Asked by: Jonathan Davies (Labour - Mid Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help improve (a) literacy and (b) access to books in schools.
Answered by Catherine McKinnell
High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.
In recognition of this, the department has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure, with a further £23 million committed for the 2024/25 academic year to support this work. Furthermore, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently but also develops a genuine love of reading.
On 5 February, the government announced a £2 million investment to drive high and rising standards in reading and writing. Building on the success of phonics, teachers will receive additional training to help children progress from the early stages of phonics in reception and year 1 through to reading fluently by the time they leave primary school. This will be delivered through the English Hubs programme. In secondary school, teachers will be offered new training and resources this year to help them support readers at all levels, and next year the department will commission further training that will be focused specifically on struggling readers in secondary school who are at risk of falling behind. The department will also publish a writing framework in the summer, which will be a first step to support schools in delivering high quality writing provision across England.
The government has also established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.
Headteachers have autonomy to decide how best to spend the core schools funding that the department allocates. This school funding can be used to fund books, librarians, school libraries and book corners. In Autumn Budget 2024 an additional £2.3 billion was announced for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26. Public libraries complement school libraries in giving pupils access to a range of books and other kinds of texts, both in and out of school.
Asked by: Lord Watson of Invergowrie (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to improve access to higher education and employment opportunities for young carers.
Answered by Baroness Smith of Malvern - Minister of State (Department for Work and Pensions)
Opportunity should be available to all but too many people across our country do not get the chance to succeed. The department will act to address the persistent gaps for different groups, including young carers, and break down the barriers to opportunity.
The department is committed to ensuring that all young people have equitable access to work experience opportunities, including young carers. The Youth Guarantee will ensure that every young person aged 18 to 21 who needs it is supported in accessing further learning or receives help to get a job or an apprenticeship.
The department’s ambition is to offer a guarantee of two weeks’ worth of high quality work experience to all young people over the course of their secondary education, irrespective of their background. This will open doors to a wider range of employers and businesses, giving young people greater insight into the labour market, while developing relevant skills for work. It will also help young people make informed decisions about their next steps and support their future employment prospects.
The department’s delivery partner, The Careers and Enterprise Company, is piloting the delivery of the work experience guarantee. This includes testing a ringfenced disadvantage premium to assist schools with the costs of work experience, such as transportation, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024, with end of pilot reporting in August 2025.
Higher education (HE) plays an important role in ensuring that individuals gain the skills they need to succeed in life and the department will support the aspiration of every person who meets the requirements and wants to pursue this, regardless of their background.
All HE providers registered with the Office for Students (OfS) that intend to charge higher level tuition fees are required to have an access and participation plan approved by the OfS. These plans articulate how providers will improve equality of opportunity for underrepresented groups. In creating their plans, providers should consider the Equality of Opportunity Risk Register, which details 12 key sector risks across the student lifecycle and the student groups most likely to experience these, including young carers.
Whilst many HE providers have demonstrated positive examples of supporting young carers, including targeted outreach and on course bursaries and mentoring, the department is keen to see the sector go further. By summer, the department will set out its plan for HE reform, and we expect providers to play an even stronger role in improving access and outcomes for all disadvantaged students, including young carers.
Asked by: Helen Maguire (Liberal Democrat - Epsom and Ewell)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help support (a) pre-school, (b) primary school and (c) secondary school-aged children living in poverty other than through the provision of free school meals.
Answered by Catherine McKinnell
Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.
The Ministerial Child Poverty Taskforce will harness all available levers to drive forward action across government to reduce child poverty. More detail on the approach and priorities for the strategy is set out in the publication ‘Tackling Child Poverty: Developing our Strategy’, which was published on 23 October and is available here: https://www.gov.uk/government/publications/tackling-child-poverty-developing-our-strategy.
The Children’s Wellbeing Bill will put children and their wellbeing at the centre of the education and children’s social care systems, and make sure every child has a fulfilling childhood, enabling them to achieve and thrive.
Breakfast clubs will remove barriers to opportunity by ensuring primary school children, no matter their circumstance, are well prepared with a supportive start to the school day. This will help to drive improvements in behaviour, attendance and attainment, and provide families with more affordable childcare choices. This will also support families, particularly those from disadvantaged backgrounds.
This government sees the early years as central to our mission to give every child the best start in life and in the 2025/26 financial year expect to provide over £8 billion for the early years entitlements, to help even more families access affordable, high quality childcare and early education. We have also announced a new £75 million expansion grant, to be allocated later this year, to support nurseries, childminders and other providers to deliver the 35,000 additional staff and 70,000 places required to meet demand for next September.
High quality early education leads to better outcomes for all children, but is particularly impactful for those from disadvantaged backgrounds and those with special educational needs and disabilities (SEND), where early identification of needs and support can help them to thrive.
Families of 2 year olds in receipt of certain benefits can access 15 hours of early education and care per week, over 38 weeks a year, and all 3 and 4 year olds are eligible for 15 hours of early education. Further support for disadvantaged children is available through Early Years Pupil Premium. This government will also be delivering the largest ever uplift to the Early Years Pupil Premium, increasing rates by over 45% to up to £570 per eligible child per year. This unprecedented increase is an investment in quality early education for those children who need it most, in the areas that need it most.
To respond to parents’ concerns about the cost of school, as committed in the King’s Speech, we will legislate to limit the number of costly branded items of uniform schools can require, ensuring uniforms make children smarter not families poorer.
In addition to free school meals (FSM), schools continue to receive the pupil premium grant, worth over £2.9 billion in the 2024/25 financial year, to support the educational outcomes of disadvantaged pupils. Also this year, all 153 local authorities in England have continued to deliver the Holiday and Activities Food programme during Easter, summer and Christmas holidays. The programme provides heathy meals, enriching activities and free childcare places to children from low-income families, benefiting their health, wellbeing and learning. It is primarily targeted at children who receive benefits-related FSM, however local authorities also have the flexibility to use some of their funding to target other vulnerable children.
Asked by: Chris Bloore (Labour - Redditch)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the standard of writing in (a) primary schools, (b) secondary schools and (c) universities since 2015.
Answered by Catherine McKinnell
High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and maths. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department will continue to consider how to best support writing standards at all ages.
At the end of the academic year in which children turn five, which is usually reception year, each child’s level of development must be assessed against the 17 early learning goals set out in the early years foundation stage (EYFS) statutory framework. In the 2022/23 academic year, just 71% of children met the expected level of development in writing. The EYFS reforms were introduced in September 2021. As part of those reforms, the EYFS Profile was significantly revised. It is therefore not possible to directly compare assessment outcomes with earlier years.
In 2024, the key stage 2 national curriculum assessments in England showed that 72% of pupils met the expected standard in writing. The method of assessing writing changed in 2017/18, when 78% of pupils met the expected standard, therefore 2024 results are not directly comparable to 2015. In 2015, 87% of pupils achieved a level 4 or above in the writing teacher assessment.
The English language GCSE aims to provide all students with robust foundations in reading and good written English, and with the language and literary skills which are required for further study and work. While 50% of this GCSE assesses writing, the results do not directly reflect changes in the standard of writing over time, due to the way GCSEs are graded using comparable outcomes. In 2024, 61.6% of pupils entering the exam achieved a grade 4 or above. GCSEs were reformed for teaching in schools from September 2015 onwards, with first examinations in summer 2017, when 70.8% of pupils achieved a grade 4 or above.
The government takes very seriously the need for high academic standards in higher education (HE), as does the Office for Students (OfS), the independent regulator of HE in England. HE providers are autonomous organisations, responsible for ensuring the standards of students' work. However, the OfS explored the standard of writing in a sample of providers in its 2021 report 'Assessment practices in English higher education providers: Spelling, punctuation and grammar', which sets out the OfS’s view that students should be assessed on spelling, punctuation and grammar in order to maintain quality and protect standards.
As part of the OfS's ‘B4 Registration’ condition, HE providers must establish academic regulations that are designed to ensure the effective assessment of technical proficiency in the English language in a manner which appropriately reflects the level and content of the applicable HE course.
Asked by: Chris Vince (Labour (Co-op) - Harlow)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the standard of writing in (a) primary schools, (b) secondary schools and (c) universities since 2015.
Answered by Catherine McKinnell
High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and maths. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department will continue to consider how to best support writing standards at all ages.
At the end of the academic year in which children turn five, which is usually reception year, each child’s level of development must be assessed against the 17 early learning goals set out in the early years foundation stage (EYFS) statutory framework. In the 2022/23 academic year, just 71% of children met the expected level of development in writing. The EYFS reforms were introduced in September 2021. As part of those reforms, the EYFS Profile was significantly revised. It is therefore not possible to directly compare assessment outcomes with earlier years.
In 2024, the key stage 2 national curriculum assessments in England showed that 72% of pupils met the expected standard in writing. The method of assessing writing changed in 2017/18, when 78% of pupils met the expected standard, therefore 2024 results are not directly comparable to 2015. In 2015, 87% of pupils achieved a level 4 or above in the writing teacher assessment.
The English language GCSE aims to provide all students with robust foundations in reading and good written English, and with the language and literary skills which are required for further study and work. While 50% of this GCSE assesses writing, the results do not directly reflect changes in the standard of writing over time, due to the way GCSEs are graded using comparable outcomes. In 2024, 61.6% of pupils entering the exam achieved a grade 4 or above. GCSEs were reformed for teaching in schools from September 2015 onwards, with first examinations in summer 2017, when 70.8% of pupils achieved a grade 4 or above.
The government takes very seriously the need for high academic standards in higher education (HE), as does the Office for Students (OfS), the independent regulator of HE in England. HE providers are autonomous organisations, responsible for ensuring the standards of students' work. However, the OfS explored the standard of writing in a sample of providers in its 2021 report 'Assessment practices in English higher education providers: Spelling, punctuation and grammar', which sets out the OfS’s view that students should be assessed on spelling, punctuation and grammar in order to maintain quality and protect standards.
As part of the OfS's ‘B4 Registration’ condition, HE providers must establish academic regulations that are designed to ensure the effective assessment of technical proficiency in the English language in a manner which appropriately reflects the level and content of the applicable HE course.
Asked by: Rupert Lowe (Independent - Great Yarmouth)
Question to the Department for Education:
To ask the Secretary of State for Education, what data his Department holds on the average class size at (a) primary and (b) secondary schools in (i) Great Yarmouth constituency and (ii) England in each of the last twenty years.
Answered by Catherine McKinnell
The department holds data on average class sizes in the ‘Schools, pupils and their characteristics’ publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. This publication holds average class size at national level, local authority and school level. School level data from before 2010 is available here: https://www.gov.uk/government/publications/schools-pupil-and-their-characteristics-2002-to-2009-data.
Parliamentary constituencies are based on their boundaries at the time of the January school census each year. Therefore, the 2024 parliamentary boundaries do not reflect the changes made in the summer of 2024.
Where statistics were published prior to the changes in parliamentary constituency boundaries, they will be updated to reflect the new boundaries in the next publication of statistics. This is expected to be in June 2025 for the ‘Schools, pupils and their characteristics’ publication.
Class size data is published at school level. This can be combined with information from the Get Information About Schools (GIAS) website to identify parliamentary constituency, which is available here: https://get-information-schools.service.gov.uk/. GIAS currently reflects the changes made following the general election parliamentary constituency changes. Updates to geographical data are made on a quarterly basis using data published by the Office for National Statistics.
Asked by: Damian Hinds (Conservative - East Hampshire)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answers of 2 August 2024 to Question 1652 on Pupil Numbers and Question 1653 on Further Education: Students, if she will bring forward publication of data on the (a) available capacity in (i) state secondary schools and (ii) school sixth forms and (b) numbers of pupils in independent-sector schools at equivalent ages by parliamentary constituency using current boundaries.
Answered by Catherine McKinnell
The department publishes annual statistics on the capacity and pupils on roll in schools each spring at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity and on the number of students enrolled in independent schools each summer, at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. In accordance with the Code of Practice for Statistics, statistics publications are pre-announced on the GOV.UK website and can be accessed here: https://www.gov.uk/search/research-and-statistics?content_store_document_type=upcoming_statistics&organisations%5B%5D=department-for-education&order=updated-newest. Currently, the department has no plans to change this publication schedule. The scheduling ensures that statistics are released as soon as they are ready, while abiding by standards set by the Code of Practice for Statistics, in terms of trustworthiness, quality and value. The Code can be found at the following link: https://code.statisticsauthority.gov.uk/.
Where statistics were published prior to the changes in parliamentary constituency boundaries, they will be updated to reflect the new boundaries in the next publication of statistics. This is expected to be in March 2025 for school capacity statistics and in June 2025 for statistics on schools and pupils, including independent schools.
It may be useful to note that the data requested is published at school level. This can be combined with information from ‘Get Information About Schools’ (GIAS) to identify parliamentary constituency. GIAS currently reflects the changes made following the general election parliamentary constituency changes and is accessible here: https://get-information-schools.service.gov.uk/. Updates to geographical data are made on a quarterly basis using data published by the Office for National Statistics.
Asked by: Gen Kitchen (Labour - Wellingborough and Rushden)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken to improve children's oracy skills in Wellingborough constituency.
Answered by Damian Hinds
The department recognises the importance of oracy, which is why spoken language is part of the national curriculum for English for 5 to 16 year olds.
In early years, the department is investing up to £17 million in the Nuffield Early Language Intervention, improving the language skills of reception age children who need it most following the pandemic. In addition, the department have secured over £28 million to support the speech and language of young children worst affected by the pandemic, today’s 3 and 4 year olds, delivered through the new Family Hubs network.
In secondary schools, the GCSE English Language qualification ensures that students are able to listen to and understand spoken language and use spoken Standard English effectively. 2023 data published by Ofqual shows that overall entries to GCSE English Language increased by 4.9% in summer 2023, compared to summer 2022. This data can be found here: https://www.gov.uk/government/statistics/provisional-entries-for-gcse-as-and-a-level-summer-2023-exam-series/provisional-entries-for-gcse-as-and-a-level-summer-2023-exam-series#gcse-entries.
The department funds the National Poetry Recitation Competition, which encourages both primary and secondary schools to participate to improve pupils’ knowledge and enjoyment of poetry and to improve oracy through poetry recitation and recall. The competition provides an opportunity for pupils to enjoy sharing poems aloud.
The £67 million English Hubs Programme, launched in 2018, is dedicated to improving the teaching of reading, with a focus on phonics, early language development and reading for pleasure. Since its launch, the English Hubs Programme has provided appropriate and targeted support to several thousands of schools across England.
Wellingborough’s local English Hub, Roade English Hub, is working hard to engage and support primary schools across the region. Currently, 45 schools are receiving intensive partner school support from Roade English Hub. This is in addition to the 32 schools that have already graduated from the programme.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to schools on engaging with parents of children of (a) primary and (b) secondary school age in the event that there is persistent absence or school refusal.
Answered by Damian Hinds
The department has a comprehensive strategy to support schools, trusts, and local authorities to tackle school absence, and is supporting schools to engage effectively with parents.
The department’s ‘working together to improve school attendance’ guidance for schools, trusts, and local authorities, which will become statutory in autumn 2024, is clear that engaging with parents and families is central to taking a ‘support first’ approach. The guidance outlines how schools should build strong relationships and work jointly with families, listening to and understanding barriers to attendance and working in partnership with families to remove them. The guidance can be found at the following link: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.
To support schools and local authorities to engage parents, the department has:
Additionally, as part of the department’s national communication campaign to parents on the importance of school attendance, it has provided schools and local authorities with resources to amplify the campaign and support their communication with parents, which can be found here: https://dfegovukassets.blob.core.windows.net/assets/Attendance%20campaign/Attendance%20campaign%20commuications%20toolkit%20for%20schools.pdf, and here: https://dfegovukassets.blob.core.windows.net/assets/Attendance%20campaign/Attendance%20communications%20toolkit%20for%20local%20authority%20attendance%20teams%20and%20other%20stakeholders.pdf.
Asked by: Lloyd Russell-Moyle (Labour (Co-op) - Brighton, Kemptown)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of secondary (a) mainstream and (b) maintained special schools offered British Sign Language GCSE in each of the last five years.
Answered by Damian Hinds
The department published British Sign Language GCSE subject content in December 2023, following a public consultation last summer. Exam boards are now able to develop detailed specifications, which must be reviewed and accredited by Ofqual before schools and colleges are able to teach them. As such, no schools are currently offering the GCSE. The department’s aim is that exam board specifications will be available to schools who wish to offer the GCSE from September 2025.