Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, how the Government’s upcoming Acquired Brain Injury Action Plan will improve data recording and data access relating to brain injury survivors.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

We expect to publish the Acquired Brain Injury (ABI) Action Plan in the first half of 2026. This will allow time to ensure the plan is in line with our 10-Year Health Plan and is robust, action-oriented, and reflects emerging priorities across health, social care, and other relevant sectors.

The plan is designed to take a cross-Government approach and will cover several key areas to improve outcomes for people living with ABI. We are working with Government departments with responsibility for education, justice, housing and homelessness, work and benefits, transport, sport, and defence on the plan.

The plan will ensure more consistent and comprehensive data gathering, alongside better mechanisms for sharing and accessing information. These improvements will support integrated care, inform commissioning decisions, and strengthen evidence-based policy development.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what policy areas are in the scope of the upcoming acquired brain injury action plan.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

We expect to publish the Acquired Brain Injury (ABI) Action Plan in the first half of 2026. This will allow time to ensure the plan is in line with our 10-Year Health Plan and is robust, action-oriented, and reflects emerging priorities across health, social care, and other relevant sectors.

The plan is designed to take a cross-Government approach and will cover several key areas to improve outcomes for people living with ABI. We are working with Government departments with responsibility for education, justice, housing and homelessness, work and benefits, transport, sport, and defence on the plan.

The plan will ensure more consistent and comprehensive data gathering, alongside better mechanisms for sharing and accessing information. These improvements will support integrated care, inform commissioning decisions, and strengthen evidence-based policy development.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, when his Department will publish the Acquired Brain Injury Action plan.

Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)

We expect to publish the Acquired Brain Injury (ABI) Action Plan in the first half of 2026. This will allow time to ensure the plan is in line with our 10-Year Health Plan and is robust, action-oriented, and reflects emerging priorities across health, social care, and other relevant sectors.

The plan is designed to take a cross-Government approach and will cover several key areas to improve outcomes for people living with ABI. We are working with Government departments with responsibility for education, justice, housing and homelessness, work and benefits, transport, sport, and defence on the plan.

The plan will ensure more consistent and comprehensive data gathering, alongside better mechanisms for sharing and accessing information. These improvements will support integrated care, inform commissioning decisions, and strengthen evidence-based policy development.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department will make an assessment of the potential impact of the reduction in the number of exams on school standards.

Answered by Georgia Gould - Minister of State (Education)

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of reductions to exam times on students.

Answered by Georgia Gould - Minister of State (Education)

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

Question to the Department for Education:

To ask the Secretary of State for Education, how many young people are taking training in digital skills.

Answered by Georgia Gould - Minister of State (Education)

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.

To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.

Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.

Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.

The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to provide young people with digital skills.

Answered by Georgia Gould - Minister of State (Education)

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.

To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.

Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.

Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.

The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to engage (a) disabled students and (b) sector representatives when developing policy.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

The department regularly engages with a range of stakeholders, including organisations representing disabled students, disability experts, higher education providers and the Student Loans Company, to gather feedback and insights that inform policy development. These contributions help ensure that the needs and experiences of disabled students are reflected in the department’s policymaking processes.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are the government taking to ensure young people can use AI.

Answered by Georgia Gould - Minister of State (Education)

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.

To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.

Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.

Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.

The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to help ensure continuity of local provision and specialist staffing be during transition, in the context of the number of colleges providing the Level 3 BTEC Forensic and Criminal Investigation.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to protect learners (a) in and (b) planning to enter the BTEC pipeline before first teaching in September 2025.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of changes to the level of funding for standalone Level 3 BTEC Forensic and Criminal Investigation on (a) progression and (b) employer outcomes in forensic roles.

Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)

On 20 October 2025, alongside the publication of the Post-16 Education and Skills White Paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department will take to provide dedicated funding for schools to deliver enrichment activities.

Answered by Georgia Gould - Minister of State (Education)

I refer the hon. Member for Meriden and Solihull East to the answer of 27 November 2025 to Question 93212.

Question to the Department for Education:

To ask the Secretary of State for Education, how many young people are undertaking training in AI.

Answered by Georgia Gould - Minister of State (Education)

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.

To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.

Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.

Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.

The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.