Written questions by Hinds.

With reference to her Department's press release entitled One of the largest mental health trials launches in schools, published on 4 February 2019, what the results of those trials were.

In September 2017, the department commissioned a series of trials in schools across England testing five different approaches to supporting and promoting young people’s mental health and wellbeing. The aim of these trials was to improve the evidence available to schools in choosing how they support their pupils’ mental health and wellbeing.As part of these trials, children received mindfulness exercises, relaxation techniques and breathing exercises to help them regulate their emotions, alongside lessons on mental health and wellbeing led by teachers and mental health experts.The randomised control trials have now concluded. The government will publish the findings in the coming months.

What steps her Department is taking to monitor trends in Education Health and Care Plan applications by local authority area.

Information on applications for education, health and care (EHC) plans is collected from local authorities via the annual SEN2 data collection each January. SEN2 is a statutory return. It includes information on requests for assessment for an EHC plan made to each local authority and the outcome of that request, the assessments for an EHC plan made by each local authority and the outcome of that assessment, as well as information on the EHC plans maintained by the authority.The information collected also contains characteristics of the individual, such as sex, ethnicity and age.This information is subsequently published for each local authority in the ‘Education, health and care plans’ statistical release, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans. This publication includes the number of requests for assessment for an EHC plan and the number of assessments for an EHC plan as returned by each local authority.In addition to the SEN2 data, the department also monitors trends using more timely operational data directly from local authorities.

Pursuant to the Answer of 10 December 2024 to Question 17084 on Schools: Per Capita Costs, if she will provide these figures adjusted for inflation by the (a) retail price index and (b) consumer price index.

The GDP deflator is the standard measure of inflation for public spending and is an appropriate measure for school costs. Therefore, the department does not produce estimates for the real terms increases in spending per pupil using the Consumer Price Index or the Retail Price Index.In the new year, the department will publish the School Cost Technical Note, which will provide an overall assessment for the balance between schools funding and costs in the 2024/25 and 2025/26 financial years.

Pursuant to the Answer of 10 December 2024 to Question 17084 on Schools: Per Capita Costs, how much and what proportion of the additional funding will be used for pay increases already awarded to teachers in the 2025-26 financial year.

In the 2024/25 financial year, the government announced almost £1.1 billion through the Core Schools Budget Grant (CSBG) to support schools with overall costs. This matches what the department had calculated is needed to fully fund, at a national level, the teacher and support staff pay awards in the 2024/25 financial year, after accounting for the available headroom in schools’ existing budgets.In the 2025/26 financial year, schools are receiving further funding to cover the remaining costs of the 2024 teachers’ pay award. Funding for this will be sourced from within the £2.3 billion of additional schools funding announced at the Autumn Budget 2024.For mainstream schools, the 2024/25 financial year CSBG has been incorporated into the schools national funding formula (NFF) in the 2025/26 financial year, ensuring that it forms an ongoing part of schools’ core budgets. The NFF is increasing schools’ funding by 2.23% per pupil on average in the 2025/26 financial year, compared to the 2024/25 financial year. This includes a 1.28% increase to ensure that the 2024 pay awards continue to be fully funded at national level in the 2025/26 financial yearFor special schools and alternative provision (AP), £90 million of the overall £1 billion increase in high needs funding allows the special and AP schools element of the 2024/25 CSBG to rise to a full-year equivalent of £235 million, which is being incorporated with the other teachers’ pay and pensions grants into a single CSBG for special and AP schools in the 2025/26 financial year.Local authorities are receiving £11 million in the 2024/25 financial year to cover centrally-employed teachers costs through the CSBG. In 2025/26, this will rise to £18 million and will be delivered through the Central School Services Block.

If she will take steps to ensure that people with learning disabilities are able to access as many work experience opportunities as people without learning disabilities.

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

What steps she is taking to ensure that people with learning disabilities can access work experience opportunities.

The department is committed to ensuring that young people with special educational needs and disabilities (SEND) have equitable access to work experience opportunities.Data published by the Careers and Enterprise Company (CEC) provides evidence of an increase in positive outcomes for young people with SEND. SEND settings are outperforming mainstream institutions against Gatsby Benchmark 6, ‘experiences of workplaces’, with 77% of special schools reporting that the majority of learners had experience of workplaces by the end of year 11, increasing to 88% in year 12 or 13. By comparison, in mainstream schools 76% of students had an experience of a workplace by the end of year 11, rising to 84% in year 12 or year 13.Our work experience guarantee will ensure that all pupils are provided with two weeks' worth of work experience over the course of their secondary education by the end of this Parliament. These opportunities must be inclusive and accessible for all young people with learning disabilities in schools across England.Through our delivery partner, CEC, we are piloting the delivery of this guarantee. This includes testing a ringfenced ‘disadvantage premium’ to assist schools with the costs of work experience for disabled pupils, such as transportation and assisted travel, and the development of a virtual work experience platform to improve the accessibility of opportunities. Piloting work began in October 2024 with end of pilot reporting in August 2025.

What steps she is taking to improve further education opportunities for people with Down syndrome.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.Further education (FE) colleges must use their best endeavours to secure the special educational provision called for by the student's special educational needs (SEN). In addition, colleges also have duties and obligations under the Equality Act 2010 to ensure that they are acting inclusively and not discriminating against disabled students. As with other FE providers, they are obliged to make reasonable adjustments to prevent disabled students being placed at a substantial disadvantage.Furthermore, under the SEND code of practice there should be a named person with oversight of SEND provision in every college. They co-ordinate, support and contribute to the strategic and operational management of the college. Curriculum and support staff in a college should know who to go to if they need help in identifying a student's SEN, are concerned about their progress or need more advice.In addition, the government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review will focus on ensuring excellent foundations in reading, writing and mathematics as part of a curriculum which is rich and broad, inclusive and innovative.The review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve – in particular those who are socioeconomically disadvantaged, or with SEND.

What assessment has she made of the potential merits of writing by hand in learning to write lessons.

The department supports the development of strong writing skills at each stage of children’s education and development.In the early years foundation stage (EYFS), it is important for children to develop their fine motor skills in order to write and allow children to communicate effectively. The level of development children should be expected to have reached by the end of the EYFS is defined by the early learning goals (ELGs). As per the ‘fine motor skills’ ELG , for a child to reach the expected level of development at the end of the EYFS, they must be able to ‘hold a pencil effectively in preparation for fluent writing - using the tripod grip in almost all cases‘. The writing ELG states that children at the expected level of development will ‘write recognisable letters, most of which are correctly formed’ and ‘write simple phrases and sentences that can be read by others’.As part of the current national curriculum, pupils must learn how to form letters correctly and confidently, choose the writing implement that is best suited for a task and receive frequent, discrete and direct teaching. No one particular handwriting style is recommended and schools are free to decide themselves how they teach handwriting. Eventually, pupils are expected to write fluently, legibly and quickly. During key stage 2, joined handwriting should be the norm, with pupils using the diagonal and horizontal strokes that are needed to join letters and understanding which letters, when adjacent to one another, are best left not joined.High and rising school standards are at the heart of this government’s mission to break down barriers to opportunity and give every child the best life chances. The government has established an independent Curriculum and Assessment Review which will seek to deliver, amongst other things, an excellent foundation in core subjects of reading, writing and mathematics. The review group will publish an interim report early in 2025 setting out their interim findings and confirming the key areas for further work. The final review with recommendations will be published in autumn 2025. In the meantime, the department is continuing to consider any further steps that should be taken to best support the teaching of writing in schools.

When she expects teaching of GCSE Natural History to begin.

All young people should have access to a broad and balanced curriculum with a range of qualification routes and choices. The government is considering the next steps for a natural history GCSE.The government has also established an independent Curriculum and Assessment Review, chaired by Professor Becky Francis CBE, an expert in education policy. The review, which covers ages 5 to 18, will ensure that the curriculum appropriately balances ambition, excellence, relevance, flexibility and inclusivity for all children and young people. The review group will publish an interim report early in 2025 setting out their initial findings and confirming the key areas for further work. The final report with recommendations will be published in autumn 2025.

What estimate she has made of the increase in school funding in the 2025-26 academic year (a) per pupil, (b) in real terms per pupil based on the GDP deflator and (c) in real terms per pupil based on Retail Price Index inflation, excluding the existing teacher pay award.

At the Autumn Budget 2024, the government announced an additional £2.3 billion for mainstream schools and young people with high needs for the 2025/26 financial year, compared to the 2024/25 financial year. This means that overall core school funding will total almost £63.9 billion in the 2025/26 financial year.This provides a cash increase per pupil of 3.9% and an increase in real terms per pupil of 1.5%, as measured by the GDP deflator. The GDP deflator is the standard measure of inflation for public spending and is appropriate for considering school costs. The department does not produce estimates using the Retail Prices Index.

If she will adjust the funding formula for early years education to allow for the increase in employer National Insurance contributions.

I refer the right hon. Member for East Hampshire to the answer of 8 November 2024 to question 12070.

If she will make an assessment of the potential merits of adjusting the eligibility criteria for free school meals so as to maintain the proportion of children who are eligible at the same level as in academic year 2023-24.

The new government has a central mission to break down barriers to opportunity for every child.The government has inherited a trend of rising child poverty and widening attainment gaps for children eligible for free school meals (FSM) and their peers. Child poverty has increased by 700,000 since 2010, with over four million children now growing up in a low-income family. The government is committed to delivering an ambitious strategy to reduce child poverty, by tackling the root causes and giving every child the best start at life. To support this, a new Ministerial taskforce has been set up to develop a Child Poverty Strategy, which will be published in spring 2025. The taskforce will consider a range of policies in assessing what will have the greatest impact in driving down rates of child poverty. As with all policies, the government keeps the approach to FSM under review.

Pursuant to the Answer of 23 October 2024 to Question 5982 on Breakfast Clubs: Disadvantaged, whether this data was used to assess eligibility for the national schools breakfast programme in the 2024-25 academic year.

School-level data on the proportion of pupils living in bands A-F on the Income Deprivation Affecting Children Index was used to assess the eligibility for new schools joining the National Schools Breakfast Programme in the 2024/25 academic year.

Whether she has made an assessment of the potential merits of making all children from families that receive Universal Credit eligible for free school meals.

The new government has a central mission to break down barriers to opportunity for every child.The government has inherited a trend of rising child poverty and widening attainment gaps for children eligible for free school meals (FSM) and their peers. Child poverty has increased by 700,000 since 2010, with over four million children now growing up in a low-income family. The government is committed to delivering an ambitious strategy to reduce child poverty, by tackling the root causes and giving every child the best start at life. To support this, a new Ministerial taskforce has been set up to develop a Child Poverty Strategy, which will be published in spring 2025. The taskforce will consider a range of policies in assessing what will have the greatest impact in driving down rates of child poverty. As with all policies, the government keeps the approach to FSM under review.

What representations she has received on the potential merits of transferring standards approval powers for technical and vocational qualifications from the Institute for Apprenticeships and Technical Education to herself.

A consistent theme of the feedback the department receives from employers is the need for a system for developing training to become more responsive to their current and future skills needs. The Institute for Apprenticeships and Technical Education (Transfer of Functions etc.) Bill will help enable the government to deliver a more responsive skills system which is better able to quickly and efficiently meet businesses’ skills needs.

What representations she has received on the potential merits of having employers set standards for (a) apprenticeships and (b) T Levels through (i) Trailblazers and (ii) T Level Panels.

Employers are well placed to specify what knowledge, skills and behaviours lead to competence in an occupation, yet they tell the department that the current processes for preparing occupational standards can feel slow, bureaucratic, and time-consuming. This is a barrier to their engagement. We want to focus their input where it has most impact, including through Education Trailblazer Groups and T Level Panels.

What information her Department holds on the level of (a) demand and (b) supply for Year 7 places in each Planning Area in Coventry in September 2025.

Information on the latest school place planning estimates are published at year group and planning area level in the annual School Capacity statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. The information requested can be accessed at: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/b12c3f30-c22c-4b88-b5b2-2c1848981b4e. The data includes local authority pupil forecasts (demand), estimated future capacity (supply), and an estimated number of additional places needed or surplus places. These estimates reflect the position reported by local authorities as at May 2023 through the School Capacity survey, supplemented with the department’s internal data on central programmes, which will add or remove school places.

What information her Department holds on the level of (a) demand and (b) supply for Year 7 places in the (i) Salford - South, (ii) Trafford - Sale, (iii) Manchester - South and (iv) Stockport - East & South Planning Areas in September 2025.

Information on the latest school place planning estimates are published at year group and planning area level in the annual School Capacity statistics publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity. The information requested can be accessed at: https://explore-education-statistics.service.gov.uk/data-catalogue/data-set/b12c3f30-c22c-4b88-b5b2-2c1848981b4e. The data includes local authority pupil forecasts (demand), estimated future capacity (supply), and an estimated number of additional places needed or surplus places. These estimates reflect the position reported by local authorities as at May 2023 through the School Capacity survey, supplemented with the department’s internal data on central programmes which will add or remove school places.

What assessment she has made of the potential implications for her policies of levels of demand in schools for free school meals.

Under existing programmes, the department provides free school meals (FSM) to around 2.1 million disadvantaged pupils in schools, just under 1.3 million infants through Universal Infant Free School Meals (UIFSM), and over 90,000 low-income students in further education (FE). More than £1.5 billion is allocated in support of these programmes.Schools are funded for benefits-related FSM at £490 per eligible pupil per year as a factor value within the national funding formula. Total funding driven by the FSM factor in 2024/25 is £917 million.UIFSM and FE free meals are funded through a direct grant to schools and colleges. The current per meal rate is £2.53 in the 2024/25 academic year. Final funding rates for UIFSM in 2024/25 will be confirmed in due course.As with all government programmes the department will keep its approach to FSM, including levels of demand and funding to deliver this, under continued review.

What assessment she has made of the potential impact on recruitment and retention of excluding teaching staff at non-academised sixth-form colleges from the recent pay award in financial year 2024-25.

The recent pay award for the 2024/25 financial year was for school teachers only. The government does not set or recommend pay in further education (FE).This government recognises the vital role that FE teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education and will consider workforce sufficiency and what this might mean for FE funding in future years.The Autumn Budget 2024 set out the government’s commitment to skills, by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.