Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the need for a dedicated senior official to lead on (a) coordination of policy to support state boarding schools, (b) securing sustainable funding for state boarding provision, and (c) cross-departmental engagement with the Ministry of Defence and the Department for Health and Social Care; and what steps her Department is taking to ensure state boarding schools remain a viable option for Armed Forces and mobile families.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Ministry of Defence oversees the Continuity of Education Allowance (CEA) for eligible service personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school. Further information can be found here: https://assets.publishing.service.gov.uk/media/61684e30e90e07197867eb2b/20211007-DCS_CEAS_INFO_02-CEA_AND_BOARDING_SCHOOL_CONSIDERATIONS_INFORMATION_V4.pdf.
Senior officials maintain oversight of state boarding school policy and coordinate, as appropriate, with relevant teams across the department and other government departments on matters such as the national minimum standards for boarding and day pupil fees.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of state boarding schools in supporting the education of children from Armed Forces families and other mobile families as an affordable alternative to independent boarding provision.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The Ministry of Defence oversees the Continuity of Education Allowance (CEA) for eligible service personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school. Further information can be found here: https://assets.publishing.service.gov.uk/media/61684e30e90e07197867eb2b/20211007-DCS_CEAS_INFO_02-CEA_AND_BOARDING_SCHOOL_CONSIDERATIONS_INFORMATION_V4.pdf.
Senior officials maintain oversight of state boarding school policy and coordinate, as appropriate, with relevant teams across the department and other government departments on matters such as the national minimum standards for boarding and day pupil fees.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what comparative assessment she has made of disparities in AI training and support between (a) state and private schools, and (b) high-performing and underperforming schools; and what steps she is taking to address these inequalities.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department does not publish comparative assessments of artificial intelligence (AI) training between school types, but we monitor sector capability through the Technology in Schools Survey, which informs our programmes. Earlier this year we published online support materials to help teachers and leaders use AI safely and effectively, developed with sector experts. Our approach benefits all schools and reduces disparities in access and capability.
Following the independent Curriculum and Assessment Review’s final report on 5 November, we will update the national curriculum to prepare young people for life and work in a changing world. Refreshed programmes of study will include AI, including issues like bias, in addition to digital and media literacy.
To ensure consistency, we are legislating so that academies will be required to teach the refreshed national curriculum alongside maintained schools. Content will be shaped through expert engagement, with a public consultation on draft proposals next year.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of the Curriculum Review to provide algorithm literacy and AI education to help children understand that AI systems can have inaccurate outputs; and what steps will be taken through the curriculum to ensure that young people are educated on the potential harms of AI including a) Deepfakes and CSAM content, b) AI generated online fraud and scams, c) Chatbot algorithmic biases.
Answered by Georgia Gould - Minister of State (Education)
The department has accepted the Curriculum and Assessment Review’s recommendations for computing and are committed to going further through explicitly including AI within the curriculum, and exploring a potential Level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.
We will work with subject experts to ensure that AI and issues like bias in technology will be included within the refreshed computing curriculum in an age-appropriate way. The exact content will be determined following engagement with experts, and we will publicly consult on the draft proposals next year.
It is worth noting that algorithms and online harms are currently covered in the curriculum, through computing and relationships, sex and health education (RSHE). In July, the government published updated RSHE statutory guidance introducing new content on AI, online safety and pornography, which will be mandatory from 1 September 2026.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will meet with Esther Ghey to discuss her campaign for a statutory ban on mobile phones in schools.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Mobile phones have no place in school.
Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.
The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.
My right hon. Friend, the Secretary of State for Education, met with Esther Ghey at the start of November to discuss her Phone Free Education campaign.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to review her Department's guidance entitled Mobile phones in schools, published in February 2024.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.
We expect all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.
Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.
We will continue to build a robust evidence base on the effectiveness of school mobile phone policies and keep the guidance under review.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that SEND reforms under development (a) take account of the needs of children with (i) coeliac disease and (ii) other medical conditions and (b) ensure that pupils with dietary requirements are supported in school.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The government sets out required minimum standards for school food in the School Food Standards. Headteachers, governors, and their caterers are best placed to make decisions about their school food policies that take into account local circumstances and pupil needs.
Additionally, Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of pupil referral units to make arrangements for supporting pupils at their school with medical conditions, which includes coeliac disease and other food-related conditions. Schools must therefore take appropriate action in supporting such pupils to access food provision.
In doing so, schools must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance issued by my right hon. Friend, the Secretary of State for Education. This guidance can be accessed at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her department holds on the number of pupils in England requiring gluten free meal provision in schools.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department does not hold data on requirements for gluten-free meal provision in schools. The government sets out required minimum standards for school food in the School Food Standards. Headteachers, governors and their caterers are best placed to make decisions about their school food policies that take into account local circumstances and pupil needs, including the provision of gluten-free meals.
Additionally, Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of pupil referral units to make arrangements for supporting pupils at their school with medical conditions, which may be food-related. Schools must therefore take appropriate action in supporting such pupils to access food provision.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to require (a) schools and (b) nurseries to publish information on how they respond to feedback from (i) pupils and (ii) parents in inclusion-related surveys.
Answered by Georgia Gould - Minister of State (Education)
This government is committed to improving inclusivity and expertise in mainstream schools to break down barriers to education, alongside ensuring that special schools are able to support children with the most complex needs. The Expert Advisory Group for Inclusion, chaired by Tom Rees, will play a key role in engaging the sector, including leaders, practitioners, children and families.
What maintained schools and academies must publish is set out in the department’s guidance. This does not include survey data collected by schools relating to inclusion. From November 2025, Ofsted inspections will assess inclusion as part of their renewed inspection framework.
To help support schools understand pupil experience and improve pupil engagement, the department has committed to work with partners to draw up a framework, due to be published next year. A key part of this will be supporting schools to measure pupil experience in an evidence-based way to understand, and take action on, the in-school factors which influence whether their pupils attend, achieve and thrive. We have also committed to amplifying the voices of children and young people at a national level, by publishing annual data on pupils’ sense of school belonging, safety and enjoyment.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that (a) pupil and (b) parent survey data is used effectively to assess the inclusivity of (i) schools and (ii) early years settings.
Answered by Georgia Gould - Minister of State (Education)
This government is committed to improving inclusivity and expertise in mainstream schools to break down barriers to education, alongside ensuring that special schools are able to support children with the most complex needs. The Expert Advisory Group for Inclusion, chaired by Tom Rees, will play a key role in engaging the sector, including leaders, practitioners, children and families.
What maintained schools and academies must publish is set out in the department’s guidance. This does not include survey data collected by schools relating to inclusion. From November 2025, Ofsted inspections will assess inclusion as part of their renewed inspection framework.
To help support schools understand pupil experience and improve pupil engagement, the department has committed to work with partners to draw up a framework, due to be published next year. A key part of this will be supporting schools to measure pupil experience in an evidence-based way to understand, and take action on, the in-school factors which influence whether their pupils attend, achieve and thrive. We have also committed to amplifying the voices of children and young people at a national level, by publishing annual data on pupils’ sense of school belonging, safety and enjoyment.