Asked by: Satvir Kaur (Labour - Southampton Test)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help reduce the level of emotional based school avoidance in (a) Southampton Test constituency and (b) England.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The absence crisis is one of the government's most challenging inheritances. By working alongside school staff and parents, the department is getting absence moving in the right direction with children attending over 3 million more days of school this year compared to last, and over 100,000 fewer children persistently absent.
However, some pupils face complex barriers to attendance, such as those who have mental health conditions, or who have special educational needs and disabilities.
The department knows that pupils and learners with a strong sense of belonging, accomplishment, autonomy and good health are more likely to attend school. New research has shown, for the first time, the link between mental health and school absence. Pupils with mental health problems are seven times more likely to miss more than 15 days of school than their peers. This research can be accessed at: https://assets.publishing.service.gov.uk/media/681b676c9ef97b58cce3e518/The_relationship_between_mental_ill_health_and_absence_in_students_aged_13_to_16.pdf.
To tackle these issues, the government has made statutory the ‘Working together to improve school attendance’ guidance, which sets out a ‘support first’ approach. The department has published specific guidance for schools on mental health and attendance, accessible at: https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils-attendance-guidance-for-schools. We are also committed to providing access to specialist mental health professionals in every school through expanding Mental Health Support Teams (MHSTs). As of April 2025, NHS-funded MHSTs cover 52%, or 5 million, of pupils and learners. An additional 900,000 pupils and learners are expected to be covered by April 2026.
Asked by: Satvir Kaur (Labour - Southampton Test)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of emotional based school avoidance on (a) pupils and (b) schools.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The absence crisis is one of the government's most challenging inheritances. By working alongside school staff and parents, the department is getting absence moving in the right direction with children attending over 3 million more days of school this year compared to last, and over 100,000 fewer children persistently absent.
However, some pupils face complex barriers to attendance, such as those who have mental health conditions, or who have special educational needs and disabilities.
The department knows that pupils and learners with a strong sense of belonging, accomplishment, autonomy and good health are more likely to attend school. New research has shown, for the first time, the link between mental health and school absence. Pupils with mental health problems are seven times more likely to miss more than 15 days of school than their peers. This research can be accessed at: https://assets.publishing.service.gov.uk/media/681b676c9ef97b58cce3e518/The_relationship_between_mental_ill_health_and_absence_in_students_aged_13_to_16.pdf.
To tackle these issues, the government has made statutory the ‘Working together to improve school attendance’ guidance, which sets out a ‘support first’ approach. The department has published specific guidance for schools on mental health and attendance, accessible at: https://www.gov.uk/government/publications/mental-health-issues-affecting-a-pupils-attendance-guidance-for-schools. We are also committed to providing access to specialist mental health professionals in every school through expanding Mental Health Support Teams (MHSTs). As of April 2025, NHS-funded MHSTs cover 52%, or 5 million, of pupils and learners. An additional 900,000 pupils and learners are expected to be covered by April 2026.
Asked by: Satvir Kaur (Labour - Southampton Test)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 18 December 2024 to Question 21170 on School Libraries: Finance, what steps she is taking to increase levels of (a) literacy rates and (b) reading for pleasure in (i) primary and (ii) secondary schools in Southampton Test constituency.
Answered by Catherine McKinnell - Minister of State (Education)
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.
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 a further £23 million committed for the 2024/25 academic year to support this work. Southampton Test’s nearest English Hub is Springhill English Hub. Further information on Springhill English Hub can be found here: https://englishhubs.net/english_hubs/springhill-english-hub/.
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 department will also publish a writing framework in the summer, which will be a first step to support schools in delivering high quality writing provision across England.
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.
Asked by: Satvir Kaur (Labour - Southampton Test)
Question to the Department for Education:
To ask the Secretary of State for Education, what additional (a) funding and (b) support is being provided to help schools improve library facilities.
Answered by Catherine McKinnell - Minister of State (Education)
School libraries complement public libraries in giving pupils access to a range of books and other kinds of texts, both in and out of school.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian, and we give headteachers autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.
The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.
Asked by: Satvir Kaur (Labour - Southampton Test)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of trends in the levels of cost of school uniforms for (a) primary and (b) high school children.
Answered by Catherine McKinnell - Minister of State (Education)
The department recently published its latest research on the cost of school uniforms, surveying parents and carers of children aged 4 to 16 attending state-funded schools in England. The research report assessed the relative changes to the cost of school uniforms since the department’s previous report in 2015. It is published at: https://www.gov.uk/government/publications/cost-of-school-uniforms-survey-2023.
The research found that the average total expenditure on school uniform, based on the items required in the 2023/24 academic year, was £249.58 compared with £279.51 for a similar period and adjusted for inflation in 2014/15. It was less expensive for parents or carers of children in primary schools (£217.65 for boys and £246.80 for girls) than for those with children in secondary schools (£266.14 for boys and £289.04 for girls).
Too many families still tell the department that the cost of school uniform remains a financial burden. That is why as part of the King’s Speech we have committed to legislate to limit the number of expensive branded items of uniform and PE kit that schools can require.