Written questions by Morello.

Whether she has made an assessment of the potential impact of incorrectly assessing people as ineligible for home fee status on students from the Cayman Islands.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

Whether she has made an assessment of the adequacy of the consistency of decisions made by higher education providers on the eligibility of students from the Cayman Islands for home fee status.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

What support is available for traditional boat building skills' educational programmes in coastal communities.

The department supports all learners in coastal areas who wish to have a career in boatbuilding through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available. This includes specific qualifications and apprenticeships in boatbuilding together with apprenticeships and qualifications, including T levels, in such subjects as marine engineering, carpentry, design, construction and welding, all of which provide knowledge and skills that support careers in boatmaking.

What steps her Department is taking to provide (a) education and (b) training opportunities to support women to pursue careers in traditional boat building.

The department supports all learners in coastal areas who wish to have a career in boatbuilding through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available. This includes specific qualifications and apprenticeships in boatbuilding together with apprenticeships and qualifications, including T levels, in such subjects as marine engineering, carpentry, design, construction and welding, all of which provide knowledge and skills that support careers in boatmaking.

What steps her Department is taking to support (a) education and (b) training in traditional boat building skills in West Dorset constituency.

The department supports all learners in coastal areas who wish to have a career in boatbuilding through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available. This includes specific qualifications and apprenticeships in boatbuilding together with apprenticeships and qualifications, including T levels, in such subjects as marine engineering, carpentry, design, construction and welding, all of which provide knowledge and skills that support careers in boatmaking.

If she will meet with the hon. Member for West Dorset to discuss funding for Dorset studio School.

My right hon. Friend, the Secretary of State for Education and Ministers meet with a wide range of parliamentary colleagues to discuss schools in their constituencies. Should a specific meeting be required, the hon. Member for West Dorset may contact the Secretary of State’s office.The schools national funding formula (NFF) allocates funding primarily based on pupil numbers and pupil characteristics, including additional funding for deprived pupils and pupils with low prior attainment. Schools also receive funding which does not change with pupil numbers, such as lump sum contributions to fixed costs.The NFF is used to calculate funding allocations at local authority level. Local authorities’ own funding formulae determine the actual allocations for individual schools and academies, including studio schools, in their area.Dorset Studio School is attracting nearly £2.9 million in the 2025/26 financial year, or £7,950 per pupil, through the schools NFF. However, as schools' final allocations are determined by local authority funding formulae and based on updated pupil numbers, the final funding allocation may differ from this. The academy general allocation guide for the 2025/26 academic year provides further guidance on understanding studio school funding allocations for the next academic year, and can be accessed here: https://www.gov.uk/government/publications/academies-general-annual-grant-allocation-guides-2025-to-2026.With regards to capital funding, ensuring schools and colleges have the resources and buildings they need is a key part of our mission to break down barriers to opportunity and give every young person the best start in life. The feasibility and project costs for Dorset Studio School are currently being reviewed and the relevant approvals will then be sought.

What assessment her Department has made of the potential impact of post-16 transition arrangements on students in (a) Social, Emotional and Mental Health provisions and (b) Pupil Referral Units unable to access (i) mainstream and (ii) specialist post-16 education.

The statutory duty on local authorities to arrange alternative provision applies to children of compulsory school age. This includes a duty to arrange education for children who cannot attend school due to their mental or physical health needs.Although the duty only applies to children of compulsory school age, alternative provision schools, including pupil referral units, can offer post-16 provision if they wish to do so. 21 of the 334 state-funded alternative provision schools currently have a registered sixth form.If any alternative provision schools would like to offer post-16 placements, they should approach the department to discuss this. Funded post-16 education has a variety of provider types which deliver different provision, relevant to the different aspirations and needs of post-16 students. In addition, 16 to 19 study programmes should be tailored to meet the individual needs of the young person.

What steps her Department is taking to enable (a) Social, Emotional and Mental Health provisions and (b) Pupil Referral Units to extend (i) academic and (ii) vocational education to post-16 students on the same site.

The statutory duty on local authorities to arrange alternative provision applies to children of compulsory school age. This includes a duty to arrange education for children who cannot attend school due to their mental or physical health needs.Although the duty only applies to children of compulsory school age, alternative provision schools, including pupil referral units, can offer post-16 provision if they wish to do so. 21 of the 334 state-funded alternative provision schools currently have a registered sixth form.If any alternative provision schools would like to offer post-16 placements, they should approach the department to discuss this. Funded post-16 education has a variety of provider types which deliver different provision, relevant to the different aspirations and needs of post-16 students. In addition, 16 to 19 study programmes should be tailored to meet the individual needs of the young person.

Whether her Department has considered allowing (a) Social, Emotional and Mental Health provisions and (b) Pupil Referral Units to offer post-16 education within existing frameworks.

The statutory duty on local authorities to arrange alternative provision applies to children of compulsory school age. This includes a duty to arrange education for children who cannot attend school due to their mental or physical health needs.Although the duty only applies to children of compulsory school age, alternative provision schools, including pupil referral units, can offer post-16 provision if they wish to do so. 21 of the 334 state-funded alternative provision schools currently have a registered sixth form.If any alternative provision schools would like to offer post-16 placements, they should approach the department to discuss this. Funded post-16 education has a variety of provider types which deliver different provision, relevant to the different aspirations and needs of post-16 students. In addition, 16 to 19 study programmes should be tailored to meet the individual needs of the young person.

When her Department plans to confirm funding for the adoption and special guardian support fund for 2025-26 financial year.

The department will shortly be finalising business planning decisions on how we will allocate the department’s budget for the next financial year. All decisions regarding the Adoption and Special Guardianship Support Fund are being made as part of these discussions. An announcement will be made as soon as possible.Applications for the fund with therapy starting in this financial year are still being accepted and processed under business as usual.

What assessment she has made of the potential implications for her polices of recent trends in the (a) adequacy of SEND provision in mainstream schools, (b) availability of specialist school places and (c) number of children being home educated.

For too long the education and care system has not met the needs of all children, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.The department wants more children and young people to receive the support they need to achieve and thrive in their local mainstream school, reducing the need for pupils to be educated at home or to travel a long way to access a specialist placement. Many mainstream settings are delivering specialist provision locally, including through resourced provision and special educational needs units. Alongside this, the department recognises the vital role that special schools play catering to children and young people with the most complex needs.The Children and Families Act 2014 requires local authorities to ensure there are sufficient school places for all pupils, including those with SEND. If a local authority identifies a shortage of special school places, resulting in a significant number of pupils needing to travel a long way to access a placement, they should consider creating or expanding local provision to meet that need.My right hon. Friend, the Secretary of State for Education, has now announced £740 million for high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision. This new funding can be used to adapt classrooms to be more accessible for children with SEND or create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit pupils’ needs, as well as continuing to provide places to support pupils in special schools with the most complex needs.

What steps she is taking to integrate agricultural education into school curriculums.

Cooking and nutrition are mandatory in the design and technology curriculum for key stages 1 to 3. At GCSE, pupils can choose to study a food preparation and nutrition course. The subject content requires pupils to demonstrate knowledge and understanding of how foods are grown, reared or caught, and the primary and secondary stages of processing and production.In the citizenship curriculum, the non-statutory programmes of study at key stages 1 and 2 include content about what improves and harms local, natural and built environments and how people look after them. Pupils also consider social and moral dilemmas that they come across in everyday life, such as environmental issues.Oak National Academy’s (Oak) freely available curriculum resources explore agricultural education in a number of subject areas, including science, history and geography. New Oak science lessons for key stages 1 to 4, which will cover how humans can live sustainably to protect earth for a better future, are also being developed. These will refer to agricultural practices and their impact on the environment.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 curriculum that readies young people for life and work, building the knowledge, skills and attributes young people need to thrive.

What steps her Department is taking to ensure that there is adequate provision of (a) SEND support in mainstream schools and (b) places in specialist schools.

For too long the education and care system has not met the needs of all children, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve.The department wants more children and young people to receive the support they need to achieve and thrive in their local mainstream school, reducing the need for pupils to be educated at home or to travel a long way to access a specialist placement. Many mainstream settings are delivering specialist provision locally, including through resourced provision and special educational needs units. Alongside this, the department recognises the vital role that special schools play catering to children and young people with the most complex needs.The Children and Families Act 2014 requires local authorities to ensure there are sufficient school places for all pupils, including those with SEND. If a local authority identifies a shortage of special school places, resulting in a significant number of pupils needing to travel a long way to access a placement, they should consider creating or expanding local provision to meet that need.My right hon. Friend, the Secretary of State for Education, has now announced £740 million for high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision. This new funding can be used to adapt classrooms to be more accessible for children with SEND or create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit pupils’ needs, as well as continuing to provide places to support pupils in special schools with the most complex needs.

What assessment her Department has made of the potential impact of the time taken to approve the adoption and special guardianship support fund for 2025-26 on (a) children and (b) families requiring therapeutic support in Dorset.

The department will shortly be finalising business planning decisions on how we will allocate the department’s budget for the next financial year. All decisions regarding the Adoption and Special Guardianship Support Fund are being made as part of these discussions. An announcement will be made as soon as possible.Applications for the fund with therapy starting in this financial year are still being accepted and processed under business as usual.

What steps her Department is taking to (a) support home educators and (b) protect children removed from mainstream schools for malicious reasons.

The department is introducing the first ever duty on local authorities to provide support for home educating families as part of the Children not in School measures of the Children’s Wellbeing and Schools Bill. The support duty ensures an established baseline level of support across all English local authorities, to ensure that wherever home educating families live they can have access to a reliable level of support from their local authority, if they choose to access it.The department’s existing elective home education guidance for parents already sets out to help parents understand their obligations and rights in relation to elective home education.This government is clear that any form of off-rolling is unacceptable, and we will work with Ofsted to tackle this. We are committed to strengthening accountability through reforming Ofsted to enhance the inspection regime by replacing a single headline grade with a new report card system, telling parents clearly how schools are performing, and introduce a new annual review of safeguarding, attendance, and pupil movement, including off-rolling.

Whether she has made an assessment of the potential merits of allocating separate funding for (a) oral hygiene education and (b) toothbrushing schemes in schools located in areas with high levels of tooth decay.

The department is working with the Department of Health and Social Care to help promote and deliver supervised toothbrushing programmes for 3 to 5 year-olds in the most deprived communities.We recognise that prevention is better than cure. For this reason, we will be targeting the areas of highest need in order to have the greatest impact on young children’s oral health.Further information on the implementation timetable will be confirmed in due course.Currently all state-funded schools in England are required to teach about good oral hygiene as part of the statutory health education set out within relationships, sex and health education statutory guidance. Independent schools are required to cover health education as part of their responsibility to provide personal, social, health and economic education.

What steps her Department is taking to support councils (a) in West Dorset and (b) nationally to increase local special school places to reduce reliance on out-of-county placements for children with Education, Health and Care Plans.

The department knows that many children and young people with special educational needs and disabilities (SEND) struggle to find a suitable school placement that is close to their home and meets their needs. This government is committed to addressing this by improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. The department wants more children and young people to receive the support they need to thrive in their local mainstream school, reducing the need for pupils to travel a long way to access a specialist placement. Many mainstream settings are already going above and beyond to deliver specialist provision locally, including through resourced provision and special educational needs units. The department is committed to ensuring special schools play a vital role in supporting those pupils with the most complex needs. The Children and Families Act 2014 requires local authorities to ensure there are sufficient school places for all pupils, including those with SEND. If a local authority identifies a shortage of special school places, resulting in a significant number of pupils needing to travel a long way to access a placement, they could consider creating or expanding provision. My right hon. Friend, the Secretary of State for Education announced £740 million for high needs capital in 2025/26 to support children and young people with SEND or who require alternative provision. This new funding can be used to adapt classrooms to be more accessible for children with SEND, create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs, alongside continuing to provide places to support pupils in special schools with the most complex needs. Departmental officials work closely with Dorset Council to strategically oversee SEND place planning and to see what support we can provide to ensure there are sufficient high-quality SEND places in the system. We will confirm local authority allocations to West Dorset for high needs capital funding in the spring.

What steps she is taking to help reduce waiting times for SEND assessments by local authorities in rural areas with fewer staff.

The department wants to ensure that, where required, education, health and care (EHC) plan assessments are progressed promptly and, if needed, plans are issued as quickly as possible so that children and young people can access the support they need.Local...

If she will take steps to allocate more funding for SEND provision in rural areas.

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 in their education and as they move into adult life.The department is ...

What steps her Department is taking to help improve access to SEND services for children who need specific adaptations for their educational needs.

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 in their education and as they move into adult life.The department wan...