Written questions by Egan.

Whether her Department plans to provide further support to care leavers attending university.

Awaiting answer.

What steps she is taking to help ensure that (a) communications between parents of children with special educational needs and local authorities are transparent and (b) authorities are accountable in their decision making.

Awaiting answer.

What measures her Department will take to ensure adequate support is in place for integrating SEND pupils into mainstream educational settings as part of its planned SEND reforms.

Awaiting answer.

What steps her Department is taking to support nurseries in recruiting and retaining sufficient numbers of qualified staff; and what assessment she has made of the potential impact of the current availability of childcare staffing on the provision of early years education.

The early years workforce is at the heart of our mission to give every child the best start in life and deliver the Plan for Change. That is why we are supporting the sector to attract talented staff and childminders by creating conditions for improved recruitment, alongside programmes to better utilise the skills of the existing workforce and make early years careers as accessible as possible.We are attracting new people into the early years sector through initiatives like our national recruitment campaign and financial incentives programmes. We are also ensuring there is a career path for everyone who wants to become an early years teacher, through increasing places on our existing teacher training programmes and introducing a new early years teacher degree apprenticeship route.The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. No local authority is reporting sufficiency issues.

What safeguards are in place to ensure that nurseries undertake adequate pre-employment checks to prevent people with a history of abusive behaviour from working with children; and what steps her Department is taking to help ensure ongoing monitoring and safeguarding compliance once staff are in post.

Safer recruitment is a core part of safeguarding in early years settings. The ‘Early Years Foundation Stage’ (EYFS) statutory framework requires providers to have clear and robust recruitment procedures in place to ensure that only suitable people work with children.Since September 2025, the safeguarding and welfare requirements in the EYFS have been strengthened to clarify expectations, formalise best practice and improve consistency across the sector, including clearer requirements on safer recruitment, references, safeguarding training, paediatric first aid and whistleblowing.Providers must obtain references for all staff, students and volunteers before recruitment. The EYFS sets out expectations when obtaining references including not relying on applicants to obtain their reference, references to be provided by a senior person with appropriate authority relating to recent and relevant employment, and to ensure any concerns must be resolved before appointment.All staff must be subject to appropriate Disclosure and Barring Service (DBS) checks. Where checks are ongoing, individuals may only work under appropriate supervision and must never be left alone with children.Safeguarding policies must set out safer recruitment procedures and be supported by effective induction, supervision, safeguarding training and whistleblowing arrangements to maintain a strong safeguarding culture.

What assessment her Department has made of the potential merits of requiring nurseries to use monitoring or recording equipment, including cameras; and whether her Department has issued guidance to early years providers on the use of such technology to support safeguarding.

The ‘Early years foundation stage’ statutory framework sets the standards and requirements early years providers must meet to ensure that children have the best start in life and are kept healthy and safe. Providers are required to have safeguarding policies addressing the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about using monitoring and recording equipment are for individual providers, subject to safeguarding and data protection requirements.As part of the department’s ongoing review of safeguarding requirements, an expert advisory panel has been appointed and is working at pace to inform guidance for the sector on the safe and effective use of CCTV and digital devices. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations. It will be published in summer 2026.

Whether she has made an assessment of the effectiveness of multi‑agency information‑sharing protocols between local authorities, schools and health bodies in the EHC needs assessment process.

The special educational needs and disabilities (SEND) code of practice sets out the importance of information sharing across education, health and social care to support effective needs assessments and planning processes.The department is determined to restore confidence in the system of support for children and young people with SEND and ensure they get the chance to achieve and thrive in their education and beyond, as set out in the recently published SEND reform consultation document, available here: https://www.gov.uk/government/consultations/send-reform-putting-children-and-young-people-first.We are committed to co-designing the future needs assessment process with parents, local authorities and experts to make sure we get it right. We continue to monitor and work closely with local authorities that have issues with their education, health and care plan processes. Where there are concerns about a local authority’s capacity to make the required improvements, we help the local authority to identify the problems and put in place an effective recovery plan.

What steps her Department is taking to address gaps in Post-16 education and skills training provision in Bristol North East.

The Post-16 Education and Skills Strategy sets out our vision for a world-leading skills system which breaks down barriers to opportunity, meets student and employers’ needs; widens access to high-quality education and training; supports innovation, research, and development; and improves people’s lives. The government has established Skills England to ensure we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade. Local Skills Improvement Plans (LSIPs) are employer-led strategies designed to ensure post-16 technical education and vocational training align with local labour market needs. Business West is leading the development of the local LSIP working with the West of England Combined Authority, local businesses and delivery partners. The plan will be published in Summer 2026. Businesses are supported to partner with colleges and training providers to deliver vocational programmes, apprenticeships, and national initiatives such as Skills Bootcamps and T Levels.

What steps her Department is taking to encourage businesses in Bristol North East to partner with education providers to deliver vocational training and Post-16 skills programmes to local young people.

The government works with employer representative bodies (ERBs) and local partners to strengthen collaboration between businesses and education providers. Through ERB-led Local Skills Improvement Plans (LSIPs), we encourage employers to help shape the local post-16 technical education offer, so training meets labour market needs. Statutory guidance for the development of these plans was published on 18 November.Business West is leading the development of the local LSIP working with the West of England Combined Authority, local businesses and delivery partners. The plan will be published in Summer 2026. Businesses are supported to partner with colleges and training providers to deliver vocational programmes, apprenticeships, and national initiatives such as Skills Bootcamps and T Levels.

What steps her Department is taking to ensure parents of children with SEND are informed of (a) their rights and (b) the protections available to them.

The Children and Families Act 2014 requires local authorities to publish a Local Offer, setting out in one place information about provision they expect to be available across education, health and social care for children and young people in their area who have special educational needs and disabilities (SEND), including those without an education, health and care plan.Every local authority must have a SEND information, advice and support service. These provide free and impartial advice to children and young people with SEND and their parents and carers.The department works with national organisations such as Contact, IPSEA and the National Network of Parent Carer Forums. We also fund local parent carer forums across England who gather the views and experiences of local SEND families to help shape and inform policy and provision and offer a valuable peer support network for parents and carers navigating the SEND system.

Whether her Department has made an assessment of the potential merits of introducing introducing compulsory first aid training for teachers.

The provision of first aid training is a matter for early years, schools and colleges as employers who are best placed to make decisions about the training and development required to meet the needs of their staff and pupils.The department publishes guidance to support settings to carry out their duties relating to first aid issues both on their premises and off-site.

Whether her Department has made an assessment of the potential impact of taking (a) one and (b) two week holidays with family during school term time on the long-term educational performance of primary school children.

Research by the Children’s Commissioner in 2023 found that any amount of term-time holiday is associated with lower GCSE results. This research is accessible here: https://assets.childrenscommissioner.gov.uk/wpuploads/2023/11/CC-REPORT-_-Attendance-and-Attainment-_-Oct-23.pdf.Recent research conducted by the department in 2025 found that at both key stage 2 and key stage 4, attending an extra two weeks of school is associated with a 30% higher chance of achieving the expected outcome at key stage 2 and a 10% higher chance at key stage 4. This research is available here: https://assets.publishing.service.gov.uk/media/67c96d7dd0fba2f1334cf2ed/The_link_between_attendance_and_attainment_in_an_assessment_year_-_March_2025.pdf.Absence does not just affect the child missing school, it also increases teacher workload. Research published by the National Foundation for Educational Research in 2019 shows that school absence disrupts learning for the whole class. The research is accessible here: https://files.eric.ed.gov/fulltext/ED594391.pdf.

What plans she has for the Holiday activities and food programme after 31 March 2026.

I refer my hon. Friend, the Member for Bristol North East to the answer of 3 October 2025 to Question 73205.

What steps her Department plans to take to support children with complex needs whose therapeutic support requirements exceed the maximum funding available for each child specified in the guidance entitled Adoption and special guardianship support fund, last updated on 24 April 2025.

I refer my hon. Friend, the Member for Bristol North East to the answer of 5 June 2025 to Question 53958.

What recent discussions she has had with local authorities on the provision of independent travel training for young people with SEND.

The department publishes statutory guidance to assist local authorities in meeting their home to school travel duties. The guidance says that wherever possible, local authorities should offer independent travel training to children with special educational needs or disabilities who are eligible for free travel to school and who they think will be able to complete the programme. This guidance can be found at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.Departmental officials engage regularly with local authorities and host bi-monthly online meetings, to which all local authority school travel officers are invited, to share good practice and seek advice from one another and the department.

What recent assessment her Department has made of trends in the levels of teacher recruitment and retention.

I refer my hon. Friend, the Member for Bristol North East, to the answer of 13 March 2025 to Question 35471.

How many and what proportion of local authorities in England offer independent travel training for young people with SEND.

The department’s statutory guidance for local authorities states that wherever possible, local authorities should offer independent travel training to children with special educational needs or disabilities who are eligible for free travel to school and who they think will be able to complete the programme. This guidance can be found at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.The department does not hold the information requested. We are, however, working with local authorities to gather more data on home to school travel arrangements, including via a recent voluntary data collection.

What recent assessment her Department has made of the adequacy of the level of knowledge and understanding of the Holocaust among school-age students in England.

The Holocaust is the only historic event which is compulsory within the current national curriculum for history at key stage 3. The government has made a commitment that the Holocaust will remain a compulsory topic in the reformed national curriculum, which will also be required teaching in academy schools when it is implemented.The government supports the teaching of Holocaust education in schools and colleges by funding teachers’ professional development in this subject through University College London’s Centre for Holocaust Education and the Holocaust Educational Trust’s ‘Lessons from Auschwitz’ project, which gives students aged 16 to 18 the opportunity to visit Auschwitz-Birkenau.In addition, a further £2 million funding for Holocaust remembrance and education was committed at the Autumn Budget 2024. This will be used to support the ambition set by my right hon. Friend, the Prime Minister for all students to have the opportunity to hear a recorded survivor testimony. The department is currently exploring how it can support schools to fulfil this ambition.

What assessment her Department has made of the adequacy of therapy services for children in care.

Children in care and care leavers are significantly more likely to have poor mental health. The latest data shows that two thirds of children become looked after due to abuse or neglect and the department knows that care experienced adults are at four to five times greater risk of attempting suicide than their peers. With consideration for the significant trauma that many of these children and young people have experienced and its lasting impact, providing effective support is crucial.Since July 2023, the department and NHS England have jointly led a Task and Finish Group to consider how to improve the way system partners work together to support and improve outcomes for children and young people who are deprived of their liberty and who are in the most complex situations.The department has recently commissioned independent research on how the system works, its current impacts, and how we could do things differently to achieve better outcomes for children and young people. We plan to publish this research in summer 2025 and will draw on these reports to support the development and testing of evidence-based models of safe, therapeutic care that delivers integrated, consistent and collaborative practices for these children and young people.Drawing on the best evidence, including the voices of children, input from professionals and commissioned research, the department will, in collaboration with NHS England, test a new, community-based approach to pathways and provision, providing treatment and care and bringing in professionals from children’s social care, health, justice and education. This will enable the system to deliver specialist care and accommodation for children who have complex needs.Given our significant concerns for the health and wellbeing of children in care and care leavers, the department and the Department of Health and Social Care are reviewing and updating current statutory guidance on promoting the health and wellbeing of looked-after children. This guidance sets expectations on local authorities, Directors of Public Health, commissioners of health services for children, the NHS in England, and others, for the promotion of physical, emotional and mental health.Regulations require an assessment of physical, emotional and mental health needs for every child when they enter care, and a plan to be developed to address their needs.As part of our statutory guidance review, the department will consider what changes are needed to further ensure that children in care and care leavers receive the support they need for their physical and mental health and wellbeing, including access to any needed treatment or therapy.Additionally, looked after children attract Pupil Premium Plus funding of £2,570 per year. This is managed by the local authority’s virtual school head and can be used to facilitate a wide range of educational support, including additional mentoring, tuition and therapeutic services.

What steps her Department is taking to help improve access to therapy services for children in care.

Children in care and care leavers are significantly more likely to have poor mental health. The department’s latest data shows that two thirds of children become looked after due to abuse or neglect and we know that care experienced adults are at 4 to 5 times greater risk of suicide attempt than their peers. Providing effective support is crucial given the significant trauma that many of these children and young people have experienced and its lasting impact. To support looked after children, looked after children attract pupil premium plus funding of £2,570 per year. This is managed by the local authority’s virtual school head and can be used to facilitate a wide range of educational support including additional mentoring, tuition, and therapeutic services. Given our significant concerns for the health and wellbeing of children in care and care leavers, the department is working alongside the Department of Health and Social Care to review and update current statutory guidance on promoting the health and wellbeing of looked-after children. This guidance sets expectations on local authorities, Directors of Public Health, commissioners of health services for children, NHS England and others, for the promotion of physical, emotional and mental health. Regulations require an assessment of physical, emotional and mental health needs for every child when they enter care and a plan to be developed to address their needs. As part of the department’s statutory guidance review, we will consider what changes are needed to further ensure that children in care and care leavers receive the support they need for their physical and mental health and wellbeing, including access to any needed treatment or therapy. In addition to the statutory guidance review, the department is also undertaking a programme of work specific to children with complex needs. Children with complex needs and multiple needs are some of our most vulnerable children in the care system. The outcomes for these children can often be very poor, with neither children’s social care nor health services alone capable of meeting their needs, and services not working effectively together for these children. Since July 2023, the department and NHS England have jointly led a Task and Finish Group to consider how to improve the way system partners work together to support and improve outcomes for children and young people who are deprived of their liberty and who are in the most complex situations. Drawing on the best evidence, including the voice of children, input from professionals and commissioned research, the department will, in collaboration with NHS England, test a new, community-based approach to pathways and provision which provides treatment and care, bringing in professionals from children’s social care, health, justice and education. This will enable the system to deliver specialist care and accommodation for children who have complex needs. We have also recently commissioned independent research on how the system works, its current impacts and how we could do things differently to achieve better outcomes for children and young people. We plan to publish this research in summer 2025. We will draw on these reports to support the development and testing of evidence-based models of safe, therapeutic care that delivers integrated, consistent, and collaborative practices for these children and young people.