers are also entitled to a £2000 statutory bursary, paid via their local authority.
However, the department recognises that there is much more to do to expand access and improve outcomes for disadvantaged students. Too many people across our country do not get the opportunity to succeed. We will act to change this. We are calling for providers to go further and play a stronger role in expanding access and improving outcomes for disadvantaged students, making sure that they are delivering robust and ambitious access and participation plans. By the summer, the department will set out our plan for higher education (HE) reform and the part we expect HE providers to play in this.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of introducing domestic fee status for the children of British National (Overseas) visa holders in the UK.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Generally, to qualify for higher education (HE) student support and home fee status in England, a person must have settled status and have been ordinarily resident in the UK and Islands (Channel Islands and Isle of Man) for the three years preceding the first day of the first academic year of their course.
This means that under existing student support legislation, holders of a Hong Kong British National (Overseas) visa would qualify for home fee status and financial support once they have acquired settled status in the UK and meet the three-year ordinary residence requirement. This also applies to any dependants who have been granted Hong Kong British National (Overseas) status.
There are no plans to extend HE student support and home fee status to Hong Kong British Nationals (Overseas) or their dependants before they are settled in the UK.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has plans to increase funding for STEM education at secondary school level.
Answered by Catherine McKinnell - Minister of State (Education)
High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. The best way of supporting education in science, technology, engineering and mathematics (STEM) subjects is to ensure high quality teaching in these subjects, by helping schools to recruit and retain good teachers.
The department has therefore announced an Initial Teacher Training financial incentives package for the 2025/26 academic year worth £233 million, a £37 million increase on the last recruitment cycle. This includes a range of measures, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free, to encourage talented trainees in key STEM subjects such as mathematics, physics, chemistry and computing.
For the 2024/25 and 2025/26 academic years, the department is also offering a targeted retention incentive worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.
In the 2025/26 financial year, the government will continue to fund subject continuing professional development (CPD) and other programmes in mathematics, computing and physics. This includes Maths Hubs, which co-ordinate mathematics CPD, and the ‘Subject knowledge for physics teachers’ programme, an intensive retraining programme for teachers teaching physics out of specialism.