Victoria Collins

Energy Performance Certificates (EPCs) are a critical tool in informing consumers about the running costs of their homes, helping them reduce both energy bills and carbon emissions. The EPC model already recognises the performance of air-to-air heat pumps. The government is reviewing the building physics model and methodology underpinning EPCs to better support net zero goals, including deployment of heat pumps. Government will shortly set out a consultation with proposals for improvements to EPCs, including proposals for improving EPC metrics.

Energy Performance Certificates (EPCs) are a critical tool in informing consumers about the running costs of their homes, helping them reduce both energy bills and carbon emissions. The EPC model already recognises the performance of air-to-air heat pumps. The government is reviewing the building physics model and methodology underpinning EPCs to better support net zero goals, including deployment of heat pumps. Government will shortly set out a consultation with proposals for improvements to EPCs, including proposals for improving EPC metrics.

Government is committed to protecting children’s safety online across the UK.

The Online Safety Act requires social media platforms to consider, as part of their risk assessments, how their algorithms impact children’s exposure to illegal and harmful content. Additionally, platforms are required to consider how their functionalities, including algorithms, affect the time children spend on the platform.

Ofcom’s draft Children’s Safety Codes include measures that prevent harm related to algorithms, including by recommending that algorithms and other recommender systems filter harmful content out of children’s feeds.

Government is committed to protecting children’s safety online across the UK.

The Online Safety Act requires social media platforms to consider, as part of their risk assessments, how their algorithms impact children’s exposure to illegal and harmful content. Additionally, platforms are required to consider how their functionalities, including algorithms, affect the time children spend on the platform.

Ofcom’s draft Children’s Safety Codes include measures that prevent harm related to algorithms, including by recommending that algorithms and other recommender systems filter harmful content out of children’s feeds.

I have not had any discussions with Ofcom directly on increasing the spectrum available to mobile operators, but my officials are in regular discussion with them on spectrum issues. The Government recognises the importance of ensuring access to suitable spectrum across different sectors, the opportunities this creates for growth, and that a focus on innovation and enhanced shared use of spectrum will become increasingly important to realise this.

Ofcom sets mobile spectrum fees independently to promote the optimal use of spectrum. The Government recognises the cost of these fees to the industry. Supporting investment in mobile networks is a priority and the Government continues to assess what further interventions are needed to support 5G deployment.

The AI Opportunities Action Plan outlines how the UK can build the cutting-edge compute infrastructure needed to lead in AI development and deployment, securing long-term economic growth and staying at the forefront of AI innovation.

AI Growth Zones will encourage the development of advanced AI data centres in areas of the country with plentiful power, such as post-industrial towns and areas with significant renewable energy capacity.

The investment in AI-enabled data centres will have a spillover effect in local communities, providing jobs, improving local infrastructure, rejuvenating areas, and driving the UK’s ambition to become a global hub for AI talent and investment.

The Growth Zones will help secure the UK’s position as a global leader in AI innovation and will deliver substantial regional and national benefits.

There is no single accepted definition of digital poverty, but we know that digital exclusion impacts people broadly across demographics with some, including older people, at higher risk.

According to Ofcom in 2024, 6% of UK adults did not have internet access at home. For those aged 75+, the figure is 29%. 34% of households with school-aged children did not have an appropriate device for accessing online schoolwork.

This Government is determined to remedy this by closing the digital divide and ensuring everyone has the access, skills, support and confidence to participate in our modern digital society, whatever their circumstances.

The government is committed to empowering internet users with the skills to engage critically with online content and make informed decisions.

Since 2022, nearly £3 million in funding has been provided for media literacy projects. This includes £0.5 million in 2024 to scale up two programmes to provide media literacy support to teachers, children aged 11-16, and professionals working with families. That funding covers the 2024/25 financial year.

Robust evaluation and monitoring are key requirements of the grant schemes. Both organisations must evaluate the impact of their programmes over the past year by March 2025.

As of the end of March 2024, over one million premises had been upgraded to gigabit-capable broadband through government-funded programmes. Additionally, more than £2 billion of contracts have been signed to provide gigabit-capable coverage to over a million more premises.

All planned Project Gigabit contracts for England and Wales have been signed. In the last few months alone, the first premises have been given coverage as part of these contracts in areas including North Yorkshire, Norfolk, Suffolk and South Wiltshire. Build is under way in many other parts of the country too.

The Scottish Government has four procurements in progress and details of a contract covering the Borders and East Lothian area are expected to be announced shortly. Remaining areas of Scotland will be included within a procurement which is currently under way with Openreach, managed by the UK Government. A single procurement is also in progress in Northern Ireland, managed by the Department for Economy.

The Secretary of State for Science, Innovation, and Technology regularly engages with international counterparts, including European partners, both bilaterally and through multilateral forums such as the G7, G20, and OECD. These discussions focus on shared opportunities and challenges posed by technological innovation, including the role of regulatory frameworks in fostering growth and innovation while ensuring security.

The Government recognises that the huge opportunities offered by AI also come with risks. This includes the potential to generate inauthentic content indistinguishable from human-generated content at higher scale and lower cost than previously possible. We continue to investigate the potential for transparency and detection and welcome technical innovation in this space.

The Online Safety Act requires social media platforms to swiftly remove illegal misinformation and disinformation or hateful content - including where AI-generated - as soon as they become aware of it. The Government also empowers users with the skills and knowledge to engage critically with online content through media literacy initiatives.

Since April 2024, three new Project Gigabit contracts covering Lincolnshire and East Riding, Cheshire, and North Yorkshire have been signed.

A cross regional framework agreement with Openreach, has also been signed. The first two call-off contracts under the framework have been awarded, covering large parts of Wales and rural parts of England from Devon to Staffordshire. The first Project Gigabit procurements have also been launched in Scotland and Northern Ireland.

The project to develop a breath test to identify pancreatic cancer is funded via the NIHR i4i/OLS: Early Cancer Diagnosis Clinical Validation and Evaluation Call. This £11 million programme funds 6 projects that aim to develop technologies to aid early detection of cancer. This is one strand of the Office for Life Sciences’ (OLS) Cancer Programme, which supports the development of technologies that enable earlier, more effective cancer diagnosis and improved treatment. OLS is a joint Department of Health and Social Care (DHSC) and Department for Science Innovation and Technology (DSIT) unit, ensuring both departments are involved in this work.

It is the government’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.

This working parent entitlement aims to support parents to return to work or to work more hours if they wish. To be eligible, parents must expect to earn the equivalent of 16 hours a week at National Minimum Wage (£195 per week/£10,158 per year in 2025/26), and less than £100,000 adjusted net income per year.

The government needs to use public funds in a way that provides value for money and considers it reasonable to target this funding at those individuals earning under £100,000 adjusted net income. Only a small proportion of parents (estimated to be 3.8% of parents of 3 and 4-year-olds in 2023/24) earn over the £100,000 adjusted net income maximum threshold. Further information can be found at the following address: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024.

Parents who earn over maximum income threshold can still claim the universal 15 hours for 3 and 4-year-olds in England.

The department has taken action to improve transparency and protect parents from additional charges on top of their entitlement, ensuring the funded hours remain accessible for parents. We updated our statutory guidance on 21 February 2025, reconfirming that there must be no mandatory additional charges associated with entitlement hours. The guidance also sets out the expectation that local authorities ensure providers have set out additional charges clearly and upfront on websites and invoices by January 2026.

The department publishes data from the school census on suspensions and permanent exclusions from state-funded schools in England. The most recent full release, for the 2022/23 academic year, is available at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23.

Published data include numbers and rates of suspensions and permanent exclusions by school phase and characteristics, including special educational needs provision, available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/bc94278b-70fa-4ebb-7d62-08dd7ece5be0.

Schools can use sanctions as a measure to improve behaviour and, in the most serious cases, exclusion may be necessary to protect other pupils from disruption and restore a safe environment. The ‘Suspension and permanent exclusion’ statutory guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour, including unmet needs and special educational needs and disabilities before issuing an exclusion.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises 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 allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises 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 allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises 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 allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises 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 allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.

We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.

Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.

The government recognises 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 allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.

The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.

Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 29 January 2025 to Question 26397.

The number of care leavers who are not in education, employment or training is published annually in the statistical release ‘Children looked after in England including adoptions’.

Figures on the activity of care leavers aged 17-21 years old, including those not in education, employment or training, can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/33baf96c-f652-408a-d969-08dd800922cb.

Figures on the activity of care leavers aged 22-25 years old, including those not in education, employment or training, can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/9213a0ea-4d47-4ebc-7d40-08dd7ece5be0. To note, information for care leavers aged 22-25 years old is only collected for those who contact their local authority and receive support.

The department recently announced, in partnership with Great British (GB) Energy, an £80 million (£40 million from the department and £40 million from GB Energy) initiative to install solar and other technologies such as electric vehicle chargers in 200 schools and colleges, prioritising those in areas of deprivation, to start in 2025/26.

This programme is targeting 200 schools and colleges in this first year 2025/26, so the department is not proposing a bidding round to select the schools and colleges to avoid burden on the system.

There will be a cluster of about 45 schools in each of the North West, North East and West Midlands, selected based on deprivation levels and other factors such as roof capacity. These schools have not yet been selected. Each cluster will also include a further education college which will work with the contractors appointed to promote careers in renewables to support growth in the construction and clean energy workforce. There will also be a minimum of 10 schools in each of the 9 government office regions to ensure regional spread.

Once we have appointed delivery partners, they will work through a department-supplied list of possible schools. The list will be based on specific criteria including deprivation, roof condition and location and this data set, combined with local data sets, will ultimately determine a long list of possible projects. Only once feasibility studies have been undertaken on each of the possible schools, will we be able to confirm which schools have been selected and what interventions have been determined as appropriate.