Found: to provide independent, sustainable funding for research, prevention (broadening out the existing education

Found: of adults 18+ in GB who have used cannabis in the last 12 months and who use cannabis daily by education

Found: The National Plan for Music Education was jointly published by the Department for Education and the

Found: generally license activity which can reasonably be provided by the Government (for example healthcare or education

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Found: for Educa- tion Luke Hall MP Minister of State (Minister for Skills, Apprenticeships and Higher Education

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Found: More publicity and ‘education’ is needed to make it known how many people actually have a disability

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Found: Whilst education is important, we believe that the key is to design circular products, services and

Found: The single opportunity for ITAD involved extensive education on the detail of secure data erasure

Found: Many people lack access to essential digital devices, hindering education and employment.

Found: Alexander Waller PhD FRSB CBiol MRSC CChem, Visiting Professor of Environmental Ethics Education

Found: connections between Northern Ireland and the rest of the UK in areas such as trade, transport, education

Found: Public Services Committee Uncorrected oral evidence: The transition from education to employment

Found: The articles of the UNESCO Convention emphasise the importance of formal and informal education and research

Found: Correspondence to the Department of Education regarding Written Parliamentary Questions answering performance

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Found: worked example from real life applicable to the procurement of future defence systems and in their education

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Found: framework may also make it possible for members of the legal profession to specialise in housing via education

Found: business is focused on a number of key sectors: health & care, insurance, charities, life sciences, education

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The Education Committee will examine boys’ educational attainment and engagement.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps she is taking to help ensure that (a) young and (b) vulnerable people have access to free contraception.

Answered by Andrea Leadsom - Parliamentary Under-Secretary (Department of Health and Social Care)

Local authorities across England are responsible for commissioning comprehensive, openly accessible sexual and reproductive health services, which includes the provision of free contraception to meet local demand. Local authorities decide on commissioning arrangements based on an assessment of local need, including the needs of young and vulnerable people. Contraception is also widely available free of charge through general practices (GPs).

The Government is committed to improving access to contraception, and reducing reproductive health inequalities. The Women’s Health Strategy sets out our 10-year ambition and the actions we are taking to improve disparities in access to services, experiences of services, and outcomes for all women and girls.

As part of our work to deliver the Women’s Health Strategy we have launched a dedicated women’s health area on the National Health Service website as a first port of call for women’s health information, including contraception. We have also worked closely with NHS Digital to create a new YouTube series on contraception, which has been designed to help answer common questions often found in search engines, as well as more detailed information on the range of contraceptive methods available.

In 2023 we also introduced the NHS Pharmacy Contraception Service. This service offers greater choice in how people can access contraception services. It will also create additional capacity in GPs and sexual health clinics, to support meeting the demand for more complex assessments.

We are working with the Women’s Health Ambassador and others to provide health information to diverse groups of women, across their life course. We know that young people who receive effective relationships and sex education are more likely to use contraception and condoms, and less likely to have an unplanned pregnancy as a teenager, and in later life.

The 2020 roll-out of statutory relationships and sex education in all schools means that more young people receive support to prevent early unplanned pregnancy through learning about the full range of contraceptive choices and sexual health services available. The statutory guidance is available at the following link:

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

As set out in the Women's Health Strategy, the Department of Health and Social Care and the Department for Education are working to understand women’s health topics that teachers feel less confident in teaching, and we will work to improve provision of high-quality teaching resources.

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 introducing non-repayable maintenance grants for higher education students from the least advantaged backgrounds.

Answered by Luke Hall - Minister of State (Education)

The government believes that income contingent student loans are a fair and sensible way of financing higher education (HE). It is only right that those who benefit from the system should make a fair contribution to its costs. The government have continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year, with a 2.8% increase for the 2023/24 academic year and a further 2.5% increase announced for 2024/25.

In addition, the government have frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believe that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer, and reducing debt levels for students in real terms.

The government understands the pressures people have been facing with the cost of living and has taken action to help. The government have already made £276 million of student premium and mental health funding available for the 2023/24 academic year to support successful outcomes for students including disadvantaged students.

The government have also made a further £10 million of support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year, the government have increased the Student Premium (full-time, part-time, and disabled premium) by £5 million to reflect high demand for hardship support. Further details of this allocation for the academic year 2024/25 will be announced by the Office for Students in the summer.

Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The government believes this will have eased the pressure on family budgets, which will in turn enable many families to provide additional support to their children in HE to help them meet increased living costs.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps her Department is taking to help reduce (a) assessment and (b) diagnosis waiting times for ADHD.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

It is the responsibility of integrated care boards to make appropriate provision available, to meet the health and care needs of their local population, including access to attention deficit hyperactivity disorder (ADHD) assessments, in line with relevant National Institute for Health and Care Excellence (NICE) guidelines. The NICE’s guidelines for ADHD diagnosis and management aim to improve the diagnosis of ADHD, as well as the quality of care and support people receive. The NICE’s guidelines do not recommend a maximum waiting time standard for ADHD diagnosis, either from referral for an assessment to receiving an assessment, a diagnosis, or a first contact appointment.

There is, at present, no single, established dataset that can be used to monitor waiting times for the assessment or treatment for ADHD nationally. The Department is exploring options to improve data collection and reporting on ADHD assessment waiting times, to help improve access to ADHD assessments in a timely way and in line with the NICE’s guideline. In support of this, the National Institute for Health and Care Research’s Policy Research Programme has commissioned a research project to provide insights into local ADHD diagnosis waiting time data collection.

NHS England is establishing a new ADHD taskforce alongside the Government, to improve care for people living with the condition. The new taskforce will bring together expertise from across a broad range of sectors, including the National Health Service, education, and justice, to better understand the challenges affecting people with ADHD, and help provide a joined up approach in response to concerns around rising demand for assessments and support.

Alongside the work of the taskforce, NHS England has announced that it will continue to work with stakeholders to develop a national ADHD data improvement plan, carry out more detailed work to understand the provider and commissioning landscape, and capture examples from local health systems who are trialling innovative ways of delivering ADHD services, to ensure best practice is captured and shared across the system.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the number of schools that recorded zero young carers in their most recent school census return; and what steps her Department is taking to improve the identification of young carers in schools.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.

You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.

As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.

Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.

The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.

The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.

The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools recorded zero young carers in their most recent school census return.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.

You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.

As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.

Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.

The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.

The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.

The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 21 March 2024 to Question 17725 on Academic Freedom, whether she has had recent discussions with the Office for Students on whether (a) higher education institutions and (b) students’ unions will have enough time to implement the guidance on securing free speech within the law before those obligations enter into force.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

My right hon. Friend, the Member for East Sussex, and former Minister for Children, Families and Wellbeing with responsibility for freedom of speech in the department, met with Professor Arif Ahmed in 2023 following his appointment, and discussed plans for implementation of the Higher Education (Freedom of Speech) Act (the Act) over the next two years. I also met with Arif Ahmed on 16 January 2024. The intention has always been for the Office for Students (OfS) to publish any guidance within good time of the Act coming into force to allow the sector sufficient time to consider it. The expectation expressed was that any guidance pertaining to the provisions that come into force on 1 August 2024 would be published by summer 2024, giving the sector the summer period to implement it into their practices.

The department understands that the OfS continues to work towards these timelines as set out on their website here: https://www.officeforstudents.org.uk/advice-and-guidance/quality-and-standards/freedom-of-speech/changes-to-regulation/, although precise timings are a matter for the OfS.

A draft version of the guidance that the OfS intend to issue following consultation has already been published for the sector to consider here: https://www.officeforstudents.org.uk/media/fsvjdljh/regulatory-advice-24-guidance-related-to-freedom-of-speech.pdf.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to encourage more people to consider a career as a (a) SEND teacher and (b) member of support staff in a SEND school.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

High-quality, well-supported teaching is the single most important in-school factor in improving outcomes for children, and it is particularly important for pupils from disadvantaged backgrounds and those with special educational needs and disabilities (SEND). That is why, on top of last years’ teacher pay award of 6.5%, which was the highest in over thirty years, the department ensures that an additional SEND allowance of up to £5,009 per year must be paid to teachers in a SEND post that requires a mandatory special educational needs qualification and involves teaching pupils with SEND.

The department is further encouraging people to consider becoming teachers, including teachers of SEND, through its Get into Teaching service and marketing campaign. The campaign provides inspiration and support to explore a career in teaching and directs people to the Get into Teaching service’s website.

Through the website, prospective trainees can access support and advice through expert one-to-one Teacher Training Advisers, a contact centre, and a national programme of events. The long-standing campaign has established a strong brand identity for teaching over time and continues to do so across the teacher lifecycle, supporting initial teacher training (ITT) recruitment whilst aiming to raise the status and improve perceptions of the profession over time.

The department has put in place a range of measures, including bursaries worth £28,000 tax-free and scholarships worth £30,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, a £15 million increase on the last cycle.

The department is also offering a Levelling Up Premium worth up to £3,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. For 2024/25 and 2025/26, the department will be doubling the rates of the Levelling Up Premium to up to £6,000 after tax. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.

The department has published a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices. Similarly, it has convened a workload reduction taskforce to explore how the department can go further to support trust and school leaders to minimise workload for teachers and leaders.

The government values and appreciates the dedication, professionalism and hard work of support staff, and knows that they play a key role in supporting children and young people with SEND. The department’s education reforms gave schools the freedom to make their own decisions about recruitment, pay, conditions, and use of support staff. Schools should have this freedom as they are best placed to understand their pupils’ needs. To support schools recruit and train teaching assistants, schools can access up to £7,000 in levy funding through the recently revised Level 3 Teaching Assistant apprenticeship.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that children with autism are adequately supported at school.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

In the special educational needs and disabilities (SEND) and alternative provision Improvement Plan, the department set out a vision to improve mainstream education by setting standards for the early and accurate identification of need and the timely provision of access to support. The standards will clarify the types of support that should be ordinarily available in mainstream settings and who is responsible for securing the support. This will give parents confidence and clarity on how their child’s needs will be met.

As part of this, the department has committed to developing practitioner standards, which were known as practice guides in the Improvement Plan, to provide advice to education professionals. At least three practitioner standards will be published by the end of 2025, one of which will be focused on autism. The department will build on existing best practice and will include guidance on how an education environment may be adapted to better support the needs of autistic pupils.

The department's Universal Services contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people, including those who are autistic.

The contract offers autism awareness training and resources delivered by the Autism Education Trust (AET). Over 135,000 education professionals have undertaken autism awareness training as part of AET's ‘train the trainer’ model since the Universal Services programme commenced in May 2022.

Question to the Foreign, Commonwealth & Development Office:

To ask the Minister of State, Foreign, Commonwealth and Development Office, what information his Department holds on the number and proportion of (a) headteachers and (b) deputy headteachers at UNWRA schools in Gaza that are members of terror organisations; and whether he has had recent discussions with international counterparts on the adequacy of the governance of UNRWA in Gaza.

Answered by Andrew Mitchell - Minister of State (Foreign, Commonwealth and Development Office) (Minister for Development)

The UK is not aware of any headteachers or deputy headteachers currently working at UNRWA schools that are members of terror organisations. The UK takes allegations of neutrality violations extremely seriously, including any allegations related to terror organisations' involvement in UNWRA's education provision. This is something we monitor carefully in our annual assessment of UNRWA. The UK is following closely the independent review led by Catherine Colonna which is assessing the mechanisms and procedures that the Agency currently has in place to ensure neutrality.

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 mandating regular welfare checks for home educated children.

Answered by Damian Hinds - Minister of State (Education)

The government supports the right of parents to educate their children at home. The department knows that many who do so are very committed and educate their children well, sometimes in difficult circumstances.

However, this government is committed to ensuring local authorities ensure all of these children are in receipt of suitable education.

The government is committed to legislating for statutory registers. Thanks to my honourable friend, the member for Meon Valley, for her work on her Children Not in School (Registers, Support and Orders) Bill, which the department is supporting as it progresses through Parliament.

The bill will introduce statutory, local authority-maintained registers of children not in school and help local authorities undertake their existing duties to ensure all children receive a suitable education and are safe, regardless of where they are educated.

It is important to note that elective home education in itself is not considered an inherent safeguarding risk. Most parents who take up the weighty responsibility of home education do a great job, and many children benefit from being educated at home. It is the government’s view that, when used correctly and in line with guidance, local authorities have sufficient existing powers to investigate and take action in cases where there is concern for the welfare of any child, including those who are educated at home. The department therefore does not have any plans to introduce regular mandatory welfare checks for these children.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to establish a register of children who are home educated.

Answered by Damian Hinds - Minister of State (Education)

The government supports the right of parents to educate their children at home. The department knows that many who do so are very committed and educate their children well, sometimes in difficult circumstances.

However, this government is committed to ensuring local authorities ensure all of these children are in receipt of suitable education.

The government is committed to legislating for statutory registers. Thanks to my honourable friend, the member for Meon Valley, for her work on her Children Not in School (Registers, Support and Orders) Bill, which the department is supporting as it progresses through Parliament.

The bill will introduce statutory, local authority-maintained registers of children not in school and help local authorities undertake their existing duties to ensure all children receive a suitable education and are safe, regardless of where they are educated.

It is important to note that elective home education in itself is not considered an inherent safeguarding risk. Most parents who take up the weighty responsibility of home education do a great job, and many children benefit from being educated at home. It is the government’s view that, when used correctly and in line with guidance, local authorities have sufficient existing powers to investigate and take action in cases where there is concern for the welfare of any child, including those who are educated at home. The department therefore does not have any plans to introduce regular mandatory welfare checks for these children.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment she has made of the adequacy of the availability of NHS provision for the diagnosis of ADHD in (a) Oxfordshire and (b) England.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

It is the responsibility of integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including access to attention deficit hyperactivity disorder (ADHD) assessment and treatment, in line with relevant National Institute for Health and Care Excellence (NICE) guidance. The NICE guideline on ADHD does not recommend a maximum waiting time from referral for an assessment of ADHD to the point of assessment or diagnosis. The Department has not made a specific assessment of the availability of National Health Service provision for the diagnosis of, or treatment of, ADHD in Oxfordshire.

In respect of the adequacy of ADHD service provision nationally, in December 2023, NHS England initiated a rapid piece of work to consider ADHD service provision within the NHS. The initial phase of work identified challenges, including with current service models and the ability to keep pace with demand. Following this initial review, NHS England is establishing a new ADHD taskforce alongside the Government, to look at ADHD service provision and its impact on patient experience. The new taskforce will bring together expertise from across a broad range of sectors, including the NHS, education, and justice, to better understand the challenges affecting people with ADHD, and to help provide a joined up approach in response to concerns around rising demand.

Alongside the work of the taskforce, NHS England has announced that it will continue to work with stakeholders to develop a national ADHD data improvement plan, carry out more detailed work to understand the provider and commissioning landscape, and capture examples from local health systems which are trialling innovative ways of delivering ADHD services, to ensure best practice is captured and shared across the system.

In respect of the availability of NHS provision for the treatment of ADHD nationally, the Department is aware of, and taking action to address, disruptions to the supply of medicine used for the management of ADHD. Disruptions to the supply of medicines have been primarily driven by issues which have resulted in capacity constraints at key manufacturing sites. Nationally, the Department has been working hard with industry to help resolve those issues as quickly as possible. As a result of our ongoing activity, some issues have been resolved. However, we know that there continue to be disruptions to the supply of some other medicines, including methylphenidate and guanfacine. The latest information we have received from manufacturers is that these should largely be resolved by May 2024 and October 2024, respectively.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what assessment she has made of the adequacy of the availability of NHS provision for the treatment of ADHD in (a) Oxfordshire and (b) England.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

It is the responsibility of integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including access to attention deficit hyperactivity disorder (ADHD) assessment and treatment, in line with relevant National Institute for Health and Care Excellence (NICE) guidance. The NICE guideline on ADHD does not recommend a maximum waiting time from referral for an assessment of ADHD to the point of assessment or diagnosis. The Department has not made a specific assessment of the availability of National Health Service provision for the diagnosis of, or treatment of, ADHD in Oxfordshire.

In respect of the adequacy of ADHD service provision nationally, in December 2023, NHS England initiated a rapid piece of work to consider ADHD service provision within the NHS. The initial phase of work identified challenges, including with current service models and the ability to keep pace with demand. Following this initial review, NHS England is establishing a new ADHD taskforce alongside the Government, to look at ADHD service provision and its impact on patient experience. The new taskforce will bring together expertise from across a broad range of sectors, including the NHS, education, and justice, to better understand the challenges affecting people with ADHD, and to help provide a joined up approach in response to concerns around rising demand.

Alongside the work of the taskforce, NHS England has announced that it will continue to work with stakeholders to develop a national ADHD data improvement plan, carry out more detailed work to understand the provider and commissioning landscape, and capture examples from local health systems which are trialling innovative ways of delivering ADHD services, to ensure best practice is captured and shared across the system.

In respect of the availability of NHS provision for the treatment of ADHD nationally, the Department is aware of, and taking action to address, disruptions to the supply of medicine used for the management of ADHD. Disruptions to the supply of medicines have been primarily driven by issues which have resulted in capacity constraints at key manufacturing sites. Nationally, the Department has been working hard with industry to help resolve those issues as quickly as possible. As a result of our ongoing activity, some issues have been resolved. However, we know that there continue to be disruptions to the supply of some other medicines, including methylphenidate and guanfacine. The latest information we have received from manufacturers is that these should largely be resolved by May 2024 and October 2024, respectively.

Question to the Department for Education:

To ask the Secretary of State for Education, what progress her Department has made in implementing the objectives of the International Education Strategy to increase the (a) value of education exports and (b) number of international higher education students studying in the UK.

Answered by Luke Hall - Minister of State (Education)

The International Education Strategy (IES) is a UK wide strategy which commits to growing the value of education exports. An update to the department’s IES was published on 26 May 2023. This is the third annual progress update to the original 2019 IES. A link to the 2023 update can be found here: https://www.gov.uk/government/publications/international-education-strategy-2023-update.

The UK has met the IES international student ambition of 600 thousand per year by 2030 for two years running in both 2020/21 and 2021/22. The department is on track and will continue working towards the IES education export ambition of £35 billion per year by 2030 with £27.9 billion revenue in 2021. Data used to track progress against these two ambitions is published annually.

As the International Education Champion, Professor Sir Steve Smith continues to promote UK education export growth and supports ministers to engage in strategic discussions on progress on implementing the strategy with the education sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to (a) promote and (b) protect education exports.

Answered by Luke Hall - Minister of State (Education)

The International Education Strategy (IES) is a UK wide strategy which commits to growing the value of education exports. An update to the department’s IES was published on 26 May 2023. This is the third annual progress update to the original 2019 IES. A link to the 2023 update can be found here: https://www.gov.uk/government/publications/international-education-strategy-2023-update.

The UK has met the IES international student ambition of 600 thousand per year by 2030 for two years running in both 2020/21 and 2021/22. The department is on track and will continue working towards the IES education export ambition of £35 billion per year by 2030 with £27.9 billion revenue in 2021. Data used to track progress against these two ambitions is published annually.

As the International Education Champion, Professor Sir Steve Smith continues to promote UK education export growth and supports ministers to engage in strategic discussions on progress on implementing the strategy with the education sector.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment with Cabinet colleagues of the potential (a) merits of extending eligibility for Disabled Students’ Allowance to international students and (b) impact of the existing eligibility criteria on educational inequalities in higher education.

Answered by Luke Hall - Minister of State (Education)

The government appreciates the significant economic and cultural contribution that international students make to UK higher education (HE). The department’s offer to international students remains very competitive and the department is committed to ensuring the UK remains a destination of choice for the brightest and best international students from across the globe.

To be eligible for Disabled Students Allowance, students must: (a) meet the personal eligibility criteria for student finance within the Education (Student Support) Regulations 2011 and be studying a course designated for student support; and (b) have a disability as defined in the Equality Act 2010.

Entitlement to student support and home fee status is limited to eligible students who are undertaking HE courses offered by UK institutions that are designated for support. This is to ensure that the HE student finance system remains financially sustainable. The government has no plans to extend home fee status and student support to international students.

All HE providers must fulfil their responsibilities under the Equality Act 2010 in their support for all disabled HE students regardless of whether they are home or international students.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, with reference to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23, published on of 4 April 2024, what assessment her Department has made of the reasons for the decline in the number of spinouts from 2021-22 to 2022-23.

Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)

There were five fewer spinouts owned by Higher Education Providers formed in 2022-23 compared to 2021-22 based on the Business and Community Interaction data. However, this was accompanied by an 8.9% increase in the number of spinouts surviving at least three years. The government is committed to increasing the commercialisation of university research and accepted all the recommendations of the independent review of university spinouts in November 2023.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number of childminders on the (a) Early Years Register and (b) Childcare Register in (i) each region and (ii) each local authority in each year since 2018.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, with reference to the Sixth-Fifth Report of the Committee on Public Accounts of Session 2022-23 on Progress in improving NHS mental health services, HC 1000, if she will make an assessment of the reasons for the reported shortage of mental health professionals in the NHS workforce.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

We are committed to attracting, training, and recruiting the mental health workforce of the future, as well as retaining and developing our current workforce. Since 2016, we have expanded and diversified the types of roles that are available, as well as upskilling and transforming the workforce to deliver innovative models of care. However, while there have been significant increases, we acknowledge that the rise in demand for services means that more growth is needed to improve and expand services, to keep in line with this. The NHS Long Term Workforce Plan sets out the need to grow the overall mental health and learning disability workforce the fastest of all care settings, at 4.4% per year up to 2036/37.

To support this ambition, the plan sets out a number of targeted interventions for the mental health workforce, including increasing mental health training places by 13% by 2025/26 and 28% by 2028/29. These interventions will be delivered via partnerships working across the Department of Health and Social Care, integrated care systems and providers, as well as with wider partners such as the Department for Education and Office for Students.

Question to the Home Office:

To ask the Secretary of State for the Home Department, what steps his Department is taking to ensure that (a) the UK visa system and (b) Government discourse on migration encourage international students to choose (i) Scotland and (ii) the UK as their study destination.

Answered by Tom Pursglove - Minister of State (Minister for Legal Migration and Delivery)

Our offer to international students is extremely competitive, attracting the brightest and best talent the world has to offer, and welcoming people who will contribute to the UK’s excellent academic reputation and help keep our universities competitive on the world stage. The Government appreciates the significant academic, economic and cultural contribution international students make to the UK’s society as a whole.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 19 February 2024 to Question 13342 on Special Educational Needs, if she will allocate additional funding to Stockport Metropolitan Borough Council to help increase its capacity to conduct education health and care plan assessments.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The cost of local authorities’ Education, Health and Care (EHC) needs assessment and planning function is paid from authorities’ general fund from, for example, council tax, business rates or the Revenue Support Grant provided by the Department for Levelling Up, Housing and Communities (DLUHC). Any increase in capacity for the EHC needs assessment team must be met from the local authority’s general fund.

Stockport special educational needs and disabilities (SEND) Local Area Partnership’s Accelerated Progress Plan (APP), which has been in place since the Ofsted and Care Quality Commission (CQC) joint area SEND revisit in September 2022, includes actions to address the quality of EHC plans in the area. Department for Education officials and NHS (England) SEND advisers have been providing support, challenge and advice in monitoring the progress of the APP.

Stockport is also one of the 55 local areas which have been invited to join the government’s £85 million Delivering Better Value Programme to support local areas to achieve maximum value for money in delivering SEND provision, whilst maintaining and improving the outcomes they achieve. One of the workstreams being funded by this grant is ‘Governance and Accountability of SEN Support and EHC Needs Assessments’ through which the department is assisting Stockport to improve their EHC plan processes and the quality of plans.

The department wants to ensure that EHC needs assessments, where required, are conducted as quickly as possible, so that children and young people can access the support they need. In March 2023, the government set out its plans to reform and improve the SEND system through its SEND and alternative provision (AP) Improvement Plan. The plan commits to establishing a single national system that delivers for every child and young person with SEND so that they enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment.

In the short term, the department is working hard to improve the current EHC plan system through a range of measures to improve the SEND system. The department is investing heavily in the SEND system. Examples of the department’s investments include: improving specialist capacity by investing over £21 million to train 400 more educational psychologists from 2024, investing £2.6 billion between 2022 and 2025 to fund new special and AP places and improve existing provision (including announcing 41 new special free schools and 38 special free schools that are currently in the pipeline), investing £30 million to develop innovative approaches for short breaks for children, young people and their families over three years and investing over £7 million to fund extension of the Alternative Provision Specialist Taskforce pilot programme, (delivering now in 22 local authorities) to run until 2025.

The department is also putting in place measures to improve the SEND system in the longer term, so that where an EHC plan is needed they can be issued as quickly as possible, so that children and young people can access the support they need.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 19 February 2024 to Question 13342 on Special Educational Needs, what steps her Department is taking to help Stockport Council (a) increase its capacity to undertake and (b) improve the quality of its education, health and care plan assessments.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The cost of local authorities’ Education, Health and Care (EHC) needs assessment and planning function is paid from authorities’ general fund from, for example, council tax, business rates or the Revenue Support Grant provided by the Department for Levelling Up, Housing and Communities (DLUHC). Any increase in capacity for the EHC needs assessment team must be met from the local authority’s general fund.

Stockport special educational needs and disabilities (SEND) Local Area Partnership’s Accelerated Progress Plan (APP), which has been in place since the Ofsted and Care Quality Commission (CQC) joint area SEND revisit in September 2022, includes actions to address the quality of EHC plans in the area. Department for Education officials and NHS (England) SEND advisers have been providing support, challenge and advice in monitoring the progress of the APP.

Stockport is also one of the 55 local areas which have been invited to join the government’s £85 million Delivering Better Value Programme to support local areas to achieve maximum value for money in delivering SEND provision, whilst maintaining and improving the outcomes they achieve. One of the workstreams being funded by this grant is ‘Governance and Accountability of SEN Support and EHC Needs Assessments’ through which the department is assisting Stockport to improve their EHC plan processes and the quality of plans.

The department wants to ensure that EHC needs assessments, where required, are conducted as quickly as possible, so that children and young people can access the support they need. In March 2023, the government set out its plans to reform and improve the SEND system through its SEND and alternative provision (AP) Improvement Plan. The plan commits to establishing a single national system that delivers for every child and young person with SEND so that they enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment.

In the short term, the department is working hard to improve the current EHC plan system through a range of measures to improve the SEND system. The department is investing heavily in the SEND system. Examples of the department’s investments include: improving specialist capacity by investing over £21 million to train 400 more educational psychologists from 2024, investing £2.6 billion between 2022 and 2025 to fund new special and AP places and improve existing provision (including announcing 41 new special free schools and 38 special free schools that are currently in the pipeline), investing £30 million to develop innovative approaches for short breaks for children, young people and their families over three years and investing over £7 million to fund extension of the Alternative Provision Specialist Taskforce pilot programme, (delivering now in 22 local authorities) to run until 2025.

The department is also putting in place measures to improve the SEND system in the longer term, so that where an EHC plan is needed they can be issued as quickly as possible, so that children and young people can access the support they need.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, with reference to the to the Higher Education Statistics Authority report entitled Higher Education Provider Data: Business and Community Interaction 2022/23 published on 4 April 2024, what assessment her department has made of the reasons for the decline in higher education income from collaborative research with business from 2021-22 to 2022-23.

Answered by Andrew Griffith - Minister of State (Department for Science, Innovation and Technology)

Higher education income from collaborative research with business dropped between 2021/22 and 2022/23 from £1.89bn to £1.78bn. However, this is still consistent with an upward trend from 2018/19.

The government supports university knowledge exchange activities business, through Higher Education Innovation Funding which is currently at its highest ever level at £260m a year with an additional £20m to support business and commercialisation activities.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what support his Department provides to help (a) hair and (b) beauty businesses with VAT rates.

Answered by Nigel Huddleston - Financial Secretary (HM Treasury)

VAT is the UK’s third largest tax forecast to raise £176 billion in 2024/25, helping to fund key spending priorities, such as the NHS, education and defence.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, with reference to the Answer of 15 July 2022 to Question 33838 on Digital Technology and Internet: Disadvantaged, what steps she is taking to help tackle digital exclusion; and whether her Department plans to take steps to help individuals with the cost of personal internet.

Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.

Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies and activities, including monitoring and evaluation, sit across government.

The Government has worked closely with the telecoms industry to ensure households across the country can access fast, reliable digital infrastructure. Superfast broadband is now available in over 97% of the UK, over 80% of households can access gigabit broadband, and 4G mobile is available to 99% of the population from at least one network provider. The Government is also investing £5 billion through our flagship Project Gigabit programme to bring gigabit broadband to reach hard-to-reach communities.

The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’, published in June 2023. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.

The group has met twice, in September 2023 and March 2024, with attendance from the Cabinet Office, Department for Levelling Up, Housing and Communities, Department for Culture, Media & Sport, Department for Work and Pensions, Department for Education, and His Majesty's Treasury.

To support those for whom cost may be a barrier, the Government has worked closely with the telecoms industry to ensure market provision of broadband and mobile social tariffs. These low-cost, commercial products are available from 28 different providers, across 99% of the UK and start at just £10 per month.

Question to the Department for Business and Trade:

To ask the Secretary of State for Business and Trade, whether her Department has made an assessment of the potential reasons for skills shortages.

Answered by Kevin Hollinrake - Minister of State (Department for Business and Trade)

The workforce is more highly qualified than 15 years ago, but adult participation in further education has declined significantly. This has left us with a gap in higher technical skills: only 4% of young people achieve a qualification at higher technical level by 25 compared to 33% who get a degree or above. We know through our work with investors and businesses that we do not have enough technicians, engineers or health and social care professionals to meet our challenges. Therefore, the Government are investing an additional £3.8 billion into skills and further education over this Parliament to help workers develop the skills businesses need.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, what steps her Department is taking to (a) enable partnership working and (b) increase collaboration between schools, youth organisations and sport providers.

Answered by Stuart Andrew - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The Government recognises the importance of encouraging partnership working between schools, youth organisations, and sports providers to provide opportunities for young people. Our current Enrichment Partnerships pilot, which was a joint bid with the Department for Education, is working closely with schools, youth organisations, councils and enrichment and sports providers to test whether greater coordination locally can enhance school enrichment offers and remove barriers to participation, create efficiencies (reducing the burden on school staff resources) and unlock existing funding and provision.

The Government-funded network of 450 School Games Organisers (SGO) works directly with local schools and sports providers to coordinate inclusive sport competitions across 40 different sports and activities. In the 2022/23 academic year, the SGO network provided over 2.2 million opportunities for children to take part in local, inclusive sport and physical activity.

Our updated statutory guidance and peer review programme for Local Authorities aims to encourage best practice of local youth provision and advice on how to create a sufficient and unified approach to out of school provision for young people. We also are providing £320,000 to Regional Youth Work Units across England (RYWUs) over the next two years, to build upon their current practices and ensure a consistent minimum level of regional leadership. The funding will support RYWUs to influence youth policy, develop partnerships, support and grow the youth workforce, ensure young people's voices are heard, and improve collaboration across the regions.

Working with the Young People Foundation Trust, DCMS also encourages and supports local youth partnerships through the Local Partnerships Fund. The fund is designed to encourage productive connections between youth services and councils, schools, local sporting and smaller community based organisations, as well as local businesses and funders so they can provide a more holistic experience for young people.

Question to the Foreign, Commonwealth & Development Office:

To ask the Deputy Foreign Secretary, what recent discussions he has had with his Vietnamese counterpart on furthering the bilateral relationship.

Answered by Anne-Marie Trevelyan - Minister of State (Foreign, Commonwealth and Development Office)

I visited Vietnam from 25-27 October 2023 to attend the South China Sea Conference and Organisation for Economic Co-operation and Development (OECD) South East Asia Ministerial Forum, and to discuss regional security, investment and economic development. The UK and Vietnam continue to have positive cooperation on long-term strategic priorities such as energy transition and adaptation to climate change, maritime security in line with the UN Convention on the Law of the Sea, illegal immigration, trade, technology and investment, and on education and research partnerships. Permanent Under-Secretary Sir Philip Barton recently visited Vietnam on 25 March to meet with Vietnamese ministries to discuss further cooperation in these areas.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of her Department’s (a) advertising and (b) marketing expenditure was on (i) local newspapers in print and online, (ii) national newspapers in print and online, (iii) social media, (iv) search engines, (v) broadcast and on-demand television and (vi) other channels in the most recent year for which data is available.

Answered by Damian Hinds - Minister of State (Education)

In 2022/23, the department continued to deliver communications activity in support of ministerial priorities and the wider government communications plan across its remit of skills, schools and families. This included campaigns to support the government’s ambitious skills reform programme, maximising take up of childcare entitlements, inspiring more people to teach in schools and a new campaign to attract professionals to share their skills by becoming teachers in further education.

Most communications continue to be delivered in–house at no additional cost, as part of cross-government campaigns or at low cost by supporting and co–ordinating partners’ activity. Government marketing plays a crucial role in achieving operational and policy objectives, as well as driving behaviour change. Where paid-for communications are used, these are subject to the Cabinet Office’s advertising, marketing and communications spending controls. These controls ensure that, where taxpayer money is being spent on government communications, it is cost-effective, co-ordinated and reflects functional standards and professional best practices. Paid-for communications also comply with government and departmental procurement or governance policies and processes.

The latest period for which final and consolidated total spend across all Department for Education campaigns is available for the 2022/23 financial year. Spend across the channels requested is outlined below:

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Found: to continue working on combating human trafficking, female genital mutilation, and champion girls’ education

Found: • Cambridge Assessment, Is education ready for artificial intelligence?

Found: (f) victim support services, (g) maintained and independent schools and colleges of further education

Found: regard to the guidance issued under subsection (1); and (b) take reasonable steps to provide education

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Found: Post-16 intervention and accountability Information about the intervention framework for post-16 education

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Found: and to address global challenges such as climate change, pollution, biodiversity loss, global health, education

Found: Education Secretary Gillian Keegan said: We are transforming childcare in this country to deliver the

Found: continued engagement to promote social cohesion and community rights, and your support on integrated education

Found: Deputy Prime Minister and Education Secretary host roundtable to harness the benefits of AI in education

Found: with universities, the Government has published specific guidance for universities and other higher education

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Found: As the former Universities Minister, I know first hand how our world-class higher education system forms

Found: From: Department for Education Published 19 April 2024 Get emails about this page

Found: This represents the single biggest investment in early education and childcare in England ever.

Found: From: Department for Education Published 1 February 2024 Last updated 18 April 2024

Found: From: Department for Education Published 1 February 2024 Last updated 18 April 2024

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Found: MSP F/T: 0300 244 4000 E: scottish.ministers @gov.scot   Sue Webber MSP Convener, Education

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Found: o Creation of jobs opportunities and work placements – targeting the local area and those not in education

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Found: Practices, and those working within Public Health Scotland (PHS), Business Intelligence Teams, NHS Education

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Found: Social Justice ; Minister for Victims & Community Safety ; DG Education

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Question

To ask the Scottish Government, further to the answer to question S6W-26073 by Lorna Slater on 21 March 2024, how much targeted funding it has provided to SMEs in the construction sector to provide retraining and upskilling for workers.

Answered by Slater, Lorna - Minister for Green Skills, Circular Economy and Biodiversity

The Scottish Government invests significantly in skills development, including through a £2.4 billion investment in the post-school education and skills system. This includes £200 million for Skills Development Scotland to deliver against Scottish Government priorities, including our net zero ambitions.

The Scottish Government does not hold information on what proportion of this support is targeted to SMEs in the construction sector.

Question

To ask the Scottish Government what progress it has made to "co-ordinate and align strategies to market a career as an allied health professional across governmental, professional, and educational organisations including the sharing of resources, data and audiences", as recommended within the Allied Health Professions Education and Workforce Policy Review Recommendations, published on 24 February 2023

Answered by Gray, Neil - Cabinet Secretary for NHS Recovery, Health and Social Care

As part of our work to develop a sustainable healthcare workforce, we continue to look for opportunities to increase levels of student attraction to healthcare professions. Careers in NHS Scotland are promoted on the NHS Education Scotland (NES) NHS careers website, designed to promote opportunities to school leavers, those in education and those looking to change careers. This site can be accessed at NHSScotland Careers

Additionally, NES are leading on the AHP Careers National Working Group. The group have developed materials for a national career service including a ‘workshop toolkit’ for careers advisors and teachers.

Following the completion of the Allied Health Professions (AHP) Education and Workforce Policy Review, an advisory group has been established. NES are represented on this group and will work in conjunction with the Scottish Government, and wider stakeholders, to oversee the effective implementation of the recommendations.

The group held its second meeting on 4 March 2024 and will consider the timescales required to meet the overarching aims at its future meetings, scheduled in June and October 2024.

Question

To ask the Scottish Government what its position is on the value of youth work within the school environment.

Answered by Dey, Graeme - Minister for Higher and Further Education; and Minister for Veterans

The Scottish Government considers youth work within the school environment to be incredibly valuable.

An independent review of Community Learning and Development (CLD), was launched in December 2023 and is expected to conclude in June 2024. This review aims to assess the impact of CLD on learners across Scotland which will provide valuable insights for the delivery of CLD in a reformed education system.

Question

To ask the Scottish Government how many money advice workers have been employed in the most deprived communities in each of the last five years.

Answered by McLennan, Paul - Minister for Housing

The primary funders of locally based advice services are local authorities and it is for them to decide how best to target resources to meet local needs. Scottish Government do not, therefore hold information on the number of money advisers employed within the most deprived communities. The Improvement Service publishes a report annually on local authority spend on money advice services. The latest report can be accessed using the following link: https://www.improvementservice.org.uk/products-and-services/performance-management-and-benchmarking/common-advice-performance-management-framework/2022-23-report

In 2023-24, the Scottish Government invested more than £12.5 million in free welfare, debt and income maximisation services. Our funding approach is intended to maximise household incomes, tackle problem debt and to reduce poverty. Whilst the majority of our funding is allocated to organisations with a national reach, our investment also supports a range of other initiatives such as the Welfare Advice and Health Partnerships, which has enabled welfare rights advisors to be integrated in up to 180 GP practices across Scotland, with 150 of these targeted in the most deprived communities and 30 in remote, rural and island settings, and the Advice in Accessible Settings programme that supports 24 local partnerships to deliver advice in community, education and health settings.

Question

To ask the Scottish Government which body has the responsibility for monitoring the use of seclusion and restraint in schools, and how it will ensure that this data is collected consistently across all 32 local authorities. 

Answered by Gilruth, Jenny - Cabinet Secretary for Education and Skills

Restraint and seclusion should only ever be used as a last resort to prevent the risk of injury. Under existing guidance , all local authorities are asked to have policies in place governing the use of these practices and are asked to monitor their use.

As part of their scrutiny and improvement roles in schools, Education Scotland inspectors consider the impact of practice in relation to the use of physical intervention for children and young people. Where they have concerns about the safety and wellbeing of children and young people, inspectors would follow local child protection procedures and consider onward referrals to social work or the police.

The Scottish Government is developing new human-rights based guidance on the use of physical intervention in schools, including the practices of restraint and seclusion. We are due to publish the consultation analysis report on our draft physical intervention in schools guidance very shortly. We will then reconvene the physical intervention working group to make final revisions to the guidance.

Progress with this work can be followed via the working group’s webpage .

Question

To ask the Scottish Government what support it is providing to schools to reduce the use of seclusion and restraint.

Answered by Gilruth, Jenny - Cabinet Secretary for Education and Skills

Restraint and seclusion should only ever be used as a last resort to prevent the risk of injury. Under existing guidance , all local authorities are asked to have policies in place governing the use of these practices and are asked to monitor their use.

As part of their scrutiny and improvement roles in schools, Education Scotland inspectors consider the impact of practice in relation to the use of physical intervention for children and young people.

To further improve practice in this area, the Scottish Government is developing new human-rights based guidance on the use of physical intervention in schools. We are due to publish the consultation analysis report on our draft physical intervention in schools guidance very shortly. We will then reconvene the physical intervention working group to make final revisions to the guidance.

Progress with this work can be followed via the working group’s webpage .

Question

To ask the Scottish Government what information it holds on how many children and young people from a different legal jurisdiction are currently in a care setting in Scotland, and how it ensures that the rights of any such children or young people under the United Nations Convention on the Rights of the Child (UNCRC) are upheld.

Answered by Don, Natalie - Minister for Children, Young People and Keeping the Promise

While the Scottish Government does not collect statistical data on the total number of children and young people from a different legal jurisdiction who are currently in a care setting in Scotland, there is a range of data available which enables us to monitor cross-border placements made in to residential and secure care accommodation. This includes –

• The latest Secure Care Statistics which show that, on average, 22 children and young people from outside Scotland were in secure care in 2022-23.
• The Cross-Border Placements (Effect of Deprivation of Liberty Orders) (Scotland) Regulations 2022 , which require placing authorities from other jurisdictions to notify Scottish Ministers, and a range of other Scottish partners, of the placement of children and young people into Scotland who are subject to a Deprivation of Liberty Order. This information is collated and monitored by the Scottish Government. At the time of writing, there were a total of 10 live Deprivation of Liberty order placements notified to Scottish Government.
• A regulatory requirement for residential and secure care services to notify the Care Inspectorate when a child or young person moves in or out of placement in Scotland from a different legal jurisdiction within the UK. This data is collated by the Care Inspectorate and shared with the Scottish Government. From this data, we know, at time of writing there to be approximately 180 children and young people in residential and secure care who have been placed in Scotland from a different legal jurisdiction.

The Care Inspectorate inspects residential and secure care homes at least once each year and has a responsibility to ensure that services are upholding, protecting and promoting the rights of children and young people; meeting their needs; and keeping children, young people and others safe.

The Children (Care and Justice) (Scotland) Bill ("the Bill”) is currently proceeding through the Scottish Parliament and contains new powers in relation to cross-border placements. If passed by Parliament, the new powers in the Bill will enable Ministers to bolster the existing regulatory framework in relation to cross-border placements to protect and uphold the rights of all children placed in Scotland. This would include regulating for matters such as: notification of an amendment to/end of placements; ensuring appropriate access to services is secured such as health, education and any other supports that the child or young person may require for the duration of their placement; and transition planning for the child’s return to home jurisdiction.

Question

To ask the Scottish Government what (a) discussions it has had regarding and (b) consideration it has given to the use of integrated cognitive behaviour treatment (I-CBTE) for patients with eating disorders and anorexia.

Answered by Todd, Maree - Minister for Social Care, Mental Wellbeing and Sport

The Scottish Government is supporting the NHS to offer the best evidence-based care and treatment to anyone who needs it. Decisions on what the best, and most appropriate, treatment options are for patients are informed by official guidelines, and clinical and professional involvement in someone’s care.

In 2022, the Scottish Intercollegiate Guidelines Network (SIGN), produced for the first time Scottish specific eating disorder treatment guidelines. These guidelines cover referrals, management of medical and mental health risks, choice of treatments and management of transitions. In addition NHS Education Scotland have recently published the updated evidence summary for the treatment of Anorexia Nervosa.

We recognise that anyone who might be suffering with an eating disorder needs to get the help they need, when they need it. We therefore expect mental health services across Scotland to respond rapidly and decisively to the needs of our vulnerable people, particularly those with eating disorders.

Question

To ask the Scottish Government what the outcome was of the pilot of the NHS Education for Scotland training module on myalgic encephalomyelitis/chronic fatigue syndrome (ME/CFS).

Answered by Minto, Jenni - Minister for Public Health and Women's Health

NHS Education for Scotland expect this module to be ready for publishing on their website and available to members by June 2024. Updates will be detailed in their newsletter to Practice Based Small Group Learning (PBSGL) members.

Question

To ask the Scottish Government what assessment it has made of the impact of childcare voucher schemes on any policies that it has in place to support parents and carers to return to work.

Answered by Don, Natalie - Minister for Children, Young People and Keeping the Promise

Childcare voucher schemes were part of UK-wide tax legislation on employer supported childcare. They were closed to new entrants in 2018 and as such, parents and carers who are taking up new employment are not able to access them. While some Scottish families may still be using them, they have largely been replaced by Tax Free Childcare. As the Scottish Government is not involved in the administration or regulation of childcare voucher schemes, we have not conducted an assessment of them.

We are aware of the wealth of evidence that shows that access to affordable and flexible childcare can improve standards of living and address child poverty through reducing pressures on family income and enabling parents and carers, particularly women, to participate in work, education or training. There is more information on this evidence base in ‘Best Start - strategic early learning and school age childcare plan 2022 to 2026: https://www.gov.scot/publications/best-start-strategic-early-learning-school-age-childcare-plan-scotland-2022-26/pages/10/

In the Plan, we have also set out our commitment to continue to engage with and seek to influence the UK Government to deliver better outcomes for children and families through childcare policy.

Question

To ask the Scottish Government what advances in training on perinatal mental health have been made following the recommendations made in the Health, Social Care and Sport Committee's 1st Report, 2022 (Session 6), Inquiry into perinatal mental health (SP Paper 104), which was published on 8 February 2022.

Answered by Todd, Maree - Minister for Social Care, Mental Wellbeing and Sport

The Scottish Government has worked with NHS Education for Scotland (NES) to develop ‘Perinatal mental health curricular framework : a framework for maternal and infant mental health’. This framework sets out the different levels of knowledge and skills required by members of the Scottish workforce who have contact with mothers and their babies, to enable them to support mothers, babies and their families to have positive well-being and good mental health during the perinatal period.

The Scottish Government has also worked with NES to advance training on Perinatal and Infant Mental Health. Training in evidence-based approaches and interventions is delivered to staff across sectors and across practice types including informed, skilled, enhanced and specialist, as appropriate to their role.

This includes education and training within Perinatal and Infant Mental Health through e-learning modules which are available on TURAS, covering seven topic areas of essential knowledge. We have also worked with NES to create a specialist Perinatal and Infant Mental Health Learning Programme which allows NES to track the progress of staff in Specialist Perinatal and Infant Mental Health Services including Mother and Baby Units, Community Perinatal Mental Health Teams and Maternity and Neonatal Psychological Interventions.

During 2024-25, NES will continue to promote training at all levels across the sectors that support the development of positive relationships and attachment in the early years. This will be achieved through increasing workforce capacity to deliver evidence-based parent-child relationships focused interventions and approaches from the antenatal period, through infancy and across childhood.

Question

To ask the Scottish Government what impact its reported proposed reduction of £500,000 to the Gaelic Education, Culture and Arts budget will have on (a) (i) Sabhal Mòr Ostaig and (ii) Storlann and (b) the ability of each organisation to deliver their respective services.

Answered by Gilruth, Jenny - Cabinet Secretary for Education and Skills

Following the 2024-25 budget settlement, the Scottish Government reviewed a number of budget lines in Education and Skills. In relation to Gaelic the outcome of this review is that there will now be no reduction to the MG ALBA funding for 2024-25. There will also be no reduction of the Gaelic, Education and Culture budget line which would have had an impact on the funding of Sabhal Mòr Ostaig, Storlann and other organisations and the Scottish Government has now provided additional funding to enable Bòrd na Gidhlig to continue its support for the Gaelic Officers’ Scheme in 2024-25.

Question

To ask the Scottish Government, in light of the recommendation in the Health, Social Care and Sport Committee's 1st Report, 2022 (Session 6), Inquiry into perinatal mental health, which was published on 8 February 2022, whether it has established a comprehensive strategy to improve communication, collaboration, co-operation and exchanges of best practice between third sector and statutory perinatal mental health support to make sure that women and families are appropriately and adequately supported.

Answered by Todd, Maree - Minister for Social Care, Mental Wellbeing and Sport

The Perinatal and Infant Mental Health Managed Clinical Network Scotland (PIMHNS) has developed a workstream ‘Parents as Patients’ to develop guidance around joined-up working (i) between perinatal/infant mental health services and other mental health services (e.g. general adult mental health, unscheduled care, liaison mental health), and (ii) between perinatal/infant mental health services and other relevant medical care services (particularly primary care and acute hospital care). The important role of the third sector will feature in both. Initial meetings of two Short Life Working Groups (SLWG) have taken place to progress these workstreams, along with amending the existing care pathways which were published in 2021 ( https://www.nn.nhs.scot/pmhn/wp-content/uploads/sites/11/2021/06/Care-Pathways-full.pdf ) .

Both SLWGs will focus on the themes of:

• Interfaces – to cover both care between specialist and general or universal services. This would also include principles of joint working and good practice.
• Education and training – to address knowledge of parent infant relationships and infant mental health needs as well as child protection issues and risks in relation to childbearing.

The final guidance and updated care pathways are due to be published in the final quarter of the financial year.

Question

To ask the Scottish Government what impact its reported proposed reduction of £516,000 to the Gaelic Broadcasting budget will have on MG ALBA and its ability to deliver its services.

Answered by Gilruth, Jenny - Cabinet Secretary for Education and Skills

Following the 2024-25 budget settlement, the Scottish Government reviewed a number of budget lines in Education and Skills. In relation to Gaelic the outcome of this review is that there will now be no reduction to the MG ALBA funding for 2024-25. There will also be no reduction of the Gaelic, Education and Culture budget line which would have had an impact on the funding of Sabhal Mòr Ostaig, Storlann and other organisations and the Scottish Government has now provided additional funding to enable Bòrd na Gidhlig to continue its support for the Gaelic Officers’ Scheme in 2024-25.

Found: When disaggregating this analysis by age, sex, employment status and level of education, no subgroup