Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, how many full-time equivalent civil servants are working on appointing the new contractor for St Michaels School in Paignton.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
St Michael’s School is part of the school rebuilding programme. The project team is made up of a project director, who is a civil servant, and a project manager. A number of technical specialists also support the project at different stages.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of school food guidelines.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
This government is committed to raising the healthiest generation ever. It is important that children eat nutritious food at school and the department encourages schools to have a whole school approach to healthy eating. The school food standards define the foods and drinks that must be provided, which are restricted, and those which must not be provided.
To ensure quality and nutrition in meals for the future, we are acting quickly with experts across the sector to revise the standards, so every school is supported with the latest nutrition guidance.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support teachers' mental health.
Answered by Catherine McKinnell - Minister of State (Education)
I refer the hon. Member for Torbay to the answer of 9 May 2025 to Question 44781.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of care experienced young people securing employment in the hospitality sector following the cessation of local authority support.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department is committed to ensuring that young people leaving care have stable homes, access to health services, support to build lifelong loving relationships and are engaged in education, employment and training.
The department fully recognises the potential benefits that employment in the hospitality sector offers to care leavers. 27 of the 237 organisations offering employment opportunities under our Care Leaver Covenant are from the hospitality industry. This includes Accor Hotels, Aramark, Birmingham Airport, Blackpool Pleasure Beach, PGL, Marston’s Brewery and Pubs, and Merlin Entertainments.
Further, our Care Leaver Ministerial Board, co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Deputy Prime Minister, has been established to secure cross-departmental action to improve the outcomes and experiences of care leavers, including in relation to their employment.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of collecting data on the (a) length and (b) frequency of gaps in education for children in care that are the result of placement moves.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department recognises the need to improve the data available about children’s social care, including making it more relevant to the experience of children and young people during periods of change.
A core part of this work includes understanding the data needs of the children’s social care sector as a whole and scoping ways in which data gaps may be addressed over time. This year the department has published new statistics on stability measures for children looked after, providing further insight on school, placement and social worker stability for these children, here: https://explore-education-statistics.service.gov.uk/find-statistics/stability-measures-for-children-looked-after-in-england/2024.
Existing statutory data is collected for children missing education, school attendance, and children in care. However, it is not yet possible to accurately link these datasets to obtain the information requested, as the children missing education data is collected at a local authority level, while data for children looked after, and school attendance is collected at a child level. Addressing data gaps in children’s social care will be a long-term endeavour due to the need to agree data standards and definitions, as well as redesign local authority and departmental systems before rolling out nationally.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make it her policy to provide financial support to (a) Eat That Frog in Torbay and (b) other community organisations which are support hubs for those who are (i) disabled and (ii) neurodivergent to ensure their long-time viability.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The relationship between the department and Eat that Frog, as with all providers, is through the funding of learners through an agreed, published funding methodology. The department does not fund institutions/providers core costs, as the funding is driven by the learner funding methodology. In this case, as a Specialist Post-16 Institution (SPI), Eat that Frog is funded through the high needs funding methodology which is a combination of funding directly from the department and funding from the learners’ local authority, through their dedicated schools grant.
Some of the programmes and support provided through Eat that Frog is outside the scope of departmental funding, for example employment support, and therefore their remit is much wider than that of the department.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help reduce the educational instability that children in care face.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department is committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. We recognise the critical importance of continuity and stability throughout a looked-after child’s life.
Under the Care Planning, Placement and Case Review guidance and regulations, the child’s social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any transitions well-planned and supported. Where a change to a child’s educational arrangements is unavoidable, their personal education plan should set out arrangements to minimise disruption to education, especially during exam periods and other critical periods in their education.
The government is introducing measures, including through the Children's Wellbeing and Schools Bill, to rebalance the market, improve regulation and commissioning of placements. The department is also investing £2 billion over this parliament to give more children a safe, loving home, including expanding the children’s home estate, delivering more foster care placements and helping keep families together by providing targeted support before problems escalate.
These measures will provide greater placement availability, stability and ensure that, where it is in a child's best interests, they are placed closer to home.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department took with Torbay Unitary Authority to help ensure the adequacy of consultation to reduce the number of moderate learning disability placements at Combe Pafford School Torquay.
Answered by Catherine McKinnell - Minister of State (Education)
As the relevant local authority, Torbay Council is responsible for keeping provision for children and young people with special educational needs (SEN) in their area under review. They are also responsible for determining how many high needs places, funded at £10,000 per place, should be available at special schools in their area.
Torbay Council concluded that there is less need for special school places for children with moderate learning difficulties and asked for the number of high needs places in Combe Pafford School to be reduced for the 2025/26 academic year.
Local authorities should undertake detailed work to forecast the number of places they and neighbouring authorities will need in the forthcoming academic year. They should consult with their schools and colleges to plan where new placements will be needed, although this is not mandatory. The department understands that such consultations with Combe Pafford School commenced in January 2024.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department consulted with relevant stakeholders on the closure of the hearing units at (a) St Margaret's Primary School and (b) Spires College in Torbay.
Answered by Catherine McKinnell - Minister of State (Education)
There are separate processes for removing special educational needs (SEN) units or resourced provision at academies and maintained schools, which we expect the relevant accountable bodies to follow.
In maintained schools, such as Spires College, where a local authority decides to remove a SEN unit or resourced provision at a foundation school, they must follow the statutory prescribed alterations process. The statutory guidance on this topic is available here: https://www.gov.uk/government/publications/school-organisation-maintained-schools.
In academies, SEN units and resourced provision are formally recognised in a funding agreement. Closing a SEN unit or resourced provision at an academy would be a significant change and would therefore require the funding agreement between my right hon. Friend, Secretary of State for Education and the academy trust to be amended. More information on significant changes is available here: https://www.gov.uk/government/publications/making-significant-changes-to-an-existing-academy.
In this instance, the responsible bodies are St Margeret’s Academy and Torbay local authority.
Local authorities are responsible for managing the sufficiency of school places in their area, including the provision for children with SEN. The department expects local authorities to work in collaboration with parents, schools, academy trusts and other local partners to balance the supply and demand of school places to ensure a sustainable and viable educational offer.
Where it has been identified that a unit for SEN is no longer needed at a school, the processes set out above and a consultation with local stakeholders are required for removing this provision.
Asked by: Steve Darling (Liberal Democrat - Torbay)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to schools on supporting (a) autistic girls (b) girls masking symptoms of autism in educational settings.
Answered by Catherine McKinnell - Minister of State (Education)
The department wants all children and young people to be able to receive the right support to succeed in their education and we recognise that children and young people with special educational needs and disabilities (SEND) often require access to additional support.
The department also provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.
The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment.
PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.