Written questions by Holden.

What meetings her Department have had with Sheffield Hallam University following recent reports of alleged academic intimidation at the university.

The department met with the university in October 2024 to understand more about the issues and offer support. Alleged foreign interference can present sensitive issues for institutions to navigate and there remain active enquiries into this matter, so it would not be appropriate to comment further on the specifics. We are clear that any attempt by a foreign state to intimidate or coerce universities will not be tolerated, and the government made this clear to Chinese officials after learning of this case.The department is working with the regulator to set clearer expectations around international risk management, as well as raising awareness and developing good practice on managing foreign interference risks. This includes a closed event we will be holding with Vice Chancellors to discuss the risks posed by foreign interference and signpost our plans to further increase the sector’s resilience.

With reference to the OECD Programme for International Student Assessment (PISA) 2022 scores, what steps she is taking to reduce the performance gap between the UK nations and (a) Singapore, (b) Japan and (c) Vietnam; and what assessment she has made of the potential impact of the scores on the UK's (i) overall productivity, (ii) skills base and (iii) international competitiveness.

Education is a devolved matter, and the response outlines the information for England only.High and rising standards across education, from early years to adulthood, are key to unlocking stronger outcomes and a better future for children and young people.To drive high standards across the PISA subjects of mathematics, reading and science, the government has committed £27.7 million this financial year, supporting the teaching of phonics, early language and reading for pleasure via the English Hubs programme. We will also introduce a new reading assessment in year 8 to check progress. Following the Curriculum and Assessment Review’s recommendations, we will revise the maths curriculum from key stages 1 to 3 to support mastery and ensure a strong foundation for all children. Regional improvement for standards and excellence teams also work closely with Maths and English Hubs to share best practice.PISA rankings look at the relative position between the different countries, however, the scores provide an absolute measure of performance in a country and are comparable over time.

How much (a) their Department and (b) its arm’s length bodies have spent on (i) installing electric vehicle charging facilities and (ii) purchasing electric vehicles since 4 July 2024; and what estimate their Department has made of the difference in capital cost between (A) the electric vehicles purchased by their Department and (B) comparable (1) petrol and (2) diesel models.

The department and its arm’s length bodies have not incurred any expenditure on the installation of electric vehicle charging facilities or purchased any electric vehicles since 4 July 2024.

What assessment her Department has made of the potential impact of the reforms to penalty notices for unauthorised school absences made in August 2024 on levels of unauthorised absence; and whether she plans to introduce further measures to help reduce term-time absences.

Tackling absence is central to the government’s mission to break down barriers to opportunity. Thanks to the efforts of schools and local authorities, attendance is moving in the right direction. Children attended over 5.3 million additional days in the 2024/25 school year compared to the 2022/23 school year, with over 140,000 fewer pupils persistently absent.The ‘Working together to improve school attendance’ guidance sets out a support-first approach, ensuring that penalty notices are used only when appropriate. The national framework for penalty notices, which was introduced in August 2024 following national consultation, is designed to improve consistency and fairness across the country. It states that penalty notices must be considered on an individual basis, preventing schools from having blanket rules. Schools or local councils may choose to issue a ‘notice to improve’ instead of a penalty notice. This is a further offer of support before a penalty notice is issued.The department is monitoring the impact of these reforms alongside wider attendance measures, including regional improvement for standards and excellence Attendance and Behaviour Hubs and Attendance Mentors, which are helping to drive improvements.

Whether her Department has issued guidance to local authorities in England on the impact of changes to VAT on independent schools on school places.

HM Treasury published a Tax Information and Impact Note (TIIN) on applying VAT to independent school fees, which includes the government’s estimations of the number of pupils expected to enter the state sector as a result of this policy. The TIIN is available here: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees#who-is-likely-to-be-affected.Latest published figures confirm that there is additional capacity in the system. The department works with local authorities to help them fulfil their duty to secure school places.

Pursuant to the Answer of 16 July 2025 to Question 60215 on Universities: Finance, whether the Office for Students has (a) agreed emergency funding not yet received to any (i) university, (ii) higher education and (iii) further education provider and (b) provided a (A) guarantee and (B) other beneficial financial package to support any university since 4 July 2024.

The Office for Students has not agreed any emergency funding that is yet to be received for any university, higher education provider, or further education provider, nor has it provided any guarantee or other beneficial financial package to support any university since 4 July 2024.

What steps she is taking through the Growth and Skills levy to introduce greater flexibility for blended and modular learning.

The growth and skills offer will introduce greater flexibility to employers and learners in England, creating routes into good, skilled jobs in growing industries, aligned with the government’s industrial strategy.Initially, the department will introduce new short courses in areas such as digital, artificial intelligence and engineering, funded through the growth and skills levy, to support Industrial Strategy sectors from April 2026, with more courses added as they are developed. The skills needs to be addressed by short courses will be informed by Skills England’s engagement with employers and key stakeholders.

What proportion of serving teachers have completed continuous professional development specifically covering ADHD and dyslexia since 2020; and what plans she has to make such training compulsory.

The requested information on continuous professional development completed by teachers is not collected centrally.The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with attention deficit hyperactivity disorder (ADHD) and other neurodiverse conditions.From September 2025, the new initial teacher training and early career framework (ITTECF) will set out a minimum entitlement to training for all new teachers. The ITTECF contains significantly more content related to adaptive teaching and SEND which was tested with SEND educational experts to ensure new teachers are equipped to support pupils with a range of additional learning needs.The department recognises that continuous improvement is essential and has committed to review the ITTECF in 2027 to ensure it continues to provide the best possible support. This review will include a focus on teaching pupils with SEND.

If she will make an assessment of the potential impact of the commencement of the socio-economic duty under the Equality Act 2010 on (a) school and (b) university admissions.

The government issued a call for evidence on equality law, which included commencing the socio-economic duty under the Equality Act 2010. This closed on 30 June 2025.All mainstream state-funded schools are required to comply with relevant legislation and the statutory School Admissions Code. It is for a school’s admission authority to decide which oversubscription criteria to include in their arrangements. They must ensure that their arrangements will not disadvantage unfairly, either directly or indirectly, a child from a particular social or racial group, or a child with a disability or special educational needs.We will support the aspiration of every person who meets the requirements and wants to go to university, regardless of their background, where they live and their personal circumstances.Gaps in access, completion and outcomes between disadvantaged students and others at university are unacceptably large and stubborn.

Whether appointments to the School Support Staff Negotiating Body will be included in the Public Bodies Order in Council; and whether the chair appointment will be classified as a Significant Appointment.

The Chair of the School Support Staff Negotiating Body will be appointed in line with normal practice and the Governance Code on Public Appointments with guidance from the department’s Public Appointments Team.

What steps she is taking to ensure that there is an improved transition from T-levels to (a) Level 4, (b) Level 5 and (c) Level 6 apprenticeships in the (i) creative arts, (ii) media and (iii) computing sectors.

There are currently 21 T Levels available in a range of subjects, including three in the digital sector. T Levels in Craft and Design, and Media, Broadcast and Production were introduced for the first time in September last year.T Levels are based on the same occupational standards as apprenticeships, and include industry placements of at least 45 days, making them excellent preparation for higher-level apprenticeships. Students progressing from a T Level may be able to complete an apprenticeship more quickly in recognition of their prior learning. Early data shows that T Levels are providing a particularly strong route into higher apprenticeships across a range of subjects. Among the first cohort of T Level completers doing an apprenticeship, almost three quarters (72%) had progressed to a Higher or Degree apprenticeship. This is significantly higher than the rate for all level 3 learners (24%), where the vast majority go on to do an apprenticeship at the same level (52%) or at a lower level (24%).

What steps she is taking to ensure that schools are informed when a pupil's parent is sent to prison.

The government has a key mission to break down the barriers to opportunity for every child, which is why the department is committed to identifying children affected by parental imprisonment and ensuring they get the community support they need to thrive.Our approach to recognising children affected by parental imprisonment must be sensitive, child and family-focused, and in line with the United Nations Convention on the Rights of the Child.​We will continue to engage schools, children with lived experience of parental imprisonment, local authorities and charities, alongside other external stakeholders with a broad range of expertise, to help shape our policy to better identify and support children affected by parental imprisonment.​

What discussions she has had with the Secretary of State for Justice on introducing a formal duty to the criminal justice system to notify (a) schools and (b) local safeguarding boards when the parent of a child aged 18 or under is imprisoned.

The Department for Education and the Ministry of Justice are working closely to deliver our joint manifesto commitment to identify children affected by parental imprisonment and ensure they get the support they need to thrive. We understand the importance of driving action on this important agenda and we are working with a wide range of stakeholders, including people with lived experience, schools and those with expertise in safeguarding, to ensure we take a child-centred, trauma-informed and age-appropriate approach.

Pursuant to the Answer of 4 December 2024 to Question 16525 on Guardianship and Parents: Prisoners, what recent progress her Department has made with the Ministry of Justice to effectively identify children of prisoners.

Officials at the Department for Education (DfE) and Ministry of Justice (MoJ) continue to work closely together to deliver on our manifesto commitment to identify children affected by parental imprisonment and ensure they get the support they need to thrive.We recognise that our approach to identification must be a sensitive one and link to an informed, consistent and sustainable nationwide support offer.Our departments have engaged a broad range of external stakeholders with a variety of expertise to help inform our policy development and will continue to do so as our work on this commitment progresses.In April 2025 DfE and MoJ Ministers co-chaired a roundtable meeting and brought together those with lived experience of parental imprisonment, expertise on local authority family support, safeguarding, prisons, housing, social work, courts and schools.A cross-government workshop in June 2025 gathered officials from a range of government departments.Officials from both DfE and MoJ have also visited local authorities, met with children and their families in the community, with parents and social workers in prisons, and participated in several focus groups.

What steps she is taking to (a) reduce the potential impact of a parent's imprisonment on the educational attainment of their child and (b) ensure that children with a parent in prison are being considered in school safeguarding assessments.

The department has a key mission to break down the barriers to opportunity for every child, which is why we are committed to identifying children affected by parental imprisonment and ensuring they get the community support they need to thrive.The department also recognises that support should be based on the individual needs of the child, not solely on having a parent in prison. That is why our approach is focussed on equipping early years settings, schools and local authorities to respond to children’s needs in a trauma-informed way, with compassionate support from trained professionals.Improving attendance in educational settings, to enable all children to achieve and thrive, is a top priority for the government. We are providing schools and teachers with world-leading data tools, empowering them to identify quickly children who are at risk of non-attendance and put the right support in place.The ‘Working together to safeguard children’ statutory guidance is clear that anyone who has concerns about a child’s welfare should make a referral to local authority children’s social care. Children’s circumstances vary considerably, and local agencies are best placed to determine what support is needed.

What discussions her Department has had the (a) Ministry of Justice, (b) Home Office, (c) ministry for Housing, Communities and Local Government on improving information sharing between (i) prisons, (ii) the police, (iii) courts, (iv) social services, (v) local housing authorities and (vi) schools when a parent is sentenced to custody.

Officials at the Department for Education (DfE) and Ministry of Justice (MoJ) are working closely to deliver on the government’s manifesto commitment to identify children affected by parental imprisonment so as to ensure they get the support they need to achieve and thrive.In April 2025 a Ministerial roundtable meeting brought together those with lived experience of parental imprisonment, expertise on local authority family support, safeguarding, prisons, housing, social work, courts and schools.A cross-government workshop in June 2025 brought together officials from several other government departments. Officials from both the DfE and MoJ have visited local authorities, met with children and their families in the community, with parents and social workers in prisons, and participated in several focus groups.The department will continue to engage external stakeholders with a broad range of expertise to help shape our policy to better identify and support children affected by parental imprisonment.

What guidance her Department issues to schools on identifying and supporting children whose parents are in custody; whether there is any additional guidance when no formal notification is received from other agencies.

The government has a key mission to break down the barriers to opportunity for every child, which is why we are committed to identifying children affected by parental imprisonment and ensuring they get the community support they need to thrive.This government recognises the impact that a parent going to prison could have on a child’s learning, behaviour, mental health and wellbeing. We also recognise that support should be based on children's individual needs, which may change over time.The department sets out in the ‘Keeping children safe in education’ statutory guidance for schools and colleges that staff should consider the additional needs of children with a family member or parent in prison. The guidance highlights the risk of poor outcomes including poverty, stigma, isolation and poor mental health.Parental imprisonment is a sensitive issue, and officials from both the Department for Education and the Ministry of Justice are working with a wide range of stakeholders, including people with lived experience, to ensure that any future guidance issued sets out a child-centred, trauma-informed and age-appropriate approach. Exact details of how this will work in practice will be confirmed in due course.

How many (a) private education providers have closed and (b) early years places have been removed in each of the last 12 months.

The government’s Plan for Change sets out a commitment to give children the best start in life, breaking the link between background and opportunity.The department does not collect this data on a monthly basis. According to the department’s most recent Childcare and Early Years Providers Survey, approximately 1,200 private nurseries closed between 2023 and 2024. In the same period around 800 new private nurseries entered the market, giving a net closures number of approximately 400. However, recent Ofsted data shows that the number of childcare places in the UK is increasing. As of the latest survey in 2024, there were approximately 1,602,500 registered childcare places, an increase of 1,370 places from March 2023.

How many Universities have received emergency funding from the Government since 4 July 2024; and how much money has been provided as part of that process.

The government has not provided emergency funding to any university since 4 July 2024.Universities are independent from government and as such must continue to make the necessary financial decisions to ensure their long-term sustainability. If a university was at risk of failure, the department would work with the Office for Students (OfS) to ensure that students are protected, recognising the significant impact university closure would have on their future. The government reserves the right to intervene to protect students’ interests, if necessary.While the sector is autonomous, we are committed to creating a secure future for our world-leading universities.To support universities in stabilising their financial positions, the OfS will continue dedicating significant resources to ensuring the sector's financial sustainability. The department has appointed Professor Edward Peck as the substantive Chair of the OfS, where he will play a key role in strengthening this commitment, while also expanding opportunities in higher education (HE).Additionally, we have made the difficult decision to increase tuition fee limits by 3.1% (in line with inflation) from the 2025/26 academic year.

When she will establish a statutory mechanism to (a) identify and (b) support children with a parent in prison.

The department knows growing up with a parent in prison can have a devastating impact on a child’s life chances. The government has a key mission to break down the barriers to opportunity for every child, which is why we have committed to identifying children affected by parental imprisonment and ensuring they get the support they need to thrive.The department is working closely with the Ministry of Justice (MoJ) to deliver the government’s manifesto commitment. MoJ is leading on the work to better identify children affected by parental imprisonment. The department is working alongside the MoJ to determine how best to effectively identify and support this cohort.We are clear that our approach to identification must be a sensitive one and link to a consistent nationwide support offer, so that children affected by this issue receive swift, appropriate support that meets their individual needs.We are engaging with a range of stakeholders and experts to support the development of our proposals and delivery plans.