Written questions by Khan.

If she will (a) extend and (b) increase bursaries and salary uplifts for shortage subject teachers in schools with high proportions of pupils from low income backgrounds.

For the 2024/25 and 2025/26 academic years, the department is offering Targeted Retention Incentive payments worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. These payments are offered to teachers in the most disadvantaged 50% of schools nationally, based on the proportion of pupils eligible for the Pupil Premium. This supports the recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most. It also represents a doubling of the payments of up to £3,000 after tax that were offered in the same schools prior to the 2024/25 academic year.In addition, the department announced an initial teacher training (ITT) financial incentives package worth £233 million for trainee teachers in the 2025/26 academic year, a £37 million increase on the last cycle. This includes bursaries worth up to £29,000 tax-free and scholarships worth up to £31,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing. It also includes salary grants of up to £29,000 in the same subjects so schools, including those in disadvantaged areas, can recruit trainee teachers on salaried routes including the Postgraduate Teaching Apprenticeship.

What recent discussions she has had with (a) the Teaching Regulation Agency and (b) university providers on expanding initial teacher training places targeted at schools in disadvantaged areas.

Evidence shows that high-quality teaching is the most important in-school factor that improves outcomes for children. The department has reformed initial teacher training and the early career induction to ensure that children in every area of England benefit from high-quality teaching. The High Potential Initial Teacher Training Programme, currently delivered by Teach First, recruits high-quality candidates specifically for placement in schools serving low-income communities to help improve outcomes for pupils. We are making the post-graduate teaching apprenticeship route easier to deliver for schools, helping us to better meet candidate demand across the country, including in lower income areas.Work is already underway to deliver on our pledge to recruit an additional 6,500 expert teachers. The workforce has grown by 2,346 full-time employed staff between 2023/24 and 2024/25 in secondary and special schools. Our future schoolteacher pipeline is also growing. As of June 2025, there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics, acceptances are up 25% compared to last year.The Teaching Regulation Agency has no responsibility in determining initial teacher training placement provision.

What plans she has to work (a) Teach First and (b) other school led partnerships to place additional high calibre graduates into schools in low income communities.

Evidence shows that high-quality teaching is the most important in-school factor that improves outcomes for children. The department has reformed initial teacher training and the early career induction to ensure that children in every area of England benefit from high-quality teaching. The High Potential Initial Teacher Training Programme, currently delivered by Teach First, recruits high-quality candidates specifically for placement in schools serving low-income communities to help improve outcomes for pupils. We are making the post-graduate teaching apprenticeship route easier to deliver for schools, helping us to better meet candidate demand across the country, including in lower income areas.Work is already underway to deliver on our pledge to recruit an additional 6,500 expert teachers. The workforce has grown by 2,346 full-time employed staff between 2023/24 and 2024/25 in secondary and special schools. Our future schoolteacher pipeline is also growing. As of June 2025, there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics, acceptances are up 25% compared to last year.The Teaching Regulation Agency has no responsibility in determining initial teacher training placement provision.

Food and Rural Affairs, what plans he has to support local authorities in tackling methane emissions.

Reducing emissions further requires ‘turning off the tap’ for landfill gas production by diverting biodegradable waste from landfill, as well as maximising capture and destruction of landfill gas created by previously deposited waste. Defra is exploring options for the near elimination of municipal biodegradable waste to landfill from 2028 and landfill gas capture and is engaging with the landfill and landfill gas operators on these issues. Simpler Recycling will deliver changes in waste management including separate food waste collection which explicitly aims to divert this material from landfill.

Whether he has considered implementing a methane tax on vented emissions from North Sea oil and gas operators to help incentivise improved (a) capture and (b) use of wasted gas.

The UK has committed to end routine flaring and venting by 2030. The North Sea Transition Authority issues consents for flaring and venting activity with strict limits and uses enforcement action as part of its regulatory toolkit. The UK’s oil and gas sector has one of the lowest upstream methane emission intensities globally and achieved the Oil and Gas Climate Initiative’s 0.2 per cent methane intensity target by 2025, achieving 0.17 per cent in 2020 with a further decrease to 0.13 per cent in 2022.

What steps he is taking to promote UK leadership on methane reduction (a) technologies and (b) services in international markets ahead of COP30.

We promote the use of technology in reducing emissions across agriculture, waste and oil and gas sectors. Examples include offshore and onshore oil and gas operators using cameras, drones and sensors to detect leaks, capturing methane from landfill and using it for electricity, carrying out world-leading research to reduce landfill methane emissions and we are reviewing the use of methane suppressing feed products in suitable cattle systems. Ahead of COP30 will use our international leadership role as a Global Methane Pledge Champion to continue to encourage and support others to reduce methane emissions across all sectors.

Food and Rural Affairs, what assessment his Department has made of the potential impact of methane reduction measures on (a) air quality and (b) public health.

The Government recognises that methane contributes to the formation of ground-level ozone, a harmful air pollutant, and is also a significant greenhouse gas. That is why the Government are taking action to drive down emissions of this pollutant.

Food and Rural Affairs, what steps his Department is taking to reduce methane emissions from agriculture through (a) dietary changes, (b) manure management, (c) innovation in feed additives and (d) other methods.

The Carbon Budget Delivery Plan (CBDP), published in 2023, outlines measures to reduce methane in the agricultural sector and meet our Carbon Budget 4-6 commitments. Defra is actively exploring ways to reduce methane emissions, including through scientific research into livestock management, feed, and breeding. The Government will set Carbon Budget 7 by June 2026 outlining the next phase of the UK’s net zero pathway, including future policies to further mitigate methane from agriculture. In particular, we are supporting access to nutritious food and healthier diets through our ambitious Food Strategy. The Government respects individual dietary choices for a healthy diet, as set out by the NHS Eatwell Guide. Adherence to the Eatwell Guide has been shown to improve both health and environmental outcomes, with appreciably lower environmental impact than the current UK diet. To support manure management, the Farming Equipment and Technology Fund provides grants to improve farm productivity, slurry management and animal health and welfare, which contribute to methane reductions.

Food and Rural Affairs, what plans he has to support local authorities in tackling methane emissions from landfill sites through improved (a) waste separation, (b) capture technologies and (c) food waste reduction.

Reducing emissions further requires ‘turning off the tap’ for landfill gas production by diverting biodegradable waste from landfill, as well as maximising capture and destruction of landfill gas created by previously deposited waste. Defra is exploring options for the near elimination of municipal biodegradable waste to landfill from 2028 and landfill gas capture and is engaging with the landfill and landfill gas operators on these issues. Simpler Recycling will deliver changes in waste management including separate food waste collection which explicitly aims to divert this material from landfill.

Whether his Department plans to include methane in the UK Emissions Trading Scheme.

The expansion of the UK Emissions Trading Scheme scope to include methane emissions in the upstream oil and gas sector is being considered by the UK ETS Authority. The Authority will set out more detail in due course.

Whether his Department has made an assessment with Cabinet colleagues of the potential impact of the industrial strategy on increasing the availability of clinical trials for young people with cancer.

The Department is committed to ensuring that all patients, including young people with cancer, have access to cutting-edge clinical trials and innovative, lifesaving treatments.The Department is working to fast-track clinical trials to drive global investment into life sciences, improve health outcomes, and accelerate the development of the medicines and therapies of the future, including for cancer.Through the Life Sciences Sector Plan, the Government has committed to improving the speed and capacity of commercial clinical research, including trials for young people with cancer. This is supported by commitments to invest at scale in discovery science and maximise the United Kingdom’s translational research capacities, accelerating the development of new medicines and technologies, and getting innovative treatments to patients more efficiently.Each action in the Life Sciences Sector Plan includes metrics through which performance can be measured. An annual Implementation Update will transparently summarise progress against both the overarching targets as well as on an action-by-action basis.

What steps her Department is taking to ensure (a) schools and (b) colleges are equipped to (i) identify and (ii) support (A) autistic girls and (B) autistic girls who mask symptoms.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.

What assessment she has made of the potential impact of the diagnostic wait time on the educational outcomes of autistic (a) girls and (b) boys.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.

What steps she is taking to ensure that autistic girls with (a) avoidant restrictive food intake disorder, (b) sensory sensitivities and (c) other additional needs are able to access inclusive learning environments.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.

Whether she plans to review (a) current school-based assessment and (b) referral systems for autism to reduce (i) misdiagnosis and (ii) late diagnosis in girls.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.

Whether she plans to update SEND guidance to reflect current understanding of autism presentation in women and girls.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed and thrive in their education and as they move into adult life.Under the Children and Families Act 2014, mainstream schools must use their best endeavours to make sure a child or young person who has SEND gets the special educational provision they need. The SEND code of practice is clear that support should be put in place to meet the needs of the child or young person when these are identified. There is no need to wait for a formal diagnosis.The Neurodivergence Task and Finish Group, chaired by Professor Karen Guldberg, brings together experts to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings, including those who are autistic.Additionally, the department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings and have commissioned evidence reviews from Newcastle University and University College London. The ‘What Works in SEND’ research programme is researching tools that schools can use to identify the needs of neurodivergent children.The department provides continuing professional development to the school and further education workforce through the Universal SEND Services programme, led by the National Association for Special Educational Needs (NASEN). From April 2025, NASEN are developing a new autism-specific online training offer to support the workforce’s understanding of autism, which will include ‘train the trainer' packages and webinars to support teachers and leaders to deliver autism training in their settings.The department has also invested in the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which is a national programme backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children including pupils with autism.

What steps her Department is taking to ensure that mental health services are equipped to support autistic women and girls who may present with (a) high anxiety and (b) sensory distress in Manchester Rusholme constituency.

We know that autistic people, including women and girls, can face challenges in accessing mental health services.While it is the responsibility of integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including the provision of mental health support for autistic people in Manchester Rusholme, we are taking action to increase awareness and understanding of autism within health and adult social care services. Under the Health and Care Act 2022, providers registered with the Care Quality Commission are required to ensure their staff receive specific training on learning disability and autism appropriate to their role.To support this, we have been rolling out the Oliver McGowan Mandatory Training on Learning Disability and Autism to the health and adult social care workforce. The first part of this training has now been completed by over three million people.NHS England has also rolled out additional training across mental health services. 5,000 trainers have been trained as part of the National Autism Trainer Programme and this training covers autism presentation in women and girls. These trainers will cascade their training to teams across mental health services.NHS England also commissioned the Royal College of Psychiatrists to deliver the National Autism Training Programme for Psychiatrists, with over 300 psychiatrists trained in the past three years.Furthermore, NHS England has published guidance on how to improve the quality, accessibility, and acceptability of care and support for autistic adults to meet their mental health needs, as well as guidance on adaptations of NHS Talking Therapies for autistic people.

Whether he plans to review the medical model of autism support in favour of strength-based, neuro-affirmative approaches.

The Government is committed to creating a more inclusive society where autistic people are supported to thrive. We value the unique strengths and skills that autistic people can bring to education, employment, and communities, and there is relevant work on inclusion ongoing in multiple Government departments.For the National Health Service, our focus is to make sure the NHS is providing the right support to the right people at the right time. For people with suspected or diagnosed autism, the optimal approach is often to identify and meet needs early in life, and support and empower individuals, which need not always be reliant on a clinical diagnosis. The 10-Year Health Plan sets out the core principle of early intervention and support, without the need for diagnosis, including for children and young people.It is the responsibility of integrated care boards to make available appropriate provision to meet the health and care needs of their local population, including autism assessments and support, in line with relevant National Institute for Health and Care Excellence (NICE) guidelines. The NICE guidelines on autism cover the different ways that health and care professionals can provide support for autistic people and aim to improve access and engagement with interventions and services.

Whether she has made an assessment of the potential impact of (a) intersectionality and (b) cultural perceptions on the underdiagnosis of autism in women and girls.

The Department and NHS England continue to look at relevant evidence and national data sources so that we can identify and try to mitigate health inequalities.Analyses of the NHS Health and Care of People with Learning Disabilities data, which provides information on differences in healthcare between people with a learning disability and/or autism and those without, published by NHS England, supports evidence from the literature that rates of diagnoses are often lower, and below expected prevalence, in certain ethnic communities. We also know from the research literature that attitudes, beliefs, and stigma about neurodevelopmental differences likely play a significant role.

What steps she is taking to reduce waiting times for autism (a) diagnosis and (b) support for (i) adults and (ii) children.

The Government has recognised that, nationally, the demand for assessments for autism has grown significantly in recent years and that people are experiencing severe delays for accessing such assessments. The Government’s 10-Year Health Plan will make the National Health Service fit for the future, and it recognises the need for early intervention and support, without the need for diagnosis.It is the responsibility of integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including provision of autism services, in line with relevant National Institute for Health and Care Excellence guidelines.On 5 April 2023, NHS England published a national framework and operational guidance to help ICBs and the NHS deliver improved outcomes for people referred to an autism assessment service. The guidance also sets out what support should be available before an assessment and following a recent diagnosis of autism. Since publication, NHS England has been supporting systems and services to identify where there are challenges for implementation and how they might overcome these.The Government is supporting inclusive environments and earlier intervention for children with special educational needs and disabilities (SEND) through the Early Language Support for Every Child and the Partnerships for Inclusion of Neurodiversity in Schools programmes. In addition, through local commissioning, the Government will ensure that neighbourhood health services work in partnership with family hubs, schools, nurseries, and colleges to offer timely and joined-up support to children, young people, and their families, including for those with SEND.