Written questions by McMurdock.

What steps she is taking to support schools to help prevent (a) knife crime and (b) youth violence.

Keeping children safe is a top priority for this government. The department works closely with the Home Office to deliver better and safer outcomes for children and young people through the Opportunity and Safer Streets Missions.Education plays a vital role in helping children lead safe, fulfilling lives and can act as a protective factor for those who are vulnerable. Statutory guidance, including ‘Working together to safeguard children’ and ‘Keeping children safe in education’ sets out the safeguarding duties and responsibilities of education settings. This spans action taken within schools, such as through effective whole-school behaviour policies and pastoral support provision, through to the role of schools within multi-agency safeguarding arrangements, and action taken by schools to escalate concerns about children to local authority services.The department encourages and supports all schools to adopt effective, evidence-based approaches to preventing violence, working in close partnership with the Youth Endowment Fund to promote and embed best practice in violence prevention across the education sector.Updated relationships, sex and health education guidance was published in July 2025, including new content focused on staying safe from all forms of violence, and skills to help children avoid involvement in conflict and violence, such as knife crime. For those children who need more focused prevention support, the department is building on the insights from its evaluated school-based support, attend, fulfil, exceed taskforces and Alternative Provision Specialist Taskforces programmes, working to ensure all schools can benefit from these insights.

What assessment she has made of the adequacy of school initiatives in preventing (a) knife crime and (b) youth violence.

Keeping children safe is a top priority for this government. The department works closely with the Home Office to deliver better and safer outcomes for children and young people through the Opportunity and Safer Streets Missions.Education plays a vital role in helping children lead safe, fulfilling lives and can act as a protective factor for those who are vulnerable. Statutory guidance, including ‘Working together to safeguard children’ and ‘Keeping children safe in education’ sets out the safeguarding duties and responsibilities of education settings. This spans action taken within schools, such as through effective whole-school behaviour policies and pastoral support provision, through to the role of schools within multi-agency safeguarding arrangements, and action taken by schools to escalate concerns about children to local authority services.The department encourages and supports all schools to adopt effective, evidence-based approaches to preventing violence, working in close partnership with the Youth Endowment Fund to promote and embed best practice in violence prevention across the education sector.Updated relationships, sex and health education guidance was published in July 2025, including new content focused on staying safe from all forms of violence, and skills to help children avoid involvement in conflict and violence, such as knife crime. For those children who need more focused prevention support, the department is building on the insights from its evaluated school-based support, attend, fulfil, exceed taskforces and Alternative Provision Specialist Taskforces programmes, working to ensure all schools can benefit from these insights.

What steps she is taking to help ensure that universities provide students with the skills most in demand by employers.

Higher education (HE) providers have duties to co-operate in the development and review of Local Skills Improvement Plans (LSIPs) developed by Employer Representative Bodies and have regard to the plan when making decisions in relation to their technical education or training provision.LSIPs form a key part of the overall strategic planning system in an area. The plans set out the critical skill needs of employers in an area, up to and including HE, and the actions needed to address them. HE providers are a key partner in both the development and delivery of LSIPs.The department will soon publish our plans for HE reform as part of the post-16 Skills White Paper.

What recent estimate she has made of how many and what proportion of recent university graduates are employed in roles that make use of their degree-level skills.

The department does not produce these estimates.Graduate Outcome survey data published by HESA shows that around 70% of UK domiciled students who graduated with an undergraduate degree from a UK higher education provider during the 2022/23 academic year were in high-skilled employment fifteen months after graduation. This data was published in July 2025 and can be found in Table 12 here: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.The Office for National Statistics have also published ad hoc statistics on employment in graduate roles. Available data for 2023 can be found here: https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/adhocs/2492onslocalemploymentingraduateandnongraduaterolesbyqualificationandsectorbyukregion2023.

What recent estimate she has made of how many and what proportion of university graduates are in full-time employment within six months of graduation.

Administrative Longitudinal Educational Outcome data of 292,945 UK domiciled first-degree students who graduated with a first degree from UK Higher Education Institutions only in 2022/23 academic year shows that an estimated 82.8% were in sustained employment (with or without study) one year after graduation. The full dataset was published in June 2025 and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23#dataBlock-d7be0f33-0ec5-4b78-98ed-ba6f25dfb414-charts.

If she will make an assessment of the effectiveness of the pupil premium at reducing attainment gaps in (a) England and (b) in South Basildon and East Thurrock constituency.

Schools receive pupil premium, worth over £3 billion in 2025/26, to support disadvantaged pupils’ educational outcomes. South Basildon and East Thurrock constituency’s pupil premium allocation this financial year is £5.59 million.The department published an evaluation of pupil and recovery premia in March 2025: https://assets.publishing.service.gov.uk/media/67dd5b7f0114b0b86e59f42b/Pupil_premium_and_recovery_premium_evaluation.pdf.This contained positive findings, for example 85% of schools and 91% of trusts agreed that having pupil premium meant they had a better strategy for meeting disadvantaged pupils’ needs.

With reference to the Education Policy Institute's Annual Report 2025, what plans she has to review the (a) adequacy and (b) targeting of disadvantage funding across all education phases in South Basildon and East Thurrock constituency.

In the 2025/26 financial year, 10.6%, representing £5.1 billion of the schools national funding formula (NFF), has been allocated through deprivation factors, as part of the 17.8%, representing £8.6 billion, allocated for additional needs overall. Schools with more pupils with additional needs therefore receive extra funding to help them to close attainment gaps. In 2025/26, the most deprived schools have, on average, attracted the largest per pupil funding amounts. The per pupil funding rates provided in respect of all NFF additional needs factors can be found here: https://assets.publishing.service.gov.uk/media/674f2609d7e2693e0e47d02a/NFF_Policy_document.pdf.Alongside the NFF, the department is providing over £3 billion in pupil premium funding in 2025/26 to improve the attainment and wider outcomes of pupils from disadvantaged backgrounds. Pupil premium funding allocations can be found here: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2025-to-2026.

What recent assessment she has made of the potential merits of banning smartphones in secondary schools.

Mobile phones have no place in our schools. Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024. The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning. New research from the Children’s Commissioner, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools, 99.8% of primary schools and 90% of secondary schools, already have policies in place that limit or restrict the use of mobile phones during the school day.

What steps she is taking to support primary schools in teaching (a) manners, (b) personal responsibility, (c) basic self care and (d) other life skills alongside the national curriculum.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Whether she has made an assessment of the potential merits of including lessons on (a) tying shoelaces, (b) using cutlery and (c) other life skills in primary schools.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Whether she has made an assessment of the potential merits of promoting (a) The Chadwell Way and (b) other character education models to teach children (i) core values and (ii) practical life skills.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

What steps she is taking through the National Curriculum to ensure that children in school are taught (a) practical digital safety skills and (b) how to (i) block and (ii) filter harmful online content.

​​The Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence (AI) and trends in digital information, and it is necessary the curriculum keep pace with these changes, including renewed focus on digital and media literacy and critical thinking skills.​Currently, in the computing curriculum pupils are taught how to use technology safely, responsibly, respectfully and securely, how to keep their personal information private, how to recognise unacceptable behaviour, and where they can go for help and support.​Media literacy is currently taught through the national curriculum for citizenship at key stages 3 and 4. Primary schools can choose to teach citizenship, using non-statutory programmes of study at key stages 1 and 2. Teaching of citizenship equips pupils to identify misleading and malicious information and to counter the effects of negative and harmful news, events and information, including online.​Within the statutory guidance for relationships and health education in primary schools and relationships, sex and health education in secondary schools, pupils are taught about online safety and harms.​The department appointed a task and finish group to advise on digital, AI and technology. We will consider how best to develop and implement any of their recommendations.

What assessment her Department has made of the extent of potential regional disparities in academic post-16 provision.

The department publishes annually the attainment of students at the end of their 16 to 18 study in England, including for A levels and other academic level 3 qualifications. Key headline statistics are broken down by geographical areas based on school and college location.The government is committed to ensuring that the further education (FE) sector and schools are supported to achieve continuous improvement and improved outcomes for learners. The department operates a structured model of oversight and support for FE colleges, sixth form colleges and Designated Institutions, including a range of help and support available from the Further Education Commissioner.

What steps her Department is taking to ensure pupils do not have to travel out of their area to access suitable sixth-form options.

Proposed changes to mainstream sixth form provision need to improve choice and attainment for all pupils. Academies wishing to make changes to their sixth forms can do so by applying to the department to make a significant change. The distance that pupils must travel to attend sixth form as a result of any change is considered as part of that decision making process. Maintained schools must follow the statutory process for making prescribed alterations.In the UK’s Modern Industrial Strategy, published on 23 June, the government announced a further £375 million of capital investment in 2026/27 and 2029/30 to support post-16 capacity to accommodate additional learners entering the system. Further details on this funding will be announced in due course.

What steps her Department is taking to support (a) schools and (b) trusts to (i) establish and (ii) expand sixth forms offering academic qualifications in (A) areas with unmet demand and (B) other areas.

New or expanded school sixth form provision needs to improve choice and attainment for all pupils. Academies wishing to add sixth form places can do so by applying to the department to make a significant change, demonstrating a clear need for additional places in the area. Maintained schools must follow the statutory process for making prescribed alterations.In the UK’s Modern Industrial Strategy, published on 23 June 2025, the government announced a further £375 million of capital investment between 2026/27 and 2029/30 to support post-16 capacity to accommodate additional learners entering the system. Further details on this funding will be announced in due course.

What steps she is taking to (a) support and (b) protect inclusive education strategies for high needs pupils.

The recent funding settlement means a significant investment in the support available for special educational needs and disabilities (SEND) pupils within mainstream schools, as well as protecting support currently in place. It will enable us to transform the SEND system to make mainstream more inclusive, improve outcomes and stop parents having to fight for support.To support this, we have created an Expert Advisory Group (EAG) for inclusion, led by Tom Rees, to provide advice and expertise to the department on how to improve the mainstream education experiences for children and young people with special educational needs.In developing advice, the EAG have drawn from a wide range of inputs from across the sector, including a survey which has now closed, to gather insights from teachers and school leaders on best practices for inclusion in mainstream education.Additionally, the department has established a neurodivergence task and finish group, chaired by Professor Karen Guldberg from Birmingham University, to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings.

Whether she plans to support the expansion of academic Sixth Form provision in Basildon.

Proposed changes to mainstream sixth form provision need to improve choice and attainment for all pupils and be able to demonstrate a clear need for additional post-16 places. Academies wishing to expand their sixth forms can do so by applying to the department to make a significant change. Maintained schools must follow the statutory process for making prescribed alterations. The department is not currently aware of any plans to expand academic sixth form provision in Basildon and has received no applications.

What steps she is taking to ensure that schools in close proximity to (a) high-traffic areas and (b) hospitals are able to access funding for (i) perimeter fencing and (ii) other essential security infrastructure.

The department supports local authorities, academy trusts and voluntary-aided school bodies, which are responsible for keeping their estates safe and well-maintained, by providing capital funding, delivering major rebuilding programmes, and offering guidance and support.The government increased capital funding to improve the condition of school buildings to £2.1 billion for the 2025/26 financial year and has committed to sustain that investment in real-terms, rising to around £2.3 billion by 2029/30. This is over £400 million more than 2024/25.For 2025/26, Essex County Council was allocated £9,336,522 to invest across its maintained schools, including those in South Basildon and East Thurrock constituency. Large academy trusts and large voluntary-aided school bodies with schools in the area will also have been allocated capital funding, but allocations typically cut across constituency and local authority boundaries. These responsible bodies decide how to invest funding based on local knowledge, and this may include installing fencing or other security measures, where appropriate to the circumstances.Smaller and single academy trusts, smaller voluntary-aided bodies and sixth-form colleges will instead have been invited to bid into the Condition Improvement Fund (CIF). Allocations and CIF outcomes for 2025/26 are published on GOV.UK.Departmental guidance is clear that schools and colleges should have a policy and plan in place to manage and respond to security related incidents and understand how to undertake a health and safety survey and risk assessment.

What assessment she has made of the potential impact of pressures on the High Needs Block on the wider school budget in Essex.

In the 2025/26 financial year, 17.8% (£8.6 billion) of the schools national funding formula (NFF) has been allocated for additional needs, including factors that correlate with special educational needs and disabilities (SEND). This supports schools with the costs of inclusion. The most deprived schools, on average, attracted the largest per pupil funding amounts through the schools NFF, reflecting the greater challenges that they will face in fully meeting the needs of their pupils.Local authorities can also make funding transfers from the mainstream schools’ block of their dedicated schools grant to their high needs budget. Essex County Council made a 1% block transfer in the 2025/26 financial year, after an approved disapplication request. As part of that, the Council provided a detailed plan for the proposed use of the transfer of funds, which set out proposals to target early intervention and prevention, aiming to support schools’ SEND provision and inclusive practice.

What steps she is taking to ensure that levels of funding do not adversely impact inclusive education practices in mainstream schools.

In the 2025/26 financial year, 17.8% (£8.6 billion) of the schools national funding formula (NFF) has been allocated for additional needs, including factors that correlate with special educational needs and disabilities (SEND). This supports schools with the costs of inclusion. The most deprived schools, on average, attracted the largest per pupil funding amounts through the schools NFF, reflecting the greater challenges that they will face in fully meeting the needs of their pupils.Local authorities can also make funding transfers from the mainstream schools’ block of their dedicated schools grant to their high needs budget. Essex County Council made a 1% block transfer in the 2025/26 financial year, after an approved disapplication request. As part of that, the Council provided a detailed plan for the proposed use of the transfer of funds, which set out proposals to target early intervention and prevention, aiming to support schools’ SEND provision and inclusive practice.