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 - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
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 - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
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 - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
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 - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
I refer the hon. Member for Stratford-on-Avon to the answer of 2 February 2026 to Question 108822.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the University of Manchester article entitled The right to play: making play a policy and practice priority, what steps her Department is taking to safeguard (a) break and (b) lunchtimes in schools as vital times for children’s free play.
Answered by Georgia Gould - Minister of State (Education)
Play is an essential part of children’s physical, social and cognitive development, as recognised in the ‘early years foundation stage’ statutory framework. It is for schools, governing bodies and academy trusts to ensure the school day includes opportunities for social interaction, physical activity and enrichment. Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks. This helps ensure that schools have sufficient time to deliver a broad and balanced curriculum, alongside opportunities for play and wider enrichment.
Regulations require schools maintained by a local authority to structure the school day with a morning session and an afternoon session, separated by a midday break. This lunch break is an important and protected part of the day, offering pupils time to rest, socialise and play. The precise way in which the school day is structured is a matter for schools themselves.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the recommendations from The University of Manchester article entitled The right to play: making play a policy and practice priority published in September 2025.
Answered by Georgia Gould - Minister of State (Education)
Play is an essential part of children’s physical, social and cognitive development, as recognised in the ‘early years foundation stage’ statutory framework. It is for schools, governing bodies and academy trusts to ensure the school day includes opportunities for social interaction, physical activity and enrichment. Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks. This helps ensure that schools have sufficient time to deliver a broad and balanced curriculum, alongside opportunities for play and wider enrichment.
Regulations require schools maintained by a local authority to structure the school day with a morning session and an afternoon session, separated by a midday break. This lunch break is an important and protected part of the day, offering pupils time to rest, socialise and play. The precise way in which the school day is structured is a matter for schools themselves.