Written questions by McMurdock.

When she plans to provide a response to Question 93556 on Schools: Standards, tabled on 21 November 2025.

I can confirm that a response has been submitted to the hon. Member for South Basildon and East Thurrock to Question 93556.

What plans she has to introduce interventions to help reduce graduate underemployment.

Research suggests the majority of graduates are expected to earn a positive financial return from higher education (HE) over their lifetime.The latest HE Statistics Agency data shows that 71.4% of UK-domiciled graduates from 2022/23 in employment were in high-skilled roles 15 months after graduation. This is down slightly from 2021/22, but consistent with 2019/20.Whilst employment rates for graduates remain higher than for non-graduates, we recognise that those leaving HE face challenges and are taking a number of steps to ensure those leaving HE are ready for work.The Office for Students can take regulatory action against HE providers which don’t meet its minimum requirement that 60% of students should progress into graduate employment or further study.Planned reforms to the Strategic Priorities Grant will ensure high-cost subject funding is better targeted towards priority provision that supports skills needs and the Industrial Strategy.Government plans to expand the availability of occupation-focused higher technical qualifications which aim to provide students with the skills employers need.Government has also issued guidance setting out expectations that HE providers play a pivotal role in Local Skills Improvement Plans, strengthening collaboration with strategic authorities, employers and other skills providers to meet the needs of their local economy.

What assessment she has made of trends in the level of recent graduates employed in non-graduate roles.

Research suggests the majority of graduates are expected to earn a positive financial return from higher education (HE) over their lifetime.The latest HE Statistics Agency data shows that 71.4% of UK-domiciled graduates from 2022/23 in employment were in high-skilled roles 15 months after graduation. This is down slightly from 2021/22, but consistent with 2019/20.Whilst employment rates for graduates remain higher than for non-graduates, we recognise that those leaving HE face challenges and are taking a number of steps to ensure those leaving HE are ready for work.The Office for Students can take regulatory action against HE providers which don’t meet its minimum requirement that 60% of students should progress into graduate employment or further study.Planned reforms to the Strategic Priorities Grant will ensure high-cost subject funding is better targeted towards priority provision that supports skills needs and the Industrial Strategy.Government plans to expand the availability of occupation-focused higher technical qualifications which aim to provide students with the skills employers need.Government has also issued guidance setting out expectations that HE providers play a pivotal role in Local Skills Improvement Plans, strengthening collaboration with strategic authorities, employers and other skills providers to meet the needs of their local economy.

What assessment she has made of the potential impact of recent graduates entering non-graduate roles on a) career and b) earning progression.

Research suggests the majority of graduates are expected to earn a positive financial return from higher education (HE) over their lifetime.The latest HE Statistics Agency data shows that 71.4% of UK-domiciled graduates from 2022/23 in employment were in high-skilled roles 15 months after graduation. This is down slightly from 2021/22, but consistent with 2019/20.Whilst employment rates for graduates remain higher than for non-graduates, we recognise that those leaving HE face challenges and are taking a number of steps to ensure those leaving HE are ready for work.The Office for Students can take regulatory action against HE providers which don’t meet its minimum requirement that 60% of students should progress into graduate employment or further study.Planned reforms to the Strategic Priorities Grant will ensure high-cost subject funding is better targeted towards priority provision that supports skills needs and the Industrial Strategy.Government plans to expand the availability of occupation-focused higher technical qualifications which aim to provide students with the skills employers need.Government has also issued guidance setting out expectations that HE providers play a pivotal role in Local Skills Improvement Plans, strengthening collaboration with strategic authorities, employers and other skills providers to meet the needs of their local economy.

Pursuant to her Department’s press release entitled Strategy to boost UK education abroad in major £40bn growth drive, published on 20 January 2026, what assessment her Department has made of the feasibility of achieving the target to grow UK education exports to £40 billion a year by 2030.

The new International Education Strategy has confirmed the government's continued commitment to welcome international students who meet the requirements to study in the UK. They join one of the world’s most vibrant, diverse and inclusive learning communities, form lifelong friendships and professional networks, and earn qualifications respected around the globe. Higher education providers in the UK received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students and research and development. Future international student numbers are inherently uncertain. The international student market is highly competitive, and inflows depend on a range of factors, including recruitment strategies from international competitors, exchange rates and other economic variables. The International Education Strategy will continue to support the sustainable recruitment of high-quality international students to the UK’s world-class higher education institutions from a diverse range of countries.

Pursuant to her Department’s press release entitled Strategy to boost UK education abroad in major £40bn growth drive, published on 20 January 2026, what estimate her Department has made of the expected numbers of international students when targets are removed.

The new International Education Strategy has confirmed the government's continued commitment to welcome international students who meet the requirements to study in the UK. They join one of the world’s most vibrant, diverse and inclusive learning communities, form lifelong friendships and professional networks, and earn qualifications respected around the globe. Higher education providers in the UK received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students and research and development. Future international student numbers are inherently uncertain. The international student market is highly competitive, and inflows depend on a range of factors, including recruitment strategies from international competitors, exchange rates and other economic variables. The International Education Strategy will continue to support the sustainable recruitment of high-quality international students to the UK’s world-class higher education institutions from a diverse range of countries.

What assessment she has made of the potential merits of equalising financial allowances between foster carers and kinship carers.

The department will soon begin to trial a new Kinship Allowance in a number of local authorities. Funding for this was announced at the Autumn Budget 2024.The pilot will provide all those caring for a child in a kinship arrangement with a Special Guardianship Order or a ‘lives with’ Child Arrangement Order, where the child would have otherwise been in care, an allowance paid at the same rate as foster care, in the pilot local authorities.This will support approximately 4,500 kinship children and help equalise the financial allowance between foster carers and kinship carers.

Whether she has met with representatives of Kinship's #ValueOurLove campaign to discuss potential reforms to the kinship care system.

The government recognises the important role that kinship carers play in caring for some of the most vulnerable children. The government is determined to give every child the opportunities they deserve, and kinship carers play a crucial role in delivering this. Departmental officials and I regularly engage with the charity Kinship as well as other key sector stakeholders to discuss and consult on ongoing and future reforms to the kinship care system.

What assessment she has made of the potential impact of levels in smartphone usage on children's (a) level of reading comprehension and (b) average time spent reading per week.

The department knows that reading for pleasure is hugely important and brings a range of benefits, yet just 1 in 3 children aged 8-18 say they enjoy reading in their free time, and a recent omnibus survey found that 31% of parents of primary-aged children and 40% of parents of secondary-aged children said their child prefers spending time online or playing video games, citing this as a barrier to encouraging reading in their free time.The department has launched the National Year of Reading 2026, in collaboration with the National Literacy Trust, to address long-term declines in reading enjoyment through engaging new audiences, reshaping public attitudes and building the systems needed to embed lasting, meaningful change.The National Year of Reading encourages everyone to see how reading, in all its forms, can unlock more of our existing passions and interests, from reading a story in a print book or on an e-reader, to reading a magazine article or an online blog, to listening to an audio book on a phone or tablet. Recognising that, digital technology is not incompatible with the National Year of Reading.

What recent steps her Department has taken to educate children on the safe use of social media.

As part of statutory relationships, sex and health education (RSHE), pupils are taught about online safety and harms, including the implications of sharing private or personal data online, and the risks associated with over-reliance on social media.The department published updated RSHE guidance in July 2025, including new content on artificial intelligence, deepfakes, and how social media can escalate conflicts. Pupils should be taught how to identify when social media is used as part of bullying, harassment and other forms of abusive and/or illegal behaviour, and how to recognise and manage peer influence on social media in relation to risk-taking behaviour and personal safety. The department’s guidance on teaching online safety covers how to teach about all aspects of internet safety.In response to the recently published Curriculum and Assessment Review, we are committed to strengthening digital and media literacy in the updated national curriculum. Full details of the final report are accessible at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-final-report.

What data her Department holds on the proportion of children who experienced cyber bullying in 2025; and what steps her Department is taking with Cabinet colleagues to reduce this.

The department monitors the prevalence of bullying among children and young people through the National Behaviour Survey (NBS).The most recent NBS results, for the 2024/25 academic year, showed that 21% of secondary school aged pupils reported being bullied in the past 12 months. Of those pupils, 29% reported that at least some of the bullying occurred online.The department is procuring an expert and evidence-led review into best practice on behaviour and preventing and tackling bullying, including cyber-bullying. The learning from this will support leaders to develop safe, supportive school cultures.Through statutory relationships, sex and health education, pupils are taught about online relationships, the implications of sharing private or personal data (including images) online, harmful content, cyberbullying, what over-reliance on social media looks like and where to get help.

What assessment she has made of the effectiveness of banning phones in schools; and whether she plans to make banning phones in schools compulsory.

Mobile phones have no place in schools.The department’s new, stronger guidance on mobile phones in schools is clear that all schools should be mobile phone-free by default. Pupils should not have access to their devices during lessons, break times, lunch times, or between lessons.Research from the Children’s Commissioner, published in April 2025, 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 guidance will be implemented through behaviour management in schools, and by setting out clear expectations for teachers and school staff, while our Attendance and Behaviour Hub-lead schools will support other schools to implement and enforce a mobile phone policy where needed.For the first time, Ofsted will check school mobile phone policy on every inspection, with schools expected to be phone-free by default. Ofsted will examine both schools' mobile phone policies and how effectively they are implemented when judging behaviour during inspectionsIn addition, a consultation will identify the next steps in the government’s plan to boost children’s wellbeing online, ensuring they have a healthy relationship with mobile phones and social media.

What assessment she has made of the potential implications for her policies of GCSE outcomes in (a) English and (b) Mathematics in South Basildon and East Thurrock compared with the national averages in 2024.

​​This government has committed £27.7 million this financial year to support and drive high and rising standards in reading. The department will introduce a new, statutory test of reading in year 8 to ensure a focus on reading in key stage 3, whether giving those struggling additional support or ensuring those doing well continue to succeed. Our network of 40 Maths Hubs is supporting local schools to improve their maths teaching, including Venn Essex Maths Hub led by St Thomas More’s Catholic Primary School in Colchester. Following the Curriculum and Assessment review, our new national curriculum and GCSEs will have improved coherence, specificity, sequencing and will be grounded in the most important knowledge and disciplinary skills, so that every child leaves school having mastered the subjects they have been taught and is able to pursue a career in their chosen field. In addition, schools in the constituency have access to the department’s Universal Regional Improvement for Standards and Excellence (RISE) programme, which is helping every school across the country to improve. Universal RISE is a sector-led approach which is connecting all schools to high quality school improvement resources.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, what estimate her Department has made of the ongoing costs of maintaining and hosting the Education Records app per year.

The department estimates running costs of approximately £1 million per year, based on staff, systems used to store and manage data, and software licences.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, what data her Department holds on the impact on further education enrolment in Greater Manchester and the West Midlands by those who utilised the Education Records app.

Further education (FE) providers and the Association of Colleges are supportive of the Education Record and expect this to reduce administrative burden and costs. Once MIS systems are able to read the app digitally and good uptake is reflected among Year 11 students, FE providers are expected to fully adopt the Education Record.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, whether her Department has any plans to expand the Education Record app to include further and higher education-level qualifications.

The App includes qualifications data that the department receives from Awarding Bodies which form part of the Personal Learning Record. This includes general and vocational qualifications, such as QCF, A levels, GCSEs, BTEC, diplomas and Functional Skills. The department will review use of the app and look at future developments following the national pilot, which may include expanding the content of the App. Plans for future content have not been developed or tested with Education sector stakeholders.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, how her Department calculated the £30 million per year saving in administrative costs by utilising the Education Records app.

The £30 million saving is based on reducing administrative processes in further education and apprenticeships. Extensive user research with colleges identified activities that could be eliminated or streamlined, including photocopying documentation, manually matching emails with applications, and reducing data entry and correction through improved quality. Other efficiencies include removing support time for paperwork, eliminating manual searches for unique learner numbers, and reducing checks on prior attainment to simplify enrolment for mathematics and English. These changes will also reduce delays caused by missing documentation and cut follow-up activities linked to incomplete records.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, whether she has any plans to make signing up to the Education Records app system mandatory for all schools in the next five years.

The department currently has no plans to mandate the use of the Education Record.

Pursuant to her Department's press release entitled 'Government modernises exam records with new app' published on 8 January 2026, what estimate her Department has made of the cost of developing the Education Record app.

£5.5 million has been spent over the last two years. Prior to this, this was part of a wider project looking at options to improve data sharing with the further education sector, looking at cost and burden. One of the options that came from this research was the Education Record.

Pursuant to her Department's press release entitled Government modernises exam records with new app published on 8 January 2026, whether her Department has any plans to abolish physical result certificates.

Results certificates are provided by awarding organisations. The department currently has no plans to abolish physical results certificates.