Written questions by McMurdock.

What steps her Department is taking to help ensure that children and young people with autism have access to (a) tailored support and (b) empowering 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 achieve and thrive in their education and as they move into adult life.In November 2024, the department established the Neurodivergence Task and Finish Group, which includes clinicians, scientists, academics, education experts and third sector organisations. The group will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings, including those with autism.The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme 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. In the 2024/25 financial year, PINS delivered to over 1650 mainstream primary schools. In the 2025/26 financial year, PINS will be extended to a further cohort of around 1,200 mainstream primary schools.

What assessment she has made of the potential implications for her policies of challenges in finding work placements for T-level courses.

High quality industry placements are an important part of what makes T Levels a success. Overall completion rates on industry placements remain high, with 97.5% of students finishing their T Level last summer successfully completing their placement. However, the department recognises that schools and colleges face challenges securing high quality placements for their students in some sectors and regions.To address this, we have updated our delivery approaches to allow for greater flexibility in how placements can be delivered, including increasing the number of placement hours that can be completed remotely. We also continue to work closely with stakeholders to increase awareness and engagement on T Levels amongst employers of all types. We recently confirmed additional support for T Levels which includes a targeted Employer Support Fund for the 2025/26 financial year, and the extension of the department’s T Level provider and employer support packages for a further year.

Whether she plans to (a) expand and (b) promote non-academic education routes to support young people into employment.

As part of the government’s plan to ‘Get Britain Working’, we will launch a new Youth Guarantee for young people aged 18-21 in England to ensure that they are supported to access quality training opportunities, an apprenticeship or help to find work.The department is investing in and promoting a wide range of non-academic routes to support young people into employment, including:T Levels, a high quality technical education option for students aged 16 to 19 which includes a valuable workplace industry placement to prepare young people for work.Higher Technical Qualifications, which are occupation-focused level 4-5 qualifications, approved and quality-marked as providing the skills demanded in the workplace by employers.Widening the apprenticeships offer into a growth and skills offer which will include new foundation apprenticeships, a work-based offer giving more young people a foot in the door at the start of their working life.Skills Bootcamps, giving learners the chance to build sector-specific skills, with a job interview on completion.Free courses for jobs, giving eligible learners the chance to access high value level 3 qualifications for free, which can support them to gain higher wages or a better job.

Whether the independent Curriculum and Assessment Review will assess (a) attainment data which shows girls continue to do better than boys across all headline measures and (b) the potential causes behind this trend.

Every child and young person should be able to achieve and thrive in education, regardless of their background. As in previous years, girls continue to do better than boys across all headline measures, and although the gap has narrowed compared to 2018/19, there is more work to do in order to close it. The department is committed to addressing this challenge.We aim to deliver these improvements and reduce gaps in outcomes through excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning.The government’s ask of the Curriculum and Assessment Review can be found in its terms of reference, and its interim report confirms the key areas for further work.The Review is looking closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve.The Review is being informed by evidence and data in close consultation with education professionals and other experts, in addition to parents, children and young people, and other stakeholders such as employers, universities and trade unions.The government will consider any work to be taken forward and any changes it wishes to make in areas not prioritised by the Review.

What support is available to promote (a) lifelong learning and (b) digital inclusion for older people.

The department is investing in education and skills training for adults through the Adult Skills Fund, which fully funds or co-funds education and skills training for eligible adults aged 19 and above from pre-entry to level 3, to help them gain the skills they need for work, an apprenticeship or further learning.This also funds the department’s Essential Skills entitlements, which provide the opportunity for fully-funded study for eligible adults who do not have essential literacy and numeracy skills up to and including level 2, and digital skills up to and including level 1. Essential Digital Skills Qualifications and digital Functional Skills qualifications up to level 1 are available for free under the digital entitlement for adults with low digital skills.Where qualifications are not appropriate for a learner, more flexible provision is available through ‘Tailored Learning’, which offers bespoke courses in essential digital skills at a pace that works for them, supporting their journey to get online.The ‘Free Courses for Jobs’ offer gives eligible adults the chance to access high value Level 3 qualification for free, which can support them to gain higher wages or a better job.Skills Bootcamps give adults the chance to build sector-specific skills, including in digital, with a job interview on completion for eligible learners.In January 2027, the department will introduce the Lifelong Learning Entitlement, which will broaden access to high-quality, flexible education and training. It will support individuals to learn, upskill and retrain across their working lives, up to the age of 60.

What assessment her Department has made of the potential impact of existing levels of funding for secondary schools on (a) class sizes, (b) subject availability and (c) access to support staff in school.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What steps she is taking to ensure that funding for teacher pay increases does not result in reductions to essential school services.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What steps her Department is taking to ensure that school funding increases are in line with (a) energy prices, (b) inflation and (c) staff salaries.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

If she will make an estimate of the number of schools needing to reduce (a) subjects taught, (b) the number of support staff and (c) maintenance of facilities to cover the cost of staff pay rises.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What assessment she has made of the potential impact of staff pay rises on schools in deficit.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What (a) support and (b) guidance her Department provides to schools on the cost of pay rises for staff.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What recent assessment she has made of the adequacy of pay for school support staff.

School support staff play a vital role in children’s education and the smooth running of schools.Most school support staff are currently employed on National Joint Council (NJC) for local government services pay and conditions. The NJC is a negotiating body made up of representatives from trade unions and local government employers. Employees covered by the NJC for local government services pay and conditions have been offered a pay increase of 3.2% from 1 April 2025, which is subject to agreement by the recognised NJC unions.This government values and recognises the professionalism of the entire school workforce. That is why we are establishing the School Support Staff Negotiating Body, which will mean that in future years employers and employee representatives come together to negotiate terms and conditions and pay structures for school support staff.

What steps she is taking to ensure that disabled children have access to (a) effective and (b) suitable schooling.

Schools have a range of duties under the Equality Act 2010 in relation to their disabled pupils, including to make reasonable adjustments and accessibility planning duties. These duties help ensure that all pupils with disabilities are able to access and thrive in their education. The accessibility duties require a planned approach to increasing accessibility so that, over time, pupils with disabilities are more comprehensively included in the whole life of the school and fewer adjustments are needed for individual disabled pupils.Many children with disabilities also have special educational needs (SEN). The statutory duty to provide sufficient school places for children with special educational needs and disabilities (SEND) sits with local authorities.We know that many children and young people with SEND struggle to find a suitable school placement that is close to their home and meets their needs. We are committed to addressing this through improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. Many mainstream settings are already committed to delivering specialist provision locally, including through resourced provision and SEN units.The department has now published allocations for £740 million in High Needs Provision Capital Allocations (HNPCA) for the 2025/26 financial year. Thurrock Council has been allocated just under £2 million and Essex Council has been allocated just under £21 million for high needs capital investment in 2025/26. The funding can be used to adapt schools to be more accessible for children with SEND, to create specialist facilities within mainstream schools that can deliver more intensive support adapted to suit the pupils’ needs, and to create special school places for pupils with the most complex needs.

What steps she is taking to ensure support staff in schools are supported in handling the (a) complex medical needs and (b) behavioural issues of children in schools.

Support staff in schools perform a valuable role and the department is grateful for their important contribution to schools across the country.The statutory guidance ‘Supporting pupils with medical conditions at school’ makes clear what is expected of schools in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions. This guidance is accessible at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.Schools should ensure they are aware of any pupils with medical conditions and have policies and processes in place to ensure these can be well managed. Policies should set out how staff will be supported in carrying out their role to support pupils, including how training needs are assessed and how training is commissioned and provided. Any member of school staff providing support to a pupil with medical needs should have received suitable training.All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff, including support staff, and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the headteacher.The department is establishing up to 90 new regional improvement for standards and excellence Attendance and Behaviour Hubs. Hubs will be led by schools with excellent attendance and behaviour practice who will work closely with other schools to help improve their approach.

What assessment she has made of the potential impact of VAT increases on privately run children's day nurseries.

It is the government’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.Local authority-maintained schools provide education for no charge, so are outside the scope of VAT. Additionally, some other providers are exempt from VAT. The provision of nursery services by a provider registered with Ofsted, as a supply of welfare rather than of education services, is also exempt. Local authority-run schools and nurseries can recover some of their VAT through the Section 33 scheme, which aims to ensure that VAT does not divert locally-collected taxes away from their intended use. Private nurseries, like private schools, cannot recover their VAT. Any change to this approach would come at a cost to the exchequer and any reduction in tax paid is a reduction in the money available to support important public services, including the NHS and policing. The government therefore has no plans to change the VAT treatment of nurseries. However, all taxes are kept under constant review.From this year, we plan to provide over £8 billion for the early years entitlements, a more than 30% increase compared to 2024/25. The early years pupil premium rate has increased by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. We are also providing further supplementary funding of £75 million for the early years expansion grant and £25 million through the forthcoming National Insurance contributions grant for public sector employers in early years.

What assessment she has made of the potential impact of national insurance increases on privately run children's day nurseries.

It is the department’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life. This is key to the government’s Plan for Change, which starts with reaching the milestone of a record number of children being ready for school. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high-quality early years provision going forward.That is why, despite tough decisions to get our public finances back on track, this government is continuing to prioritise and invest, supporting early education and childcare providers with the costs they face.In the 2025/26 financial year alone, we plan to spend over £8 billion on early years entitlements. The department has also announced the largest ever uplift to the early years pupil premium, increasing the rate by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year.On top of this, the department is providing further supplementary funding of £75 million for the early years expansion grant to support the sector as they prepare to deliver the final phase of expanded childcare entitlements from September 2025, recognising the significant level of expansion needed and the effort and planning this will require.

What steps she is taking to support privately run children's day nurseries with costs.

It is the government’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.Local authority-maintained schools provide education for no charge, so are outside the scope of VAT. Additionally, some other providers are exempt from VAT. The provision of nursery services by a provider registered with Ofsted, as a supply of welfare rather than of education services, is also exempt. Local authority-run schools and nurseries can recover some of their VAT through the Section 33 scheme, which aims to ensure that VAT does not divert locally-collected taxes away from their intended use. Private nurseries, like private schools, cannot recover their VAT. Any change to this approach would come at a cost to the exchequer and any reduction in tax paid is a reduction in the money available to support important public services, including the NHS and policing. The government therefore has no plans to change the VAT treatment of nurseries. However, all taxes are kept under constant review.From this year, we plan to provide over £8 billion for the early years entitlements, a more than 30% increase compared to 2024/25. The early years pupil premium rate has increased by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. We are also providing further supplementary funding of £75 million for the early years expansion grant and £25 million through the forthcoming National Insurance contributions grant for public sector employers in early years.

What plans she has to reduce the number of local authority maintained secondary schools which are operating a deficit.

School funding is increasing by £3.2 billion in 2025/26, compared to 2024/25, taking total core school budgets to over £64.8 billion this year.The department offers various resources and guidance to help both maintained schools and academies to manage their finances more effectively. This includes best practice for budgeting and financial planning, support and mentoring for school business professionals and hands on support through school resource management advisers (SRMAs). SRMAs are practising sector experts who provide independent, expert and tailored advice on how schools can make best use of their revenue and capital resources.Local authorities are responsible for overseeing the finances of maintained schools, the large majority of which are managing a surplus. The department’s guidance on schemes for financing schools states that local authorities have to licence any deficit in a maintained school and that there should be a plan to bring the school’s finances back into balance within three years.

What assessment she has made of the potential impact of local authorities operating at a deficit on secondary schools.

School funding is increasing by £3.2 billion in 2025/26, compared to 2024/25, taking total core school budgets to over £64.8 billion this year.The department offers various resources and guidance to help both maintained schools and academies to manage their finances more effectively. This includes best practice for budgeting and financial planning, support and mentoring for school business professionals and hands on support through school resource management advisers (SRMAs). SRMAs are practising sector experts who provide independent, expert and tailored advice on how schools can make best use of their revenue and capital resources.Local authorities are responsible for overseeing the finances of maintained schools, the large majority of which are managing a surplus. The department’s guidance on schemes for financing schools states that local authorities have to licence any deficit in a maintained school and that there should be a plan to bring the school’s finances back into balance within three years.

What recent discussions her Department has had with secondary school teachers on the (a) attainment, (b) behaviour and (c) attendance of boys in schools in (i) England and (ii) Essex.

All young people should have every opportunity to succeed, no matter who they are or where they are from. That is why, through our work to deliver the Opportunity Mission, the department will improve opportunities and life chances across the country for all children and young people. As in previous years the latest attainment data shows girls continue to do better than boys across all headline measures, however, the gap has narrowed when comparing the 2023/24 academic year to the 2018/19 academic year. The department publishes attainment data by sex on an annual basis in the autumn term, which can be broken down by specific local authorities, including Essex. Further data can be accessed here: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2023-24. High and rising standards across schools are the heart of our mission and the key to unlocking stronger outcomes for every child and young person, regardless of their gender. The department aims to deliver these improvements through excellent teaching and leadership, a high quality curriculum and a system which removes the barriers to learning that hold too many children back. The quality of teaching is the single most important in-school factor in improving outcomes for all children, which is why the department is committed to recruiting 6,500 new expert teachers. We have also launched an independent Curriculum and Assessment Review, which is closely examining the key challenges to attainment for young people and the barriers that hold children back from the opportunities and life chances they deserve. To strengthen school improvement, the new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention for schools identified by Ofsted as needing to improve and a universal service, acting as a catalyst for a self-improving system, for all schools. The department also engages regularly with teachers and headteachers and their representative bodies on a range of issues, including attainment, behaviour and attendance. This includes engagement through the department’s teacher and headteacher reference groups. Alongside this, the department regularly engages with school leaders and teachers to develop its attendance policy. During the spring term the department delivered a programme of nine regional attendance conferences across England, giving secondary school leaders and teachers the chance to hear how other schools are tackling attendance challenges and spread best practice across the system. The conference in the East of England was held on 17 March.