Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of the requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, what support she is providing to students who want to pursue a creative course for further education but cannot due to not obtaining English and Maths GCSEs despite resits.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to align apprenticeship standards, T Levels, and other vocational qualifications with future food system needs.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, how her Department is ensuring that young people gain practical, vocational skills in regenerative farming, agroecology, and sustainable horticulture.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government is strengthening technical education so that young people can gain practical skills in areas such as regenerative farming, agroecology, and sustainable horticulture. This includes a range of apprenticeships in agriculture, environmental and animal care sector such as crop technician.
Land-based colleges and institutes of technology offer applied learning experience with employer designed standards increasingly embedding regenerative and agroecological practices. Land based T Levels and technical qualifications include opportunities for hands on learning in soil health, sustainable crop production, biodiversity, and low-impact land management.
Skills England works with employers to embed real world regenerative and agroecological practices in relevant occupational and apprenticeship standards to ensure they meet ongoing skills needs.
Local Skills Improvement Plans help guide providers to match training with the priority skills needs, which include those related to agriculture and land-based industries.
Together, these measures create a strong pipeline of young people equipped for careers in regenerative, low carbon land-based sectors.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment has been made of the effectiveness of financial support schemes for pupils pursuing specialist (a) musical or (b) dance training in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps are being taken to ensure that all pupils are able to pursue (a) creative or (b) vocational education pathways in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of access to (a) specialist arts or (b) vocational training for young people in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, what steps he is taking to ensure that (a) education and (b) training programmes support the rehabilitation of people leaving prison in Surrey.
Answered by Jake Richards - Assistant Whip
The Ministry of Justice and HMPPS are committed to improving the quality of education, skills and work provision in prisons to support rehabilitation and reduce reoffending. Heads of Education, Skills and Work support Governors to design a prison wide curriculum that provides education and training to meet the varying needs of their prison population.
The five prisons in Surrey have an education offer that includes vocational and employability programmes such as construction and rail‑track safety training, barista qualifications, digital and in‑cell learning, horticulture, peer mentoring, and other industry‑recognised courses such as an Optician’s Assistant accredited qualification that strengthen employment prospects on release. These programmes help prisoners gain the skills, confidence and qualifications they need to move into work on release, an important factor in reducing reoffending and supporting safer communities.
We are also prototyping the ‘Working Week Project’ at HMP Downview, alongside four other sites nationally. The project’s aim is to increase the time prisoners spend in purposeful work-based activity, developing their skills, as well as strengthening links with businesses in the community to improve employment prospects upon release.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to increases levels of emphasis on the development of work-related skills in schools and colleges.
Answered by Georgia Gould - Minister of State (Education)
A reformed national curriculum will provide pupils with a broad range of knowledge and skills that prepares them for adult life.
The department will prepare young people for life and careers in a changing world, embedding vital applied knowledge skills in financial, media and digital literacy in the revised curriculum, improving climate and sustainability education.
We will make citizenship compulsory in key stages 1 and 2 and will explore a new level 3 qualification in data science and artificial intelligence.
We are also setting out a new enrichment framework for every pupil, which will help them play, explore, create, and develop wider life skills.
We will develop ‘V Levels’ as the pathway of vocational qualifications at level 3 for young people. These will be linked to occupational standards.
This will be complemented by sharing best practice between 16-19 providers to ensure students develop the important applied knowledge and transferable skills for adulthood.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Education:
To ask the Secretary of State for Education, what plans she has to increases levels of emphasis on the development of essential life skills in schools and colleges.
Answered by Georgia Gould - Minister of State (Education)
A reformed national curriculum will provide pupils with a broad range of knowledge and skills that prepares them for adult life.
The department will prepare young people for life and careers in a changing world, embedding vital applied knowledge skills in financial, media and digital literacy in the revised curriculum, improving climate and sustainability education.
We will make citizenship compulsory in key stages 1 and 2 and will explore a new level 3 qualification in data science and artificial intelligence.
We are also setting out a new enrichment framework for every pupil, which will help them play, explore, create, and develop wider life skills.
We will develop ‘V Levels’ as the pathway of vocational qualifications at level 3 for young people. These will be linked to occupational standards.
This will be complemented by sharing best practice between 16-19 providers to ensure students develop the important applied knowledge and transferable skills for adulthood.