Written questions by Hinds.

How many primary schools run breakfast clubs with a duration of (a) 30, (b) less than 30 and (c) more than 30 minutes.

Findings from the ‘School and college voice: February 2024’ report show that 28% of primary school leaders, excluding special schools, said their school does not offer childcare both before and after school. Of those offering childcare both before and after school, this includes paid for childcare and clubs with only limited spaces available. The department does not hold data on the duration of each existing breakfast club in England. The department’s new breakfast clubs are free, open to all pupils in the school, include food and are at least 30 minutes in duration.The primary schools which will start delivering the government’s free breakfast clubs from the summer term as early adopters are a nationally representative sample of primary schools in England.

What information her Department holds on the number of school trips made annually, by (a) region (b) mode of transport.

The department does not collect information from schools about the number of school trips made or the mode of transport used. It does, however, provide guidance on health and safety on school trips. This guidance can be found here: https://www.gov.uk/government/publications/health-and-safety-on-educational-visits/health-and-safety-on-educational-visits.

What the evidential basis is for the estimate that the new primary school breakfast programme will save parents £450 a year.

The estimate that the government’s breakfast club programme will save parents £450 a year is based on the average fee charged for a breakfast club in England according to the childcare and early years survey of parents. Taking into account the amount parents currently pay for breakfast clubs, the department has calculated how much parents will save per year, on average, from the introduction of free, 30 minute clubs.

With reference to the Children’s Wellbeing and Schools Bill, whether a badge (a) sewn onto or (b) otherwise affixed to a generic blazer will count towards the limits for branded items of school uniforms.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

With reference to the Children’s Wellbeing and Schools Bill, whether (a) scarves, (b) hats and (c) other optional items of clothing count towards the limit for branded items of uniform.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

With reference to the Children’s Wellbeing and Schools Bill, whether the new rules on a maximum number of branded school uniform items are intended only to apply to new entrants to the school in the normal year of entry to the school.

School uniform plays a valuable role in creating a sense of common identity among pupils and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that this legislation limits the number of branded items schools can require, giving parents more choice in where to purchase uniform and allowing them to make spending decisions which suit their circumstances. Schools will only be able to require pupils to have up to three compulsory branded uniform items for use during the year. Secondary and middle schools will have the option of requiring an additional branded item if that item is a tie.These limits will apply to all pupils within the school, regardless of year group or when they join. In introducing this measure, the department will give schools time to put sensible transition plans in place. We expect schools to take account of where parents might have already purchased uniform. This might include, for example, allowing pupils to continue to wear previous uniform items for a reasonable period when a new uniform policy is introduced, and optional branded items are still permitted.Where sew on badges are required to be added to generic uniform items, the resulting item will count towards the limit on compulsory branded items. The department encourages schools to use sew on badges, with a school name or logo, as a cost-effective way to brand uniform items. We also want to give parents absolute clarity on what the limit means for them, which is why we have included any compulsory item with a school name or logo on or attached to it within the limit.Branded items which are optional, which are those not listed by the school as a compulsory uniform item, including hats and scarves, would not be included in the limit. Schools should, however, have regard to existing statutory guidance, which is clear that all branded items, compulsory and optional, 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. Existing non-statutory guidance is also clear that uniform should be suitable for pupils walking or cycling to school, that it should be practical and appropriate for the activity involved, and that schools should take a sensible approach to allow for exceptions to be made to uniform requirements during extreme weather.

Whether her Department's funding to primary schools for free breakfast clubs is intended to cover at least 75% of the actual cost of provision.

Schools which are part of the breakfast clubs early adopter programme will receive funding from April 2025 to cover food, delivery and staffing costs. The final amount each school will receive is dependent on take-up of the breakfast club and school characteristics. The department has used existing programmes and costs to determine the funding rates and this has been tested and refined with a number of schools.The new breakfast club scheme uses a different funding model compared to the existing national school breakfast programme (NSBP), which only covers the cost of 75% of food. Under the existing programme, schools are required to contribute the remaining 25% for food, plus staffing and other overheads. The new scheme will provide substantially more funding than the NSBP.One function of the early adopters is to test how schools utilise the funding and understand what support schools need to deliver their free and universal clubs.Based on analysis of this existing provision, we are confident that the total funding will enable schools to meet the minimum expectations.

With reference to clause 25 8(b) of the Children’s Wellbeing and Schools Bill, whether guidance will be issued as to what would count as exceptional circumstances.

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

With reference to clause 25 of the Children’s Wellbeing and Schools Bill, what the means is for appealing to the Secretary of State.

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

Whether she plans to maintain current levels of funding in real terms for secondary school breakfast clubs in the national school breakfast club programme.

There are over 2,600 schools currently participating in the national schools breakfast programme (NSBP), which enables schools to purchase breakfast food at 25% of the cost, with 75% of the cost of food and delivery provided by government.We have confirmed funding to support schools, including secondary schools, currently on the NSBP, and schools on the scheme will continue to receive the same level of funding and support already available to them until at least March 2026.Decisions about future funding for breakfast clubs and the NSBP will be taken as part of the next phase of the spending review.

With reference to the Children’s Wellbeing and Schools Bill, whether the references in the Bill to education otherwise than at school refer to the form of schooling commonly known as education otherwise than at school (EOTAS).

The references in the Children Not in School measures of the Children’s Wellbeing and Schools Bill to “education otherwise than at school” should be read in the broadest sense of the term and not solely referring to Education Otherwise Than in A School (EOTAS). The wording in the Bill reflects the current duty on parents outlined in Section 7 of the Education Act 1996 to secure an efficient, full-time, suitable education for their children either by regular attendance at school “or otherwise”, such as home education. Both home-educated children and EOTAS arrangements would be eligible for inclusion in local authority Children Not in School registers.As part of the implementation of the Bill, the department will provide statutory guidance on what qualifies as an exceptional circumstance in relation to local authorities not notifying the other parent of a consent decision, as well as details of how a parent can appeal to my right hon. Friend, the Secretary of State for Education, if a parent disagrees with a local authority’s decision on permission to home educate.

If she will make an estimate of the potential impact of achieving level 2 in (a) English and (b) maths on the lifetime earnings of a person with those grades.

Research published by the department in 2021 on attainment by the end of key stage 4 found that a one-grade improvement in GCSE mathematics and English was associated with an increase of £14,579 and £7,266 in lifetime earnings respectively. The full report can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/993202/GCSE_Attainment_and_Lifetime_Earnings_PDF3A.pdfThat is why the department continues to ensure the highest standards of teaching to GCSE, requires 16- to 19-year-old students without level 2 in these subjects to continue studying them and fully funds adults through the adult skills fund statutory entitlement.

What proportion of teachers without qualified teacher status will be exempted from requiring that status due to exemptions for maintained schools being extended to academy schools under the Children’s Wellbeing and Schools Bill.

Following implementation of the qualified teacher status (QTS) measure in the Children’s Wellbeing and Schools Bill, when a teacher is recruited and commences employment with an academy, they will be required to have QTS or meet one of the exemptions set out in regulations. The proportion of the teachers who will meet one of these exemptions and therefore not require QTS will depend on the individual circumstances of the teachers being employed and recruitment decisions made by leadership teams in academies.

What assessment she has made of trends in the level of funds spent by (a) schools and (b) trusts on legal advice in relation to complaints.

Each year, schools receive core funding from the department to cover their expenditures. The funding schools receive is not ringfenced for any specific form of expenditure and it is for each school to determine how this money will be best used to support their individual circumstances.We do not keep records of schools or trust spending on legal advice in relation to complaints or any other legal matters.All schools must have a written complaints procedure that tells complainants how they can make a complaint and how the school will handle it. This must be available on request to complainants.

What assessment she has made of trends in the level of complaints to Ofsted on schools.

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the right hon. Member for East Hampshire directly and a copy of his reply will be placed in the Libraries of both Houses.

What data her Department holds on the (a) proportion of, (b) extent of and (c) reasons for schools deviating from the National Curriculum.

The department does not wish to create significant additional burdens on schools by trying to collect detailed information on compliance with the national curriculum, which is not always straightforward to assess, and therefore does not hold data on schools’ curriculum provision.A recent external survey indicates that 8 in 10 Multi-Academy Trust Chief Executives believe that this change will have no impact or could have a positive impact for their schools.

Whether schools receiving support from regional improvement for standards and excellence teams will have improvement progress measured by (a) those teams, (b) other teams in her Department and (c) Ofsted in a way that could (i) trigger and (ii) otherwise affect a decision to make a structural intervention.

Ofsted plan to monitor the quality of schools which are under-performing on a regular basis. Regional Improvement for Standards and Excellence teams will also be checking on the implementation of the school’s improvement plan. If schools do not make sufficient improvement, the department’s default approach will be to structurally intervene. This approach is set out in the ‘School Accountability Reform – school profiles, improvement and intervention’ consultation.

What assessment she has made of trends in the level of members of the public directly contacting the Teaching Regulation Agency.

The Teaching Regulation Agency (TRA) analyse and report on referral numbers within their Annual Report and Accounts published on GOV.UK. Referrals to TRA have increased from 1038 in 2022/23 to 1684 in 2023/24, and that increase has been driven by a rise in the number of referrals made by members of the public since the launch of the online referral system in March 2023.

What progress her Department has made on the recruitment of external advisers for regional improvement for standards and excellence (RISE) teams.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.

What regional improvement for standards and excellence (RISE) staffing is (a) in place and (b) anticipated for the next (i) fiscal and (ii) academic year.

The department’s new regional improvement for standards and excellence (RISE) teams will provide both mandatory targeted intervention to schools that Ofsted identifies as needing to improve, and a universal service for all schools, which will act as a catalyst for collaboration and improvement across all schools.RISE teams will now begin engaging with the first schools eligible for the targeted, bespoke service, with more schools to begin in April.The department’s first 20 RISE advisers are now in post. They will work alongside the department to help support schools break down the barriers to opportunity and end the link between background and success. A full list of these advisers has been published on GOV.UK.Expert RISE advisers will work with the department’s Regions Group. Some Regions Group staff will work full-time delivering RISE work, others will deliver some RISE work alongside other roles. Workforce allocations for the 2025/26 fiscal and academic years have not yet been set.In addition to the RISE advisers in post, the department launched a recruitment campaign for a full cohort of advisers to start in the spring and summer term. We will be informing candidates of the outcome of this campaign shortly.