Written questions by Anderson.

With reference to her Department's guidance entitled The Erasmus+ programme, published on 17 December 2025, what steps her Department is taking to support (a) schools and (b) other participating organisations listed in that guidance to engage with the Erasmus+ programme in advance of the UK rejoining the scheme.

The government will work closely with organisations and young people to maximise take-up, particularly among disadvantaged groups. The British Council is set take on the role of the UK National Agency.The National Agency will be in charge of managing the implementation of the Erasmus+ Programme in the UK. The National Agency will have a dedicated website, and will issue guidance to applicants in advance of the 2027 funding call.Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to schools, colleges and other eligible organisations. There will also be support for schools who wish to apply and make the most opportunities across Europe.Schools can find guidance about the Erasmus+ programme on the Erasmus+ GOV.UK pages.

Whether she has assessed the adequacy of financial investment in (a) weekend, (b) short-break fostering and (c) supported lodgings.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering.We are investing £88 million over the next two financial years to transform the foster care system. That will include direct action to recruit and retain a wide range of foster carers, including weekend and short-break foster carers.This investment includes an innovation programme supported by £12.4 million to scale and spread new and existing models of care, including different models of foster care that push at the boundaries of how we achieve better results for children. This programme can also include initiatives that make greater use of supported lodgings to enable older children, where appropriate, to live more independently.Our policy paper also sets out plans to ensure that carers can rely on their own trusted networks, and to tackle unnecessary bureaucratic hurdles that carers often face when attempting to do this. The policy paper is available here: https://www.gov.uk/government/publications/renewing-fostering-homes-for-10000-more-children.

What estimate she has made of the number of children in care that are unable to access stable fostering placements in the Buckingham and Bletchley constituency.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

What plans she has to (a) monitor and (b) shorten the fostering approval process to meet the Government’s pledge for getting vulnerable children into foster homes.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

What metrics her Department will use to assess the potential impact of additional investment on fostering support models.

We have announced an ambitious reform programme to urgently address the sharp decline in foster carers and modernise fostering. The reforms establish a clear direction built on relationships, stability and trust: simplifying outdated rules, strengthening national recruitment, expanding regional collaboration and improving support and respect given to carers.Our primary metric will be the number of approved fostering places in local authorities and third sector providers, with a target of 10,000 more approved fostering places by the end of this Parliament. We will also monitor wider trends such as conversion from enquiry to approval, assessment timeliness, placement stability, and reduced reliance on residential care.We will improve the approval process by strengthening expectations on timeliness and reducing bureaucracy. We are also consulting on removing fostering panels for initial approvals while retaining strong oversight. For fostering recruitment hubs, we will introduce a new performance framework so that hubs are both clear on expectations on data collection and accountable for outcomes and continuous improvement.The department does not hold data centrally on the number of fostering placements at constituency level. Nationally, placement sufficiency remains under strain, which is why reforms are essential to renewing fostering and improving support for carers and children.

What assessment her Department has made of the potential impact of international education programmes on local employment.

The new UK’s International Education Strategy sets a clear ambition to grow the value of education exports to £40 billion a year by 2030. We are backing UK providers, at all levels, to deliver British education overseas in new and expanding markets, while driving growth at home. By expanding overseas, our universities, colleges and education providers from all regions can diversify income, strengthen global partnerships and give millions more students access to a world-class UK education on their doorstep, all whilst boosting growth at home. The new strategy urges UK providers to take advantage of the UK’s unique position and meet rising global demand for high-quality education.

What reporting requirements UK providers will have for international education initiatives.

Sector stakeholders will be central to the successful delivery of the new International Education Strategy. The reformed Education Sector Action Group (ESAG), chaired by Ministers, will bring together industry, government, and representative bodies from across the education sector to tackle key concerns and identify opportunities for partnerships. Each representative will lead on an action plan, published within the first 100 days of appointment to ESAG, outlining how their members will support delivery of the strategy.

What steps her Department plans to take to ensure that education exports support institutions in Buckingham and Bletchley constituency.

The new UK’s International Education Strategy sets a clear ambition to grow the value of education exports to £40 billion a year by 2030. We are backing UK providers, at all levels, to deliver British education overseas in new and expanding markets, while driving growth at home. By expanding overseas, our universities, colleges and education providers from all regions can diversify income, strengthen global partnerships and give millions more students access to a world-class UK education on their doorstep, all whilst boosting growth at home. The new strategy urges UK providers to take advantage of the UK’s unique position and meet rising global demand for high-quality education.

What criteria will be used to select education providers eligible for international expansion support.

Through the UK’s International Education Strategy, we are backing UK providers, at all levels, to deliver British education overseas in new and expanding markets, while driving growth at home. Sector stakeholders will be central to the successful delivery of the new International Education Strategy. The reformed Education Sector Action Group (ESAG), chaired by Ministers, will bring together industry, government, and representative bodies from across the education sector to tackle key concerns and identify opportunities for partnerships. Each representative will lead on an action plan, published within the first 100 days of appointment to ESAG, outlining how their members will support delivery of the strategy.

What assessment she has made of the impact of the indicative early years funding allocations on workforce recruitment and retention in early years settings.

The early years workforce is at the heart of the government’s mission to give every child the best start in life and deliver our Plan for Change. Our Best Start in Life strategy sets out how we are improving the quality of early education by investing in training and qualifications, increasing understanding of high quality practice and providing more access to proven, evidence-based early years programmes. The latest early years census data reports a 7.2% increase in the number of workers between 2024 and 2025, to 272,500 staff. This represents an increase of 18,200 workers and is the biggest increase we have seen since the data became available in 2018, likely driven by the expanded entitlements. We know from listening to the sector and our own regular research, that the cost of delivery is highest for younger children due to tighter staffing ratios and, consequently, higher staff costs, as staffing makes up the most significant proportion of provider costs. Our funding rates are set to reflect this with government funding rates for younger children remaining significantly higher than typical parent-paid fees. For 2026/27, the national average funding rate is £12.04 for under twos, £8.90 for two-year-olds, and £6.42 for three to four-year-olds, compared to average parent-paid fees from last year of £7.18, £7.09, and £6.78 respectively. Combined with the increase in hours through the expansion, these higher funding rates for younger children mean substantially more investment is flowing into the early years sector with an expected £9.5 billion being provide for the early years in 2026-27.

How many children taking up early years entitlements in 2026-27 in Buckingham and Bletchley constituency are projected to be from households in the bottom two deciles of income distribution.

The latest January 2025 statistics on Funded early education and childcare were published in July here: https://explore-education-statistics.service.gov.uk/find-statistics/funded-early-education-and-childcare/2025. Figures on the number of children registered for government funded entitlements in Buckinghamshire can be accessed here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8be865c0-9f87-475e-9475-08de4155ee12. Statistics from households in the bottom two deciles of income distribution are not readily available, nor are figures at parliamentary constituency level. Statistics for January 2026 have a provisional release date on GOV.UK of July 2026.

What analysis her Department has undertaken on the relationship between early years entitlement funding rates and levels of parental fees charged above entitlement hours.

The early years workforce is at the heart of the government’s mission to give every child the best start in life and deliver our Plan for Change. Our Best Start in Life strategy sets out how we are improving the quality of early education by investing in training and qualifications, increasing understanding of high quality practice and providing more access to proven, evidence-based early years programmes. The latest early years census data reports a 7.2% increase in the number of workers between 2024 and 2025, to 272,500 staff. This represents an increase of 18,200 workers and is the biggest increase we have seen since the data became available in 2018, likely driven by the expanded entitlements. We know from listening to the sector and our own regular research, that the cost of delivery is highest for younger children due to tighter staffing ratios and, consequently, higher staff costs, as staffing makes up the most significant proportion of provider costs. Our funding rates are set to reflect this with government funding rates for younger children remaining significantly higher than typical parent-paid fees. For 2026/27, the national average funding rate is £12.04 for under twos, £8.90 for two-year-olds, and £6.42 for three to four-year-olds, compared to average parent-paid fees from last year of £7.18, £7.09, and £6.78 respectively. Combined with the increase in hours through the expansion, these higher funding rates for younger children mean substantially more investment is flowing into the early years sector with an expected £9.5 billion being provide for the early years in 2026-27.

What data her Department holds on expected changes in childcare demand in Buckingham and Bletchley constituency associated with childcare measures in the Child Poverty Strategy.

It is our ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.The government’s landmark Child Poverty Strategy sets out how we intend to monitor and evaluate the impacts of the strategy, including understanding how this varies across the UK and for different groups. From next year, parents claiming Universal Credit who are starting or returning to work (including after parental leave) will be able to have their childcare costs paid before they pay them - removing the need to front the money and claim it back later. Previously, Universal Credit covered childcare costs for up to two children. Under the new policy, families with more than two children will receive support for all their childcare costs.Although we do not hold this data on a constituency level, there are no reported issues in the South East region.

What estimate her Department has made of the number of schools in the Buckingham and Bletchley constituency that will require capital adjustments to deliver expanded breakfast provision under the Child Poverty Strategy.

The department has so far successfully delivered 5 million meals through 750 early adopter free breakfast clubs and schools have told us about the many benefits these clubs provide including improved attendance, behaviour and attainment. We have seen our early adopters successfully manage space constrains and we continue to encourage local authorities, responsible bodies, academy trusts, schools and providers to work together to solve problems collaboratively, ensuring the needs of parents and children are met. Schools have flexibility to decide where to deliver their provision, in accordance with the minimum expectations. They are expected to consider all space available onsite, including classrooms. Alternatively, they can opt to offer the provision offsite at a nearby venue. Schools will receive a £1000 start-up grant to spend on any equipment, materials, training and infrastructure and systems needed to deliver.

Whether she plans to participate in the OECD PISA financial literacy assessment to benchmark pupils’ financial education.

The government has made a commitment to strengthen pupils’ foundational understanding of financial education in mathematics and citizenship, with digital resources to support teaching. The department will engage with sector experts and young people in working out how best to reflect this in the updated curriculum. There will be a public consultation on the updated curriculum programmes of study in 2026, to seek views on the content before they are finalised. ​To support schools with teaching now and longer-term, Oak National Academy, an independent Arm’s Length Body, provides adaptable, optional and free curriculum support for schools, which can be found here: https://www.thenational.academy/ . The department will be examining what further support and training may be needed to help deliver the new financial education curriculum. No decision has yet been made on whether to participate in the Organisation for Economic Co-operation and Development Programme for International Student Assessment financial literacy assessment and will confirm a decision in due course.​

What support and training will be provided to teachers to deliver financial education, as part of the Government response to the Curriculum and Assessment Review.

The government has made a commitment to strengthen pupils’ foundational understanding of financial education in mathematics and citizenship, with digital resources to support teaching. The department will engage with sector experts and young people in working out how best to reflect this in the updated curriculum. There will be a public consultation on the updated curriculum programmes of study in 2026, to seek views on the content before they are finalised. ​To support schools with teaching now and longer-term, Oak National Academy, an independent Arm’s Length Body, provides adaptable, optional and free curriculum support for schools, which can be found here: https://www.thenational.academy/ . The department will be examining what further support and training may be needed to help deliver the new financial education curriculum. No decision has yet been made on whether to participate in the Organisation for Economic Co-operation and Development Programme for International Student Assessment financial literacy assessment and will confirm a decision in due course.​

What baseline data her Department uses to determine school-specific attendance improvement targets.

The department uses a combination of national and school-level data to determine each school’s attendance baseline improvement expectation (ABIE), which sets out the minimum improvement expected over an academic year. ABIEs include a context-based factor, which compares a school’s previous year attendance with that of statistically similar schools. Similar schools are identified using characteristics such as free school meal eligibility, special educational needs, deprivation, funding levels, and region. The reports headteachers receive also include pre-pandemic attendance benchmarks and local authority averages, providing schools with a “ladder of ambition” against which to benchmark improvements.

What guidance her Department has issued to schools in Buckingham and Bletchley constituency on minimum attendance improvement targets.

Tackling absence is central to the government’s mission to break down barriers to opportunity. Children attended over 5.3 million additional days in the 2024/25 school year compared to the 2023/23 school year, with over 140,000 fewer pupils persistently absent. Our statutory ‘Working together to improve school attendance’ guidance sets clear expectations for schools to take a support-first approach, using data to identify patterns and intervene early. To support this, our attendance baseline improvement expectations (ABIEs) set out the minimum improvement expected over an academic year, based on each school’s context and previous year’s attendance. Schools’ progress against their ABIEs informs the type of support offered. ABIEs are a starting point, not a limit. Schools are encouraged to work, towards pre-pandemic attendance levels or better. Indicative ABIEs are available now, with full introduction in 2026/27. Alongside ABIEs, schools receive ‘similar schools’ reports which name higher-performing schools with comparable characteristics and provide advice on how to contact them to share strategies. Schools can also access an updated attendance improvement toolkit for practical advice on attendance improvement. For schools facing the greatest challenges, we are rolling out up to 90 Attendance and Behaviour Hubs, to deliver structured peer support and bespoke improvement plans.

What monitoring arrangements her Department has in place to evaluate the impact of the attendance improvement roadmap on pupil outcomes.

To monitor progress against our journey to return to pre-pandemic levels of attendance and beyond, the department collects comprehensive attendance data to track trends and identify what is working well and where the system needs support. Our world leading data tools allow us to monitor real time attendance across all state-funded schools. By analysing this data at national, regional, and school level, we can assess progress towards pre-pandemic levels and ensure interventions are targeted where they will have the greatest impact on pupil outcomes. Support provided through Attendance and Behaviour Hubs and our expanded mentoring programme, is subject to ongoing monitoring and quality assurance by regional advisers and will be independently evaluated to assess their impact on attendance and pupil outcomes. Thanks to the efforts of the sector, absence is moving in the right direction, with children gaining over five million more days in school last year compared to the previous year.

What communication her Department has had with academy trusts in Buckingham and Bletchley constituency on attendance improvement plans.

The department engages regularly with academy trusts on attendance improvement through a range of channels. In the last academic year, we hosted 12 regional conferences for secondary school and trust leaders focusing solely on the attendance challenge through our regional improvement for standards and excellence (RISE) programme. The conferences covered data analysis and shared practical strategies. Feedback from school and trust leaders was strong, and was supported by increased engagement with our data tool. The department also provides targeted communications through webinars, newsletters and direct correspondence to school and trust leaders. This includes updates on new resources such as the Attendance Improvement Toolkit and support available through our RISE Attendance and Behaviour Hubs.