Written questions by McMurdock.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what recent discussions she has had with the Office for Students on low employment outcomes in certain degree subjects.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates 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 LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what assessment she has made of the potential implications for her policies of the proportion of recent graduates working in high-skilled employment.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates 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 LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what assessment she has made of the potential implications for her policies of similarities in sustained employment outcomes between Master’s and first degree graduates.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates 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 LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

What estimate she has made of the real-term change in graduate earnings in the last five years.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates 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 LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

Whether she plans to report metrics on the impact of regional improvement for standards and excellence on (a) progress, (b) attendance and (c) exclusion rates for pupils with SEND in mainstream schools.

Regional improvement for standards and excellence (RISE) teams are a key part of the government‘s work to drive up education standards in schools across England. Eligibility for RISE targeted intervention is identified through Ofsted inspections and as of September 2025 there are 367 schools in the programme. Data on headline outcomes for all pupils in targeted RISE intervention schools, including attainment, absence and suspension and permanent exclusion rates, were published in September 2025. An impact evaluation of the programme, measuring change over time in key success measures for schools in the targeted RISE intervention programme set against a suitable group of comparator schools, will be carried out in due course. This will include further breakdowns by characteristics, such as for pupils with special educational needs and disabilities (SEND). There are no plans to report routinely on metrics specifically related to pupils with SEND ahead of this.

What steps she is taking to ensure that higher education delivers value for money.

The department remains determined that the higher education (HE) system should deliver for our economy, for universities, and for studentsHE should be a pathway to opportunity for all students. Our economy needs graduates to go on to highly skilled and well-paid employment, and both students and the taxpayer deserve a good return on their significant investment in HE.The government will continue to work with the Office for Students (OfS), empowering it to hold HE providers to account for the quality of students’ experiences and the outcomes they achieve. The department will support it to implement a new, more integrated approach to quality assessment, which will expand the existing Teaching Excellence Framework and focus on driving continuous improvement at every provider. Ensuring students from all backgrounds receive value for money is one of the OfS's four key regulatory objectives. In the future, HE providers will only be able to charge the maximum fee cap if they meet a higher quality threshold, as announced in the Post-16 Education and Skills strategy.

With reference to her Department's statistics entitled Graduate labour market statistics, published on 5 June 2025, what assessment she has made of the potential implications for her policies of the rate of improvement in high-skilled employment among graduates aged 21-30.

The department publishes the ‘Graduate Labour Market Statistics’, which provides statistics on employment and earnings outcomes for post-graduates, graduates and non-graduates. The publication includes estimates for high-skilled employment for graduates aged 21-30 years. In 2024, 60.1% of young graduates (age 21-30) were in high-skilled employment, a 0.1 percentage point increase on 2023 at 60.0%. This data was published on 5 June 2025, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/graduate-labour-markets/2024.Higher education (HE) should be a pathway to opportunity for all students. Students and taxpayers deserve a good return on their significant investment in HE, and our economy needs graduates to go on to highly skilled and well-paid employment. We are supporting the Office for Students to implement a new expanded quality system that will include a specific focus on the needs and benefits of HE to employers.We published our Post-16 Education and Skills White Paper on 20 October 2025, which sets out our reforms to the skills system to support the development of the skilled workforce our economy needs, delivering on our Plan for Change and driving national renewal.

What steps she is taking to improve (a) apprenticeships, (b) technical qualifications and (c) other alternative pathways for non-graduates.

The department has published the Post-16 Education and Skills White Paper, setting out reforms for a world-class system that breaks down barriers to opportunity and supports economic growth by giving young people the skills our economy needs.Alongside this, the department is strengthening technical and work-based training through foundation apprenticeships, high quality T Levels, and employer-backed Higher Technical Qualifications, ensuring young people gain the skills our economy needs.

What representations she has received from teachers on the adequacy of support for pupils with SEND.

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. That is why we are continuing to engage closely with the teaching workforce, children, parents and experts including through regular Improving Education Together SEND subgroup meetings, which bring together employer representative organisations, unions and government, and the department’s teacher, headteacher and support staff reference groups as we develop plans to ensure all children get the outcomes and life chances they deserve.

What steps she is taking to support pupils with special educational needs excluded at higher rates.

This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.

What assessment she has made of trends in the level of difference in exclusion rates between boys and girls.

Statistics on the suspensions and permanent exclusions rates for boys and girls up to the 2023/24 academic year can be found in the following publication: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24. This has been available since 10 July 2025.This government is clear schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure every child can achieve and thrive.​We trust head teachers to use their professional judgement, based on the individual circumstances of each case, when considering excluding a pupil. Any decision to exclude must be lawful, reasonable, and fair. The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion.As a part of our Plan for Change, we are committed to turning the tide on poor behaviour and rising exclusions.

What steps she is taking to support schools to (a) improve behaviour management and (b) reduce exclusions.

This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.

What steps she is taking to support children who miss substantial periods of school due to cancer treatment.

We recognise how important it is that children undergoing cancer treatment get the right support. This includes having continued access to high-quality education during periods when they are unable to attend school.Local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

What estimate she has made of the number of first-time buyers unable to use Lifetime ISA savings towards home purchases due to house price limits being exceeded.

HMRC does not collect information on the sale price of houses in the UK when the individual is unable to utilize a Lifetime ISA. HMRC publishes information on withdrawal charges, but are unable to distinguish if charges were incurred due to a planned house purchase exceeding the £450k price limit. ONS publish house price statistics here: House price data: annual tables - Office for National Statistics Within this ONS publication, First Time Buyers are split into price bands by calendar year (Table 34), but do not distinguish whether purchasers held a Lifetime ISA.

Whether she has plans to introduce measures which aim to minimise the time taken for emergency services to be able to attend to accidents as part of the upcoming Road Safety Strategy.

The Government treats road safety seriously and is committed to reducing the numbers of those killed and injured on our roads. The Road Safety Strategy is under development and will include a broad range of policies. More details will be set out in due course.

Communities and Local Government, what assessment he has made of trends in house prices in the East of England in the last 10 years.

My Department has made no specific assessment of house prices or housing affordability in the South Basildon and East Thurrock constituency or the East of England more generally.The Office for National Statistics (ONS) publishes data on house prices and annual earnings to calculate affordability ratios for national and subnational geographies in England and Wales on an annual basis. This is published on the ONS website here. The East of England average affordability ratio in 2024 was 9.1.The ONS also publishes data on private rental and house prices. The latest release can be found on the ONS website here.The ONS also publishes annual data on private rental affordability in England, Wales and Northern Ireland. The latest release can be found on the ONS website here.

Communities and Local Government, what assessment he has made of the affordability of housing in South Basildon and East Thurrock constituency.

My Department has made no specific assessment of house prices or housing affordability in the South Basildon and East Thurrock constituency or the East of England more generally.The Office for National Statistics (ONS) publishes data on house prices and annual earnings to calculate affordability ratios for national and subnational geographies in England and Wales on an annual basis. This is published on the ONS website here. The East of England average affordability ratio in 2024 was 9.1.The ONS also publishes data on private rental and house prices. The latest release can be found on the ONS website here.The ONS also publishes annual data on private rental affordability in England, Wales and Northern Ireland. The latest release can be found on the ONS website here.

Communities and Local Government, what assessment he has made of the effectiveness of the Shared Ownership scheme in helping young people into long-term home ownership.

The affordability challenges facing prospective first-time buyers mean that too many people are now locked out of homeownership. In addition to increasing the supply of homes of all tenures, the government is supporting people into home ownership, including through the shared ownership scheme. Shared Ownership has already helped thousands of people take their first step on to the housing ladder. It plays a vital role in offering a route into home ownership to those who would otherwise struggle to buy a home. The evidence suggests that shared ownership effectively support younger home buyers. In 2023–24, 65% of purchasers were aged under 40, including 32% under 30, based on CORE data which can be found on gov.uk here and in Live Table 695 on gov.uk here. It should be noted that this reflects only recorded transactions by Registered Providers and does not capture all shared ownership sales. The government is considering what more can be done to improve the experience of shared owners.

What steps she is taking to help improve consistency in the identification of special educational needs across genders.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Many settings already have mechanisms in place to identify needs early and effectively.The department wants to build on best practice and use further research to develop and support settings with evidence-based approaches for identifying needs early, whenever those needs may emerge, from early years through to post-16, and across all genders.Recently published evidence reviews from University College London aim to help to drive inclusive practices by highlighting the most effective tools, strategies and approaches for teachers and other relevant staff to identify and support children and young people with different types of needs. In addition, the ‘What works in SEND’ research programme, led by a team from the University of Warwick, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

What recent assessment she has made of the potential impact of numbers of international students on the availability of university places for UK students.

I refer the hon. Member for South Basildon and East Thurrock to the answer of 28 February 2025 to Question 31700.