Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment the Department has made of the potential impact of the Government’s proposed reforms to post‑16 qualifications on (a) skills development in the creative industries, (b) access to music and creative arts education for students from disadvantaged backgrounds and (c) the future sustainability of specialist creative schools and colleges.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recently consulted on the post-16 level 3 and below pathways reforms and have considered views from specialist institutions on what is best for qualifications and building skills in the creative sector.
The department intends to develop V Levels and Level 2 qualifications in the creative sectors for first-teach in 2030/31.
Working with the Department for Culture, Media and Sport, we are engaging with employers and providers in the creative sectors, who will be invited to contribute to the design and development of these qualifications and all content will be consulted on before it is confirmed.
The department are conducting exploratory work on content for potential creative T Levels, with extensive engagement with employers, providers and higher education institutions, including specialist performing arts providers, as well as testing delivery models to support the sector.
The reforms will have a positive impact on disadvantaged students, as these qualifications will better support progression into relevant work and study, and make the qualification landscape simpler to navigate.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that media and digital literacy education is accessible to children with additional needs.
Answered by Georgia Gould - Minister of State (Education)
Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum.
There will be a public consultation on the updated curriculum Programmes of Study to seek views on the content before they are finalised, and we will consider how best to make this content accessible to children with additional needs.
We will develop evidence-led resources to support teachers in adapting the curriculum for all children and young people, including those with Children with special educational needs and disabilities (SEND), and Oak National Academy will continue to develop digital resources that are easily adaptable by teachers to meet the specific needs of their pupils, ensuring inclusive access to learning for all.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the impact of SATS on students’ mental health and wellbeing.
Answered by Olivia Bailey
I refer the hon. Member for Stratford-on-Avon to the answer of 22 May 2026 to Question 1462.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of SATs on Y6 pupils’ mental health and wellbeing.
Answered by Olivia Bailey
The government believes pupils should both achieve and thrive in education. While schools should encourage pupils to do their best, the department does not recommend excessive preparation for primary assessments and certainly not at the expense of wellbeing. We know schools work hard to ensure SATs are conducted in a supportive and non-stressful manner, with pupil wellbeing prioritised.
Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area. The tests are developed through robust processes, including input from teachers and special educational needs experts, and trials with year 6 pupils. Schools can use access arrangements where appropriate, and alternative assessments exist for pupils working below expected standards. The independent Curriculum and Assessment Review, led by Professor Becky Francis, concluded that the primary assessment system is generally working well and remains important for evaluating progress.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance exists for local authorities making permanent school closure decisions during the period before Local Government Reorganisation.
Answered by Georgia Gould - Minister of State (Education)
Until reorganisation formally takes effect, local authorities retain their statutory duties and decision‑making powers. Authorities proposing the permanent closure of a maintained school must continue to follow existing legislation and the department’s statutory guidance on school organisation, including the guidance on opening and closing maintained schools. This guidance sets out the statutory process, consultation requirements and decision‑making criteria, and applies irrespective of future local government.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what the status is of Warwickshire County Council's request to her Department, submitted on 25 February 2026, for revocation of the Direct Academy Order on Great Alne Primary School; and when her Department plans to respond.
Answered by Georgia Gould - Minister of State (Education)
A formal decision letter confirming that the Academy order for Great Alne Primary School has been revoked was issued on 16 April 2026, following a request from Warwickshire County Council submitted on 25 February 2026.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance exists for local authorities making permanent school closure decisions during the period before Local Government Reorganisation.
Answered by Georgia Gould - Minister of State (Education)
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what the status is of Warwickshire County Council's request to her Department, submitted on 25 February 2026, for revocation of the Direct Academy Order on Great Alne Primary School; and when her Department plans to respond.
Answered by Georgia Gould - Minister of State (Education)
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential implications for her policies of trends in the level of the use of (i) physical restraint and (ii) isolation practices in schools; what steps her Department is taking to reduce the use of these practices; and when updated guidance for schools and parents will be published on this matter.
Answered by Olivia Bailey
The government recognises that the use of restrictive interventions, such as physical restraint and seclusion, can have a significant and long-lasting effect on the pupils, staff members and parents involved, as well as other class members.
For this reason, we have recently updated the restrictive interventions, and the use of reasonable force in schools guidance. This aims to support schools to proactively minimise the need to use such interventions through early support, prevention and de-escalation strategies.
The ‘Behaviour in schools’ guidance outlines expectations around the use of removal from the classroom which some schools refer to as isolation. Schools should ensure that removal for any pupil is for the minimum amount of time necessary, and that removal is used consistently, proportionately, and in a way that supports the pupil’s reintegration into the classroom.
The guidance makes clear to schools that they should collect, review and analyse data internally to assess the use of restrictive interventions and removal, so that improvements to these practices can be identified.
As outlined in the Schools White Paper, we will spread best practice through refreshed resources to support schools to deliver calm, caring and inclusive environments.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the Government plans to extend free school milk provision in 2026 to the additional 500,000 children newly eligible for free school meals.
Answered by Olivia Bailey
I refer the hon. Member for Stratford-on-Avon to the answer of 2 February 2026 to Question 108822.