Written questions by Morello.

Whether her Department provides incentives for universities to (a) expand and (b) introduce dental training programmes.

The department works closely with the Department for Health and Social Care (DHSC) to help ensure the NHS has the dentistry workforce that it needs, including funding for dental schools and the training of dental students.The government needs to ensure that the student funding system is financially sustainable and funding arrangements are reviewed each year. We will continue to engage with DHSC to consider the financial support that dental students receive.The government is preparing the 10 Year Health Plan which will set out a bold agenda to reform and repair the NHS. Ensuring that we have the right people, in the right places and with the right skills, will be central to this vision. The government will also publish a refreshed workforce plan to deliver the transformed health service we will build over the next decade and treat patients on time again.The department continues to work closely with DHSC on the 10 Year Health Plan.

Whether her Department plans to provide additional funding to (a) colleges and (b) universities offering new dental training places.

The department works closely with the Department for Health and Social Care (DHSC) to help ensure the NHS has the dentistry workforce that it needs, including funding for dental schools and the training of dental students.The government needs to ensure that the student funding system is financially sustainable and funding arrangements are reviewed each year. We will continue to engage with DHSC to consider the financial support that dental students receive.The government is preparing the 10 Year Health Plan which will set out a bold agenda to reform and repair the NHS. Ensuring that we have the right people, in the right places and with the right skills, will be central to this vision. The government will also publish a refreshed workforce plan to deliver the transformed health service we will build over the next decade and treat patients on time again.The department continues to work closely with DHSC on the 10 Year Health Plan.

Whether her Department is taking steps with dental schools to develop apprenticeship programmes to help expand the dental workforce.

There are a number of apprenticeship standards available to support the development of the dental workforce, including Level 3 Dental Nurse, Level 4 Dental Practice Manager and Level 4 Orthodontic Therapist.NHS England has been supporting dental schools to encourage delivery of the Level 6 Dental Hygienist apprenticeship standard, and the department continues to make it easier for providers to offer and deliver apprenticeships, including cutting red tape through reforms to the payment system.

What estimate her Department has made of the number of paediatric nurses employed in SEND schools in England.

As of November 2023, the latest date for which data is available, 73 people were employed in state-funded special schools in England with a role of ‘nurse’. This is an increase from 66 in 2022 and 56 in 2021.The figures provided are based on staff roles as reported by the school and, as such, ‘nurse’ may not necessarily indicate a qualified specialist community public health nurse.Information on the school workforce, including the number of support staff employed by schools, is published in the ‘School workforce in England’ statistical publication available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.

Whether her Department has made an assessment of the potential merits of implementing a national standard for paediatric nurse staffing levels in SEND schools.

Individual schools are responsible for decisions about their staffing. Information on the school workforce, including the number of support staff employed by schools, is published in the ‘School workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.Maintained schools have a statutory duty under section 100 of the Children and Families Act 2014 to “make arrangements” to meet the health needs of their pupils. Schools must ensure that pupils with medical conditions have full access to education, including school trips and physical education. In doing so, schools must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance, issued by my right hon. Friend, the Secretary of State for Education. This guidance can be accessed at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.Paediatric nurses are commissioned by the NHS. They are considered as part of the ‘NHS Long Term Workforce Plan’, more on which can be found here: https://www.england.nhs.uk/publication/nhs-long-term-workforce-plan/. The department is working with the Department of Health and Social Care and NHS England to clarify the responsibilities expected of schools as part of our wider special educational needs and disabilities reforms.

Whether her Department plans to incorporate road safety education into the national primary school curriculum.

Primary and secondary schools are free to teach about road safety as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education provision, alongside the statutory relationships, sex and health education (RSHE) content. Schools can draw on resources available from many providers, including the THINK! Campaign developed by the Department for Transport.The department is currently reviewing the statutory RSHE curriculum for primary and secondary pupils and is analysing consultation responses, talking to stakeholders and considering relevant evidence before setting out next steps.

What resources her Department provides to primary schools to teach road safety effectively.

Primary and secondary schools are free to teach about road safety as part of their duty to provide a broad and balanced curriculum, and many do so through their personal, social, health and economic education provision, alongside the statutory relationships, sex and health education (RSHE) content. Schools can draw on resources available from many providers, including the THINK! Campaign developed by the Department for Transport.The department is currently reviewing the statutory RSHE curriculum for primary and secondary pupils and is analysing consultation responses, talking to stakeholders and considering relevant evidence before setting out next steps.

What steps her Department is taking to increase the recruitment and retention of paediatric nurses in SEND schools.

Individual schools are responsible for decisions about their staffing. Information on the school workforce, including the number of support staff employed by schools, is published in the ‘School workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.Maintained schools have a statutory duty under section 100 of the Children and Families Act 2014 to “make arrangements” to meet the health needs of their pupils. Schools must ensure that pupils with medical conditions have full access to education, including school trips and physical education. In doing so, schools must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance, issued by my right hon. Friend, the Secretary of State for Education. This guidance can be accessed at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.Paediatric nurses are commissioned by the NHS. They are considered as part of the ‘NHS Long Term Workforce Plan’, more on which can be found here: https://www.england.nhs.uk/publication/nhs-long-term-workforce-plan/. The department is working with the Department of Health and Social Care and NHS England to clarify the responsibilities expected of schools as part of our wider special educational needs and disabilities reforms.

What recent discussions she has had with the Secretary of State for Health and Social Care on the provision of paediatric nursing support in SEND educational settings.

Individual schools are responsible for decisions about their staffing. Information on the school workforce, including the number of support staff employed by schools, is published in the ‘School workforce in England’ statistical publication, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.Maintained schools have a statutory duty under section 100 of the Children and Families Act 2014 to “make arrangements” to meet the health needs of their pupils. Schools must ensure that pupils with medical conditions have full access to education, including school trips and physical education. In doing so, schools must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance, issued by my right hon. Friend, the Secretary of State for Education. This guidance can be accessed at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.Paediatric nurses are commissioned by the NHS. They are considered as part of the ‘NHS Long Term Workforce Plan’, more on which can be found here: https://www.england.nhs.uk/publication/nhs-long-term-workforce-plan/. The department is working with the Department of Health and Social Care and NHS England to clarify the responsibilities expected of schools as part of our wider special educational needs and disabilities reforms.

What steps her Department is taking to encourage children to cycle to school.

Local authorities have a duty to promote the use of sustainable travel on journeys to and from places of education in their area. This includes children who are not eligible for free school travel provided by the local authority. Local authorities must publish a sustainable modes of travel strategy which sets out their vision for improving the infrastructure for sustainable travel and promoting sustainable travel to places of education. It should aim to provide health benefits for children and their families through active journeys and environmental improvements through reduced congestion and improved air quality. Further information is available in the department's statutory guidance for local authorities, which can be accessed at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.Active Travel England is the government’s executive agency responsible for promoting walking, wheeling and cycling as the preferred choice of travel in England. They support local authorities with grant funding for the development and construction of walking, wheeling and cycling facilities and schemes and are responsible for a number of schemes which promote active travel to school. Further information can be found at: https://www.activetravelengland.gov.uk/.

What steps she is taking to help teach children about active travel to school.

Local authorities have a duty to promote the use of sustainable travel on journeys to and from places of education in their area. This includes children who are not eligible for free school travel provided by the local authority. Local authorities must publish a sustainable modes of travel strategy which sets out their vision for improving the infrastructure for sustainable travel and promoting sustainable travel to places of education. It should aim to provide health benefits for children and their families through active journeys and environmental improvements through reduced congestion and improved air quality. Further information is available in the department's statutory guidance for local authorities, which can be accessed at: https://www.gov.uk/government/publications/home-to-school-travel-and-transport-guidance.Active Travel England is the government’s executive agency responsible for promoting walking, wheeling and cycling as the preferred choice of travel in England. They support local authorities with grant funding for the development and construction of walking, wheeling and cycling facilities and schemes and are responsible for a number of schemes which promote active travel to school. Further information can be found at: https://www.activetravelengland.gov.uk/.

What steps her Department is taking to evaluate feedback from adoptive families on the effectiveness of Adoption and Special Guardianship Support Fund; and what steps she is taking to implement improvements to that Fund given that feedback.

The effectiveness of the therapies available within the adoption and special guardianship support fund (ASGSF) is currently being assessed from multiple angles, including through feedback from adoptive families. The department started to collect data from outcomes measurement tools for ASGSF-funded therapies in December 2023. As therapy treatment comes to an end, this data will give an overall picture of the impact and adequacy of individual ASGSF-funded therapies. We are currently developing tools and methods for assessing this emerging information.The department is always looking for ways to improve the support which the ASGSF provides for adoptive and kinship families, based on a number of factors, including feedback from adoptive families via our Adopter Reference Group and the annual Adoption UK Barometer survey report. We will also be reviewing the most effective and efficient way of managing the fund in future years.

Whether she has made an assessment of the adequacy of the consistency of decisions made by higher education providers on the eligibility of students from the Cayman Islands for home fee status.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

Whether his Department plans to issue formal guidance to higher education providers on assessing the eligibility of students from the Cayman Islands for home fee status under the Education (Fees and Awards) (England) Regulations 2007.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

Whether his Department has made an assessment of the adequacy of the (a) training and (b) qualifications of higher education administrative staff involved in determining eligibility for home fee status under the Education (Fees and Awards) (England) Regulations 2007.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

Whether she has made an assessment of the potential impact of incorrectly assessing people as ineligible for home fee status on students from the Cayman Islands.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

What recent discussions her Department has had with the Cayman Islands Government Office in the UK on improving access to home fees for students from the Cayman Islands.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

What steps her Department is taking to ensure that British citizens from the Cayman Islands with a right of abode in the UK are not mistakenly denied access to home fee status due to administrative misinterpretation of their (a) immigration and (b) nationality status.

Since 2007, persons who have settled status in the UK, and who come to the UK from specified British Overseas Territories, have been eligible for home fee status if they meet the requirement of three years’ ordinary residence in the UK, Channel Islands, Isle of Man and/or specified British Overseas Territories.Higher education (HE) providers in England are autonomous bodies, and as such are responsible for their own affairs, including the charging of fees, subject to compliance with the relevant regulations. The department expects that they will take the same approach as the Student Loans Company when awarding home fee status.The department does not consider it appropriate for it to monitor provider decision making regarding home fee status.The department has recently amended the relevant regulations, effective from 1 August 2024, to provide additional clarification on the criteria for home fee status, so as to assist HE providers.Guidance is readily available online to assist providers with their decision making. It can be found at: https://www.gov.uk/government/publications/student-finance-eligibility-2021-to-2022-academic-year/eligibility-rules-for-home-fee-status-and-student-finance-from-the-2022-to-2023-academic-year-onwards.The department has, and will continue to, engage fully with all stakeholders whenever a potential issue around home fee status arises and we have provided guidance on the relevant regulations.

What steps her Department is taking to provide (a) education and (b) training opportunities to support women to pursue careers in traditional boat building.

The department supports all learners in coastal areas who wish to have a career in boatbuilding through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available. This includes specific qualifications and apprenticeships in boatbuilding together with apprenticeships and qualifications, including T levels, in such subjects as marine engineering, carpentry, design, construction and welding, all of which provide knowledge and skills that support careers in boatmaking.

What support is available for traditional boat building skills' educational programmes in coastal communities.

The department supports all learners in coastal areas who wish to have a career in boatbuilding through its technical education offer, with a range of high-quality qualifications and apprenticeship opportunities available. This includes specific qualifications and apprenticeships in boatbuilding together with apprenticeships and qualifications, including T levels, in such subjects as marine engineering, carpentry, design, construction and welding, all of which provide knowledge and skills that support careers in boatmaking.