Written questions by Hinds.

By what measures the impact and effectiveness of Regional Improvement for Standards and Excellence (RISE) teams will be assessed.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.The impact of RISE intervention will rely on both a quantitative evaluation of the impact on pupils, aligned to the government’s Opportunity Mission for all children to achieve and thrive, and an evaluation on the process and delivery of RISE.An impact evaluation of the programme measuring change over time in key success measures, such as attainment and attendance, for schools receiving targeted RISE intervention set against a suitable group of comparator schools will be carried out in due course.

From when and how frequently she plans to publish estimations of the impact and effectiveness of RISE teams.

Regional improvement for standards excellence (RISE) teams have already paired over 350 schools with RISE advisers and supporting organisations, including some of our strongest trusts with a record of turning around struggling schools, to share expertise and boost standards.The department expects to start publishing that data with appropriate comparisons over time during 2026.

Whether her Department has undertaken research on the main causal factors of trends in the number of young children presenting with special needs.

International evidence indicates that the number of children and young people with special educational needs and disabilities (SEND) is also increasing in comparable countries. Although definitions and systems vary considerably, the key drivers include improved understanding and diagnosis of need, as well as social and medical factors.The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews, available at: https://www.gov.uk/government/publications/identifying-and-supporting-the-needs-of-children-with-send-in-mainstream-settings.The department also funds a ‘What Works in SEND’ programme, which is delivered by the Research and Improvement for SEND Excellence Partnership. This programme produces research and local area case studies that harness best practice from practitioners and partner organisations on local area SEND service delivery.The Schools White Paper, due to be published in the new year, will set out how the department plans to move forward with reforms to improve the SEND system in future years.

Whether maintained nursery schools will be eligible for capital funding in Phase 3 of the School-based Nurseries programme.

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

At what geographical level deprivation criteria will be applied in Phase 3 of the School-based Nurseries programme.

High quality early years is central to the government’s mission to break down barriers to opportunity, give every child the best possible start in life and is essential to our Plan for Change. School-based nurseries are one part of our diverse and vibrant early years landscape, and this government is boosting availability and access to early years places through the school-based nursery programme. Maintained nursery schools are eligible to apply for funding in Phase 2.Phase 3 of the programme will launch in early 2026, when the department will publish guidance covering eligibility criteria and our approach to funding.

How she will measure the impact of the 2026 'Year of Reading' on children and young people.

The National Year of Reading is a UK-wide campaign to address the steep decline in reading enjoyment amongst children, young people and adults, aiming to engage new audiences in reading and make lasting change to the nation’s reading habits.Grounded in existing evidence and new research by an external research agency, the campaign is designed to deliver meaningful impact during 2026 and beyond. The impact of the National Year of Reading will be measured through an independent external evaluation. The evaluation will examine how the campaign influences reading behaviours, connects with audiences and shapes attitudes towards reading, particularly among the campaign’s priority audiences including teenage boys, the early years, and families from disadvantaged communities. It will also assess the wider impact on the literacy sector and the foundations for long-term change. The findings will be published in 2027.

What assessment she has made of the effectiveness of schools' implementation of her Department's guidance entitled Mobile phones in schools, published on 19 February 2024.

Departmental guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.

What information her Department holds on the costs incurred by schools for implementing smartphone bans during the school day.

Departmental guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.The department does not hold information on costs incurred by schools to implement mobile phone bans. Each school is responsible for deciding how they apply this guidance and how to accommodate the needs of their pupils.

What assessment she has made of the potential impact of changes to funding levels on the language hubs programme.

The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.

For what reason his Department has reduced funding for the language hubs programme.

The government is continuing to fund the National Consortium for Languages Education (NCLE). NCLE is delivering a new model of support for schools that can potentially reach a greater number of schools nationally. The new programme, which replaces Language Hubs, has national reach as it is not constrained by geography or limited by the number of schools it can support.NCLE launched Language Educators Online (LEO) on 16 September 2025. LEO provides free continuous professional development to all language teachers in England. This is supported by 14 Strategic Learning Networks and locally responsive National Priority Projects. It is research-informed, helping teachers collaborate and tackle key challenges in language education. Language teachers can join the NCLE Language Network in their area and sign up to LEO to keep up to date with current and evolving teaching practice in language education.

For what reason the indicative total contract value for the Future High Potential Initial Teacher Training Programme contract has reduced from £150 million in April 2025 to £89 million in September 2025.

The High Potential Initial Teacher Training Programme has played a vital part in boosting teaching quality across the country. The current contract is coming to an end and, as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.The programme is being adapted to return it to its original purpose - attracting a limited number of the very best trainee teachers to work in disadvantaged areas of the country.The department is also growing other popular routes into teaching, building on the progress we have already made towards recruiting an additional 6,500 teachers across secondary and special schools, and our colleges over the course of this parliament.

For what reason the number of cohorts has been reduced in the Future High Potential Initial Teacher Training Programme contract.

The High Potential Initial Teacher Training Programme has played a vital part in boosting teaching quality across the country. The current contract is coming to an end and, as with any government contract of this scale, it will be retendered in line with the usual fair, open and transparent process.The programme is being adapted to return it to its original purpose - attracting a limited number of the very best trainee teachers to work in disadvantaged areas of the country.The department is also growing other popular routes into teaching, building on the progress we have already made towards recruiting an additional 6,500 teachers across secondary and special schools, and our colleges over the course of this parliament.

What assessment she has made of potential advantages and disadvantages of moving most GCSEs for most pupils to a digital format.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18. The Review is evaluating the existing national curriculum and assessment system in England, to ensure they are fit for purpose. The Review panel published an interim report in March 2025 which highlighted that further work is ongoing to consider the issue of onscreen assessment. The interim report is available here: https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf.The department and Ofqual are considering the potential risks and benefits of onscreen assessment, including the implications for schools and colleges, students and other stakeholders.

Whether she has had discussions with (a) OfQual (b) examination boards on the potential impact of moving most GCSEs for most pupils to a digital format.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18. The Review is evaluating the existing national curriculum and assessment system in England, to ensure they are fit for purpose. The Review panel published an interim report in March 2025 which highlighted that further work is ongoing to consider the issue of onscreen assessment. The interim report is available here: https://assets.publishing.service.gov.uk/media/6821d69eced319d02c9060e3/Curriculum_and_Assessment_Review_interim_report.pdf.The department and Ofqual are considering the potential risks and benefits of onscreen assessment, including the implications for schools and colleges, students and other stakeholders.

What progress she has made on recruiting 6,500 new expert teachers in key subjects.

There are 2,346 more full-time equivalent teachers in secondary and special schools in 2024/25 compared to 2023/24 and there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics (STEM), acceptances are up 25% compared to last year.The department is driving teacher recruitment and retention across all subjects to deliver our pledge. We recognise that workforce shortages are more acute in some subjects which is why we have invested £233 million in recruitment incentives, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free for trainees in mathematics, physics, chemistry and computing.In addition, for 2025/26 the department is offering targeted retention incentives worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools or teach technical subjects in further education colleges. .

If she will list the key subjects into which her Department is recruiting 6,500 new expert teachers.

There are 2,346 more full-time equivalent teachers in secondary and special schools in 2024/25 compared to 2023/24 and there are 12% more trainees who have accepted offers to train as secondary teachers, and in science, technology, engineering and mathematics (STEM), acceptances are up 25% compared to last year.The department is driving teacher recruitment and retention across all subjects to deliver our pledge. We recognise that workforce shortages are more acute in some subjects which is why we have invested £233 million in recruitment incentives, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free for trainees in mathematics, physics, chemistry and computing.In addition, for 2025/26 the department is offering targeted retention incentives worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools or teach technical subjects in further education colleges. .

On what date her Department first published a projection of the number of (a) Primary and (b) Secondary school places that would be needed in September 2024.

​​Estimates of the primary places needed to meet predicted demand for places in September 2024 were first published on 24 March 2022.​Estimates of the secondary places needed to meet predicted demand for places in September 2024 were first published on 28 March 2019.​The statutory duty to provide sufficient school places sits with local authorities.

Whether she plans to fund level 6 apprenticeships for all ages for 2027-28.

Level 6 apprenticeships are a core part of our apprenticeships offer and continue to be funded by government.

Whether the fall in the number of children at independent schools was in line with her Department’s projections.

Pupil numbers remain firmly within expectations and higher than 2021/22. As a percentage of the overall school population, private school pupils have remained the same, at 6.5%. It has been between 6% and 7% for the last two decades.

Pursuant to the Answer of 9 June 2025 to Question 54726 on Schools: internet, what steps she is taking to ensure blocks on illegal content are (a) technically enforced and (b) cannot be overridden in all education settings.

Keeping children safe is an absolute priority for this government and schools play a critical role in this.In England, schools must procure their own technology, including filtering and monitoring systems, and ensure they meet the statutory safeguarding requirements set out in the ‘Keeping children safe in education’ (KCSIE) statutory guidance and in the filtering and monitoring standards, in order to protect students from harmful and/or illegal content. Both are available here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2 and https://www.gov.uk/guidance/meeting-digital-and-technology-standards-in-schools-and-colleges/filtering-and-monitoring-standards-for-schools-and-colleges.The standards require filtering systems to effectively block harmful and inappropriate content using regularly updated blocklists from the Internet Watch Foundation (IWF) and the Counter-Terrorism Internet Referral Unit (CTIRU). Schools cannot alter or disable these lists. Additionally, filtering providers must be members of the IWF, signed up to CTIRU, and committed to maintaining updates.KCSIE signposts to resources to help schools make informed decisions to support safeguarding which, amongst others, includes a tool from South West Grid for Learning that allows schools to check whether their filtering provider is aligned with the necessary blocklists. This resource is available here: https://swgfl.org.uk/services/test-filtering/. We also funded the UK Safer Internet Centre to produce a series of webinars, which are available at: https://saferinternet.org.uk/blog/filtering-and-monitoring-webinars-available. We have also recently launched the plan technology for your school service which helps schools understand how to meet the standards. The guidance is available at: https://www.gov.uk/guidance/plan-technology-for-your-school.