Written questions by MacDonald.

If she will (a) introduce a dedicated employment status for foster carers, (b) establish an independent register and appeals system for foster carers and (c) launch a public inquiry into the fostering system.

Fostering is a devolved matter, and the response outlines the information for England only.The government does not believe that fostering should be considered a form of employment. Foster care is a family-based vocation and fostering homes should feel like family homes with people who love them, not a workplace with staff. Foster carers should not need to be considered workers to get the support and respect they deserve.The department recently launched a Call for Evidence on a national fostering register, including purpose, scope, design features and safeguards. We are analysing responses and will publish results and our response in the summer. The Independent Review Mechanism provides independent panels that review decisions made by fostering providers.Our focus is on delivering on our ambitious action plan to renew foster care, published in February 2026. By April 2029, we will create 10,000 more foster places, providing a foster place for every child who needs one. We have no current plans to launch a fostering inquiry. There have been several independent reviews into fostering and the wider care system, including ‘Foster Care in England’ (2018), the ‘Independent Review of Children’s Social Care’ (2022) and the Education Select Committee’s 2025 inquiry into Children’s Social Care.

Whether her Department is taking steps to ensure that AI features embedded in platforms such as Google Workspace for Education are (a) disclosed and (b) consented to by (i) schools and (ii) parents before being made available to primary-aged pupils.

Education is a devolved matter, and the response outlines the information for England only.The department is clear that safety is the top priority when making decisions around artificial intelligence (AI) in education, and any use of AI by pupils should be carefully considered and assessed, evaluating the benefits and risks.The department’s ‘Generative AI: Product Safety Standards’ updated in January 2026, set out the expectations that AI products should meet to be considered safe for use in education, including safeguarding requirements during set-up of any AI services.The department continues to encourage industry to ensure their products are compliant with the standards and is considering consulting on a certification scheme for generative AI products in education.The department has developed ‘Data protection in schools’ guidance which provides sector specific guidance for schools on compliance with data protection legislation and lawful basis for processing personal data. This includes AI, and signposts to tools, policy and standards. If a school relies on consent as the lawful basis to process personal data, guidance states that they must make sure that consent is properly given. This includes getting permission from parents or carers when required.

What guidance her Department provides to local authorities on the use of AI tools on school-issued devices in primary schools.

Education is a devolved matter, and the response outlines the information for England only.The department has provided a number of guidance documents that are relevant to local authorities and other responsible bodies on the safe and effective use of digital technologies and artificial intelligence (AI) in schools.The department’s ‘Generative AI in education’ policy paper is clear that any use of generative AI by staff, students, and pupils should be carefully considered and assessed, evaluating the benefits and risks of use in its education setting.The ‘Generative AI: Product Safety Standards’, updated in January 2026, set clear expectations for child-centred design and safety. The department provides support materials for using AI in education settings which contain advice on safe and effective use, alongside guidance relating to connectivity standards, cyber security, filtering and monitoring, and device management. The support materials are available at: https://www.gov.uk/government/collections/using-ai-in-education-settings-support-materials.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on teaching the importance of early detection of testicular cancer to young people.

Education is a devolved matter, and the response outlines the information for England only.It is important to educate people about the causes and symptoms of cancer and the department is supportive of efforts to do this at an early age.The revised relationships, sex and health education (RSHE) statutory guidance was published on 15 July. Cancer awareness and other specific cancer-related content is included. At secondary school, as part of the ‘Health protection and prevention, and understanding the healthcare system’ topic, pupils are taught the importance of taking responsibility for their own health and the benefits of regular self-examination and screening.Schools may also teach about cancer awareness in other areas of the national curriculum. For example, the secondary science curriculum ensures pupils are taught about non-communicable diseases, such as cancer, and the impact of lifestyle factors on the incidence of these diseases. Furthermore, in design and food technology, schools highlight the importance of nutrition and a healthy diet.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on teaching the importance of early detection of breast cancer to young people.

Education is a devolved matter, and the response outlines the information for England only.It is important to educate people about the causes and symptoms of cancer and the department is supportive of efforts to do this at an early age.The revised relationships, sex and health education (RSHE) statutory guidance was published on 15 July. Cancer awareness and other specific cancer-related content is included. At secondary school, as part of the ‘Health protection and prevention, and understanding the healthcare system’ topic, pupils are taught the importance of taking responsibility for their own health and the benefits of regular self-examination and screening.Schools may also teach about cancer awareness in other areas of the national curriculum. For example, the secondary science curriculum ensures pupils are taught about non-communicable diseases, such as cancer, and the impact of lifestyle factors on the incidence of these diseases. Furthermore, in design and food technology, schools highlight the importance of nutrition and a healthy diet.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of St. Andrews.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of Edinburgh.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of Glasgow.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of Aberdeen.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of the Highlands and Islands.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What discussions her Department has had with the Scottish Cabinet Secretary for Education on the allocated number of domestic places at the University of Stirling.

Education and training is a devolved matter. This means that the Scottish Government set education and training policy in Scotland, including the policy to limit the number of publicly funded undergraduate places available to Scottish-domiciled students. Students from the rest of the UK are not subject to the same recruitment caps as Scottish students.Higher education providers are independent from government and are responsible for their own admissions decisions. The number of places available for students from the rest of the UK is managed separately by institutions who will set recruitment targets in line with their own institutional strategy.

What steps her Department is taking to ensure that financial education in schools adequately prepares young people for (a) adult life and (b) work.

I refer the hon. Member for Inverness, Skye and West Ross-shire to the answer of 9 April 2025 to Question 43513.

What assessment her Department has made of the potential merits of including financial education provision in primary schools as part of the national curriculum.

The Curriculum and Assessment Review is evaluating the existing national curriculum and statutory assessment system in England, to ensure they are fit for purpose, and to ensure a rich, broad, inclusive and innovative curriculum that readies young people for life and work.The Review is being informed by evidence, data and in close consultation with education professionals and other experts, parents, children and young people, and other stakeholders such as employers, universities and trade unions. This includes over 7,000 responses to the public call for evidence, and a range of research and polling.During the public consultation, the Review Group heard consistently from parents and children that they want more focus on the applied knowledge and skills that will equip them for later life and work, such as financial education. The Review is considering whether there is sufficient coverage of these skills within subjects, and how content can remain relevant and support young people to thrive in a fast-changing world. The Review’s final report and recommendations will be published in the autumn.

What assessment her Department has made of the effectiveness of existing financial education provision in helping pupils understand (a) saving, (b) budgeting, (c) mortgages and (d) banking.

I refer the hon. Member for Inverness, Skye and West Ross-shire to the answer of 9 April 2025 to Question 43513.

Whether she has had recent discussions with education stakeholders on the inclusion of financial education in the curriculum review.

The Curriculum and Assessment Review is evaluating the existing national curriculum and statutory assessment system in England, to ensure they are fit for purpose, and to ensure a rich, broad, inclusive and innovative curriculum that readies young people for life and work.The Review is being informed by evidence, data and in close consultation with education professionals and other experts, parents, children and young people, and other stakeholders such as employers, universities and trade unions. This includes over 7,000 responses to the public call for evidence, and a range of research and polling.During the public consultation, the Review Group heard consistently from parents and children that they want more focus on the applied knowledge and skills that will equip them for later life and work, such as financial education. The Review is considering whether there is sufficient coverage of these skills within subjects, and how content can remain relevant and support young people to thrive in a fast-changing world. The Review’s final report and recommendations will be published in the autumn.

What discussions she has had with her Scottish counterparts on the sustainability of high-quality Practical Electronics teaching.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with her Scottish counterpart specifically regarding supporting teaching in science, technology, engineering, and mathematics (STEM) subjects. However, Ministers have had valuable discussions at four nations meetings and officials maintain contact around issues of mutual interest, including STEM education.

What discussions she has had with her Scottish counterparts on support for physics teaching.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with her Scottish counterpart specifically regarding supporting teaching in science, technology, engineering, and mathematics (STEM) subjects. However, Ministers have had valuable discussions at four nations meetings and officials maintain contact around issues of mutual interest, including STEM education.

What discussions she has had with her Scottish counterparts on supporting engineering science teaching.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with her Scottish counterpart specifically regarding supporting teaching in science, technology, engineering, and mathematics (STEM) subjects. However, Ministers have had valuable discussions at four nations meetings and officials maintain contact around issues of mutual interest, including STEM education.

What discussions she has had with her Scottish counterparts on supporting Mathematics teaching.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with her Scottish counterpart specifically regarding supporting teaching in science, technology, engineering, and mathematics (STEM) subjects. However, Ministers have had valuable discussions at four nations meetings and officials maintain contact around issues of mutual interest, including STEM education.

What discussions she has had with her Scottish counterparts on ensuring the sustainability of high-quality biology teaching.

My right hon. Friend, the Secretary of State for Education, has not had any discussions with her Scottish counterpart specifically regarding supporting teaching in science, technology, engineering, and mathematics (STEM) subjects. However, Ministers have had valuable discussions at four nations meetings and officials maintain contact around issues of mutual interest, including STEM education.