Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure children in foster care are provided access to mental health support.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Children in foster care should be provided with access to mental health support at home and at school.
The National Minimum Standards for fostering sets out that children should ‘live in a healthy environment where their physical, emotional and psychological health is promoted.’
Children should have prompt access to doctors and other health professionals, including specialist services, when they need these services.
The government is committed to providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams.
Alongside the Department of Health and Social Care, the department is reviewing and updating current statutory guidance on promoting the health and wellbeing of children in care.
As part of the statutory guidance review, we are considering what changes are needed to better ensure that children in care, including those in foster care, and care leavers receive the necessary support for their mental health and wellbeing.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what proportion of pupils eligible for free school meals achieved a grade 5 or above in English and Maths GCSEs in the 2024-25 academic year .
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The data for the 2024/25 academic year is not yet available and is intended for release in October 2025, when it will be available here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support (a) children experiencing Emotionally Based School Avoidance and (b) their families.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Tackling absence is at the heart of the government’s mission to break down the barriers to opportunity. However, we recognise that some pupils face barriers to attendance, such as those who have mental health conditions, or who have special educational needs and disabilities (SEND).
To tackle these issues our statutory guidance, ‘Working together to improve school attendance’, sets out a ‘support first’ approach. Specific guidance for schools on mental health and attendance has also been published, and the department is committed to providing access to specialist mental health professionals in every school. This guidance is accessible at: https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils-attendance-guidance-for-schools.
Six in ten pupils will have access to a mental health support team by March 2026 and, under government plans, all pupils will have access to mental health support in school by 2029/30.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children were referred to the Prevent duty in schools in the last 12 months; and what assessment she has made of the potential impact of referrals on (a) ethnic minority pupils, (b) neurodiverse pupils, (c) teaching staff and (d) safeguarding responsibilities.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Annual Prevent Programme statistics are published by the Home Office each year and can be found here: https://www.gov.uk/government/statistics/individuals-referred-to-prevent-to-march-2024.
The education sector, in the year ending 31 March 2024, made 2,788 referrals.
The department publishes comprehensive advice and made a range of resources freely available on our Educate Against Hate website to support teachers in protecting children from extremism and radicalisation. We also have a team of regional co-ordinators who work directly with education institutions in England to provide advice, support and training to ensure providers are well equipped to prevent people from being drawn into terrorism.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to support progression routes into higher education for students studying qualifications other than A-Levels; and what assessment she has made of the accessibility of university entry routes for students applying with qualifications other than A-Levels.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department is committed to supporting diverse routes into higher education (HE). Students with qualifications other than A levels can progress to university, with many providers accepting these qualifications.
HE providers are autonomous institutions who set their own entry requirements, many with high or additional entry requirements for some courses. While the department cannot intervene in individual cases regarding university admission policies, we remain committed to supporting progression routes.
The department works closely with sector bodies such as UCAS and Universities UK, as well as individual providers, to ensure that admissions processes are inclusive and transparent. We also work with these bodies to ensure that T Levels are understood by universities as a high quality offer.
The department continues to monitor accessibility and outcomes for students entering via vocational routes and are funding initiatives to widen participation and improve support for all learners.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications of the policies set out in the Cabinet Office policy paper entitled UK-EU Summit - Common Understanding, updated on 19 May 2025, for the future of the Turing Scheme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government remains committed to providing opportunities to study and work abroad, especially for those students from disadvantaged backgrounds. That is why we have agreed to work towards association to the Erasmus+ programme on much better financial terms for the UK. The Turing Scheme is now in its fifth year, with placements starting this September. Details on the future of the Turing Scheme will be shared in due course.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of support available to secondary school pupils who have not been awarded 5 GCSE's.
Answered by Georgia Gould - Minister of State (Education)
All 16 to 19 study programmes should be tailored to support students to progress to education at a higher level or into employment, or should prepare them for adult life.
These study programmes should include substantial qualifications that stretch students. Students who are not awarded 5 GCSEs may take other level 2 qualifications to prepare them for employment or further study.
Any student on a 16 to 19 study programme, who has not yet achieved an English and/or maths GCSE grade 4 or higher, must continue studying these subjects.
In the 2025/26 academic year, the department has increased 16 to 19 funding for English and maths delivery and to help with the additional costs associated with teaching and supporting students who have not yet achieved English and/or maths GCSEs at grades 9 to 4 by the end of year 11.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for her policies of the report entitled Moved During Exams, published by the charity Become; and what steps her Department is taking to ensure greater stability and improve educational outcomes for children in care.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Statutory care planning guidance is clear that everything should be done to minimise school changes and ensure transitions are well-planned and supported. Where a change is unavoidable, the child’s Personal Education Plan should set out arrangements to reduce disruption, particularly during exams and other key periods in their education.
The government is introducing measures to rebalance the placement market, improve regulation and commissioning of placements, and bring greater visibility to the prices local authorities are paying. This includes addressing the barriers that prevent homes for looked-after children being established where they are needed.
Through the department’s Plan for Change, we’re investing £2 billion to give more children a safe, loving home, including expanding the children’s home estate, delivering more foster care placements and helping keep families together by providing targeted support before problems escalate.
These measures will mean more placements are available, allowing children to be placed closer to home and school when in their best interests.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for its policies of the National Literacy Trust’s report entitled Children and young people's writing in 2025, published on 12 June 2025.
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, in every region of the country, the best start in life.
In the 2025/26 financial year, the government has committed £27.7 million to support and drive high and rising standards in reading and writing. This summer, the department will publish a Writing Framework which will be a first step to support schools in delivering high-quality writing provision across England.
The department recognises the important work of organisations such as the National Literacy Trust in promoting reading and writing and will continue to engage with them on this important issue.
Asked by: Liz Jarvis (Liberal Democrat - Eastleigh)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the adequacy of holiday clubs for parents of children with disabilities.
Answered by Stephen Morgan - Government Whip, Lord Commissioner of HM Treasury
The government is committed to the holiday activities and food (HAF) programme to ensure children who are eligible for free school meals can access enriching activities and healthy meals. More than £200 million has been allocated to the programme for 2025/26.
Local authorities and their providers have flexibility about how they deliver HAF provision to best serve the needs of children and families in their area. The department encourages all local authorities to have a rich mix of provision catering for children with different interests and of different ages. There is flexibility in how the programme can be delivered to children with special educational needs and disabilities (SEND) or additional needs.
When assessing the requirements of children with SEND or additional needs, local authorities should ensure that the provision they fund through the HAF programme is fully compliant with the Equality Act 2010. This will include making sure that they, and the providers they work with, put in place any reasonable adjustments which are required to ensure that children with a disability are not subject to discrimination.