Written questions by Hinds.

What assessment she has made of the effectiveness of schools' implementation of her Department's guidance entitled Mobile phones in schools, published on 19 February 2024.

Departmental 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 published in April 2025, 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.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.

What information her Department holds on the costs incurred by schools for implementing smartphone bans during the school day.

Departmental 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 published in April 2025, 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.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.

What assessment she has made of the potential impact of changes to funding levels on the language hubs programme.

The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.

For what reason his Department has reduced funding for the language hubs programme.

The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.

For what reason the number of cohorts has been reduced in the Future High Potential Initial Teacher Training Programme contract.

The High Potential Initial Teacher Training Programme has played a vital part in boosting teaching quality across the country. The current contract is coming to an end and, as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.The programme is being adapted to return it to its original purpose - attracting a limited number of the very best trainee teachers to work in disadvantaged areas of the country.The department is also growing other popular routes into teaching, building on the progress we have already made towards recruiting an additional 6,500 teachers across secondary and special schools, and our colleges over the course of this parliament.

For what reason the indicative total contract value for the Future High Potential Initial Teacher Training Programme contract has reduced from £150 million in April 2025 to £89 million in September 2025.

The High Potential Initial Teacher Training Programme has played a vital part in boosting teaching quality across the country. The current contract is coming to an end and, as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.The programme is being adapted to return it to its original purpose - attracting a limited number of the very best trainee teachers to work in disadvantaged areas of the country.The department is also growing other popular routes into teaching, building on the progress we have already made towards recruiting an additional 6,500 teachers across secondary and special schools, and our colleges over the course of this parliament.

What assessment she has made of potential advantages and disadvantages of moving most GCSEs for most pupils to a digital format.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18. The Review is evaluating the existing national curriculum and assessment system in England, to ensure they are fit for purpose. The Review panel published an interim report in March 2025 which highlighted that further work is ongoing to consider the issue of onscreen assessment. The interim report is available here: https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf.The department and Ofqual are considering the potential risks and benefits of onscreen assessment, including the implications for schools and colleges, students and other stakeholders.

Whether she has had discussions with (a) OfQual (b) examination boards on the potential impact of moving most GCSEs for most pupils to a digital format.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18. The Review is evaluating the existing national curriculum and assessment system in England, to ensure they are fit for purpose. The Review panel published an interim report in March 2025 which highlighted that further work is ongoing to consider the issue of onscreen assessment. The interim report is available here: https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf.The department and Ofqual are considering the potential risks and benefits of onscreen assessment, including the implications for schools and colleges, students and other stakeholders.

What progress she has made on recruiting 6,500 new expert teachers in key subjects.

There are 2,346 more full-time equivalent teachers in secondary and special schools in 2024/25 compared to 2023/24 and there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics (STEM), acceptances are up 25% compared to last year.The department is driving teacher recruitment and retention across all subjects to deliver our pledge. We recognise that workforce shortages are more acute in some subjects which is why we have invested £233 million in recruitment incentives, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free for trainees in mathematics, physics, chemistry and computing.In addition, for 2025/26 the department is offering targeted retention incentives 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 or teach technical subjects in further education colleges. .

If she will list the key subjects into which her Department is recruiting 6,500 new expert teachers.

There are 2,346 more full-time equivalent teachers in secondary and special schools in 2024/25 compared to 2023/24 and there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics (STEM), acceptances are up 25% compared to last year.The department is driving teacher recruitment and retention across all subjects to deliver our pledge. We recognise that workforce shortages are more acute in some subjects which is why we have invested £233 million in recruitment incentives, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free for trainees in mathematics, physics, chemistry and computing.In addition, for 2025/26 the department is offering targeted retention incentives 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 or teach technical subjects in further education colleges. .

On what date her Department first published a projection of the number of (a) Primary and (b) Secondary school places that would be needed in September 2024.

​​Estimates of the primary places needed to meet predicted demand for places in September 2024 were first published on 24 March 2022.​Estimates of the secondary places needed to meet predicted demand for places in September 2024 were first published on 28 March 2019.​The statutory duty to provide sufficient school places sits with local authorities.

Whether she plans to fund level 6 apprenticeships for all ages for 2027-28.

Level 6 apprenticeships are a core part of our apprenticeships offer and continue to be funded by government.

Whether the fall in the number of children at independent schools was in line with her Department’s projections.

Pupil numbers remain firmly within expectations and higher than 2021/22. As a percentage of the overall school population, private school pupils have remained the same, at 6.5%. It has been between 6% and 7% for the last two decades.

Pursuant to the Answer of 9 June 2025 to Question 54726 on Schools: internet, what steps she is taking to ensure blocks on illegal content are (a) technically enforced and (b) cannot be overridden in all education settings.

Keeping children safe is an absolute priority for this government and schools play a critical role in this.In England, schools must procure their own technology, including filtering and monitoring systems, and ensure they meet the statutory safeguarding requirements set out in the ‘Keeping children safe in education’ (KCSIE) statutory guidance and in the filtering and monitoring standards, in order to protect students from harmful and/or illegal content. Both are available here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 and https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/filtering-and-monitoring-standards-for-schools-and-colleges.The standards require filtering systems to effectively block harmful and inappropriate content using regularly updated blocklists from the Internet Watch Foundation (IWF) and the Counter-Terrorism Internet Referral Unit (CTIRU). Schools cannot alter or disable these lists. Additionally, filtering providers must be members of the IWF, signed up to CTIRU, and committed to maintaining updates.KCSIE signposts to resources to help schools make informed decisions to support safeguarding which, amongst others, includes a tool from South West Grid for Learning that allows schools to check whether their filtering provider is aligned with the necessary blocklists. This resource is available here: https://swgfl.org.uk/services/test-filtering/. We also funded the UK Safer Internet Centre to produce a series of webinars, which are available at: https://saferinternet.org.uk/blog/filtering-and-monitoring-webinars-available. We have also recently launched the plan technology for your school service which helps schools understand how to meet the standards. The guidance is available at: https://www.gov.uk/guidance/plan-technology-for-your-school.

What her Department's definition is of expert teachers.

Recruiting and retaining high quality teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament.The term ‘expert teacher’ focuses on the qualities and expertise it requires to be a high quality teacher and ensuring that teaching remains a valued profession. Quality teaching is essential to reduce the attainment gap and is the most significant in-school and college determinant of pupil outcomes.This is why the department has put in place initiatives to ensure teachers are better qualified and better trained. We are introducing legislation to ensure new teachers have or are working towards qualified teacher status, and to help further improve teacher quality from September 2025, we will also introduce the new initial teacher training and early career framework, replacing the current initial teacher training core content framework and the early career framework. We are also reviewing national professional qualification courses to align with the latest evidence and best practice.

What the time series trends are of the proportion of entrants for (a) GCSEs and (b) other public examinations that use a method other than hand writing for any written, as opposed to practical or coursework, assessment for (i) special educational need or disability reasons and (ii) other reasons from the earliest year for which data are available.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to the hon. Member for East Hampshire directly and a copy of his reply will be placed in the Libraries of both Houses.

With reference to the Spending Review 2025, CP 1336, published on 11 June 2025, what assumptions have been made about spending on (a) special educational needs and disabilities and (b) high needs.

At the Spending Review 2025, the government announced that funding for schools will increase by £4.7 billion per year by 2028/29, compared to the 2025/26 core schools budget, which was published at the Spring Statement 2025.This additional funding will enable us to transform the special educational needs and disabilities (SEND) system to make mainstream schools more inclusive, improve outcomes and stop parents having to fight for support.Details of the government's intended approach to SEND reform will be set out in a Schools White Paper in the autumn. The department will also provide further details on the national funding formulae for schools and high needs for 2026/27.

With reference to the Spending Review 2025, CP 1336, published on 11 June 2025, what the £248 million of technical efficiencies are.

Spending Review 2025 delivers on the Plan for Change and sets out spending plans for the rest of the Parliament. The settlement for the department ensures we can invest in excellence for every child, so that their background will not dictate what they go on to achieve.The department has worked with the Office for Value for Money to identify £248 million of technical efficiencies by 2028/29. Details of these technical efficiencies are included in paragraphs 2.11 to 2.13 of the Departmental Efficiency Plans document, which was published alongside the main Spending Review document. This can be found here: https://www.gov.uk/government/publications/departmental-efficiency-delivery-plans.

With reference to the Spending Review 2025, CP 1336, published on 11 June 2025, what the constituent parts are of the commitment to making at least 5% savings and efficiencies other than the changes already announced to Level 7 apprenticeships.

Spending Review 2025 delivers on the Plan for Change and sets out spending plans for the rest of the Parliament. The settlement for the department ensures that we can invest in excellence for every child, so that we break the unfair link between background and success.As set out in the Department for Education's section of the Departmental Efficiency Delivery Plans, the department will deliver efficiencies in both its frontline and non-frontline spending.95% of the department spending goes to the frontline and we will continue to support frontline providers in getting maximum value from every pound spent.In relation to children’s social care, for example, the programme (joint with the Ministry of Housing, Communities and Local Government) to reform the sector focuses on preventative activity which avoids families’ needs escalating, reducing costs and demand in the system. In relation to schools, the department will work alongside the sector to go further to get best value from their resources and is expanding the suite of productivity initiatives available. We will also work with the further education (FE) sector to improve the value for money of government spend by providing FE Commissioner support to colleges and other relevant providers. We are seeking to provide opportunities for economies of scale arising from more 16 to 19-year-olds moving into post-16 education and training, simplifying processes and reducing data collection burdens, and providing greater certainty of capital funding to enable colleges with estate planning, and exploring commercial efficiencies. Further information can be found in the Departmental Efficiency Delivery Plans.

With reference to the Spending Review 2025, CP 1336, published on 11 June 2025, how she plans to allocate the additional spending on (a) training and (b) apprenticeships.

The skills system is central to achieving economic growth and breaking down barriers to opportunity. The government is providing £1.2 billion of additional investment per year by 2028/29. This includes funding to support 1.3 million 16 to 19-year-olds to access high-quality training, supporting 65,000 additional learners per year by 2028/29. It will also deliver £625 million between 2025/26 and 2028/29 to train up to 60,000 skilled construction workers, as announced at Spring Statement 2025.Further detail on funding within this allocation will be set out in due course.