Written questions by Hinds.

What recent estimate she has made of the proportion of school costs that is directly related to the number of pupils.

Every year the department publishes the schools’ costs technical note to help the sector to understand school costs and funding. Our analysis considers pupil demographic changes alongside other factors.The department allocates most mainstream funding through the schools national funding formula (NFF). In the 2025/26 financial year, 92% of total schools NFF funding is being distributed through “pupil led” factors, which are based on pupil numbers and pupil characteristics, such as eligibility for pupil premium and special educational needs and disabilities.Real terms per pupil comparisons are only one way in which the department communicates funding changes, and schools and local authorities can also see their funding as total cash amounts. The total size of the core schools budget in the 2025/26 financial year is £65.3 billion, a £3.7 billion increase over 2024/25. This represents a 6.0% rise in cash terms, or 3.3% increase in real terms.

What estimate she has made of the contribution from the apprenticeship levy to level 7 apprenticeships provided by (a) the NHS and (b) other bodies in the health and social care sector to apprentices (i) under 21 (ii) over 21 in (A) 2023/24 (B) 2024/25 (C) 2025/26 and (D) 2026/27.

The apprenticeship levy is collected by His Majesty’s Revenue and Customs (HMRC) from all UK employers with a pay bill above £3 million. HMRC publish overall levy receipts at: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.The department is responsible for apprenticeships in England only. The funding for apprenticeship training comes from the annual protected apprenticeship budget agreed at Spending Reviews. Although closely linked, this is distinct from the total levy income collected and the funds in employer accounts.The department is therefore not able to provide information about how individual levy contributions link to the amount of the budget that is spent supporting level 7 apprenticeships in specific bodies.The department publishes official statistics on apprenticeships that include information on apprenticeship starts by sector, level, standard and age at: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25.Details of apprenticeship standards by route at level 7 can be found at: https://www.instituteforapprenticeships.org/apprenticeships/?levels=7&includeApprovedForDelivery=true.

What estimate she has made of the contribution from the apprenticeship levy to level 7 apprenticeships provided by (a) schools, (b) other bodies in the education sector and (c) bodies in the children’s social care sector to apprentices (i) under 21 (ii) over 21 in (A) 2023/24 (B) 2024/25 (C) 2025/26 and (D) 2026/27.

The apprenticeship levy is collected by His Majesty’s Revenue and Customs (HMRC) from all UK employers with a pay bill above £3 million. HMRC publish overall levy receipts at: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.The department is responsible for apprenticeships in England only. The funding for apprenticeship training comes from the annual protected apprenticeship budget agreed at Spending Reviews. Although closely linked, this is distinct from the total levy income collected and the funds in employer accounts.The department is therefore not able to provide information about how individual levy contributions link to the amount of the budget that is spent supporting level 7 apprenticeships in specific bodies.The department publishes official statistics on apprenticeships that include information on apprenticeship starts by sector, level, standard and age at: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships/2024-25.Details of apprenticeship standards by route at level 7 can be found at: https://www.instituteforapprenticeships.org/apprenticeships/?levels=7&includeApprovedForDelivery=true.

Whether she has made an assessment of the effectiveness of internet filtering systems used in schools.

All schools and colleges must have regard to ‘Keeping children safe in education’, which can be accessed here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2. This guidance already makes clear that schools and colleges should ensure appropriate filtering and monitoring systems are in place and that their effectiveness is regularly reviewed.The department developed the filtering and monitoring standards to help schools and colleges to understand what they should be doing to keep children safe online. These standards offer support to schools, who can use South-West Grid for Learning’s testing tool to check that, as a minimum, their filtering system is blocking access to illegal child abuse material, unlawful terrorist content, and adult content.The Internet Watch Foundation (IWF) and Counter-Terrorism Internet Referral Unit (CTIRU) provide lists of illegal websites that filtering providers can block as part of their service, known as blocklists. Schools and colleges must make sure these blocklists are included with their filtering solutions.To further support schools, the department has launched ‘Plan technology for your school’ which allows schools to self-assess their filtering and monitoring provision against the standards and make strategic decisions about how to improve their provision. This can be accessed here: https://www.gov.uk/guidance/plan-technology-for-your-school.The department will continue to work with the providers, including filtering and monitoring providers, and the wider sector, to understand how we can best support them.

What steps she is taking to help ensure that internet filtering systems used in education settings are independently accredited.

All schools and colleges must have regard to ‘Keeping children safe in education’, which can be accessed here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2. This guidance already makes clear that schools and colleges should ensure appropriate filtering and monitoring systems are in place and that their effectiveness is regularly reviewed.The department developed the filtering and monitoring standards to help schools and colleges to understand what they should be doing to keep children safe online. These standards offer support to schools, who can use South-West Grid for Learning’s testing tool to check that, as a minimum, their filtering system is blocking access to illegal child abuse material, unlawful terrorist content, and adult content.The Internet Watch Foundation (IWF) and Counter-Terrorism Internet Referral Unit (CTIRU) provide lists of illegal websites that filtering providers can block as part of their service, known as blocklists. Schools and colleges must make sure these blocklists are included with their filtering solutions.To further support schools, the department has launched ‘Plan technology for your school’ which allows schools to self-assess their filtering and monitoring provision against the standards and make strategic decisions about how to improve their provision. This can be accessed here: https://www.gov.uk/guidance/plan-technology-for-your-school.The department will continue to work with the providers, including filtering and monitoring providers, and the wider sector, to understand how we can best support them.

How many apprenticeship starts there were in the hair and beauty sector in (a) 2023-4 and (b) 2024-5; and what estimate she has made of the number of apprenticeship starts expected in the hair and beauty sector in 2025-6.

The number of hair and beauty related apprenticeship starts in England is published in the apprenticeship accredited official statistics publication, which can be accessed at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aab773ca-8918-4c57-2ec9-08dd9836fa33.These were last published in March 2025 and include full year figures for the 2023/24 academic year and year to date figures for the 2024/25 academic year (August 2024 to January 2025).Apprenticeships are jobs and starts are dependent on employers choosing to offer apprenticeship opportunities, as well as individuals choosing to undertake them.

Whether the School workforce in England figures, published in June 2024 will be the baseline against which she will measure progress towards recruiting 6,500 new expert teachers in key subjects.

High quality teaching is the in-school factor that has the biggest positive impact on a child and young person’s outcome in schools and colleges. Recruiting and retaining more qualified, expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child.This is why, in its Plan for Change, the government is committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament, and we will be continuing to monitor this.Delivery is already under way. Upon entering government we moved quickly to expand our Get Into Teaching marketing campaign and, in July 2024, announced a 5.5% pay award for teachers and leaders in maintained schools. In 2024/25, we drove forward teacher recruitment and retention, backed by investment of around £700 million across schools and further education (FE). This includes announcing a £233 million initial teacher training financial incentives package, confirming targeted retention incentives worth up to £6,000 after tax, and taking steps to improve teachers’ workload and wellbeing. Building on this, on 22 May 2025, we also announced a 4% pay award for teachers and leaders in maintained schools in England from September 2025, ensuring teaching remains an attractive graduate profession.The government’s Plan for Change is starting to deliver, with over 2,000 more people training to become secondary school teachers this year and recruitment on track to improve even further for the cohort set to start training in 2025/26, with 1,070 more acceptances to postgraduate and teacher degree apprenticeship initial teacher training courses in secondary subjects by the end of April 2025, compared to the same time last year. Additionally, over 2,500 more teachers are expected to stay in the profession over the next three years.

How the recruitment of 6,500 new expert teachers in key subjects will be split across (a) mainstream schools (b) special schools and (c) other educational settings.

High quality teaching is the in-school factor that has the biggest positive impact on a child and young person’s outcome in schools and colleges. Recruiting and retaining more qualified, expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child.This is why, in its Plan for Change, the government is committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament, and we will be continuing to monitor this.Delivery is already under way. Upon entering government we moved quickly to expand our Get Into Teaching marketing campaign and, in July 2024, announced a 5.5% pay award for teachers and leaders in maintained schools. In 2024/25, we drove forward teacher recruitment and retention, backed by investment of around £700 million across schools and further education (FE). This includes announcing a £233 million initial teacher training financial incentives package, confirming targeted retention incentives worth up to £6,000 after tax, and taking steps to improve teachers’ workload and wellbeing. Building on this, on 22 May 2025, we also announced a 4% pay award for teachers and leaders in maintained schools in England from September 2025, ensuring teaching remains an attractive graduate profession.The government’s Plan for Change is starting to deliver, with over 2,000 more people training to become secondary school teachers this year and recruitment on track to improve even further for the cohort set to start training in 2025/26, with 1,070 more acceptances to postgraduate and teacher degree apprenticeship initial teacher training courses in secondary subjects by the end of April 2025, compared to the same time last year. Additionally, over 2,500 more teachers are expected to stay in the profession over the next three years.

With reference to the policy paper entitled Generative artificial intelligence (AI) in education, updated 22 January 2025, what assessment she has made of the potential impact of the use of generative AI by school pupils on those school pupils.

The department is working to develop the evidence base for the safe and effective use of generative artificial intelligence (AI) in education, including interventions to ensure teachers are equipped and supported to promote safe and appropriate use of AI.The department’s policy position on generative AI in education sets out advice on legal responsibilities related to data protection, keeping children safe in education and intellectual property law when considering the use of pupil-facing generative AI.A new departmental group will advise on digital, AI and technology to increase the future pipeline of talent and prepare children and young people for an AI and tech-enabled world, as well as promoting the use of AI and education technology for better teaching and learning. Expert and evidence-informed recommendations will be produced.The department is also developing online training resources and guidance materials for teachers and leaders, to be launched in the summer. The resources will help with the risks and opportunities of AI across settings as part of a wider digital strategy.In January 2025, the department announced that leading global tech firms had jointly committed to making AI tools for education safer by design. Google, Microsoft, Adobe and Amazon Web Services are amongst the firms who have helped develop a set of expectations AI tools should meet to be considered safe for classroom use. The Generative AI product safety expectations framework was published in January 2025.

With reference to the policy paper entitled Generative artificial intelligence (AI) in education, updated 22 January 2025, what steps her Department is taking with the education sector to develop effective and safe use cases for the use of generative AI by school pupils.

In August 2024 the government announced the content store, which is a £3 million data library funded by the Department for Science and Technology. It will be used to provide large language artificial intelligence (AI) models with high-quality educational information, like curriculums and mark schemes. This means AI products will be even more effective at producing resources to help teachers.The department also announced the AI Tools for Education Funding, £1 million of funding through Innovate UK’s contracts for innovation programme, to help build AI tools that will help with teacher workload across all the key stages.In January 2025, to ensure the safety of children the department announced that leading global tech firms had jointly committed to making AI tools for education safer by design. Google, Microsoft, Adobe and Amazon Web Services are amongst the firms who have helped develop a set of expectations AI tools should meet to be considered safe for classroom use. The resulting Generative AI product safety expectations framework was announced on 22 January 2025.To support a clear ask from teachers and leaders, the department is developing online resources and guidance materials to help teachers and leaders use AI safely in their setting. We expect the resources to be published in summer 2025. The online resources and guidance materials for teachers will outline the basic information that everyone working with young people should know about using AI safely and some potential applications or basic training in how to use generative AI tools.

With reference to the Children’s Wellbeing and Schools Bill, whether a branded lanyard ribbon will count toward the proposed limit on the number of branded school uniform items.

This measure limits the number of compulsory branded items of uniform that schools can require to three or under. Secondary schools and middle schools will have the option to include an additional compulsory branded item if one of those items is a tie.The proposed legislation defines school uniform as a bag and any clothing required for school or for any lesson, club, activity or event facilitated by the school. Therefore, as it is not clothing or a bag, a branded lanyard ribbon would not count towards the limit on the number of branded school uniform items.We also expect schools to follow existing statutory guidance which is clear that all branded items should be kept to a minimum and that schools should carefully consider whether any branded item is the most cost-effective way of achieving the desired result for their uniform.

If she will make it her Department’s policy that public examinations are handwritten other than (a) for candidates with (i) special educational needs and (ii) disabilities and (b) for practical skills.

The majority of GCSE and A level examinations are handwritten in England. The department has been working closely with Ofqual, the independent regulator of qualifications and assessments, to consider the potential benefits and risks of greater use of onscreen assessment in high stakes qualifications and to carry out research to understand the implications for schools and colleges, students and other stakeholders. The ongoing Curriculum and Assessment Review will also continue to consider evidence on this topic. Any final decisions about the future of onscreen examinations over the long term will be informed by evidence and the views of stakeholders.

What assessment she has made of the level of use by teachers of generative artificial intelligence to support lesson-planning and resource-creation or tailoring.

The department launched a call for evidence on generative artificial intelligence (AI) in education, which sought views and experiences from practitioners, the Edtech sector and AI experts on the use of generative AI in education, including to support lesson planning and resource creation. The department published a report on the views of educators and experts on generative AI, which is available at: https://www.gov.uk/government/publications/generative-ai-in-education-educator-and-expert-views.The department commissioned a ‘use cases for generative AI’ or ‘Hackathons’ project, working with Faculty Science Ltd in partnership with the National Institute of Teaching to assess possible uses for generative AI in education.Following on from this, the department is now piloting an Edtech evidence board to bring together a group of experts to assess and evaluate the impact of Edtech tools, including generative AI tools, on teaching and learning against set criteria. This could then be shared with the sector to support and inform their technology choices.In addition, the department provided £2 million funding to support Oak National Academy to develop AI tools for teachers. Oak has launched an AI lesson assistant, Aila, that can help teachers plan lessons.The department is also funding Ofsted to gather insights from early-adopter schools and further education colleges on the use of AI and the role leaders are playing. The aim of this research is to provide an up-to-date assessment of what emerging practice is developing.

What discussions she has had with teachers on the use of applications using generative artificial intelligence for (a) lesson-planning and (b) resource-generating.

My right hon. Friend, the Secretary of State for Education, ministers and departmental officials engage extensively with teachers, leaders, support staff and experts to both respond to the implications of generative artificial intelligence (AI) and other emerging technologies and to support schools to teach a knowledge-rich computing curriculum up to 16. In March, the Secretary of State for Education along with my right hon. Friend, the Secretary of State for Science, Innovation and Technology attended a department-sponsored Hackathon, a demonstration of AI tools, which explored how these can save time for teachers, leaders and support staff.The department has adopted a collaborative and innovation-focused approach to testing where AI can be effective in supporting educational delivery through looking domestically and internationally to understand good practice and investing in programmes that generate evidence and build understanding of what works.The AI content store project is pre-processing educational content and resources to support the creation of high-quality AI tools, initially for formative assessment, as part of the Innovate UK funding competition.Following the department’s call for evidence on generative AI, we are developing online resources and guidance materials to support school AI safely, to be published this year. The Chiltern Learning Trust and the Chartered College of Teaching have been contracted to deliver these resources, developed collaboratively with the sector.In addition, the department provided up to £2 million funding to support Oak National Academy to develop AI tools for teachers including an AI lesson planning assistant, Aila, that helps teachers create personalised lesson plans and resources in minutes, saving them hours.

What assessment she has made of trends in the level of undergraduates using generative artificial intelligence for completing assignments.

Universities are independent and autonomous bodies responsible for decisions including course content and teaching and assessment. As such, they are responsible for designing and implementing their own policies and approaches to the use of artificial intelligence (AI).Universities and colleges rightly have policies in place to identify and respond to cheating in assessment. The consequences for students can be severe, including removal from their course. With the support of the Academic Integrity Advisory Group, the Quality Assurance Agency for Higher Education has developed an Academic Integrity Charter, which sets out key guiding principles to support academic integrity policy development and practice in UK higher education. Over 200 institutions have pledged to implement the Charter’s principles and commitments, working with staff and students to promote academic integrity and take action against academic misconduct.The sector is developing guidelines for ethical and responsible use of generative AI for staff and students. In July 2023 the Russell Group published a set of principles, developed in partnership with educational experts, recognising the risks of AI and committing its members to helping staff and students become leaders in an increasingly AI-enabled world.

What assessment she has made of trends in the level of school pupils using generative artificial intelligence for completing homework.

While no formal assessment has been made of trends in using artificial intelligence (AI) for homework, the department is working to ensure teachers are equipped and supported to promote safe and appropriate use of AI.The National Centre for Computing Education provides support. Their course ‘AI in key stage 3 computing’ supports teacher AI understanding and how to promote effective and safe use.A new departmental group will advise on AI and technology to increase the future pipeline of talent and prepare children and young people for an AI and tech-enabled world, as well as promoting the use of AI and educational technology for better teaching and learning. Expert and evidence-informed recommendations will be produced.Where pupils complete coursework as part of their homework, guidance on the use of AI is available to teachers via the Joint Council for Qualifications. Schools, colleges and awarding organisations need to continue taking reasonable steps to prevent malpractice involving the use of generative AI. The guidance includes:What counts as AI misuse and real-life examples of malpractice.The requirements for teachers and exam centres to help prevent and detect malpractice.AI use and marking.An expanded list of AI tools, including AI detection tools.

What guidance her Department provides to (a) school leaders and (b) teachers on how to counter inappropriate use of Generative AI by pupils.

Generative artificial intelligence (AI) presents a number of risks which need to be managed carefully. The department is developing online training resources and guidance materials for teachers and leaders. The resources will help with the risks and opportunities of AI across settings as part of a wider digital strategy. We expect the resources to be published in summer 2025.In January 2025, to ensure the safety of our children, the department announced that leading global tech firms had jointly committed to making AI tools for education safer by design. Google, Microsoft, Adobe and Amazon Web Services are amongst the firms who have helped develop a set of expectations, AI tools should meet to be considered safe for classroom use. The 'Generative AI: product safety expectations' framework was published in January 2025.The department is funding Ofsted to conduct research into how early adopter schools and further education colleges are using AI to support teaching and learning and manage administrative systems and processes. This research will provide an up-to-date assessment of what emerging practices are developing in the education sector's use of AI and the role that school and college leaders are playing in supporting innovation through embedding AI and managing associated risks.

Pursuant to the Answers of 22 April 2025 to Questions 41031, 41032, 41033 and 41034 on Free School Meals: Primary Education, what estimate has she made of the average amount of funding from her Department for each pupil participating in the new school breakfast pilot.

The department is funding 750 early adopter schools to provide access to a free, universal breakfast club lasting at least 30 minutes. Schools will receive a combination of set-up, fixed-term and per-pupil payments to cover staffing, delivery and food. Funding rates vary depending on uptake and pupil characteristics.On average, a school with 50% take-up would receive around £23,000 for a full year. The funding model is designed to ensure that allocations reflect actual take up in early adopter schools.A key aim of the early adopter programme is to test and learn about take-up across a diverse range of schools, to help inform future national rollout.The department used existing programmes and cost data to determine the funding rates and methodology, which have been tested and refined with a number of schools. It is designed to ensure schools can meet the minimum expectations, including a 30 minute breakfast club with food that meets the school food standards.

Pursuant to the Answers of 22 April 2025 to Questions 41031, 41032, 41033 and 41034, on Free School Meals: Primary Education, whether her Department’s modelling for the breakfast club early adopter scheme assumes an average take up of 50 per cent.

The department is funding 750 early adopter schools to provide access to a free, universal breakfast club lasting at least 30 minutes. Schools will receive a combination of set-up, fixed-term and per-pupil payments to cover staffing, delivery and food. Funding rates vary depending on uptake and pupil characteristics.On average, a school with 50% take-up would receive around £23,000 for a full year. The funding model is designed to ensure that allocations reflect actual take up in early adopter schools.A key aim of the early adopter programme is to test and learn about take-up across a diverse range of schools, to help inform future national rollout.The department used existing programmes and cost data to determine the funding rates and methodology, which have been tested and refined with a number of schools. It is designed to ensure schools can meet the minimum expectations, including a 30 minute breakfast club with food that meets the school food standards.

Whether she plans for the rules on school uniform contained in the Children’s Wellbeing and Schools Bill to be adjustable by secondary legislation.

For too many families, the cost of uniform remains a financial burden. ​This is why the department has introduced legislation to limit the number of branded items of uniform and PE kit that schools can require, to bring down costs for parents and remove barriers from children accessing sport and other school activities. The department believes a clear and transparent limit, set out in primary legislation, is the most effective way to make schools remove unnecessary and expensive branded items and bring down costs for parents. There are no plans for this measure contained in the Children’s Wellbeing and Schools Bill to be adjustable by secondary legislation.