Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help tackle persistent absence at (a) primary and (b) secondary schools.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is taking a range of measures to tackle persistent absence in both primary and secondary schools. The statutory guidance ‘Working together to improve school attendance’ requires schools to take a support-first approach, including appointing a Senior Attendance champion, publishing a clear and easily-accessible attendance policy and to work in partnership with local authorities to reduce levels of absence. The full guidance is available at: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf.
Schools, trusts and local authorities also benefit from the department’s real-time attendance data tools and attendance toolkits, which enable early identification of emerging issues and support adoption of effective practice. Bespoke minimum attendance targets further assist schools in returning to pre-pandemic levels.
To support schools requiring additional intervention, the department launched new regional improvements for standards and excellence (RISE) attendance and behaviour hubs in January, with the capacity to support over 3,000 schools and deliver targeted assistance to up to 500. The national attendance mentoring programme is providing one-to-one support for 10,000 persistently absent pupils.
We are also addressing wider barriers through expanded primary breakfast clubs and increased access to specialist mental health professionals in every school.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential impact of AI use on academic integrity.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department monitors the emerging impacts of artificial intelligence (AI) on education, including risks to academic integrity. Our published policy position on generative AI is evidence-based and sets out clear expectations for schools and colleges on safe, responsible and ethical use.
We work closely with regulators to ensure that academic integrity is protected and that providers have the support they need to prevent and respond to misuse of AI. In 2025 the Joint Council for Qualifications supported by Ofqual updated their guidance for schools on AI use in assessments. This provides clarity for teachers and assessors in identifying and managing potential malpractice and maintaining integrity of assessment. We have also made wider support materials publicly available that help education staff manage risks, promote ethical use, and reinforce robust approaches to detecting and addressing issues.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of guidelines on support for SEND children in the mainstream education system.
Answered by Georgia Gould - Minister of State (Education)
To support children with special educational needs and disabilities (SEND), we will help mainstream settings to make the necessary changes to embed inclusive practice. We will develop new National Inclusion Standards to bring greater clarity and evidence to this space. These will set out, for the first time, support that should be available in every mainstream setting, and we will appoint an expert panel to develop and make recommendations regarding the content of the National Inclusion Standards.
The SEND Code of Practice provides statutory guidance for organisations supporting children with SEND. We have committed to updating the Code to reflect changes in the SEND system and findings of recent independent scrutiny, including from the Education Select Committee. The updated Code will clarify responsibilities for mainstream settings and establish a consistent approach to supporting children with SEND.
We are consulting on proposals to reform the SEND system, and the consultation is accessible at: https://consult.education.gov.uk/send-strategy-division/send-reform-putting-children-and-young-people-firs/. We will undertake a separate, full public consultation on the proposed changes to the Code of Practice to reflect best practice and the views of children and young people, families and professionals.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an estimate on the number of international students in British universities she expects to be part of Erasmus scheme exchanges after the UK rejoins the scheme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
In 2018/19, there were approximately 31,000 inbound higher education student mobilities via the Erasmus+ Programme. There were approximately 16,000 outbound higher education student mobilities in the same year.
The department expects there will be a greater number of higher education mobilities on reassociation, given the expansion of the programme.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to encourage outdoors learning in schools.
Answered by Georgia Gould - Minister of State (Education)
The department believes all children and young people should have access to a broad and balanced curriculum and a variety of enrichment opportunities at school.
The value of nature for outdoor learning and for learners’ wellbeing is fundamental
to the department Sustainability and Climate Change Strategy and it is woven throughout initiatives such as the National Education Nature Park. Delivered by the Natural History Museum, it provides curriculum aligned resources and encourages children and young people to get outside and take action to improve the biodiversity of their school grounds. It also supports the development of physical and mental wellbeing through active, hands-on engagement with the natural world.
The value of outdoor learning is being recognised and promoted through our upcoming Enrichment Framework, which includes 'Nature, outdoors and adventure' as one of five categories that schools and colleges should seek to cover in a broad and well-rounded enrichment offer.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department are taking to help support children with visual impairments in (a) primary and (b) secondary schools.
Answered by Georgia Gould - Minister of State (Education)
The government is committed to improving inclusivity and expertise in mainstream schools, ensuring teachers have the tools to better identify and support all children, as well as ensuring specialist special educational needs and disabilities (SEND) and alternative provision schools cater to those with the most complex needs. Through training we aim to ensure that teachers at every level include a strong focus on inclusive education, and support the needs of all pupils, including those with visual impairments.
We are also strengthening the evidence base of what works to improve inclusive practice in mainstream settings.
Recently published evidence reviews from University College London will help to drive inclusive practices as they highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people with different types of needs.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made about the effectiveness of the Early years foundation stage statutory framework in offering sufficient guidance on safe sleep for babies.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Early Years Foundation Stage (EYFS) statutory framework, which all early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance
The Early Years qualification requirements and standards document sets out the minimum qualification requirements that staff must meet to work within early years settings. Both the Level 2 and Level 3 qualification criteria include knowledge of rest and sleep provision. This document is accessible at: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.
In September 2024, the department worked in collaboration with The Lullaby Trust to produce guidance, which is available on the Foundation Years platform. This covers unsuitable sleeping products, suitable sleeping surfaces and the safe use of blankets. This guidance can be found at: https://www.foundationyears.org.uk/2024/09/safer-sleeping-practices-for-early-years-educators/.
To make the existing requirements clearer for all, we plan to add further detail to the EYFS frameworks. We have worked with safer sleep experts, including The Lullaby Trust, on proposed new wording and plan to introduce these changes as soon as possible.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her department is taking to ensure all nursery staff receive sufficient training regarding safe sleep for babies.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Early Years Foundation Stage (EYFS) statutory framework, which all early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance
The Early Years qualification requirements and standards document sets out the minimum qualification requirements that staff must meet to work within early years settings. Both the Level 2 and Level 3 qualification criteria include knowledge of rest and sleep provision. This document is accessible at: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.
In September 2024, the department worked in collaboration with The Lullaby Trust to produce guidance, which is available on the Foundation Years platform. This covers unsuitable sleeping products, suitable sleeping surfaces and the safe use of blankets. This guidance can be found at: https://www.foundationyears.org.uk/2024/09/safer-sleeping-practices-for-early-years-educators/.
To make the existing requirements clearer for all, we plan to add further detail to the EYFS frameworks. We have worked with safer sleep experts, including The Lullaby Trust, on proposed new wording and plan to introduce these changes as soon as possible.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the Government has plans to increase levels of safe sleep regulations for babies in the Early years foundation stage statutory framework.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Early Years Foundation Stage (EYFS) statutory framework, which all early years providers are required to follow, includes a requirement for babies to be placed down to sleep in line with the latest government safety guidance
The Early Years qualification requirements and standards document sets out the minimum qualification requirements that staff must meet to work within early years settings. Both the Level 2 and Level 3 qualification criteria include knowledge of rest and sleep provision. This document is accessible at: https://www.gov.uk/government/publications/early-years-qualification-requirements-and-standards.
In September 2024, the department worked in collaboration with The Lullaby Trust to produce guidance, which is available on the Foundation Years platform. This covers unsuitable sleeping products, suitable sleeping surfaces and the safe use of blankets. This guidance can be found at: https://www.foundationyears.org.uk/2024/09/safer-sleeping-practices-for-early-years-educators/.
To make the existing requirements clearer for all, we plan to add further detail to the EYFS frameworks. We have worked with safer sleep experts, including The Lullaby Trust, on proposed new wording and plan to introduce these changes as soon as possible.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the effectiveness of the national safeguarding guidelines for (a) primary and (b) secondary schools.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Schools and colleges have a critical role to play in protecting children and keeping them safe. The department publishes statutory safeguarding guidance Keeping children safe in education (KCSIE) which all schools and colleges must have regard to when carrying out their duties to safeguard and promote the welfare of children.
KCSIE is subject to regular review to ensure it is kept up to date and relevant. We are proposing to make changes to KCSIE 2026 and plan to launch a public consultation very soon.