First elected: 4th July 2024
Speeches made during Parliamentary debates are recorded in Hansard. For ease of browsing we have grouped debates into individual, departmental and legislative categories.
e-Petitions are administered by Parliament and allow members of the public to express support for a particular issue.
If an e-petition reaches 10,000 signatures the Government will issue a written response.
If an e-petition reaches 100,000 signatures the petition becomes eligible for a Parliamentary debate (usually Monday 4.30pm in Westminster Hall).
Don't change inheritance tax relief for working farms
Sign this petition Gov Responded - 5 Dec 2024 Debated on - 10 Feb 2025 View Manuela Perteghella's petition debate contributionsWe think that changing inheritance tax relief for agricultural land will devastate farms nationwide, forcing families to sell land and assets just to stay on their property. We urge the government to keep the current exemptions for working farms.
These initiatives were driven by Manuela Perteghella, and are more likely to reflect personal policy preferences.
MPs who are act as Ministers or Shadow Ministers are generally restricted from performing Commons initiatives other than Urgent Questions.
Manuela Perteghella has not been granted any Urgent Questions
Manuela Perteghella has not been granted any Adjournment Debates
A Bill to make provision about a cap on political donations; to make provision for a review to recommend the level at which such a cap should be set and to consider the impact of such a cap; to make provision about political donations made by foreign nationals through companies; and for connected purposes.
A Bill to set minimum standards for the building of new homes in relation to quality and energy efficiency; to place requirements on developers of new homes; and for connected purposes.
Manuela Perteghella has not co-sponsored any Bills in the current parliamentary sitting
The Equality Act 2010 already protects many care leavers under the indirect discrimination provisions, because a disproportionately high number are likely to be from particular protected characteristics.
We are a mission-led Government and women’s equality is at the heart of all of our missions. As part of that work Equalities Ministers have regular conversations with colleagues on a range of women’s health issues, including on the implementation of the Women’s Health Strategy which covers musculoskeletal conditions.
Women’s health is a fundamental part of our 10-year plan to Build an NHS Fit for the Future, which is why on 4th February 2025, DHSC announced details of the Early Detection using Information Technology in Health (EDITH) Trial, backed by £11 million of government support via the NIHR. Through this research, almost 700,000 women from across the country will take part in a world-leading trial to test how cutting-edge AI tools can be used to catch breast cancer cases earlier.
We are a mission-led Government and women’s equality is at the heart of all of our missions. As part of that work Equalities Ministers have regular conversations with colleagues on a range of women’s health issues, including on the implementation of the Women’s Health Strategy which covers musculoskeletal conditions.
Women’s health is a fundamental part of our 10-year plan to Build an NHS Fit for the Future, which is why on 4th February 2025, DHSC announced details of the Early Detection using Information Technology in Health (EDITH) Trial, backed by £11 million of government support via the NIHR. Through this research, almost 700,000 women from across the country will take part in a world-leading trial to test how cutting-edge AI tools can be used to catch breast cancer cases earlier.
The Government recognises that care leavers have some of the worst long-term life outcomes in society. We are therefore committed to ensuring children leaving care have stable homes, access to health services, support to build lifelong loving relationships and are engaged in education, employment and training. Through the Children's Wellbeing and Schools Bill we will be driving forward our commitments on children’s social care, including improved support for care leavers. We have also established a care leaver Ministerial Board, which brings together Ministers from key Departments, to improve support for care leavers across Government.
We are determined to tackle stigma and discrimination faced by care-experienced young people. We want to create a culture where all those who play a role in the lives of children in care and care leavers are ambitious for them to reach their full potential. While we do not have plans to make care-experience a protected characteristic in the Equality Act 2010, we are committed to extending corporate parenting responsibilities to government departments and relevant public bodies to ensure that services and support to children in care and care leavers better take account of the challenges they face.
There are multiple targeted schemes to deliver energy efficiency measures to low-income and fuel poor households. The Warm Home Discount schemes also provide a £150 rebate off bills to eligible low-income households across Great Britain.
The Government has kickstarted delivery of the Warm Homes Plan, including an initial £1.8 billion to support fuel poverty schemes over the next 3 years, helping around 225,000 households reduce their energy bills by around £200.
We will consult shortly on proposals for privately rented homes to achieve Energy Performance Certificate C or equivalent by 2030. We are also reviewing the 2021 fuel poverty strategy.
Under the Online Safety Act, all in-scope services need to tackle illegal content and criminal behaviour, including illegal violent and sexual offences. These duties are in force now.
From Summer, in-scope user-to-user services likely to be accessed by children have a duty to prevent all children from encountering the most harmful content, which includes pornography. Additionally, services will need to provide age-appropriate access for other types of harmful content, including content which encourages, promotes or provides instructions for an act of serious violence against a person.
The Government recognises that access to the internet is essential for participation in society. There is no single definition of a utility; gas, water, electricity and telecoms are regulated differently. Unlike other sectors, the UK telecoms market is competitive at wholesale and retail levels.
The broadband Universal Service Obligation provides consumers with the right to request a decent broadband service. The government continues to work closely with Ofcom on the affordability of telecoms services, including on social tariffs.
The Department continues to consider ways to remove barriers and speed up deployment; for example, exploring more flexible permitting for street works.
The Government’s consultation on Copyright and AI has just closed. This included a proposal to require AI model developers to be more transparent about how they obtain their training material, whether from web crawlers and other forms of training for AI models.
Any new framework would need to work effectively for both individual creators, such as visual artists with limited financial means and technical know-how, and larger rights holders, as well as AI developers.
Our priority now is to review the evidence from the consultation which will inform the Government response.
The Government’s consultation on Copyright and AI has just closed. This included a proposal to require AI model developers to be more transparent about how they obtain their training material, whether from web crawlers or other forms of training for AI models.
The proposals would enable right holders to reserve their rights, so they can prevent the use of their content to train AI models in the UK.
Our priority now is to review the evidence from the consultation which will inform the Government response.
The Government’s consultation on Copyright and AI, which sought views on proposals to support the development and use of AI technology while continuing to reward human creators, has just closed
The Government published an assessment of options alongside the consultation. Further information and evidence on the economic impact of the use of AI models on visual artists and the wider creative and cultural heritage sector was welcomed as part of the consultation.
Our priority now is to review the evidence from the consultation which will inform the Government response.
The Government’s consultation on Copyright and AI, which sought views on proposals for a new regulatory model for text and data mining, has closed. Our priority now is to review the evidence from the consultation which will inform the Government response.
Copying material protected by copyright in the UK remains an infringement unless it is licensed or an exception to copyright applies.
The government remains committed to delivering economic growth across all regions of the UK. We are working with local leaders in the West Midlands to develop their local growth plans, through which we will seek to make research and innovation the foundation of future growth in the region.
DSIT’s Innovation Accelerator programme is empowering local businesses, universities, and civic leaders in the West Midlands to work together to catalyse innovation-led local growth, supported by around £33 million of public funding that is supporting projects in health and clean technology such as the Biochar Clean Tech Accelerator.
We are committed to giving British creators increased security at work and providing the creative industries with a regulatory and fiscal environment where their imagination and innovation can flourish.
A significant proportion (28%) of the creative industries workforce is self-employed. As outlined in the Plan to Make Work Pay, we will support and champion self-employed workers by strengthening rights and protections to help them thrive. This includes the right to a written contract; action to tackle late payments; and extending health and safety and blacklisting protections to self-employed workers. Self-employed workers will also benefit from our plans to strengthen trade union rights. We will also explore how to implement the targeted and specific manifesto commitments to enhance protections for self-employed workers through consultation.
We are working with creative industry stakeholders to consider the recommendations of the Good Work Review, a sectoral deep dive funded by DCMS into job quality and working practice. This sets out a number of priorities, including developing dedicated support and guidance for self-employed creators. We are working closely with the sector as it responds to these recommendations.
DCMS and its public bodies, including Arts Council England and the British Film Institute, are taking proactive steps to support self-employed workers in the creative industries with Arts Council England supporting more than 1,200 individual practitioners through National Lottery Project Grants totalling almost £30 million, and more than 1,200 individuals through the £14.5 million Developing Your Creative Practice Programme.
This Government is working collaboratively across departments to look at how best to help touring artists, and improve arrangements for musicians, performing artists and their support staff being able to tour across the EU.
The Government provides support for UK artists through initiatives such as the Music Export Growth Scheme, co-funded by the Department for Business and Trade (DBT) and the Department for Culture, Media and Sport (DCMS), and the International Showcase Fund, which is funded by the DBT. These schemes are designed to help artists access international markets, expand their reach, and promote the UK’s creative talent globally.
We will engage with the new European Commission and EU Member States, seeking improved arrangements across the European continent without a return to free movement. Our priority remains ensuring that UK artists can continue to thrive on the global stage.
The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. As part of this, the department is considering evidence on international best practice in its policymaking on special educational needs (SEN).
The department is providing £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.
Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.
Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support, and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.
The core content framework and early career framework, for trainee and early career teachers (ECTs) respectively, covers the first three years or more at the start of a teacher’s career. They set out the core body of knowledge skills and behaviours that define great teaching, and from September 2025 will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.
Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.
The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.
The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. As part of this, the department is considering evidence on international best practice in its policymaking on special educational needs (SEN).
The department is providing £1 billion more for high needs budgets in the 2025/26 financial year, bringing total high needs funding to £11.9 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND.
Early identification of need and support is critical to improving outcomes for children and young people with SEND, including those with dyslexia. There are already a number of measures to help teachers do this, including the phonics screening check and statutory assessments at the end of key stage 2.
Schools should apply a ‘graduated approach’ to identify a child’s needs, plan appropriate support, implement that support, and review it regularly to ensure it continues to meet their identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. Schools should involve pupils and their parents in this process, taking their views into consideration.
The core content framework and early career framework, for trainee and early career teachers (ECTs) respectively, covers the first three years or more at the start of a teacher’s career. They set out the core body of knowledge skills and behaviours that define great teaching, and from September 2025 will be superseded by the combined Initial Teacher Training and Early Career Framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of initial teacher training and those delivering training to ECTs to create their curricula. The ITTECF contains significantly more content related to adaptive teaching and supporting pupils with SEND.
Measures have also been introduced to support the effective teaching of reading, including for those at risk of falling behind. This includes the English Hubs programme, the publication of the reading framework and an updated list of high quality systematic synthetic phonics programmes for schools.
The English Hubs programme is dedicated to improving the teaching of reading, with a focus on supporting children making the slowest progress in reading. As part of the continuous professional development provided by the English Hubs, the Reading Ambition for All programme has been launched to improve outcomes for children who need additional support with reading, including those with SEND.
I refer the hon. Member for Stratford-upon-Avon to the answer of 29 January 2025 to Question 26025.
The department recognises the importance of recruiting individuals with a range of skills, knowledge and lived experiences into child protection roles. While formal qualifications and specialist training are essential for safeguarding children effectively, we acknowledge that personal experience of raising children can offer valuable insights into the challenges children and families face.
Through initiatives such as the Step Up to Social Work and Approach Social Work programmes, as well as apprenticeships, undergraduate and postgraduate degrees, the department aims to attract talented individuals from diverse backgrounds and with a range of life experience into the social work profession.
Local authorities and social work employers have flexibility in their recruitment approaches and may consider a candidate’s personal experience as a complement to their professional expertise.
The statutory guidance ‘Working together to safeguard children 2023’ sets out clear multi-agency child protection practice standards and expectations for all practitioners working to help, protect and promote the welfare of children, whatever their personal and professional backgrounds.
Provision of continuous professional development for employed social workers is a matter for their employer. The regulator for the social work profession, Social Work England, sets the professional standards which all social workers must meet. These include recognising the risk indicators of different forms of abuse and neglect and their impact on people, their families and their support networks. Social workers complete initial education and training courses which are approved by the regulator against the education and training standards. Course providers must update and design their courses as a result of developments in research, legislation, government policy and best practice.
The below tables show the number of candidates who received a religious education (RE) subject knowledge enhancement (SKE) grant in each month since October 2022.
The previous government took the decision to cut funding for RE SKEs from April 2024 alongside four other subjects. The department currently offers SKE support in five secondary subjects: chemistry, computing, mathematics, modern languages and physics. The department will continue to explore our options for delivery of SKE training in future academic years to ensure that our funding supports courses in the subjects where these courses are most needed.
SKE courses in RE by month
Oct-22 | Nov-22 | Dec-22 | Jan-23 | Feb-23 | Mar-23 | Apr-23 | May-23 | Jun-23 | Jul-23 | Aug-23 | Sep-23 | Total |
0 | 1 | 2 | 10 | 5 | 1 | 5 | 16 | 18 | 19 | 8 | 0 | 85 |
Initial teacher training (ITT) census data shows there were 269 new entrants to postgraduate ITT courses in RE in the 2023/24 academic year. Therefore, the department estimates 32% of all new postgraduate entrants in RE in the 2023/24 academic year undertook a SKE prior to commencing ITT.
Oct-23 | Nov-23 | Dec-23 | Jan-24 | Feb-24 | Mar-24 | Apr-24 | May-24 | Jun-24 | Jul-24 | Aug-24 | Sep-24 | Total |
1 | 0 | 4 | 11 | 9 | 16 | 35 | 28 | 9 | 5 | 6 | 0 | 124 |
ITT census data shows there were 462 new entrants to postgraduate ITT courses in RE in the 2024/25 academic year. We therefore estimate 27% of all new postgraduate entrants in RE in the 2024/25 academic year undertook a SKE prior to commencing ITT.
This government inherited a system with critical shortages of teachers, with numbers not keeping pace with demographic changes. Financial incentives are one of the most effective ways to increase teacher supply, which is why the department has announced an initial teacher training financial incentives package for the 2025/26 recruitment cycle worth £233 million, which is a £37 million increase on the last cycle. This includes the reintroduction of a £10,000 tax free bursary to encourage prospective trainees to teach RE.
The department has also expanded its ‘School Teacher Recruitment’ marketing campaign which inspires and attracts candidates to consider a career in teaching, including RE. It promotes the profession and directs people to the ‘Get Into Teaching’ service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible.
The below tables show the number of candidates who received a religious education (RE) subject knowledge enhancement (SKE) grant in each month since October 2022.
The previous government took the decision to cut funding for RE SKEs from April 2024 alongside four other subjects. The department currently offers SKE support in five secondary subjects: chemistry, computing, mathematics, modern languages and physics. The department will continue to explore our options for delivery of SKE training in future academic years to ensure that our funding supports courses in the subjects where these courses are most needed.
SKE courses in RE by month
Oct-22 | Nov-22 | Dec-22 | Jan-23 | Feb-23 | Mar-23 | Apr-23 | May-23 | Jun-23 | Jul-23 | Aug-23 | Sep-23 | Total |
0 | 1 | 2 | 10 | 5 | 1 | 5 | 16 | 18 | 19 | 8 | 0 | 85 |
Initial teacher training (ITT) census data shows there were 269 new entrants to postgraduate ITT courses in RE in the 2023/24 academic year. Therefore, the department estimates 32% of all new postgraduate entrants in RE in the 2023/24 academic year undertook a SKE prior to commencing ITT.
Oct-23 | Nov-23 | Dec-23 | Jan-24 | Feb-24 | Mar-24 | Apr-24 | May-24 | Jun-24 | Jul-24 | Aug-24 | Sep-24 | Total |
1 | 0 | 4 | 11 | 9 | 16 | 35 | 28 | 9 | 5 | 6 | 0 | 124 |
ITT census data shows there were 462 new entrants to postgraduate ITT courses in RE in the 2024/25 academic year. We therefore estimate 27% of all new postgraduate entrants in RE in the 2024/25 academic year undertook a SKE prior to commencing ITT.
This government inherited a system with critical shortages of teachers, with numbers not keeping pace with demographic changes. Financial incentives are one of the most effective ways to increase teacher supply, which is why the department has announced an initial teacher training financial incentives package for the 2025/26 recruitment cycle worth £233 million, which is a £37 million increase on the last cycle. This includes the reintroduction of a £10,000 tax free bursary to encourage prospective trainees to teach RE.
The department has also expanded its ‘School Teacher Recruitment’ marketing campaign which inspires and attracts candidates to consider a career in teaching, including RE. It promotes the profession and directs people to the ‘Get Into Teaching’ service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible.
I refer the hon. Member for Stratford-on-Avon to the answer of 17 December 2024 to Question 18517.
I refer the hon. Member for Stratford-on-Avon to the answer of 29 January 2025 to Question 26397.
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.
The department knows that reading for pleasure is hugely important and brings a range of benefits. There are a number of strong links with attainment, such as the 2021 Progress in International Reading Literacy Study report, which found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure with other positive effects, such as expanding pupils’ knowledge about the world and about language, as well as their understanding of subject-specific academic and technical vocabulary.
Furthermore, pupils who read regularly report heightened levels of social and emotional wellbeing. For many, reading is a form of relaxation, a place to escape everyday challenges, or a source of entertainment. Reading allows readers to adopt new perspectives, develop empathy and become more socially conscious.
In recognition of this, the department 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 school, 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.
The government’s first mission is to kickstart economic growth. Across the country skills gaps are holding back business growth and the government has committed to widening the apprenticeships offer into a levy-funded growth and skills offer.
Our levy-funded growth and skills offer, with apprenticeships at the heart, will deliver greater flexibility for learners and employers in England, aligned with our industrial strategy creating routes into good, skilled jobs in growing industries. As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high-quality skills at work, fuelling innovation in businesses across the country, and providing high-quality entry pathways for young people.
In addition, as Skills England have highlighted, employer demand for higher technical skills at levels 4 and 5 is growing. The department is supporting employers to meet the need for higher technical skills, with over 150 apprenticeship standards approved for delivery at levels 4 and 5. Skills England will also help to ensure that there is a comprehensive suite of apprenticeships, training and technical qualifications for individuals and employers to access, which are aligned with skills gaps and what employers need.
In December the government published its Plan for Change, which outlines the priority deliverable for the Opportunity Mission is for a record number of children to be starting school ready to learn, measured by attainment against the early learning goals. This is key to breaking the link between young people’s background and their success. The department is hugely ambitious for the early years because we know how important this is for parents and their children.
It is important that the funded childcare hours are accessible and affordable for all families that need them. That is why the government is taking action to tackle reported instances of parents facing very high additional charges on top of the funded entitlement hours. These could include extra charges for nappies, lunch or other ‘consumables’, which should not be made a condition of accessing a funded place. It is also important that any additional charges are completely transparent to parents.
As part of the department’s regular review of the early years statutory guidance for local authorities, we have engaged with local authorities, providers and groups representing parents to clarify our statutory guidance on charging, including on so-called ‘top up fees’, and are considering how the department can better support local authorities to protect parents from overcharging.
The department will publish its updated statutory guidance in due course.
In December the government published its Plan for Change, which outlines the priority deliverable for the Opportunity Mission is for a record number of children to be starting school ready to learn, measured by attainment against the early learning goals. This is key to breaking the link between young people’s background and their success. The department is hugely ambitious for the early years because we know how important this is for parents and their children.
It is important that the funded childcare hours are accessible and affordable for all families that need them. That is why the government is taking action to tackle reported instances of parents facing very high additional charges on top of the funded entitlement hours. These could include extra charges for nappies, lunch or other ‘consumables’, which should not be made a condition of accessing a funded place. It is also important that any additional charges are completely transparent to parents.
As part of the department’s regular review of the early years statutory guidance for local authorities, we have engaged with local authorities, providers and groups representing parents to clarify our statutory guidance on charging, including on so-called ‘top up fees’, and are considering how the department can better support local authorities to protect parents from overcharging.
The department will publish its updated statutory guidance in due course.
Interest rates on student loans do not affect monthly repayments made by borrowers. Regular repayments are based on a fixed percentage of earnings above the applicable repayment threshold, not on amount borrowed or the rate of interest. The income of the wider household/family is not included.
If income is below the relevant repayment threshold, or a borrower is not earning, they do not have to make any repayments. Any outstanding debt, including interest accrued, is written off after the loan term ends, or in case of death or disability, at no detriment to the borrower. The debt does not pass to the borrower’s family.
An impact assessment on the current student loan plan type can be accessed at: https://www.gov.uk/government/publications/higher-education-reform-equality-impact-assessment.
The government is determined that the higher education funding system should deliver for our economy, universities and students. The department has taken the system under consideration and will continue to engage with stakeholders on this.
I refer the hon. Member for Stratford-on-Avon to the answer of 11 September 2024 to Question 4162.
The department’s guidance to schools, trusts and local authorities on supporting school attendance sets clear expectations to provide a ‘support-first’ approach to attendance, while maintaining high ambitions for all pupils.
The department knows that some pupils face more complex barriers, including pupils who have long-term physical or mental health conditions, or who have special educational needs and disabilities (SEND). Their right to an education is the same as any other pupil and therefore the attendance ambition for these pupils should be the same as it is for any other pupil. However, additional support may need to be provided to deliver those ambitions.
For pupils with SEND, schools are expected to:
The department’s ‘Working together to improve school attendance’ guidance can be found here: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf, and additional information about SEND support can be accessed at: https://www.gov.uk/children-with-special-educational-needs/special-educational-needs-support.
The school food standards regulate the food and drink provided at lunchtime and at other times of the school day. Compliance with the school food standards is mandatory for all maintained schools, academies and free schools. It is important that children eat nutritious food at school and the department encourages schools to have a whole school approach to healthy eating.
The government has the ambition to source half of all food served in public sector settings from local producers or food that has been produced by growers certified to higher environmental standards, where possible. The government wants to use the purchasing power of the public sector food supply chain to lead the way and to set the tone in delivering the government’s wider ambitions on sustainability, animal welfare, economic growth, nutrition and health. The department has also committed to supporting schools to drive up their sustainable practices on food. Schools can voluntarily follow the government buying standards, which include lots of good advice around sustainable sourcing.
Ministerial teams are working with departmental officials on plans to deliver the government’s manifesto commitments, including making quick progress to deliver breakfast clubs in every primary school. The department’s aim is to deliver better life chances for all through a system which works for all. As part of this, as with all government programmes, the department will keep its approach to school food under continued review.
The department’s home to school travel policy aims to make sure that no child is prevented from accessing education from a lack of transport. Local authorities must arrange free home to school travel for children of compulsory school age, 5 to 16, who attend their nearest school and would not be able to walk there because of the distance, their special educational needs, disability or mobility problem, or because the nature of the route means it would be unsafe for them to do so. There are extended rights to free travel for children from low-income families.
Parents are responsible for making travel arrangements for children who are not eligible for free home to school travel. Good local bus services are an essential part of prosperous and sustainable communities, providing access to schools and other services. This government has set out an action plan to deliver better bus services, grow passenger numbers and drive opportunity to under-served regions. As announced in the King’s Speech, the government will pass the Better Buses Bill to put the power over local bus services back in the hands of local leaders to ensure networks can meet the needs of the communities who rely on them, including in rural areas. The government also plans to empower local transport authorities by reforming bus funding to give local leaders more control and flexibility over their funding so they can plan ahead to deliver their local transport priorities.
High-quality teaching is the factor that makes the biggest difference to a child’s education. There are now 468,693 full-time equivalent teachers in state-funded schools in England, but we must do more to ensure we have the workforce needed to provide the best possible education for every child in all parts of the country, which is why the government has set out the ambition to recruit 6,500 new expert teachers.
The first crucial step towards achieving this is to ensure teaching is once again an attractive and respected profession and that teachers get the pay they deserve. This is why the department has accepted, in full, the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools from this September.
The department is providing schools with almost £1.1 billion in additional funding, in the 2024/25 financial year, to support schools with overall costs. This matches what the department has calculated is needed to fully fund, at a national level, the teacher pay award, and the support staff pay offer in the 2024/25 financial year, after accounting for the overall available headroom in schools’ existing budgets.
Alongside teacher pay, financial incentives are one of the most effective ways to increase teacher supply, and the department is continuing to support teacher trainees with tax-free bursaries of up to £28,000 and scholarships of up to £30,000 in shortage subjects. To help with retention, new teachers of mathematics, physics, chemistry and computing, in the first five years of their careers, also receive retention payments if they are working in disadvantaged schools. In the 2023/24 academic year, two schools in the Stratford-on-Avon constituency were eligible for these retention payments.
To further help teachers stay and thrive in the profession, the department is also addressing teacher workload and wellbeing and supporting schools to introduce flexible working practices.
The department has also established Teaching School Hubs across the country, which provide approved high-quality professional development to teachers at all stages of their careers. Tudor Grange Teaching School Hub is a centre of excellence supporting teacher training and development across Bromsgrove, Redditch, Solihull and Stratford-on-Avon.
Following the last Ofsted inspection, departmental officials have been working with Warwickshire County Council (WCC) to closely monitor progress against the areas for improvement identified by inspectors.
The areas were:
(i) Autism Spectrum Disorder (ASD) waiting times, assessments and support following diagnosis.
(ii) Co-production.
(iii) Placement of children and young people with an Education, Health and Care (EHC) Plan.
(iv) Uptake of training for school staff working with children with special educational needs and disabilities (SEND).
(v) And the quality of the online local offer.
The department has appointed a SEND Advisor to support and work alongside WCC and the local area partnership.
This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with local area partnerships, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.
The overall core schools budget will total £61.8 billion in the 2024/25 financial year. The average per pupil funding in England, as allocated through the schools block of the Dedicated Schools Grant (DSG), is £5,957.
In the 2024/25 financial year, the average per-pupil funding for Warwickshire, as allocated through the schools block of the DSG, is £5,634.
The DSG is allocated at local authority level, and as such the equivalent figures are not available for the Stratford-on-Avon constituency. The allocations that schools within a constituency receive are determined by the local funding formula in their area.
The figures provided include premises funding but exclude growth funding. The figures do not include the additional grant funding that schools across the country have received to support pay and pensions increases in 2024/25.
One reason why the per pupil funding figure in Warwickshire is lower than the average in England is that schools in Warwickshire have a lower proportion of pupils who attract deprivation funding through the NFF than the national average.
The department continues to consider the various funding formulae used at national and local levels to ensure that we have a fair education funding system that directs funding to where it is needed.
Following the last Ofsted inspection, officials have been working with Warwickshire County Council (WCC) to closely monitor progress against the area for improvement identified by inspectors.
The areas were:
(i) Autism Spectrum Disorder (ASD) waiting times, assessments and support following diagnosis.
(ii) Co-production.
(iii) Placement of children and young people with an Education, Health and Care (EHC) Plan.
(iv) Uptake of training for school staff working with children with special educational needs and disabilities (SEND).
(v) And the quality of the online local offer.
The department appointed a SEND advisor to support and work alongside WCC and the local area partnership.
This government’s ambition is that all children and young people with SEND or in alternative provision (AP) receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with Local Area Partnerships, improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.
The department recognises the financial pressures on local authorities due to rising costs in the SEND system. The Core Schools Budget Grant (CSBG) will provide over £140 million, at a national level, in additional funding for special and AP schools in the 2024/25 academic year, to cover increased costs from the 2024 teachers' pay award and the outcome of the support staff negotiations. This is in addition to the £10.75 billion allocated this year for high needs provision and teacher-related costs. Local authorities’ allocations of the CSBG will be confirmed this autumn.
We are currently developing policy to improve access to nature, working closely with other Government departments and key stakeholders, and further information will be available in due course.
Our countryside and green spaces are a source of great national pride and which boost public health and wellbeing, but too many across the country are left without access to the great outdoors. That is why the last Labour Government expanded public access by introducing the Countryside and Rights of Way Act 2000, which provided the public a right of access to large areas of mountain, moor, heath, down, registered common land and coastal margin in England. We will be reviewing the maps of this open access land ahead of the statutory deadline of 1st January 2031, to ensure that the public have clear information which can help them to access this land.
We are continuing to increase access to nature for families to enjoy, for example through our ambitious manifesto commitments to create nine new National River Walks, plant three new National Forests, and empower communities to create new parks and green spaces in their communities with a new Community Right to Buy.
In addition, the Government has made the decision to repeal the cut-off date for the registration of historic rights of way, preventing the loss of hundreds of miles of unregistered paths. This will ensure that these paths remain available to the public for future generations. This change will be formally enacted when parliamentary time allows.
Defra continues to monitor and review the impact of the Border Target Operating Model (BTOM), including the Border Control Post at Sevington. We are working closely with industry, trade partners and enforcement agencies to minimise disruption and costs to trade, while continuing to protect our biosecurity. The effectiveness of the import controls has been demonstrated throughout September and October by the interception at Sevington of 34 consignments of plants infested with Pochazia Shantungensis, a fruit tree pest native to China but now present in mainland Europe. The consignments were destroyed, preventing the potential for a damaging outbreak for UK fruit growers.
The BTOM is designed to assure the biosecurity of commercial imports. Illegal imports of products of animal origin are dealt with through intelligence led checks, conducted at the border by Border Force, in Border Force facilities, with the assistance of Port Health Authorities.
An enhanced risk-based approach is already undertaken at the UK border, where regulated plants and plant products have been categorised into high, medium, and low risk categories. The principle of risk-based controls, as previously applied under the EU regime, remains unchanged, but the GB regime now focuses on risks to Great Britain, rather than risks to the EU. Controls are then appropriately weighted against the risks posed – so the higher the risk category of a plant or plant product, the more biosecurity assurances we need, in the form of import controls. There are also plants and plant products which are not regulated at all, and those that are prohibited entirely.
We undertake systematic, proactive screening of plant health risks. Risks are reviewed monthly by an expert group and Ministers, and prioritised for actions such as surveillance, enhanced inspection, regulation, national measures, import controls, research and awareness raising.
Ensuring the most appropriate risk categorisation and rate of inspection is important, from a biosecurity perspective, but also to avoid unnecessary disruption to our critical supply chains and ports. Risk categorisation will remain dynamic and Defra will monitor import and interception data and Inspection rates may change in response to changes in risk, for example, an upsurge of interceptions of pests or a new threat emerging.
The Government has taken immediate and substantial action to address water companies who are not performing for the environment or their customers. In July, we announced swift action to begin resetting the water sector, including ringfencing vital funding for infrastructure investment and placing customers and the environment at the heart of water company objectives.
In September, the Government introduced the Water (Special Measures) Bill to give regulators new powers to take tougher and faster action to crack down on water companies damaging the environment and failing their customers. These are the first critical steps in enabling a long-term and transformative reset of the entire water sector.
I would also refer the hon. Member to the Written Statement made by the Secretary of State on 18 July, HCWS3.
The previous Government weakened the regulators and failed to hold water companies to account.
The new Government’s water (Special Measures) Bill will give Ofwat tough new powers to hold water companies to account where they do not deliver for customers and the environment.
This Bill is just the start of the fundamental and much broader transformation that the Government will lead for the water industry.
The Government will carry out a review to shape further legislation that will fundamentally transform how our water system works and clean up our rivers, lakes and seas for good.
Since April 2024, 21 Access for All projects have been entered into public service, with a further 7 projects due to complete by the end of March. This will be the most stations completed in a single year since the programme began in 2006.
The traffic authority for this area is Warwickshire County Council, which has the responsibility of making decisions about the roads under its care, based on its knowledge of the area and taking into account local needs and considerations. This includes traffic management and road environment measures as well as setting local speed limits.
Law enforcement, including enforcement of road traffic offences, is an operational matter for local Police and Crime Commissioners and Chief Constables/Commissioners. It is for the police to enforce road traffic legislation and investigate road traffic incidents using their professional judgement. Any general policy within a force is a matter for the force’s Chief Officer, who will decide how to deploy available resources, taking into account any specific local problems and demands.
Whilst we are not considering Graduated Driving Licences, the Government treats road safety with the utmost seriousness, and we are committed to reducing the numbers of those killed and injured on our roads. We absolutely recognise that young people are disproportionately victims of tragic incidents on our roads, and we are considering measures and their potential impacts to tackle the root causes of this without unfairly penalising young drivers.
We recognise the role small airfields play in General Aviation as a gateway for individuals to develop their career aspirations in the aviation sector. Ministers do not routinely intervene in local planning and any consideration of directions to modify local plans including the closure of airfields will be made by the local planning authority in accordance with relevant legislation.
The Civil Aviation Authority (CAA) is the independent aviation safety regulator and as part of their role oversee the approval of training organisations who may operate from small training airfields. In circumstances where a flying training organisation ceases operation, the CAA would work with affected trainees to find new training solutions for each of them where required.
The Government is responsible for setting the regulatory structure within which licensing authorities in England administer the taxi and private hire vehicle licensing regime. Under this system licensing authorities have the flexibility to set standards they consider appropriate.
The Department for Transport has however issued statutory and best practice guidance to assist licensing authorities with this function, to promote safe and accessible services through proportionate regulation. This should increase consistency in requirements and policies for taxis and private hire vehicles.