Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration her Department has given to the proportion of teachers recorded as teaching religious education who are specialists in and usually teach other subjects when (a) assessing the size of the religious education teacher workforce, (b) determining whether there is a shortage of specialist religious education teachers and (c) deciding whether to provide a bursary for religious education initial teacher training.
Answered by Georgia Gould - Minister of State (Education)
The government values and recognises the importance of all subjects, including religious education (RE). There were 15,781 teachers of RE in 2025/26.
As a consequence of a more favourable supply forecast, the recruitment need for RE fell for 2026/27. There were 492 postgraduate RE ITT trainees in 2025/26, the highest number of RE postgraduate ITT entrants since 2020/21.
The department reviews the need for initial teacher training (ITT) bursaries annually and will consider RE alongside all other subjects.
Further information is published in the âSchool Workforce in Englandâ statistical publication, including information on the proportion of timetabled hours delivered by specialist teachers for each subject and key stage for secondary schools at national level. The latest available figures for RE by key stage are available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/0326e399-7e8d-40ac-e607-08df06afb6ab.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to launch the public consultation on the revised National Curriculum in September 2026.
Answered by Georgia Gould - Minister of State (Education)
Reform of the national curriculum and GCSEs is continuing and will align with the governmentâs ambition to transform technical education for 14 to 16-year-olds. There will be a public consultation on the proposals for the national curriculum and assessment system.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what consideration her Department has given in developing the revised national curriculum to how subjects including religious education and science can complement statutory relationships and sex education by providing pupils with the knowledge and understanding needed to support healthy relationships and sexual wellbeing throughout their lives.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the important role that a broad and balanced curriculum plays in supporting pupils' health, wellbeing and preparation for adult life.
Relationships, sex and health education (RSHE) provides the statutory framework for teaching pupils about healthy relationships, sexual health and wellbeing. This is complemented by subjects such as science and religious education which provide relevant knowledge and opportunities for discussion from different disciplinary perspectives.
In science, pupils learn about the biological aspects of sexual health including human reproduction, fertility, and sexually transmitted infections. This knowledge helps pupils to understand their own development, make informed decisions and supports the understanding needed for healthy relationships and sexual wellbeing throughout their lives. Religious education can also support pupils' understanding by exploring different beliefs, values and ethical perspectives relating to relationships and family life
The government is continuing its programme of National Curriculum and GCSE reform. Proposals for the national curriculum and assessment system will be subject to public consultation.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if hr Department will commit to ensuring healthy eating education takes into account autistic and other neurodivergent children, including those who may interpret simplified or rule-based messages about food literally.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of food education in supporting pupilsâ health and wellbeing. Following the independent Curriculum and Assessment Review, the department has committed to strengthening the status of food and nutrition within design and technology by creating a new, distinct programme of study. This will set out the key knowledge and skills pupils should be taught, supporting teachers to deliver food education more consistently across schools.
As the department develops the new programmes of study, we will consider how the whole curriculum supports clear, inclusive teaching that can be adapted by schools to meet all pupilsâ individual needs.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether multiple whistleblowing disclosures relating to the same academy trust are routinely (a) cross-referenced and (b) reviewed collectively by her Department; what (i) thresholds and (ii) criteria are used to trigger further scrutiny, investigation and intervention in response to such disclosure; how safeguarding-related whistleblowing concerns within academy trusts are monitored and assessed at a national level; and what steps her Department takes to ensure appropriate oversight, transparency and accountability in cases where concerns involve senior leadership within academy trusts.
Answered by Georgia Gould - Minister of State (Education)
The department reviews each whistleblowing disclosure about academy trusts individually and assigns it to teams with relevant expertise. Related disclosures about the same trust are crossâreferenced, and systems track previous cases. A single regional team usually leads, based on the trustâs headquarters, with specialist input where needed to maintain a full understanding of the trust context.
Where there is evidence of nonâcompliance with legal requirements, particularly the Academy Trust Handbook, action is taken. This includes addressing repeated issues or governance failures, including safeguarding and financial concerns. Extra scrutiny applies to trusts recently subject to intervention, and unusually high case volumes relative to trust size may trigger further review.
Actions aim to secure compliance with regulations, funding agreements, and statutory guidance. Breaches can lead to intervention, such as a published Notice to Improve with required actions and deadlines. My right hon. Friend, the Secretary of State for Education may also direct trusts to remedy breaches or bar unsuitable individuals from management roles.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the Law Commission's findings regarding regional variations in support for disabled children; and what steps her Department is taking to ensure consistent entitlements for such children across all local authorities.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Law Commission published its final report on 16 September 2025 following a review commissioned by the department in April 2023 of the legal framework for disabled childrenâs social care.
The report sets out 40 recommendations, which we are now considering, aimed at improving how the law operates, with a focus on simplifying and strengthening the system to better support disabled children and their families.
In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department provided an initial response to these recommendations on 16 March 2026 and is expected to provide a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline. Policy development is ongoing and the department continues to engage with key stakeholders. It would therefore not be appropriate to comment on specific recommendations ahead of publication of the full response.
Alongside this, we believe the rollout of Family Help as part of the Families First Partnership programme, backed by ÂŁ2.4 billion of funding over three years, is already beginning to deliver many of the intended outcomes of the report. Our wider reforms are designed to make a real and tangible difference to children and families, including disabled children.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Law Commission's report on social care law, what steps her department is taking to help ensure that disabled children have access to social care support; and what assessment she has made of the level of need for legal reform to achieve that objective.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Law Commission published its final report on 16 September 2025 following a review commissioned by the department in April 2023 of the legal framework for disabled childrenâs social care.
The report sets out 40 recommendations, which we are now considering, aimed at improving how the law operates, with a focus on simplifying and strengthening the system to better support disabled children and their families.
In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department provided an initial response to these recommendations on 16 March 2026 and is expected to provide a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline. Policy development is ongoing and the department continues to engage with key stakeholders. It would therefore not be appropriate to comment on specific recommendations ahead of publication of the full response.
Alongside this, we believe the rollout of Family Help as part of the Families First Partnership programme, backed by ÂŁ2.4 billion of funding over three years, is already beginning to deliver many of the intended outcomes of the report. Our wider reforms are designed to make a real and tangible difference to children and families, including disabled children.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her department is taking to consider the recommendations in the Law Commission's 2025 report on disabled children's social care; and what assessment she has made of the potential for legislative reform alongside the rollout of the Family Help programme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Law Commission published its final report on 16 September 2025 following a review commissioned by the department in April 2023 of the legal framework for disabled childrenâs social care.
The report sets out 40 recommendations, which we are now considering, aimed at improving how the law operates, with a focus on simplifying and strengthening the system to better support disabled children and their families.
In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department provided an initial response to these recommendations on 16 March 2026 and is expected to provide a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline. Policy development is ongoing and the department continues to engage with key stakeholders. It would therefore not be appropriate to comment on specific recommendations ahead of publication of the full response.
Alongside this, we believe the rollout of Family Help as part of the Families First Partnership programme, backed by ÂŁ2.4 billion of funding over three years, is already beginning to deliver many of the intended outcomes of the report. Our wider reforms are designed to make a real and tangible difference to children and families, including disabled children.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing national eligibility criteria for disabled children's social care in England.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The Law Commission published its final report on 16 September 2025 following a review commissioned by the department in April 2023 of the legal framework for disabled childrenâs social care.
The report sets out 40 recommendations, which we are now considering, aimed at improving how the law operates, with a focus on simplifying and strengthening the system to better support disabled children and their families.
In line with the protocol agreed between the Lord Chancellor and the Law Commission, the department provided an initial response to these recommendations on 16 March 2026 and is expected to provide a full response within one year, setting out which recommendations will be accepted, rejected or modified, and any implementation timeline. Policy development is ongoing and the department continues to engage with key stakeholders. It would therefore not be appropriate to comment on specific recommendations ahead of publication of the full response.
Alongside this, we believe the rollout of Family Help as part of the Families First Partnership programme, backed by ÂŁ2.4 billion of funding over three years, is already beginning to deliver many of the intended outcomes of the report. Our wider reforms are designed to make a real and tangible difference to children and families, including disabled children.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assistance her Department provides for young people seeking employment upon leaving school.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Young people must continue in education or training until their 18th birthday and may do so through full-time study, full-time work or volunteering combined with part-time learning, or an apprenticeship, while local authorities hold statutory duties to identify and support those needing help, including young people who are not in education, employment or training.
Apprenticeships allow young people to earn and learn. Employers receive financial support to hire young apprentices, including up to ÂŁ2,000 for small and medium sized enterprises taking on 16 to 24-year-old new starters. Foundation apprenticeships were introduced in August 2025, to give young people a route into critical sectors.
Through the Careers and Enterprise Company, the department is supporting schools to deliver high quality, employer-led careers advice, giving young people clearer insight into the full range of pathways available. We are also bridging the gap between education and work with our commitment to two weeksâ worth of work experience for every secondary pupil.
The Post 16 Education and Skills White Paper set out major reforms, including new Vocational Levels alongside A Levels and T Levels, a further study pathway with a Foundation Certificate, and an occupational pathway with an Occupational Certificate to support progression into study, work or apprenticeships.
For those who want to move into work after they are 18 but cannot find work, the Department for Work and Pensions is strengthening support through the Youth Guarantee, supported by ÂŁ2.5 billion of investment to create 500,000 opportunities for young people to earn and learn. This includes the delivery of eight Youth Guarantee trailblazers in England, the expansion of Youth Hubs to more than 360 areas across Great Britain, and the introduction of a new Youth Guarantee Gateway in jobcentres, providing more intensive support to 16 to 24-year-olds.
Together these measures demonstrate the governmentâs commitment to backing young people.