theodi/ndl-core-corpus huggingface dataset:
wrans/answers2025-04-07 conversation_349
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_349

Kanishka Narayan:To ask the Secretary of State for Justice, what steps her Department is taking to ensure that the views of (a) victims and (b) the families of victims affected by serious offences committed by offenders on probation are considered in the criminal justice system. \p Alex Davies-Jones: All victims and bereaved family members are entitled under the Victims’ Code to have their voices heard in the criminal justice process by making a Victim Personal Statement. This enables victims to explain in their own words how the crime has affected them, which will be considered by the court when determining the sentence.

Victims who are eligible for, and have opted into, the Victim Contact Scheme can make representations about victim related licence conditions and submit a Victim Personal Statement to the Parole Board. These enable victims to help the Parole Board to understand what the impact of the crime on them has been and provide information about requested licence conditions to protect the victim where there is a decision to release the offender.

When an offender on probation supervision is charged with a serious further offence, including murder, manslaughter and rape, the Probation Service will complete a serious further offence review and victims can meet with a senior probation manager to discuss the findings of the review and receive a copy.
wrans/answers2025-04-07 conversation_350
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_350

Mr Tanmanjeet Singh Dhesi:To ask the Secretary of State for Justice, pursuant to the Answer of 31 March 2025 to Question 40651 on Wales Office: Computers, what the median age is of computers issued to officials in the Wales Office. \p Alex Davies-Jones: We are unable to provide the median age of laptop and desktop computers in the Wales Office due to the disproportionate amount of time it would take to calculate. However, our policy is to refresh laptops and desktop computers issued to officials every 4-5 years.
wrans/answers2025-04-07 conversation_351
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_351

Neil O'Brien:To ask the Secretary of State for Education, which higher education institutions have been made subject by the Office for Students to (a) enhanced monitoring, (b) investigation, (c) a quality assessment report and (d) other quality related interventions; and when these interventions took place. \p Janet Daby: The Office for Students (OfS) is the non-departmental public body responsible for higher education in England. It is independent of government.

In 2022/23, the OfS opened investigations into the quality of business and management courses at eight providers and of computing courses at three providers. It also opened investigations into grade inflation concerns at three providers and opened a further 12 investigations into potential non-compliance with condition B3, which sets minimum thresholds for student outcomes. Quality assessments are conducted as part of the quality investigations.

The OfS began publishing the subject-based investigation case reports in September 2023. Details of these, including decisions about any regulatory action, can be found here: https://www.officeforstudents.org.uk/about/how-we-are-run/key-performance-measures/kpm-11-efficient-regulation/.

The OfS also publishes information about enhanced monitoring of providers. The OfS does not tell the department which providers are subject to enhanced monitoring, but where that enhanced monitoring follows an investigation, it is included in the case reports. The published case reports show that the OfS has decided to conduct enhanced monitoring of the University of Bolton (the OfS has since approved a change of name for the University of Bolton to the University of Greater Manchester) and the University of Bedfordshire, until such a point at which it judges the risk of non-compliance with its quality conditions to have been acceptably minimised.

The OfS began publishing the B3 investigation case reports in July 2023. Details of these can be found here: https://www.officeforstudents.org.uk/for-providers/quality-and-standards/how-we-regulate-student-outcomes/assessment-reports/.

The case reports for the investigations into grade inflation concerns have not yet been published.

The OfS does not share details about open ongoing investigations with the department.
wrans/answers2025-04-07 conversation_352
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_352

Vikki Slade:To ask the Secretary of State for Education, whether she plans to take steps to identify alternative sources of funding for the university sector. \p Janet Daby: The higher education (HE) sector needs a secure financial footing to face the challenges of the next decade and ensure that all students can be confident they will receive the world-class HE experience they deserve.

The government is also determined to work with the sector to transition to sustainable research funding models, including by increasing research grant cost recovery, as announced by UK Research and Innovation last week. However, universities will also need to take their own steps to ensure they are working as efficiently as possible and, where necessary, make difficult choices.

Ultimately, HE providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.

The department has set out five priorities for reform of the HE system, which relate to access and outcomes for disadvantaged students, economic growth, the civic role of HE providers, teaching standards and efficiency, transparency and reform.

The department will publish our plan for HE reform this summer, and work with the sector and the Office for Students to ensure the system delivers these priorities.
wrans/answers2025-04-07 conversation_353
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_353

Steff Aquarone:To ask the Secretary of State for Education, with reference to her Department's press release entitled £740 million allocated for 10,000 new places for pupils with SEND, published on 27 March 2025, how many new SEND places will be created in Norfolk. \p Catherine McKinnell: The statutory duty to provide sufficient school places for children with special educational needs and disabilities (SEND) or who require alternative provision, sits with local authorities.

The department has now published allocations for £740 million in High Needs Provision Capital Allocations for the 2025/26 financial year, to support local authorities to deliver new places in mainstream and special schools, as well as other specialist settings, and to improve the suitability and accessibility of existing buildings.

The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs and to create special school places for pupils with the most complex needs.

Norfolk County Council has been allocated just over £13 million for 2025/26 and it is up to the local authority to make decisions about the places they create and to prioritise this funding to meet local needs.
wrans/answers2025-04-07 conversation_354
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_354

Damien Egan:To ask the Secretary of State for Education, what recent assessment her Department has made of trends in the levels of teacher recruitment and retention. \p Catherine McKinnell: I refer my hon. Friend, the Member for Bristol North East, to the answer of 13 March 2025 to Question 35471.
wrans/answers2025-04-07 conversation_355
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_355

Damien Egan:To ask the Secretary of State for Education, how many and what proportion of local authorities in England offer independent travel training for young people with SEND. \p Catherine McKinnell: The department’s statutory guidance for local authorities states that wherever possible, local authorities should offer independent travel training to children with special educational needs or disabilities who are eligible for free travel to school and who they think will be able to complete the programme. This guidance can be found at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.

The department does not hold the information requested. We are, however, working with local authorities to gather more data on home to school travel arrangements, including via a recent voluntary data collection.
wrans/answers2025-04-07 conversation_356
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_356

Afzal Khan:To ask the Secretary of State for Education, what assessment she has made of the potential merits of the graduate route in promoting the UK as an international study destination. \p Janet Daby: The UK has a world-class higher education sector, with four universities in the world university rankings top 10 and 15 in the top 100, alongside a wide array of leading institutions which can offer a fulfilling and enjoyable experience to international students from around the world.

There are many factors that influence international students when they choose to study abroad. These include the range and quality of available courses, the visa rules that apply in countries they are considering, and the appeal of living and studying in those countries.

The graduate route enables international students who have successfully completed an eligible qualification to stay in the UK for two years, or three years for doctoral students. Former students who are on the graduate route may switch to another route, for example the skilled worker route, if the relevant requirements are met.

This government has made clear its approach to international students. We welcome international students who enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.
wrans/answers2025-04-07 conversation_357
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_357

Jon Trickett:To ask the Secretary of State for Education, how many of her Department's officials have been seconded from (a) the Institute for Economic Affairs, (b) the Policy Exchange, (c) the Adam Smith Institute and (d) Labour Together since July 2024. \p Janet Daby: There have been no staff working in the department since July 2024 who were seconded from the Institute for Economic Affairs, the Policy Exchange, the Adam Smith Institute, or Labour Together.
wrans/answers2025-04-07 conversation_358
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_358

Mr Tanmanjeet Singh Dhesi:To ask the Secretary of State for Education, what recent discussions she has had with universities on (a) support and (b) accommodations for students who receive a cancer diagnosis during their studies. \p Janet Daby: I refer my hon. Friend, the Member for Slough to the answer of 29 March 2025 to Question 34303.
wrans/answers2025-04-07 conversation_359
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_359

Andy McDonald:To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of reductions in funding for level seven apprenticeships on the availability of Chartered Town Planners in local government. \p Janet Daby: I refer my hon. Friend, the Member for Middlesbrough and Thornaby to the answer of 20 January 2025 to Question 23140.
wrans/answers2025-04-07 conversation_360
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_360

John Glen:To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of reductions in funding for level seven apprenticeships on the availability of Chartered Town Planners in local government. \p Janet Daby: I refer the hon. Member for Salisbury to the answer of 20 January 2025 to Question 23140.
wrans/answers2025-04-07 conversation_361
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_361

Nadia Whittome:To ask the Secretary of State for Education, what steps she is taking to expand the availability of evening school classes for (a) plumbing, (b) bricklaying, (c) electrical work and (d) other building trades in Nottinghamshire. \p Janet Daby: Skills are crucial to this government’s mission to grow the economy under our Plan for Change and deliver our commitment to build 1.5 million homes across this Parliament.

On 23 March, my right hon. Friend, the Chancellor of the Exchequer, announced measures to address skills shortages in the construction sector. This package commits over £600 million over the Parliament to deliver up to 60,000 skilled construction workers. This includes additional funding to deliver more construction courses, skills bootcamps, foundation apprenticeships, to support industry placements and to deliver 10 new Technical Excellence Colleges. The department will continue to work with post-16 skills providers on their plans to meet local, regional and national skills priorities in construction.

Furthermore, as part of the government’s devolution agenda, from August 2025 the East Midlands Combined Authority will be responsible for administering and delivering their Adult Skills Fund (ASF), allowing them to make best use of the ASF to meet their local needs, including in construction.
wrans/answers2025-04-07 conversation_362
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_362

Mr Tanmanjeet Singh Dhesi:To ask the Secretary of State for Education, if she will make an assessment of recent trends in the levels of welding training courses available. \p Janet Daby: The department supports learners who wish to have a career in welding through our technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available at all levels. This includes the level 2 welder apprenticeship standard and the plate welder and pipe welder apprenticeship standards at level 3.

T Levels in engineering, manufacturing, processing and control are now being taught across the country, providing students with the core knowledge and skills in fabrication and welding technologies.

Welding is predominately a level 2 occupational entry point and, at level 1 and 2, there are seventeen qualifications in welding available to young people and adults, including two new reformed level 2 technical qualifications approved for funding from 1 August 2025.
wrans/answers2025-04-07 conversation_363
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_363

Uma Kumaran:To ask the Secretary of State for Education, what assessment she has made of the adequacy of funding allocations for adult learning in the (a) 2025-26 and (b) 2026-27 financial years. \p Janet Daby: This government is facing a very challenging fiscal context. Fixing the foundations of the economy will take time and tough decisions are needed across the public sector to get finances back under control and ensure delivery on priorities through the Plan for Change.

The department will spend about £1.4 billion on the Adult Skills Fund (ASF) in the 2025/26 academic year to ensure that adult learners can access the education and training they need to get into employment or progress in work. Currently, 62% of the ASF is devolved to 9 Mayoral Strategic Authorities (MSAs) and Greater London Authority. ASF allocations to MSAs are based on 2017/18 learner data and these authorities are responsible for the allocation of the ASF to learning providers.

The department is responsible for the remaining ASF in non-devolved areas, and allocations are made on an academic year basis. Our allocation methodology for the 2025/26 academic year recognises where providers have delivered above their allocations. It also recognises priority courses at higher funding rates introduced in August 2024. We are choosing to prioritise those higher funding rates which recognise delivery in certain subjects, such as engineering or construction.
wrans/answers2025-04-07 conversation_364
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_364

Sir John Hayes:To ask the Secretary of State for Education, what recent steps she has taken to raise awareness of apprenticeships in (a) rural and (b) remote areas. \p Janet Daby: This government has a driving mission to break down barriers to opportunity and to grow the economy.

The department continues to raise awareness of the benefits of apprenticeships across the country, including in rural areas. This includes promoting apprenticeships to young people, adults and employers through the Skills for Life campaign. The department also supports the Apprenticeship Ambassador Network, a network of over 2,000 volunteer employers and former and current apprentices, who volunteer their time to inform and inspire the next generation of apprentices and apprentice employers.

The department is transforming career opportunities and advice to increase awareness of the range of high-quality options available to young people, including apprenticeships.

The department has committed to guarantee two weeks’ worth of work experience for every young person, as well as to establish a national jobs and careers service to support people into successful long-term employment.
wrans/answers2025-04-07 conversation_365
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_365

Phil Brickell:To ask the Secretary of State for Education, whether her Department has commissioned research into the satisfaction rates of (a) private companies and (b) students participating in apprenticeship levy programmes. \p Janet Daby: The apprenticeship evaluation surveys commissioned by the department provide insights into the satisfaction rates of employers and apprentices.

For employers, overall satisfaction rates were 83% for all commercial employers and 89% for all employers who reported a wage bill of over £3 million. Employers with wage bills of over £3 million were eligible for the Apprenticeship Levy. These figures are published on sheet 55 of the ‘Apprenticeship evaluation 2023: employer survey data tables (overall)’, which can be found here: https://www.gov.uk/government/publications/apprenticeship-evaluation-2023-learner-non-completer-and-employer-surveys.

In the 2023 apprenticeship evaluation survey, 86% of all apprentices were satisfied with their apprenticeship overall. Satisfaction rates are not broken down according to whether their employer paid the Apprenticeship Levy. Further details can be found on page 113 of the ‘Apprenticeship evaluation 2023: learner and non-completer surveys research report’, which can be found here: https://www.gov.uk/government/publications/apprenticeship-evaluation-2023-learner-non-completer-and-employer-surveys.
wrans/answers2025-04-07 conversation_366
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_366

Phil Brickell:To ask the Secretary of State for Education, what assessment her Department has made of (a) trends in the level of completion rates of people undertaking apprenticeships funded by the apprenticeship levy and (b) the quality of monitoring of Higher Education institutions via the Education and Skills Funding Agency. \p Janet Daby: Qualification achievement rates for apprenticeships are published annually at: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25. Data for the 2023/24 academic year is available at this link.

The department holds all apprenticeship training providers to account for quality delivery through its Apprenticeship Accountability Framework, which encompasses a wide range of quality indicators, including retention rates, employer and apprentice feedback, as well as achievement rates. Further detail about the framework can be found at: https://www.gov.uk/government/publications/apprenticeship-training-provider-accountability-framework/apprenticeship-training-provider-accountability-framework-and-specification--2.

Ofsted routinely inspects the quality of training delivery in all apprenticeship providers, including higher education (HE) providers, and will ensure that all apprenticeship training providers are inspected by September 2025. A summary of Ofsted’s inspection findings up to 31 August 2024 is published at: https://www.gov.uk/government/statistics/further-education-and-skills-inspections-and-outcomes-as-at-31-august-2024/main-findings-further-education-and-skills-inspections-and-outcomes-as-at-31-august-2024#data-4.

The Office for Students is the independent regulator of English HE providers and works with other organisations to make sure degree apprenticeships meet the right quality and standards. This includes considering the inspections that Ofsted carries out to decide whether a provider is complying with its conditions of registration in this area. Its regulatory framework can be found at: https://www.officeforstudents.org.uk/publications/regulatory-framework-for-higher-education-in-england/.
wrans/answers2025-04-07 conversation_367
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_367

Sir John Hayes:To ask the Secretary of State for Education, whether training in the workplace will be a condition of support under the growth and skills levy. \p Janet Daby: This government’s first mission is to kickstart economic growth. We know that skills gaps are holding back business growth and that we need to support employers to invest in skills training. Our new levy-funded growth and skills offer will introduce greater flexibility to employers and learners in England, creating routes into good, skilled jobs in growing industries, aligned with the government’s industrial strategy.

The new training offer will include shorter duration apprenticeships. From August 2025, subject to the legislative timetable, the minimum duration of an apprenticeship will be reduced to eight months. This change means apprentices will be able to achieve occupational competence more quickly, where appropriate.

The department will also introduce foundation apprenticeships for young people, a work-based offer providing high-quality progression pathways into further work-based training and employment, including occupationally specific apprenticeships.

These are the first steps in expanding the apprenticeships offer into a wider levy-funded growth and skills offer that works better for employers, individuals and the wider economy. The government has established Skills England to form a coherent national picture of skills gaps across all sectors and to help shape the technical education system so that it is responsive to skills needs. This will include advising on priorities for the new growth and skills offer.
wrans/answers2025-04-07 conversation_368
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_368

Stuart Anderson:To ask the Secretary of State for Education, if she will take steps to deliver at least one Family Hub in every local authority area. \p Janet Daby: The government’s Plan for Change sets out a commitment to give children the best start in life, measured by a record 75% of children starting school ready to learn, measured by the number hitting the early learning goals at the end of reception.

Delivering this will require strengthening and joining up family services to improve support through pregnancy and early childhood. This includes continuing to invest in and build up Family Hubs and Start for Life programmes.

75 local authorities with some of the highest levels of deprivation have received funding and there are now more than 400 Family Hubs open across the 75 local authorities. The department is investing a further £126 million in 2025/26 to give every child the best start in life and deliver on the Plan for Change. Future funding decisions are subject to the multi-year spending review.

The evidence and learning from this investment will help to improve services across England where they are most needed and those local authorities not receiving funding will be able to access expert advice, guidance and resources from the National Centre for Family Hubs.
wrans/answers2025-04-07 conversation_369
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_369

Clive Lewis:To ask the Secretary of State for Education, whether her Department has made an assessment of the (a) quality of child's rights impact assessments prepared by Government Departments on (i) reserved and (ii) other matters and (b) extent to which children’s (A) views and (B) experiences have been taken into account in these assessments. \p Janet Daby: Departments are responsible for carrying out assessments on their policy or legislation area. The Department for Education does not collect information centrally on the number or quality of assessments carried out and the extent to which children’s views and experiences have been taken into account in those assessments. This is the responsibility of individual departments and their policy teams to oversee.

Child’s Rights Impact Assessments are encouraged to be used across government to ensure new or significant changes to policy or legislation do not adversely affect children’s rights and wellbeing.

The department co-produced, with civil society experts, a Child’s Rights Impact Assessment template with guidance that has been shared with other departments. Within the template, the guidance prompts the departments to detail what steps have been taken to directly or indirectly gather the views of children and young people.

We value the voices and lived experiences of children and young people and recognise the importance of listening to how decisions made in government impact them.
wrans/answers2025-04-07 conversation_370
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_370

Helen Hayes:To ask the Secretary of State for Education, what steps she is taking to confirm the future of the Support for Families with Disabilities grant scheme for future financial years. \p Janet Daby: Each year, the Support for Families with Disabled Children programme provides individual grants to approximately 60,000 low-income families raising a disabled or seriously ill child. The department is currently running a business planning exercise which will conclude with funding for programmes announced shortly.
wrans/answers2025-04-07 conversation_371
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_371

Tom Gordon:To ask the Secretary of State for Education, whether she collects data on the number of post adoption (a) disruptions and (b) breakdowns in England. \p Janet Daby: I refer the hon. Member for Harrogate and Knaresborough to the answer of 28 March 2025 to Question 37457.
wrans/answers2025-04-07 conversation_373
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_373

Sarah Owen:To ask the Secretary of State for Education, whether applications received before March 2025 for therapeutic services under the Adoption and Special Guardianship Support Fund will be considered for therapies beginning in the (a) current and (b) 2025-26 financial year. \p Janet Daby: To reduce gaps in therapy, adoption and special guardianship support fund (ASGSF) applications which were received before 31 March 2025 were permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications were approved, therapy which started up to and including March 2025 could continue into the next financial year, under previously agreed transitional funding arrangements.

Following an announcement on 1 April, the department is delighted to confirm that £50 million has been allocated to the ASGSF for the current financial year. More details on applications for funding for the 2025/26 financial year will be published shortly.
wrans/answers2025-04-07 conversation_374
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_374

Mr Andrew Snowden:To ask the Secretary of State for Education, whether she plans to encourage schools to celebrate (a) Easter and (b) other Christian holidays. \p Catherine McKinnell: Easter and other Christian holidays provide good opportunities for schools to celebrate the traditions of our country, and the department supports schools taking those opportunities with their pupils.
wrans/answers2025-04-07 conversation_375
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_375

Nadia Whittome:To ask the Secretary of State for Education, what recent progress she has made on reducing school class sizes in (a) the East Midlands and (b) Nottingham East constituency. \p Catherine McKinnell: The average class size for state-funded primary schools in the East Midlands is 26.3 pupils, which is below the national average of 26.6 pupils, and 26.7 for Nottingham East, which is a fraction higher than the national average. The average class size for state-funded secondary schools in the East Midlands is 22.4 pupils, which is equal to the national average, and 23 for Nottingham East, which is just above the national average of 22.4.

Legislation limits the size of an infant class to 30 pupils per school teacher. An infant class is one in which the majority of children will reach the age of five, six, or seven during the school year, which includes reception, year 1 and year 2.

There is no statutory limit on the size of classes for older children (pupils aged eight and over), and it is up to schools to decide how to organise classes based on local needs and circumstances to ensure all children can be supported to achieve and thrive.
wrans/answers2025-04-07 conversation_376
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_376

Helen Maguire:To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of reforming mathematical education to emphasise (a) data, (b) technology and (c) computing. \p Catherine McKinnell: The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review is looking at all curriculum subjects, including mathematics. It is committed to ensuring the curriculum sufficiently prepares children and young people for future life and work, building the knowledge, skills and attributes to thrive.

The Review Group has now published an interim report, which sets out its findings and confirms the key areas for further work. The report can be found here: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report. The report highlights the need for the curriculum to “respond to social and technological change”. The Review Group’s next steps include considering how best to equip young people with “the essential knowledge and skills which will enable them to adapt and thrive in a rapidly changing and artificial intelligence (AI)-enabled world”.

The government will respond to the final recommendations in autumn.
wrans/answers2025-04-07 conversation_377
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_377

Dame Caroline Dinenage:To ask the Secretary of State for Education, what assessment she has made of the potential impact of education recruitment agencies on the number of teachers finding jobs via her Department's teaching vacancies service; and if she will make an estimate of the potential cost to the public purse of these agencies to schools. \p Catherine McKinnell: Schools spend an estimated £75 million a year on recruitment advertising. Teaching Vacancies is a leading job listing service and 98% of secondary schools and 75% of primary schools have signed up to post their vacancies, for free. The department estimates that primary and secondary schools using Teaching Vacancies have saved, in total, between £47.3 and £60.8 million (from September 2018 to August 2024). More information about this calculation can be found on the Teaching Vacancies website: https://teaching-vacancies.service.gov.uk/pages/savings-methodology.

In addition to listing teaching and leaderships roles, the service expanded last year to include all school roles meaning schools will be able to save even more money by using the service.
wrans/answers2025-04-07 conversation_378
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_378

Steve Darling:To ask the Secretary of State for Education, what plans her Department has to enhance arts and culture in the national curriculum. \p Catherine McKinnell: The department has announced a new National Centre for Arts and Music Education. The National Centre will promote arts education, including signposting to careers guidance and opportunities for children and young people to pursue their artistic and creative interests in school. It will drive excellent arts teaching through a new continuing professional development offer to schools and support partnerships between schools and cultural providers.

To complement the curriculum, the department will also work with experts to develop an Enrichment Framework to be published before the end of the year. This will identify the range of different enrichment activity that pupils should access and reflect best practice in supporting schools to plan a high-quality enrichment offer.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE.

The Review seeks to deliver a rich, broad, inclusive and innovative curriculum that equips young people with the knowledge, skills and attributes needed to thrive in life and work.

The Review Group has now published its interim findings and set out the next phase of work. The interim report can be accessed at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.

The government will respond to the Review’s final recommendations in the autumn.
wrans/answers2025-04-07 conversation_379
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_379

Mr Lee Dillon:To ask the Secretary of State for Education, what steps she is taking to help ensure that primary schools can fund their SEND provision without reallocating funding from other budget areas. \p Catherine McKinnell: This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.

Following the Autumn Budget 2024, the department is providing an additional £3.2 billion for mainstream schools and young people with complex SEND for the 2025/26 financial year. This means that overall school funding will total almost £64.8 billion in 2025/26. Most schools funding is not allocated and ring-fenced for specific purposes, such as for supporting pupils with SEND. Schools decide how to spend their budgets to meet their legal duties and other responsibilities, including support for their pupils with SEND.

Of the increase in total schools funding, £1 billion will be for high needs budgets in England in the 2025/26 financial year, bringing total high needs funding for children and young people with complex SEND to over £12 billion. Of that total, West Berkshire Council is being allocated over £30 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £1.8 million on this year’s DSG high needs block. High needs funding is allocated by local authorities to primary schools for the costs of special educational needs support in excess of £6,000 per pupil per annum.
wrans/answers2025-04-07 conversation_380
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_380

Daisy Cooper:To ask the Secretary of State for Education, what the average length of time was for children fleeing domestic abuse to be allocated a school place in the latest period for which data is available. \p Catherine McKinnell: Children living in a refuge are, among a number of other categories of vulnerable and hard-to-place children, eligible for consideration under the fair access protocol. Where a child is referred to the protocol, they must be allocated a school place within 20 school days.

Where a child has difficulty in securing a school place via the usual in-year admissions processes, fair access protocols exist to ensure that school places can be secured as quickly as possible for vulnerable and hard-to-place children.

Each local authority is required to have a fair access protocol in place and all admission authorities are required to participate in it.
wrans/answers2025-04-07 conversation_381
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_381

Pippa Heylings:To ask the Secretary of State for Education, what information her Department holds on the number of schools that receive charitable funding to cover essential costs. \p Catherine McKinnell: The department collects information on the total income that academy trusts and maintained schools receive from private and charitable sources, beyond their core budgets, but does not hold information on what proportion of this was charitable or how money raised through charitable funding is spent in academy trusts and maintained schools. There is no expectation that educational resources should be paid for through charity and we are working closely with schools to understand their financial pressures.

Overall core revenue funding for schools in the 2024/25 financial year totals almost £61.6 billion. At the Autumn Budget 2024, the government announced an additional £2.3 billion for mainstream schools and young people with high needs for the 2025/26 financial year, compared to the 2024/25 financial year. This means that overall core school funding will total almost £63.9 billion in the 2025/26 financial year.

These increases, against the backdrop of a challenging fiscal picture, demonstrate the government’s commitment to enabling every child to achieve and thrive through delivery of the Opportunity Mission.
wrans/answers2025-04-07 conversation_382
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_382

Cameron Thomas:To ask the Secretary of State for Education, what assessment she has made of the impact of Covid 19 on the reception class cohort of September 2025; and whether additional (a) preparation and (b) provision has been made for that cohort. \p Catherine McKinnell: Giving children the best start in life is the foundation of government’s mission to break down barriers to opportunity. The earliest years are the most crucial stage of child development. That is why we have set a milestone of a record proportion of children starting school ready to learn in the classroom. As announced in Plan for Change, we will measure our progress through 75% of children at the end of reception reaching a good level of development in the Early Years Foundation Stage Profile assessment by 2028.

Research showed that the COVID-19 pandemic set back children’s learning and development and may have exacerbated the outcome gap.

To help achieve the milestone set out in Plan for Change, the department will work in partnership with the sector, reforming training and support for the workforce to drive up standards. We will offer sustained professional development and work with providers to help spread evidence-based programmes as part of comprehensive plans to drive high-quality early education and care.  We will ensure that the reception year sets children up for success, by rolling out schools’ access to evidence-based programmes that boost early literacy and numeracy skills.

The department is providing a range of high-quality support and training for early years educators and leaders, building a stronger, more expert workforce, to enable settings and childminders to deliver quality early education, including currently available continuing professional development and support such as Maths Champions, Early Years Child Development Training, and the Early Years Stronger Practice Hubs.

The government will also deliver the largest ever uplift to the early years pupil premium in the 2025/26 financial year, increasing the rate by over 45%, equivalent 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 give them the support they need to be ‘school ready’ at age 5 and go on to have the best life chances.
wrans/answers2025-04-07 conversation_383
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_383

Mark Pritchard:To ask the Secretary of State for Education, if she will increase the powers of local education authorities to take action against parents who threaten teaching staff over decisions taken under school disciplinary procedures. \p Stephen Morgan: No teacher should feel unsafe or face violence or abuse in the workplace. The department will always support teachers to ensure they can work in safe and calm classrooms. All school employers, including trusts, have a duty to take reasonable steps to protect the health, safety, and welfare of their employees.

Schools should have their own clear processes in place for dealing with issues of bullying or harassment from parents. All incidences of bullying or harassment by a parent should be reported immediately to the designated lead and head teacher or governing body or proprietor.

Should the incident constitute a potential criminal offence, it would be for the school to consider involving the police, having followed the advice contained in the ‘When to call the police’ guidance for schools and colleges by the National Police Chief’s Council, written in partnership with the department and Home Office.

For staff who are experiencing bullying or harassment from any source, support is available from sources including Education Support, a charity supporting the mental health and wellbeing of teachers and education staff in schools, colleges and universities.
wrans/answers2025-04-07 conversation_384
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_384

Mark Pritchard:To ask the Secretary of State for Education, if she will have discussions with the Secretary of State for Education on (a) domestic extremist threats and (b) other terror related threats against primary and secondary schools; and what assessment she has made of the potential measures of putting new measures in place to strengthen (i) entrances and (ii) perimeter boundaries in schools. \p Stephen Morgan: The Prevent duty safeguards children and young people from extremist ideologies to prevent them from becoming terrorists or supporting terrorism. The department publishes over 150 resources to support schools, parents and pupils in protecting children from extremism. These resources can be found at: https://www.educateagainsthate.com/.

For any new school building the department recommends a security risk assessment is completed which will set out any necessary safeguarding and security requirements, where they are suitable.

The department publishes comprehensive and well-established ‘Protective Security and Preparedness’ guidance which helps staff prepare for and respond to terrorist and other significant threats. This guidance can be found at: https://www.gov.uk/government/publications/protective-security-and-preparedness-for-education-settings.

The government will further strengthen the national security response through measures included in the Terrorism (Protection of Premises) Bill. The Bill will require all education settings to take forward public protection procedures. This will establish a legal requirement which specifically relates to the response to a terrorist attack.
wrans/answers2025-04-07 conversation_385
Source: hansard.parliament.uk (2025-04-07)

UK Parliament Hansard data: wrans/answers2025-04-07 conversation_385

Dr Simon Opher:To ask the Secretary of State for Education, what steps she is taking to support (a) early education and (b) childcare providers. \p Stephen Morgan: The government is committed to giving children the best start in life and has set the ambition through the government’s Plan for Change for a record proportion of children starting school ready to learn.

The department has set a target for 75% of children to achieve a good level of development by the end of reception, by 2028. This target aims to ensure that children are school-ready and have met their early learning goals by the age of five.

Next year alone, the department plans to provide over £8 billion for early years entitlements, which is a more than 30% increase compared to 2024/25.

The early years pupil premium rate has increased by over 45% compared to the 2024/25 financial year, which is equivalent to up to £570 per eligible child per year. The department is also providing further supplementary funding of £75 million for the early years expansion grant and £25 million through the forthcoming National Insurance contributions grant for public sector employers in early years.

State-funded primary-phase schools have submitted bids for up to £150,000 of capital funding to refurbish spare internal space to create or expand school-based nurseries. This is the first stage in our plan to deliver 3,000 school-based nurseries and will help deliver on the department’s commitment to ensure families across the country have access to high-quality childcare and early education.

The department is also delivering programmes to support the sector to attract talented staff and childminders by creating conditions for improved recruitment, alongside programmes to better utilise the skills of the existing workforce.