Written questions by Snowden.

What action her Department will take where local authorities are found to be retaining more than the permitted 3% of early years funding.

The passthrough requirement ensures that the great majority of government funding for the early years entitlements reaches providers so that they can deliver the entitlement offers. The passthrough rate is a statutory requirement set out in the Schools and Early Years Finance Regulations. The minimum passthrough requirement is 96% for financial year 2025/2026 and will increase to 97% in 2026/2027. The department monitors local authority compliance to the minimum pass-through requirement via section 251 budget returns each financial year and will query any returns that suggest a lower rate than required. In circumstances where an authority has failed to meet the minimum pass-through requirement, through retaining too much funding centrally or for any other reason, the department holds the right to claw back funding from local authorities.

How the expansion of school-based nurseries will contribute to increasing access to funded childcare, particularly in areas with limited provision.

High quality early years is central to our mission to break down the barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. This government is boosting availability and access through the school-based nurseries programme, supporting school led provision and private, voluntary and independent (PVI) providers and childminders operating from school sites. Phase 1 is already delivering results, with £37 million successfully awarded to 300 primary phase schools creating up to 6,000 new childcare places. Schools reported that over 5,000 of these places were available from September 2025, helping thousands of families across the country. The programme secured almost £370 million for future phases. Phase 2, which closed on 11 December, has an increased focus on supporting families from disadvantaged areas which have less access to childcare, and will deliver at least 300 new or expanded nurseries through a £45 million fund. Successful schools will be announced in due course.Phase 3 is due to launch in early 2026, focussing on local authorities’ long-term strategic needs for their local communities.

What safeguards are now in place to prevent malpractice in English language proficiency tests used for university entrance, following the issues identified by Ofqual with Pearson’s PTE Academic Online test.

Universities are autonomous bodies, independent from government, and responsible for their own admissions decisions. Where English is not an applicant's first language, it is right that a provider assures themselves that the applicant has a reasonable likelihood of successfully meeting the academic requirements of the course. Universities are free to decide their entry criteria, including which language proficiency tests they require applicants to sit, with many higher education providers able to self-assess the English ability of their students. Additionally, the UK’s student visa arrangements specify the level of English required by those coming here to study. This standard is rigorously enforced by the Home Office. The online version of this test was introduced by Pearson in response to both the significant disruption caused by the COVID-19 pandemic to international students and has since been discontinued.

What recent assessment she has made of the performance of free schools compared with maintained schools and academies in terms of educational outcomes.

Many free schools, run by strong trusts, have contributed to raising standards and achieved strong outcomes for their pupils. However, too many children and young people are still being left behind due to their educational needs or their background. The department is proceeding with mainstream projects that meet the needs of communities, respond to demographic and housing demand, and raise standards without undermining the viability of existing local schools and colleges. We are backing new schools that offer something unique for students who would otherwise not have access to it. For example, we will open two new maths schools, to give talented students in the North and the Midlands a fairer chance to pursue advanced mathematics.The department has also announced that we are investing at least £3 billion to create 50,000 new specialist places. To support this investment, we are not proceeding with some mainstream free school projects.

What measures will be put in place to prevent any widening of attainment gaps between students with differing levels of access to digital technology when on-screen assessments are introduced.

Ofqual is consulting on a controlled approach to any further adoption of on-screen assessment that protects standards, fairness and teachers’ ability to prepare students effectively. Under its proposals, most GCSEs, AS and A levels will continue to be assessed with pen and paper. Each exam board would be limited to introducing a maximum of two new on-screen specifications, but not in the most popular subjects.It will be entirely optional for schools and colleges to offer on-screen assessments if they are confident in their ability to deliver them fairly. To support fairness, Ofqual is proposing that exam boards must offer separate specifications for paper-based and on-screen qualifications and maintain standards to ensure that it is no easier or harder to achieve a given grade, regardless of which specification is taken.Students will not be permitted to use their own laptops for exams to prevent unfairness arising from differences in device quality or access. Ofqual has published an equality impact assessment alongside the consultation and will refine it following analysis of consultation responses.

What steps will be taken to ensure that school leaders, exam officers, teachers, parents and students are fully consulted during the 12-week consultation on regulating on-screen assessments.

The department recognises the importance of securing responses from teachers, school leaders, exams officers, parents and students, and Ofqual is committed to achieving diverse representation. To support this, Ofqual is engaging these groups through targeted briefings with representative bodies, dedicated stakeholder sessions and a clear communications campaign. This includes a teacher focused blog and social media activity, alongside proactive media briefings ahead of launch which generated widespread national, local and sector coverage. The department is also promoting the consultation via its own channels and stakeholder networks, and is planning to support Ofqual with stakeholder engagement activities during its consultation period. Ofqual has also published a comprehensive evidence base reflecting views from these groups, which informed its proposals. It will monitor responses and adapt outreach to ensure strong participation.

What steps her Department is taking to ensure that schools educate pupils about the Holocaust in a way that counters misinformation and denial; and what assessment she has made of the adequacy of curriculum guidance on that subject.

The Holocaust is the only historic event which is compulsory within the current national curriculum for history at key stage 3. The government has made a commitment that the Holocaust will remain a compulsory topic in the reformed national curriculum, which will also be required teaching in academy schools when it is implemented.The government funds a set of programmes to support Holocaust teaching that provide high quality, rigorous education about the Holocaust and tackle misinformation, denial and distortion.The department funds teachers’ professional development in this subject through University College London’s Centre for Holocaust Education, and the Holocaust Educational Trust’s Lessons from Auschwitz project gives students aged 16 to 18 the opportunity to visit Auschwitz-Birkenau.In addition, the Supporting Holocaust Survivor Testimony in Teaching programme will support schools in using recorded Holocaust survivor testimony in their teaching. The programme will include resources on use of new technological innovations in this area to help teacher and student digital literacy, critical engagement with AI tools and recognition of AI-generated misinformation.Schools can also access wider resources available to tackle Holocaust distortion, including through the Oak National Academy.

What assessment she has made of the consistency of pupil experience between Key Stage 1 and Key Stage 2; and what steps she is taking to address declines in pupil motivation or engagement during the transition between these stages.

The department recognises that moving between key stages can be challenging for some children, including the transition from key stage 1 to key stage 2.One of the ways the department is looking to understand the experiences of children is through our Educational Outcome Pathways Studies (EOPS). EOPS Primary follows children in primary school from years 1 through 6 and collects data on their experiences, progress at school and wellbeing. It also examines factors at home, at school and in the wider environment that may influence children’s attitudes, behaviours and outcomes. Children in the study are currently in year 3, which is the key stage 2 transition year.Alongside this, the government has committed to publish a new pupil engagement framework, helping schools to identify and address aspects of the pupil experience in their setting which may be preventing children from attending, achieving and thriving. As it is developed, we will consider the evidence around effective practice that supports pupil transitions alongside other approaches that can support pupil engagement.

What recent discussions she has had with school governing bodies on improving transparency for parents.

The department’s governance guidance for schools and trusts makes clear that as publicly funded organisations, schools and trusts should foster a culture of transparency and welcome public scrutiny.When shaping the school or trust’s vision, the governing body or trust board should remain connected and responsive to pupils, staff, parents, carers, and the wider community through meaningful engagement.To promote transparency in decision-making, the governing body or trust board should actively seek and consider the views of parents and carers. Governing bodies and trust boards are required to have at least two parent governors/trustees.To ensure transparency, details of governors/trustees are recorded on Get Information About Schools, and governance structures, governor/trustee register of pecuniary of interests and governance meeting attendance are published on the school’s or trust’s website.

What assessment she has made of the inclusion of the book 'Pigeon English' in the English GCSE curriculum in England and Wales.

Schools have the autonomy to choose the specific books and resources they use within the framework of the national curriculum. The department defines the genres of literature that must be covered, but does not prescribe individual authors or texts, other than Shakespeare which must be taught. At GCSE level, exam boards set out a range of set texts in their specifications, and schools are free to select those they wish to teach.

If she will make an assessment of the potential merits of ringfencing receipts from the international student levy for funding in higher education and skills.

As set out in the Budget Document, the income raised by the Levy will be fully reinvested into higher education and skills, including to fund maintenance grants for disadvantaged students studying priority courses.

What guidance her Department provides to local authorities on support for schools in cases of (a) snow and (b) other extreme weather.

It is for individual settings and responsible bodies to decide on closures based on their own risk assessment. Closures should be a last resort, and the priority is to keep settings open where it is safe to do so.The department’s emergency planning guidance outlines how schools should provide remote education when schools are closed due to snow and other forms of extreme weather, such as extreme heat, flooding and storms. The guidance can be found here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption.We have also issued non-statutory guidance on providing remote education guidance for schools, which can be found here: https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools/providing-remote-education-guidance-for-schools. Both sets of guidance are available online for local authorities to use.All schools and colleges must also have contingency plans to ensure exams and assessments proceed during disruption. Detailed guidance on managing exam or assessment disruption can be found here: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted.

What steps she is taking to ensure school closures due to extreme weather do not affect educational outcomes.

It is for individual settings and responsible bodies to decide on closures based on their own risk assessment. Closures should be a last resort, and the priority is to keep settings open where safe. The department’s guidance for schools includes information on remote education when pupils cannot attend. Remote learning should only be used when attendance is impossible but learning can continue. The department’s emergency planning guidance outlines how schools should provide remote education, and can be accessed here: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings#exam-and-assessment-disruption. The department has also issued non-statutory guidance on providing remote education guidance for schools which is available at: https://www.gov.uk/government/publications/providing-remote-education-guidance-for-schools/providing-remote-education-guidance-for-schools. Guidance for parents on remote education is available here: https://www.gov.uk/government/publications/providing-remote-education-information-to-parents-template. Schools can make use of free resources provided by Oak National Academy, which includes comprehensive, curriculum-aligned lesson materials across all key stages and subjects. These can be accessed online and adapted by teachers. More information is available at: https://www.thenational.academy. All schools and colleges must have contingency plans to ensure exams and assessments proceed during disruption. Detailed guidance on managing exam or assessment disruption can be found here: https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted.

What assessment she has made of the adequacy of exam support for students with dyslexia.

I refer the hon. Member for Fylde to the answer of 21 November 2025 to Question 90919.

With reference to the reforms announced in her Department's press release entitled Schools to cut bills with Great British Energy solar panels, published on 17 November 2025, will schools be required to bear any maintenance costs for the solar panels.

The department has used a delivery model which sees schools supported throughout the scheme, so whilst schools will be required to bear any maintenance costs for solar photovoltaics installed on their roofs, this is expected to be affordable from savings generated.Solar installs are already producing significant savings for schools with estimates suggesting that on average, a typical school could save up to £25,000 per year if they have solar panels with complementary technologies installed.The programme is on track with new installations at additional schools and colleges each month. Some contracts are still in procurement and, owing to the commercial sensitivity of this, it would not be appropriate to disclose evolving spend to date at this stage.

With reference to the reforms announced in her Department's press release entitled Schools to cut bills with Great British Energy solar panels, published on 17 November 2025, how much of the £100 million funding has been spent, and how much remains unallocated to date.

The department has used a delivery model which sees schools supported throughout the scheme, so whilst schools will be required to bear any maintenance costs for solar photovoltaics installed on their roofs, this is expected to be affordable from savings generated.Solar installs are already producing significant savings for schools with estimates suggesting that on average, a typical school could save up to £25,000 per year if they have solar panels with complementary technologies installed.The programme is on track with new installations at additional schools and colleges each month. Some contracts are still in procurement and, owing to the commercial sensitivity of this, it would not be appropriate to disclose evolving spend to date at this stage.

What assessment she has made of the potential impact of delaying publishing provisional funding allocations will have any impact on schools’ and local authorities’ budget planning for 2026-27.

The department published the financial year 2026/27 schools and central school services national funding formula (NFF) on 19 November. High needs allocations will follow shortly.

When she expects teaching of the British Sign Language GCSE to commence in schools.

The development of a British Sign Language (BSL) GCSE is an important step toward fostering greater recognition of BSL as a language, and we are committed to developing a qualification that benefits both students and the wider deaf community.The final subject content was published on GOV.UK in December 2023 and Ofqual’s final qualification rules were published on 13 November this year. Exam boards are now able to develop detailed specifications which will form the basis of course content to be taught in schools and colleges.Decisions on whether to develop qualification specifications are for exam boards, and any specifications developed by exam boards will need to be accredited by Ofqual before they are available to schools.

What assessment her Department has made of the potential impact of no-fault evictions on school stability, attendance and attainment for affected children.

The department understands that insecure housing can affect a pupil’s engagement with education. Our statutory attendance guidance sets out how partners should work together to understand barriers to attendance, which includes housing support where relevant. Where a pupil is temporarily accommodated in a different local authority, the guidance is also clear that both local authorities should work together to ensure continuity of education. The statutory attendance guidance is available in full at: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.The Renters’ Rights Act delivers our manifesto commitment to transform the experience of private renting, including by ending Section 21 ‘no fault’ evictions from 1 May 2026. It will give renters much greater security and stability so that they can stay in their homes for longer, build lives in their communities and avoid the risk of homelessness.

What data her Department holds on school attendance rates in Fylde constituency.

The department publishes figures from the school census on pupil absence in England. The latest data covers the autumn and spring terms of the 2024/25 academic year and is published here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2024-25-autumn-and-spring-term. Local authority data is available in the release. School level data is also available in this release and includes school identifiers that can be used to link the parliamentary constituency for the school using the ‘Get Information About Schools’ website: https://get-information-schools.service.gov.uk/. This absence release has been available since 23 October 2025.