Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that children from low-income families have the same level of access to (a) high-quality education and (b) a range of options for schools as those from higher-income families.
Answered by Catherine McKinnell - Minister of State (Education)
Too often opportunity for children and young people is defined by their background. The Opportunity Mission will break the link between young people’s background and their success, ensuring family security and providing the best start in life, with all children achieving and thriving and building skills for opportunity and growth.
High and rising standards in every school is at the heart of the mission to break down barriers to opportunity and improve the life chances for every child, no matter their background.
The department has moved quickly to start driving up school standards by beginning work to recruit an additional 6,500 expert teachers and has launched an independent, expert-led curriculum and assessment review to deliver our ambition for every child and young person to study a curriculum which is rich and broad, inclusive and innovative.
From early 2025, our new Regional Improvement for Standards and Excellence (RISE) teams will drive higher standards, supporting all state schools by facilitating networking, sharing best practice and empowering schools to feel they can better access support and learn from one another.
At the Autumn Budget 2024, the government announced an additional £2.3 billion for mainstream schools and young people with high needs for the 2025/26 financial year. This means that overall core school funding will total almost £63.9 billion in the 2025/26 financial year.
Admission authorities for all mainstream, state-funded schools must comply with the statutory School Admissions Code. The Code is clear that admission authorities must ensure that their admission arrangements are fair, clear and objective, and that they will not disadvantage unfairly, either directly or indirectly, a child from a particular social group. Admission authorities can choose to give priority within their oversubscription criteria to children eligible for pupil premium funding, where this is appropriate in the local circumstances.
The government is proposing to legislate on requiring all schools to cooperate with the local authority on school admissions and place planning. As part of this, the department will also consider any wider changes necessary to ensure fair access to school for all. Any changes to the Code will require a statutory process, including a full public consultation and parliamentary approval.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help ensure a smooth transition of schools from the Ortu Federation to the Mossbourne Federation in the South Basildon and East Thurrock constituency.
Answered by Catherine McKinnell - Minister of State (Education)
Departmental officials have worked closely with the Ortu Federation and Mossbourne Federation since the decision was taken to transfer the schools.
As well as supporting both trusts to complete the necessary legal and financial processes, the department has agreed a funding package that will enable significant capital investment in the school buildings.
Mossbourne Federation has provided leadership support in the schools since the start of the year and is well placed to ensure pupils at these three schools achieve and thrive.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has plans to (a) introduce and (b) increase the requirements whereby academy trusts engage with local communities when implementing major changes.
Answered by Catherine McKinnell - Minister of State (Education)
The department’s ‘Making significant changes to an academy’ guidance, sets out the process academy trusts must follow when making changes to an academy, such as expansion or removal of capacity, by more than 30 places, or a change in age range. Academy trusts are required to undertake a fair and open local consultation on any significant changes they are proposing, prior to submitting proposals to the department.
The consultation is a key part of the process and allows both proposers and decision makers to take on board the views of those affected by any proposed change. The department expects a wide range of stakeholders to be consulted, including the local authority, parents in the area and other schools and providers in the area. We expect all academy trusts to work collaboratively with local authorities and other local partners on place planning matters.
This is why, in the King’s Speech, the government committed to legislating on requiring all schools to cooperate with their local authorities on issues such as admissions and place planning.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of exploring alternative funding models for academy schools.
Answered by Catherine McKinnell - Minister of State (Education)
The schools national funding formula (NFF) distributes funding for mainstream schools based on schools’ and pupils’ needs and characteristics. This treats academies and local authority-maintained schools equivalently.
In 2025/26, as in previous years, local authorities will be responsible for deciding local funding formulae that determine the actual funding allocations for individual mainstream schools in their area. The department uses the respective local funding formulae to calculate funding allocations to academies, which again ensures that academies and maintained schools are funded on an equivalent basis.
The schools NFF for 2025/26 was published on 28 November, with details of the provisional allocations at local authority and school level available here: https://www.gov.uk/government/publications/national-funding-formula-tables-for-schools-and-high-needs-2025-to-2026.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help academy schools under financial pressures handle the potential loss of experienced staff; and what support her Department offers staff facing possible redundancy.
Answered by Catherine McKinnell - Minister of State (Education)
The department supports academy trusts to have the capability to manage their resources effectively by providing high-quality advice, support and development to help schools protect against financial difficulty. Where academy trusts are experiencing significant financial difficulty, the department engages supportively to provide practical advice and guidance.
A key element of the department's support are School Resource Management Advisers (SRMAs), practising sector experts such as school business professionals that work collaboratively with schools and trusts. SRMAs provide independent, expert and tailored advice to trusts on how they should make best use of their resources to deliver the best possible educational outcomes for their pupils. This support is for the whole sector and SRMAs have completed more than 2,000 visits to schools, trusts and local authorities, with 92% of survey respondents rating their experience of an SRMA as good or very good.
High-quality teaching is the factor that makes the biggest difference to a child’s education. This is why we will recruit 6,500 new expert teachers. We will get more teachers into shortage subjects, support areas that face recruitment challenges, and tackle retention issues. There are now 468,693 full-time equivalent teachers in state-funded schools in England. The department’s initiatives are aimed not only at increasing teacher recruitment in key subjects and areas, but also at ensuring teachers stay and thrive in the profession.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what measures are in place to support academy schools rated as (a) inadequate and (b) requires improvement by Ofsted in tackling problems related to (i) leadership, (ii) the curriculum and (iii) student outcomes.
Answered by Catherine McKinnell - Minister of State (Education)
The department is focused on driving high and rising standards across all our schools, with a particular focus on those judged to be in need of additional support and intervention.
The School Improvement Offer provides ten days of support from a system leader to help the leadership team review a school’s improvement plan and ensure actions are in place to rapidly improve the education and experience of children. Full details can be accessed at: https://www.gov.uk/guidance/trust-and-school-improvement-offer.
The School Improvement Offer is available for schools of concern to Ofsted and those which were previously judged below ’good’ and subsequently receive a requires improvement sub-judgement in either leadership and management or quality of education between September 2024 and February 2025.
The department also provides support through a range of curriculum hubs which offer support and training to help schools enhance their curriculum planning and implementation. These can be accessed at: https://www.gov.uk/government/publications/access-support-from-school-hubs/subject-hubs.
In addition, attendance and behaviour hubs have been introduced to support schools in developing effective whole-school cultures that promote excellent attendance and behaviour, which are important factors in improving student outcomes. Attendance hubs can be accessed at: https://www.gov.uk/guidance/attendance-hubs. Information on behaviour hubs is available at: https://behaviourhubs.co.uk/.
The department‘s suite of National Professional Qualifications are designed to support school leaders to develop their skills across a range of areas, including leadership skills, pedagogy, behaviour management and setting culture, with the aim to improve school outcomes.
Where necessary, in cases of the most serious concern, the government will continue to intervene and transfer schools to new management, including by issuing an academy order. Guidance on governmental support and intervention in schools can be found at: https://www.gov.uk/government/publications/schools-causing-concern--2.
From early 2025, new Regional Improvement for Standards and Excellence (RISE) teams will support all state schools by facilitating networking, sharing best practice and empowering schools to feel they can better access these supports and learn from one another. For schools requiring more intensive support, RISE teams and supporting organisations will work collaboratively with their responsible body to agree bespoke packages of targeted support, based on a school’s particular circumstances.
Further information on support for schools, including those previously judged by Ofsted as ’inadequate’ or ’requires improvement’ can be found here: https://www.gov.uk/government/collections/school-improvement-support.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential long-term impact of (a) leadership changes and (b) staff reductions in academy schools on trends in the level of (i) academic performance and (ii) student well-being.
Answered by Catherine McKinnell - Minister of State (Education)
The government has a central mission to break down barriers to opportunity and boost life chances for every child. High-quality teaching is the factor that makes the biggest difference to a child’s education. This is why the department will recruit 6,500 new expert teachers. We will get more teachers into shortage subjects, support areas that face recruitment challenges and tackle retention issues.
There are now 468,693 full-time equivalent teachers in state-funded schools in England. The department’s initiatives are aimed not only at increasing teacher recruitment in key subjects and areas, but also at ensuring teachers stay and thrive in the profession, including by improving teacher wellbeing and workload.
All state schools are free to decide which qualifications they will offer in each subject they teach, including GCSEs and A levels. All schools must appoint staff in accordance with employment law.
Academies and free schools have greater freedom and autonomy in how they operate, including staffing and the curriculum, but they are expected to teach a curriculum that is broad and balanced. Schools' decisions on curriculum will be determined by a range of factors, including the level of demand from pupils for particular courses, the availability of suitably qualified teaching staff, accommodation and facilities, and the practical constraints of the timetable.
All state schools, including academies and free schools, will be held accountable for their performance, including in tests and exams. We publish key stage 2 and key stage 4 school attainment data every academic year.
Key stage 2 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment/2023-24.
Key stage 4 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance.
This government is committed to enabling schools to support children and young people’s mental health and wellbeing. This is critical to breaking down barriers to opportunity and learning. The right support should be available to every young person that needs it, which is why the department will provide access to specialist mental health professionals in every school.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
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 reductions in levels of academy staffing on the range of subjects offered in those academies for students already enrolled in (a) GCSE and (b) A Level courses.
Answered by Catherine McKinnell - Minister of State (Education)
The government has a central mission to break down barriers to opportunity and boost life chances for every child. High-quality teaching is the factor that makes the biggest difference to a child’s education. This is why the department will recruit 6,500 new expert teachers. We will get more teachers into shortage subjects, support areas that face recruitment challenges and tackle retention issues.
There are now 468,693 full-time equivalent teachers in state-funded schools in England. The department’s initiatives are aimed not only at increasing teacher recruitment in key subjects and areas, but also at ensuring teachers stay and thrive in the profession, including by improving teacher wellbeing and workload.
All state schools are free to decide which qualifications they will offer in each subject they teach, including GCSEs and A levels. All schools must appoint staff in accordance with employment law.
Academies and free schools have greater freedom and autonomy in how they operate, including staffing and the curriculum, but they are expected to teach a curriculum that is broad and balanced. Schools' decisions on curriculum will be determined by a range of factors, including the level of demand from pupils for particular courses, the availability of suitably qualified teaching staff, accommodation and facilities, and the practical constraints of the timetable.
All state schools, including academies and free schools, will be held accountable for their performance, including in tests and exams. We publish key stage 2 and key stage 4 school attainment data every academic year.
Key stage 2 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment/2023-24.
Key stage 4 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance.
This government is committed to enabling schools to support children and young people’s mental health and wellbeing. This is critical to breaking down barriers to opportunity and learning. The right support should be available to every young person that needs it, which is why the department will provide access to specialist mental health professionals in every school.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that academy trusts consult with the wider school community in cases where significant (a) staffing and (b) curriculum changes are proposed.
Answered by Catherine McKinnell - Minister of State (Education)
The government has a central mission to break down barriers to opportunity and boost life chances for every child. High-quality teaching is the factor that makes the biggest difference to a child’s education. This is why the department will recruit 6,500 new expert teachers. We will get more teachers into shortage subjects, support areas that face recruitment challenges and tackle retention issues.
There are now 468,693 full-time equivalent teachers in state-funded schools in England. The department’s initiatives are aimed not only at increasing teacher recruitment in key subjects and areas, but also at ensuring teachers stay and thrive in the profession, including by improving teacher wellbeing and workload.
All state schools are free to decide which qualifications they will offer in each subject they teach, including GCSEs and A levels. All schools must appoint staff in accordance with employment law.
Academies and free schools have greater freedom and autonomy in how they operate, including staffing and the curriculum, but they are expected to teach a curriculum that is broad and balanced. Schools' decisions on curriculum will be determined by a range of factors, including the level of demand from pupils for particular courses, the availability of suitably qualified teaching staff, accommodation and facilities, and the practical constraints of the timetable.
All state schools, including academies and free schools, will be held accountable for their performance, including in tests and exams. We publish key stage 2 and key stage 4 school attainment data every academic year.
Key stage 2 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-2-attainment/2023-24.
Key stage 4 data can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance.
This government is committed to enabling schools to support children and young people’s mental health and wellbeing. This is critical to breaking down barriers to opportunity and learning. The right support should be available to every young person that needs it, which is why the department will provide access to specialist mental health professionals in every school.
Asked by: James McMurdock (Reform UK - South Basildon and East Thurrock)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure students have access to a broad curriculum that supports diverse career pathways, especially in schools undergoing staffing reductions.
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 will seek to deliver an excellent foundation in core subjects of reading, writing and maths, alongside a broader curriculum, so that children and young people do not miss out on subjects such as music, art, sport and drama, as well as vocational subjects.
It will also seek to deliver a curriculum that ensures children and young people leave compulsory education ready for life and ready for work, building the knowledge, skills and attributes young people need to thrive.
The review is taking place in the context of an education system facing considerable challenges and staff shortages. It will recognise and seek to account for these issues when considering how a broad curriculum can be delivered. The Terms of Reference for the review can be found here: https://assets.publishing.service.gov.uk/media/66d196b7d107658faec7e3db/Curriculum_and_assessment_review_-_aims_terms_of_reference_and_working_principles.pdf.
The department has announced its intention to recruit 6,500 new expert teachers and to encourage more teachers into shortage subjects, support areas that face recruitment challenges, and tackle retention issues.