Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of expanding the provision of free (a) breakfasts and (b) lunches in schools.

Since 2010, the number of children receiving a free meal at school has increased by more than two million. This increase in provision is due to the introduction of universal infant free school meals and generous protections put in place as benefit recipients move across to universal credit.

The Department will continue to keep all free school meal (FSM) eligibility under review to ensure that these meals are supporting those who most need them. Most recently, the Department has:

• Permanently extended eligibility for FSM to children from families with No Recourse to Public Funds.
• Introduced new eligibility criteria in April 2018 in recognition of the transition to Universal Credit. The arrangements in place are forecast to reach more children than would have been the case under the legacy system. There are currently 1.9 million pupils that receive a nutritious FSM through this benefits related criteria.
• Supported around 1.25 million more infants to enjoy a free, healthy, and nutritious meal at lunchtime following the introduction of universal infant free school meals in 2014.
• Extended FSM to disadvantaged further education students in September 2014.
• Increased per pupil funding rate for universal infant free school meals to approximately £18 million per year, in recognition of rising costs. More information is available here: https://www.gov.uk/government/news/boost-in-activities-and-food-pledged-to-support-children--2.

Over a third of pupils in England now receive FSM, compared with one in six in 2010. The Department has made further funding available to the National School Breakfast Programme to extend the programme for another year, backed by up to £30 million. Research has revealed the benefits breakfast clubs have had on children in disadvantaged areas, including with their improved readiness to be taught, increased concentration, and improved wellbeing and behaviour.