Written questions by Gelderd.

What assessment her Department has made of the potential for artificial intelligence tools to improve access to educational support for children with SEND in rural and coastal areas.

Awaiting answer.

What steps her Department is taking to help ensure that social care professionals working with adoptive families receive trauma-informed training.

I refer my hon. Friend, the Member for South East Cornwall to the answer of 13 January 2026 to Question 102909.

What steps her Department is taking to help ensure that communication in (a) adoption support and (b) reunification cases is (i) timely and (ii) compliant with statutory guidance.

Regional adoption agencies should clearly set out on their websites what adoption support is available, who provides it, and how families can access it. This should include an overview of universal, targeted and specialist forms of support. During the adoption assessment process, prospective adopters must also receive information, counselling and advice about adoption, including the support services they may be entitled to. In addition, the Adoption and Special Guardianship Support Fund provides nationwide access to funded post‑adoption support, including therapeutic interventions for adopted children and their families.In early‑permanence placements such as foster‑to‑adopt, reunification may occur if the court decides a child should return to their birth family. In these circumstances, reunification must follow statutory care‑planning duties, ensuring well‑planned transitions and appropriate support for carers and parents. Adoption England’s Reunification Framework provides structured guidance for practitioners to manage these transitions safely and sensitively, ensuring the child’s needs remain central throughout the process.

What recent assessment she has made of the potential impact of differences in teacher qualification requirements by multi-academy trusts and local authority-maintained schools on the consistency of educational standards.

Evidence shows that high quality teaching is the most important in-school factor that improves outcomes for children, particularly those with special educational needs and disabilities (SEND).Qualified Teacher Status (QTS) is the professional qualification for primary and secondary teachers and underpins high quality teaching by ensuring teachers meet the Teachers’ Standards. It is right that we expect teachers to be professionally qualified and the department is taking steps to ensure consistency in educational standards across all state funded primary and secondary schools. Teachers in local authority-maintained schools and special schools are already required to have QTS.Through the Children’s Wellbeing and Schools Bill, we are seeking to extend the requirement to academies, so all pupils, including those with SEND, benefit from well-trained, professionally qualified teachers. This change will ensure that teachers too benefit from the knowledge and training that underpins QTS across both local authority-maintained schools and academies.

What assessment she has made of the potential implications for her Department's policies of trends in the use of qualified supply teachers by academy trusts.

The department values the work that supply teachers do and the important contribution they make to the smooth running of schools. The department has not made any assessments relating to academy trusts alone, but we have considered the school sector as a whole.The department knows that the use of supply teachers, particularly in the secondary phase, has increased since the COVID-19 pandemic and that this is having an impact on school budgets. Details of our work on helping schools to maximise value from their budgets will be announced shortly.

What assessment her Department has made of the potential impact of changes to international student policy on the finances of universities.

​​The government has been clear that we welcome international students who meet the requirements to study in the UK. International students positively impact our higher education (HE) sector, economy, and society as a whole and enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.​The Immigration White Paper, published in May, sets out a balanced approach - helping the government achieve our manifesto commitment on reducing net migration while maintaining the UK’s global competitiveness.​The Office for Students (OfS) has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that providers will need to change their business models to protect their financial health as a response to this risk and others. HE providers are independent from government and as such are responsible for managing their finances.​This government has taken action to support the financial sustainability of universities after seven years of frozen tuition fee caps. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year was increased by 3.1%, from £9,250 to £9,535. To provide long-term certainty over future funding for the sector, so that it can focus on reform, we will increase tuition fee caps in line with forecast inflation in 2026/27 and 2027/28 and then legislate to increase tuition fee caps automatically for future academic years.

What steps she is taking to help support higher education providers that have financial challenges in the next academic year.

​​The government has been clear that we welcome international students who meet the requirements to study in the UK. International students positively impact our higher education (HE) sector, economy, and society as a whole and enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.​The Immigration White Paper, published in May, sets out a balanced approach - helping the government achieve our manifesto commitment on reducing net migration while maintaining the UK’s global competitiveness.​The Office for Students (OfS) has identified reliance on international student fee income as a risk to HE providers’ sustainability. It has been clear that providers will need to change their business models to protect their financial health as a response to this risk and others. HE providers are independent from government and as such are responsible for managing their finances.​This government has taken action to support the financial sustainability of universities after seven years of frozen tuition fee caps. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year was increased by 3.1%, from £9,250 to £9,535. To provide long-term certainty over future funding for the sector, so that it can focus on reform, we will increase tuition fee caps in line with forecast inflation in 2026/27 and 2027/28 and then legislate to increase tuition fee caps automatically for future academic years.

What information her Department holds on the number of times that teaching assistants have delivered unsupervised classroom teaching in place of qualified supply staff in (a) academies and (b) other state schools in the latest period for which data is available.

The department does not hold information regarding the number of times that teaching assistants have delivered unsupervised classroom teaching in place of qualified supply staff. .

What support is available to help young people (a) develop skills and (b) access opportunities in South East Cornwall constituency.

As announced in the spending review, the department is making over £1.2 billion of additional investment per year in skills by 2028/29.This will support and grow the wide range of technical routes and work-based training available for people of all ages, across the country, including South-East Cornwall. This includes:Widening the apprenticeships offer into a growth and skills offer, including new foundation apprenticeships, which will give more young people a foot in the door at the start of their working life.T Levels, a high quality technical education option for young people, including a valuable workplace industry placement which prepares them work.Higher Technical Qualifications, occupation-focused level 4-5 qualifications, approved and quality marked as providing the skills demanded in the workplace by employers.There are ​a number of post-16 education and training providers in Cornwall ​delivering further education and skills provision. The largest of these is Cornwall College, ​judged as overall Outstanding in their latest Ofsted inspection, and which has campuses throughout Cornwall.We have also strengthened legislation to ensure all secondary pupils have multiple opportunities for meaningful encounters with providers of technical education and apprenticeships.

Whether her Department has made an assessment of the potential merits of awarding Qualified Teacher Status to PhD holders without requiring completion of a Postgraduate Certificate in Education.

Qualified teacher status (QTS) is the professional qualification for teachers in primary and secondary schools. Having a Postgraduate Certificate in Education (PGCE) is not required to become a qualified teacher but many Initial Teacher Training (ITT) courses also offer an academic award such as a PGCE.QTS is usually achieved following successful completion of an ITT Course. All ITT courses leading to QTS must incorporate the Initial Teacher Training and Early Career Framework in full. This framework is underpinned by the best independently verified evidence about what makes great teaching.To achieve QTS, individuals must demonstrate all Teachers’ Standards. Subject expertise is a critical part of great teaching, but teachers also need to understand how children learn; how to plan a curriculum and structure lessons; how to adapt their teaching to the needs of the children in their classes, including those with special educational needs; and how to manage behaviour effectively.Evidence shows that high-quality teaching is the most important in-school factor that improves outcomes for children, which is why we think it is right that only teachers who have met the Teachers’ Standards are awarded QTS.

What steps her Department is taking to support journalism training that helps future journalists deal with AI-generated content and misinformation.

Higher education providers are independent bodies responsible for designing their own journalism qualifications. However, the quality of courses is regulated by the independent regulator the Office for Students (OfS). Courses must be up-to-date and teach students skills relevant to the subject and level of the course. Relevant skills could include, but not be limited to, cognitive skills, practical skills, transferable skills and professional competences.A course designed to lead to a particular profession should require students to demonstrate the skills necessary for success in that profession, including where specific skills are required for accreditation by a professional body.For example, the National Council for the Training of Journalists (NCTJ) and the Broadcast Journalism Training Council accredit courses delivered by providers in the UK. In addition, the NCTJ offers its own popular journalism diploma, which is also delivered in some further education colleges as well as other level 3 provision. It is for employers, providers and sector bodies to ensure that content meets learner and employer needs.

What estimate she has made of the number of students likely to be affected by the withdrawal of Strategic Priorities Grant funding for journalism courses in 2025–26.

The government provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students in higher education (HE). We are prioritising support for high-cost subjects that are essential to the delivery of our Industrial Strategy and for access to HE for disadvantaged groups. The removal of SPG funding for journalism courses aligns with this.We are prioritising investment in science, engineering and technology subjects. Media studies, journalism, publishing and information services are all important and valued subjects, and the government acknowledges their importance, alongside numerous other subjects that do not attract SPG high-cost subject funding, such as history, languages, economics, mathematics and law.Funding for all subjects, including journalism, will benefit from the increase in tuition fee limits in line with inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535.HE providers are autonomous bodies, independent from government, and are responsible for deciding which courses to offer.

What the evidential basis was for the decision to remove Strategic Priorities Grant funding from journalism courses.

The government provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students in higher education (HE). We are prioritising support for high-cost subjects that are essential to the delivery of our Industrial Strategy and for access to HE for disadvantaged groups. The removal of SPG funding for journalism courses aligns with this.We are prioritising investment in science, engineering and technology subjects. Media studies, journalism, publishing and information services are all important and valued subjects, and the government acknowledges their importance, alongside numerous other subjects that do not attract SPG high-cost subject funding, such as history, languages, economics, mathematics and law.Funding for all subjects, including journalism, will benefit from the increase in tuition fee limits in line with inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535.HE providers are autonomous bodies, independent from government, and are responsible for deciding which courses to offer.

What assessment she has made of the potential impact of the removal of Strategic Priorities Grant funding from journalism courses in the 2025–26 academic year on the accessibility of journalism education.

The government provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students in higher education (HE). We are prioritising support for high-cost subjects that are essential to the delivery of our Industrial Strategy and for access to HE for disadvantaged groups. The removal of SPG funding for journalism courses aligns with this.We are prioritising investment in science, engineering and technology subjects. Media studies, journalism, publishing and information services are all important and valued subjects, and the government acknowledges their importance, alongside numerous other subjects that do not attract SPG high-cost subject funding, such as history, languages, economics, mathematics and law.Funding for all subjects, including journalism, will benefit from the increase in tuition fee limits in line with inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535.HE providers are autonomous bodies, independent from government, and are responsible for deciding which courses to offer.

Whether her Department plans to continue funding Level 3 vocational qualifications in music and the arts beyond 2026; and what assessment she has made of the potential impact of removing these qualifications on access to creative careers for students who do not follow A-Level routes.

On 12 December 2024, the government published the review of level 3 qualifications reform which can be found here: https://www.gov.uk/government/publications/review-of-level-3-qualifications-reform-provisional-outcomes. The review aimed to ensure that qualifications reform supports the government’s missions of spreading opportunity and delivering economic growth, and considered all qualifications that were due to have funding removed in either 2024 or 2025.The routes in scope of this review were:Health and science.Education and early years.Construction and the built environment.Agriculture, environment and animal care.Digital.Engineering and manufacturing.Creative and design.Legal, finance and accounting.Business and administration.Qualifications at level 3 in other subjects, such as music and the arts, will continue to be funded as before. No decisions have been made to defund these qualifications. When we published the results of this review, we were clear this provided certainty on which qualifications will remain funded up to 2027.We will consider the future of level 3 qualifications following the recommendations from the Curriculum and Assessment Review, due later in 2025.

What assessment she has made of the potential implications for her policies of the recommendations of the Centre for Social Justice's report entitled Lost Boys, published in March 2025.

The department wants to ensure that every child and young person can achieve and thrive in education, work and life, regardless of their gender or background. Work to tackle the impacts of disadvantage is embedded throughout the Opportunity Mission. Ensuring all children, including boys, experience the best start in life is the foundation of the Mission, recognising that children’s earliest years are crucial to their health, development and future life chances.High standards across education are the key to unlocking stronger outcomes and a better future for all children and young people. The department will drive high and rising standards in every school, delivered though excellent teaching, a high-quality curriculum and a school system which removes the barriers to learning that hold too many children back.We are determined to break down barriers to opportunity for all our young people. One in eight 16 to 24-year-olds are not in education, employment or training and as the Lost Boys report highlights, the majority of these are young men. This number is too high, and we are taking the action needed to tackle it by investing in skills training and opening up access to apprenticeships.This government’s focus on ‘Getting Britain Working’ is critical to growing the economy and aims to support young people through the new Youth Guarantee. This will ensure all young people aged 18-21 will have access to education, training or help to find a job or an apprenticeship.

What assessment her Department has made of the adequacy of the provision available for young people with SEND who are at risk of becoming NEET (Not in Education, Employment, or Training) (a) in Cornwall and (b) nationally; and what steps she is taking to ensure they receive support to enter education, employment, or training.

All education and training providers, as with other related service providers, have a duty to make reasonable adjustments for people with disabilities, so they are not disadvantaged compared to non-disabled students. This includes people with a learning difficulty. This duty is set out under section 20 of the Equality Act 2010, which is available at: https://www.legislation.gov.uk/ukpga/2010/15/section/20.Local authorities are also responsible for commissioning education for young people who have an education, health and care (EHC) plan and have high needs. Cornwall Council’s special educational needs and disabilities (SEND) offer is developed in partnership with parents, carers and stakeholders, which includes the two colleges in Cornwall. The Together for Family’s SEND strategy sets out Cornwall Council’s considerations for post-16 young people. Schools and colleges in Cornwall help young people prepare for adulthood and there are specific programmes of education to support young people in moving on to further education, independent living, training and/or employment.The council provides further support for young people at risk of becoming not in employment, education or training (NEET) through the Cornwall Opportunities Initiative and the Youth Engagement Project for Cornwall and the Isles of Scilly, aimed at disadvantaged young people, which has received £2 million from the UK government through the Shared Prosperity Fund. The latter programme works with young people aged 16 to 24, with a specific focus on 16 to 18 year-olds who are NEET or are at risk of NEET, have special educational needs, or are in other vulnerable groupings.

What steps she is taking to help improve (a) education and (b) training for sustainable jobs in the renewable sector in South East Cornwall constituency.

Areas right across the UK are benefitting from the transition to low carbon energy. The government’s investments in the skills system are promoting education and training that creates meaningful opportunities for all, including in areas such as renewable energy for South East Cornwall.The department funds a range of programmes that develop green skills, including:T Levels in construction, engineering and land management, which can lead to careers as a civil engineering technician or countryside officer, for example.Over 200 occupational standards that include green skills, such as civil engineer, low carbon heating technician and professional forester.Moreover, green energy will be eligible for the first round of shortened apprenticeships that we recently announced as part of our skills reforms.The recently created Skills England is working with partners to map out and address skills needs linked to clean energy.Addressing local renewable energy and green skills needs are a priority set out in Local Skills Improvement Plans, including the plan covering South East Cornwall. With support from the department, local colleges are actively addressing green skills needs through various initiatives and programmes in key areas such as green construction, heat pump technologies and electric vehicles.