theodi/ndl-core-corpus huggingface dataset:
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Lewis Cocking:To ask the Secretary of State for Housing, Communities and Local Government, pursuant to the Answer of 21 November 2024 to Question 90424 on New Towns, in which sections of the New Towns Taskforce: Report to government and the Initial government response - September 2025 are references made to consultations with neighbouring local authorities before new towns are built. \p Matthew Pennycook: The independent New Towns Taskforce final report and the government’s initial response to it stress the importance of community engagement and working with local partners in delivering the New Towns programme.

The government will publish draft proposals and a final Strategic Environmental Assessment for consultation early next year, before confirming the locations that will be progressed as new towns later in the Spring.

At that point, we will publish a full response to the New Towns Taskforce’s report including details of what relevant consultations will take place in respect of each new town location.
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Kevin Hollinrake:To ask the Secretary of State for Housing, Communities and Local Government, When he plans to respond to the letter of 16 September 2025 from the hon. Member for Thirsk and Malton on Tower Hamlets and community assets. \p Alison McGovern: A response was sent to the hon. Member on 4 December 2025.
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Siân Berry:To ask the Secretary of State for Education, what response she has to the recommendation of the October 2025 final report of the Poverty Strategy Commission for Government to consult with parents and childcare providers on increasing payment rates to providers to ensure that they do not have to introduce optional charges for meals or other aspects of care to top up state funding of free hours. \p Olivia Bailey: In financial year 2025/26 alone, the government has provided over £8 billion for the early years entitlements, increasing to over £9 billion in 2026/27. We have announced the largest ever increase to early years pupil premium since its introduction and have delivered a significant tranche of supplementary funding of £75 million through the early years expansion grant.

Government funding for the entitlements does not cover consumables like meals so providers are able to ask parents to pay for these things. However, the statutory guidance is clear that these charges must not be mandatory or a condition of accessing an entitlements place.
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Jim Shannon:To ask the Secretary of State for Education, if she will ban the use of smart phones in schools. \p Olivia Bailey: Education is a devolved matter, and the response outlines the information for England only.

Phones have no place in our schools, and leaders already have the power to ban phones. The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks. ​The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

​Research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.
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Rupert Lowe:To ask the Secretary of State for Education, to provide a breakdown in the total value of student loan repayments received by (i) non-UK nationals and (ii) UK nationals in each of the last five financial years. \p Josh MacAlister: The following table gives the Student Loan Company (SLC) payments in millions for the 2020/21 to 2024/25 financial years and covers Fee Loans and Maintenance Loans (full time and part time) for undergraduates only domiciled in England, Wales, Northern Ireland, and the EU (Scotland's applications are not administered by SLC). These figures are split by the UK National indicator on the application form. Student support eligibility is determined by residency and not nationality and the UK National indicator field on the application form can be left blank by the applicant.

Payments (£ million)

Financial Year

UK National indicator

Non-UK National

Unknown

Grand Total

2020/21

16,358.5

2,395.3

341.8

19,095.7

2021/22

16,832.2

2,798.7

442.7

20,073.6

2022/23

16,690.2

3,069.9

551.7

20,311.8

2023/24

16,534.0

3,360.9

643.2

20,538.1

2024/25

16,605.7

3,770.5

706.2

21,082.4
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Jim McMahon:To ask the Secretary of State for Education, how many knives and other weapons were confiscated in schools in England in the most recent year for which data is available. \p Olivia Bailey: Every child must be safe and the government is committed to making schools safer places for every child by tackling the root cause of serious violence.

The department does not hold data on the number of knives and other weapons confiscated in schools in England. Confiscations are operational matters managed at school level and are not part of statutory data returns to the department. Guidance on searching, screening and confiscation is available at: https://assets.publishing.service.gov.uk/media/62d1643e8fa8f50bfbefa55c/Searching__Screening_and_Confiscation_guidance_July_2022.pdf.

However, findings from the School and College Panel survey indicate that in March 2024, 27% of secondary school leaders noted a known incident of weapon possession by a pupil on school premises since the beginning of the year, compared to only 2% of primary school leaders.

The department also monitors a range of data related to children’s risk of violence, including education, social care and police national computer data. Our published dashboard can be accessed at: https://department-for-education.shinyapps.io/childrens-social-care-and-offending/.
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Tom Hayes:To ask the Secretary of State for Education, what steps she is taking to help ensure that early years educators can have long, fulfilling and fairly-paid careers in the early years sector. \p Olivia Bailey: The early years workforce is at the heart of the government’s mission to give every child the best start in life and deliver our Plan for Change. The Best Start in Life strategy sets out our plans to work with the early years sector and local authorities to tackle challenges in recruitment and retention and make early years a career people are proud to start and rewarding to pursue.

This includes investing in opportunities to become an early years teacher, by aiming to more than double the number of funded places on early years initial teacher training by 2028. It also sets out financial support for employers delivering the new degree apprenticeship route, and financial incentives for early years teachers working in disadvantaged areas. Plans to co-design a new professional register are designed to raise the value of the profession and give all early educators the recognition they deserve.
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Damian Hinds:To ask the Secretary of State for Education, at what geographical level deprivation criteria will be applied in Phase 3 of the School-based Nurseries programme. \p Olivia Bailey: High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.

Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.
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Mr Andrew Snowden:To ask the Secretary of State for Education, what data her Department holds on school attendance rates in Fylde constituency. \p Olivia Bailey: The department publishes figures from the school census on pupil absence in England. The latest data covers the autumn and spring terms of the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term. Local authority data is available in the release. School level data is also available in this release and includes school identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website: https://get-information-schools.service.gov.uk/. This absence release has been available since 23 October 2025.
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Saqib Bhatti:To ask the Secretary of State for Education, whether the Department has conducted or plans to conduct an equality impact assessment to examine the impact of universal school meal programmes on pupils with religious dietary requirements. \p Olivia Bailey: The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals at school. The standards do not specify food requirements in terms of cultural and religious needs.

Head teachers, governors and their caterers are best placed to make decisions about their school food policies. We expect schools to act reasonably, providing choices that take account of cultural, religious and special dietary needs, and to work with parents in making appropriate arrangements.

The department aims to revise the school food standards and is engaging with stakeholders to ensure they support the work to create the healthiest generation of children in history. As part of this work, the department will complete a full equalities impact assessment, including the consideration of pupils with religious beliefs.
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Saqib Bhatti:To ask the Secretary of State for Education, how many schools have raised concerns with her Department regarding a) the adequacy of funding for free school meals and breakfast clubs where pupils have religious dietary requirements b) what the nature of these concerns has been c) and how each concern has been addressed. \p Olivia Bailey: The department spends over £1.5 billion annually supporting free school meals provision to around 3.5 million school pupils. Officials meet regularly with the sector to gather feedback.

The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals. The government is reviewing the standards and will be engaging widely with the sector, including faith groups, throughout this process.

We have confirmed over £30 million of funding for the current 2025/26 financial year and around £80 million for the 2026/27 financial year for free breakfast clubs. From April 2026, mainstream schools will be funded at a new increased rate of £25 a day, plus £1 per pupil per day who attends the club. We continue to learn through our programme evaluation and sector engagement, including with faith groups.
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Laura Trott:To ask the Secretary of State for Education, what assessment she has made of the potential merits of using evidence-based parenting programmes, like Triple P and Incredible Years, to ensure more families receive more support to manage their children’s online activities. \p Olivia Bailey: As part of our ‘Giving every child the best start in life’ strategy, the department is investing in evidence-based parenting and home learning environment interventions delivered through Best Start Family Hubs.

These interventions are designed to strengthen children’s social, emotional and behavioural wellbeing and promote positive parent-child interactions, encouraging families to chat, play and read together. They help parents create balanced routines that may include using screens as a tool for learning while also supporting activities away from screens, fostering healthy habits and strong relationships.

The department is working in partnership with the National Centre for Family Hubs, the Foundations - What Works Centre for Children & Families, and Nesta to ensure local areas can identify and implement the most effective programmes. This approach will promote greater consistency and quality across the country and support our ambition for 75% of children to achieve a good level of development by 2028.

Protecting children online is a priority, and we will continue to build the evidence base on the impact of screen time on children and listen to parents, children and schools to help us improve our guidance and our understanding of emerging needs and gaps.
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Sir John Hayes:To ask the Secretary of State for Education, what data her Department holds on school attendance rates in (a) South Holland and the Deepings constituency and (b) Lincolnshire in the last five years. \p Olivia Bailey: The department publishes figures from the school census on pupil absence in England on a termly basis. The most recent published data relates to the autumn and spring terms of the 2024/25 academic year, and the latest full academic year is 2023/24, available at: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/.

The published data includes absence rates by local authority and school. School level data includes identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website, which is available here: https://get-information-schools.service.gov.uk/.

The latest absence release has been available since 23 October 2025.
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Edward Argar:To ask the Secretary of State for Education, with reference to her contribution of 4 November 2024, official report column 46, and to WPQ UIN 53062, (a) on what date the leak inquiry commenced, (b) on what date it concluded and (c) when its findings will be made public. \p Olivia Bailey: The investigation remains ongoing and all reasonable lines of inquiry will be pursued.
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Darren Paffey:To ask the Secretary of State for Education, what assessment she has made of the potential merits of adding veterinary medicine to the list of second-degree courses eligible for tuition fee loans, including the potential impact on (a) access to the veterinary profession and (b) the UK’s veterinary workforce. \p Josh MacAlister: To ensure the student finance system remains sustainable, students who already hold a qualification at an equivalent or higher-level qualification (ELQ) to that of their current course are not normally eligible for tuition fee or maintenance loans. An exception has been made to these rules to encourage access to certain professions, including veterinary medicine. Students undertaking a full-time second degree in veterinary medicine starting before 1 January 2027 will qualify for maintenance support for the duration of their course.

This position will change under the Lifelong Learning Entitlement, which will replace higher education student finance loans from 1 January 2027. An additional loan entitlement will be made available for a limited number of priority subjects, such as medicine. These are courses required to address priority skills needs and that align with the government’s Industrial Strategy.
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Mr Andrew Snowden:To ask the Secretary of State for Education, if she will make an assessment of the potential merits of ringfencing receipts from the international student levy for funding in higher education and skills. \p Josh MacAlister: As set out in the Budget Document, the income raised by the Levy will be fully reinvested into higher education and skills, including to fund maintenance grants for disadvantaged students studying priority courses.
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Nick Timothy:To ask the Secretary of State for Education, how much funding hi Department provided for programmes that promote the use of artificial intelligence in schools. \p Olivia Bailey: The department does not mandate or promote any specific materials or programmes as it is for schools to decide what to use. The department has provided over £6 million of funding since July 2024 to support safe and effective use of artificial intelligence (AI) in schools, including £2 million for Oak National Academy to develop its AI lesson planning assistant, Aila, and joint-funding the Education Content Store pilot along with the Department for Science, Innovation and Technology.

The department has also funded free support materials for staff in schools and colleges, developed by the Chiltern Learning Trust and the Chartered College of Teaching.
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Nick Timothy:To ask the Secretary of State for Education, what discussions have (a) ministers, and (b) officials had with the Office for Students on the presence of Confucius Institutes in the UK. \p Josh MacAlister: Ministers and officials regularly meet with the Office for Students to discuss a wide range of topics, including international partnerships. The government welcomes these partnerships, including with China, many of which make strong contributions to our society. Universities have a responsibility to ensure that any partnership, including with a Confucius Institute, is managed appropriately and is compliant with their legal duties and regulatory requirements.
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Mr Tanmanjeet Singh Dhesi:To ask the Secretary of State for Education, what recent steps her Department has taken alongside local authorities to help tackle persistent absence in schools in Slough constituency. \p Olivia Bailey: Tackling absence is at the heart of the government’s mission to break down barriers to opportunity.

Thanks to the efforts of schools, absence is moving in the right direction, with children attending over 5.31 million more days this year compared to last. However, around one in five pupils are still missing 10% or more of school, which is why the department is continuing to drive further improvement.

Steps taken to improve attendance includes developing real-time data tools that allows schools to compare attendance against similar schools and enable earlier intervention as well as investing in targeted support, including £15 million to set up the attendance mentors programme supporting 10,800 pupils.

The department has also started to establish new Attendance and Behaviour Hubs, where up to 90 hubs led by schools with excellent attendance and behaviour practice will support more than 4,500 schools to improve.
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Mr Calvin Bailey:To ask the Secretary of State for Education, what assessment she has made of the potential impact of flat-rate per-pupil funding for breakfast clubs in mainstream schools on the accessibility of these clubs for pupils with SEND. \p Olivia Bailey: Following the success of the 750 early adopters, where we invested £30 million in the 2025/26 financial year, the department is now moving to national rollout, raising the budget to £80 million to fund an additional 2,000 schools joining the programme between April 2026 and March 2027.

The department has used the rich learning from the early adopters, existing programmes and costs to determine funding rates for national rollout, and this has been tested and refined with schools. This includes mainstream schools with special educational needs and disabilities pupils.

The funding rate for national rollout will take this learning into account and provide schools with the autonomy they need to allocate funding to promote inclusive access and ensure the offer reaches those who need it most.

The department will provide further information on the funding for national rollout in the near future, alongside specifics on eligibility, funding, and expectations.
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John Slinger:To ask the Secretary of State for Education, what evidence her Department has on the potential impact of banning smartphone use in schools. \p Olivia Bailey: Mobile phones have no place in school and school leaders already have the power to ban them. The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.

The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.

Research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.
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Tom Morrison:To ask the Secretary of State for Education, whether her Department has made an assessment of the adequacy of levels of consistency of safeguarding protocols in multi-academy trusts in relation to unauthorised adult access to school premises. \p Olivia Bailey: The safety and wellbeing of children in our schools is the department’s highest priority. We recognise the importance of robust safeguarding measures and take concerns about unauthorised adult access to school premises very seriously. The produced non-statutory guidance for schools and colleges in respect of developing a security policy. The department expects security in schools to be considered alongside statutory safeguarding responsibilities and the legal obligations under the Health and Safety at Work Act and the Management of Health and Safety at Work Regulations. The department also issues the statutory ‘Keeping children safe in education’ guidance, including guidance on the use of school premises for non-school activities.

When the department has concerns regarding the safeguarding policies of any MATs, they can then enforce compliance through the MAT’s funding agreement, in line with our published statutory guidance.
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Charlie Maynard:To ask the Secretary of State for Education, what steps the Government is taking to help specialist independent SEND schools remain open in in response to independent school closures in the last year. \p Georgia Gould: Independent special schools are private enterprises. Local authorities have the discretion to make support, training and resources available to them. As private enterprises, the proprietor of the school is responsible for its financial viability.

The department recognises that independent special schools can play an important role in the special educational needs and disabilities (SEND) system, particularly in meeting highly complex needs and building capacity in the system. Independent special schools should be part of local authorities’ strategic planning of SEND provision, and the department works to support local authorities to ensure that every local area has sufficient school places for children that need them.

Where a pupil’s place in a private school is funded by the local authority because the private school is named in the pupil’s education, health and care plan, the local authority is able to reclaim the VAT they are charged on the fees of these pupils via the Section 33 VAT Act 1994 Refund Scheme.
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Jim McMahon:To ask the Secretary of State for Education, what data her department holds on musical instrument take up by secondary school children by social class in England. \p Georgia Gould: The information requested is not held centrally.

To support music education, the government has committed £76 million per year grant funding for the Music Hubs programme, including the 2025/26 academic year. The 43 Music Hub partnerships across England offer a range of services, including instrumental music tuition and instrument loans. To widen access to instruments, the government is also investing £25 million in capital funding for musical instruments, equipment and technology across the 2024/25 and 2025/26 academic years.
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Kate Osamor:To ask the Secretary of State for Education, whether she plans to take steps to introduce a national supply register for teachers. \p Georgia Gould: Schools, academies and local authorities are responsible for the recruitment of their supply teachers, which includes deciding whether to use private supply agencies to fill temporary posts or cover teacher absence.

The department recognises the role that agencies play in helping to keep schools running when they face teacher shortages and absences. We are committed to helping schools achieve better value for money when using agencies, which is why we have established the agency supply deal in conjunction with the Crown Commercial Service. The deal has established a list of preferred suppliers that schools can access, all of which will be transparent with schools about the rates they charge. Our most recent announcement on maximising value for pupils is available at this link: https://www.gov.uk/government/publications/maximising-value-for-pupils/maximising-value-for-pupils.

The department has no plans to take steps to introduce a national supply register for teachers.
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Ian Sollom:To ask the Secretary of State for Education, what steps her Department is taking to monitor progress toward the target of training 40,000 construction learners by 2029 through the Construction Technical Excellence Colleges. \p Josh MacAlister: Ten Construction Technical Excellence Colleges (CTECs) have commenced their delivery of high quality construction skills provision from the start of this academic year. 40,000 construction learners will benefit from excellent teaching and curricula to set them up with the skills for well-paid jobs in the construction sector. The department is working with CTECs, mayoral strategic authorities, and other partners in the skills system to understand best practice in delivering quality construction skills in alignment with the Technical Excellence Colleges core objectives and we will monitor progress against these on a regular basis.
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Ian Sollom:To ask the Secretary of State for Education, when the Construction Technical Excellence Colleges will begin operating; and whether any are already in operation. \p Josh MacAlister: In August 2025, the government appointed ten Construction Technical Excellence Colleges (CTECs), one in each region of England and a tenth operating cross-nationally. Backed by £100 million in funding, CTECs will deliver high quality construction skills, supporting our mission to build 1.5 million homes by the end of this Parliament, and creating well-paid jobs nationwide in the construction sector. Launched at the start of this academic year, CTECs have begun their delivery of specialist skills, working with national and local construction employers to ensure critical construction skills needs are met now and in future years. To ensure benefits are widespread throughout each region, CTECs are operating under a ‘hub and spoke model’, collaborating with and supporting further education construction skills providers across their region.
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Lee Anderson:To ask the Secretary of State for Education, what steps her department are taking to ensure universities have adequate mental health support services. \p Josh MacAlister: This government is committed to ensuring that all students are well supported during their time at university.

Higher education providers have responsibilities under the Equality Act 2010 to make reasonable adjustments for all their disabled students, which includes those with a physical or mental impairment that has a substantial and long-term negative effect on their ability to do normal daily activities.

Wherever possible, disabled students should expect to have their needs met through inclusive learning practices and individual reasonable adjustments made by their provider. In addition to reasonable adjustments, Disabled Students’ Allowance (DSA) is available for the provision of more specialist support.

My noble Friend, the Minister for Skills, has recently appointed Sir Steve West as Higher Education Student Support Champion to lead the Higher Education Mental Health Implementation Taskforce. The Taskforce is instrumental in assessing and driving improvements in mental health support across the sector, including taking forward recommendations from the recent national review of higher education student suicides.
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Charlie Maynard:To ask the Secretary of State for Education, what steps the Government is taking to increase capacity and resources in community schools, to accommodate pupils transferring from the private to comprehensive school sector in the last year. \p Olivia Bailey: I refer the hon. Member for Witney to the answer of 30 October 2025 to Question 81701.
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Afzal Khan:To ask the Secretary of State for Education, what assessment she has made of the recommendations set out in the Law Commission's review of disabled children’s social care law, published on 16 September 2025. \p Josh MacAlister: On 16 September 2025, the Law Commission published its final report following an extensive review of the legal framework governing social care for disabled children in England, commissioned by the department in April 2023. The report sets out 40 recommendations aimed at improving how the law operates, with a focus on simplifying and strengthening the system to better support disabled children and their families.

In line with the Protocol agreed between the Lord Chancellor and the Law Commission, the department is expected to provide an initial response to these recommendations within six months of publication, and a full response within one year. This full response will set out which recommendations have been accepted, rejected or will be accepted in a modified form. It may also include a timeline for implementation. We will have regard to the views outlined in the report and we will engage relevant stakeholders at appropriate points as we consider our response.
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Ian Sollom:To ask the Secretary of State for Education, what assessment she has made of the potential implications for her policies of the recommendations of the University of Manchester article entitled From aspirational thinking to strategic planning – breaking down the barriers of inequality for children and young people. \p Josh MacAlister: The government’s Opportunity Mission is improving outcomes for disadvantaged children and young people at every life stage.

The research rightly highlights the importance of giving disadvantaged young people the skills and career guidance they need to overcome barriers to opportunity, and the key role the national curriculum plays in this. That is why the revised national curriculum will remain knowledge-rich and focus on enhancing disciplinary skills, setting students up to achieve in life and work.

Alongside this, the department will improve careers advice in schools and deliver two weeks’ worth of work experience for every young person to support their skills development and work readiness. We are targeting additional support through careers hubs in disadvantaged areas where there is the greatest need.

The department has made inclusion and impact prominent themes in careers statutory guidance. There is a strong emphasis on highlighting progression routes and career pathways from all curriculum subjects.
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UK Parliament Hansard data: wrans/answers2025-12-05 conversation_53

James McMurdock:To ask the Secretary of State for Education, what assessment she has made of the potential impact of not holding data on the number of pupils with irregular immigration status on school funding allocations. \p Georgia Gould: The schools national funding formula (NFF) allocates funding based on the characteristics of schools and their pupils. The immigration status of pupils has no impact on the funding allocated.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_54

Lisa Smart:To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of allowing academy trusts to prioritise feeder schools within their own trust on the distances that children travel to school. \p Georgia Gould: I refer the hon. Member for Hazel Grove to the answer of 28 November 2025 to Question 92797.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_55

Jim Shannon:To ask the Secretary of State for Education, what steps she is taking to support SEND training for teachers. \p Georgia Gould: The department is committed to providing training for teachers to support children and young people with special educational needs and disabilities (SEND). In the new year, we will publish a white paper to build a system where every child receives the support needed to achieve and thrive.

The department has reviewed the Initial Teacher Training and Early Career Framework. From September 2025 more content related to adaptive teaching and improving inclusivity for SEND pupils was added. The department also enhanced the requirement on providers to develop SEND training materials.

Beyond the first few years of teaching, National Professional Qualifications (NPQs) are available to education professionals at all levels. In 2024 we began delivery of the mandatory NPQ for Special Educational Needs (SEN) Co-ordinators. Participants will develop the knowledge and skills needed to set the strategic direction of SEN policy and the conditions for pupils with SEND to thrive.

The department has committed to a full review of both NPQs and Early Career Teacher training, which will include a focus on SEND.

The Universal Services programme helps the school and further education workforce to identify and meet the needs of children and young people with SEND earlier and more effectively.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_56

Damian Hinds:To ask the Secretary of State for Education, with reference to Table 4.1 entitled Budget 2025 policy decisions in the Budget Red Book, line item 42, National Year of Reading: Fund state-funded secondary schools in England to increase book supplies, how these funds will be allocated to schools. \p Josh MacAlister: As part of the National Year of Reading, state-funded secondary schools in England will receive funding to purchase books to support and encourage reading enjoyment amongst their pupils.

Funding will be distributed by the Department for Education, during the National Year of Reading 2026. This separate from the Dormant Assets Fund which will be used to fund libraries in primary schools and is administered by the Department for Culture Media and Sport.

Details about the allocation of funds will be communicated in the coming months.

This £5 million funding for books will accompany new continuous professional development training for secondary schools. The ‘Unlocking Reading’ programme starts in January 2026 and will equip schools with assessment tools and evidence-based strategies to support pupils with reading.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_57

Ian Sollom:To ask the Secretary of State for Education, what international comparisons her Department has reviewed regarding funding models for wraparound childcare, and what evidence has been considered from countries such as Australia and Ireland. \p Olivia Bailey: This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.

In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.

Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.

Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_58

James McMurdock:To ask the Secretary of State for Education, if she will make an assessment of the potential merits of including breaktime quality indicators within a) school wellbeing and b) inspection frameworks. \p Georgia Gould: Play is an essential part of a child’s development and learning, as recognised in the early years foundation stage statutory framework. Schools, governing bodies and academy trusts are responsible for ensuring the school day includes opportunities for social interaction, physical activity and enrichment activities.

The department’s guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks, providing opportunity for schools to incorporate time for play and other enrichment activities. This guidance can be accessed here: https://www.gov.uk/government/publications/length-of-the-school-week-minimum-expectation.

As part of the department’s work to develop a good practice framework to help schools increase pupil engagement, we will consider the evidence around effective use of breaktimes and other elements of the school day that can support engagement. While Ofsted does not inspect breaktime quality, inspectors will observe and talk to pupils on breaktimes, and this will form part of their consideration of the school.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_59

James Cartlidge:To ask the Secretary of State for Science, Innovation and Technology, whether his Department plans to include recommendations relating to Passive Infrastructure Access pricing structures in the next Statement of Strategic Priorities to Ofcom. \p Kanishka Narayan: We recognise competition is key to promote investment and will help ensure low prices and more choice for consumers in the long term. As the independent regulator for telecommunications, Ofcom is responsible for making regulatory decisions in the fixed telecoms sector, including on the Physical Infrastructure Access (PIA) product.

We are engaging with Ofcom on this issue.

In July, we published a consultation on our draft Statement of Strategic Priorities for telecommunications, the management of radio spectrum, and postal services that sets out the Government’s view on infrastructure sharing in the fixed telecoms sector, including asking Ofcom to demonstrate greater transparency in how they calculate and set PIA prices. We are reviewing responses to the consultation and will publish our response in due course.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_60

James Cartlidge:To ask the Secretary of State for Science, Innovation and Technology, what assessment her Department has made of the potential economic impact of changes to Passive Infrastructure Access pricing models on private and public investment in rural broadband in South Suffolk. \p Kanishka Narayan: We recognise competition is key to promote investment and will help ensure low prices and more choice for consumers in the long term.

As the independent regulator for telecommunications, Ofcom is responsible for making regulatory decisions in the fixed telecoms sector, including on the Physical Infrastructure Access (PIA) product.

For this reason, while officials are engaging with Ofcom on this issue, the Department has not made any formal assessment of the impact of the current PIA rental charges on investment in rural areas, including in South Suffolk. We have also not made any formal assessment of the economic impact of introducing changes to PIA rental charges.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_61

Edward Morello:To ask the Secretary of State for Science, Innovation and Technology, what assessment she has made of the effectiveness of online safety protections for vulnerable residents in West Dorset. \p Kanishka Narayan: The Online Safety Act has come into effect. As of March this year, services must remove illegal content such as child abuse material or terrorist content. As of July this year, children must also be protected from age-inappropriate content such as pornography and self-harm content. Children and others will be starting to see the effects of this.

Monitoring and evaluation are key to understanding how effective the online safety regime is. DSIT and Ofcom have developed a framework to monitor the implementation of the Act and evaluate its core outcomes.

This monitoring and evaluation work is already tracking the impact of the online safety regime and will feed into a Post Implementation Review of the Act.

We are committed to making the online world safe, particularly for children, so people can seize the opportunities it brings.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_62

Stephen Flynn:To ask the Secretary of State for Science, Innovation and Technology, what assessment she has made of the potential implications for her policies of the requirement to amend the Electronic Communications Code (2017), a reserved matter, to enable access to multi-dwelling units (MDUs) for broadband installation in Scotland; and what assessment she has made of the potential impact of not including Scotland in the scope of any forthcoming consultation on the rollout of this digital infrastructure in Scotland compared to England and Wales. \p Kanishka Narayan: We recognise the importance of gigabit-capable broadband connectivity for residents of multi-dwelling units (MDUs) across the UK. We continue to engage with the Scottish Government to understand if any measures are required to aid deployment in these property types in Scotland.
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Source: hansard.parliament.uk (2025-12-05)

UK Parliament Hansard data: wrans/answers2025-12-05 conversation_63

Alex Mayer:To ask the Secretary of State for Science, Innovation and Technology, with reference to Replacing animals in science: A strategy to support the development, validation and uptake of alternative methods, published on 11 November 2025, what the evidential basis was for including the reduction of the use of fish endocrine disruption tests by the end of 2035 in Basket 3. \p Kanishka Narayan: The Government’s publication “Replacing animals in science: A strategy to support the development, validation and uptake of alternative methods” sets out our long-term vision for a world where the use of animals in science is eliminated in all but exceptional circumstances. Multiple stakeholders and experts in this area, including Defra and the Veterinary Medicine Directorate, were consulted during the development of the three baskets approach, which groups animal tests according to how ready they are for replacement, based on the maturity of potential alternative methods. They concluded that basket 3 was the most appropriate timeline for fish endocrine disruption tests.