Every parliamentary written question tabled by Freddie van Mierlo this session, with the full answer and department. Back to the MP page.
Showing 1–20 of 59 · Department for Education
With reference to the answer of 20 April 2026 to question 125953, whether the resources provided by Best Start for Life Family Hubs includes guidance for fathers who have been released from prison on co-parenting and handling children's emotional response.
Awaiting answer.
Pursuant to the response of 20 April 2026 to question 126112, what assessment she has made of the effectiveness of the Service Pupil Premium in meeting the additional needs of pupils who are the children of service personnel.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
If she will bring forward guidance for parents who have been released from prison on co-parenting and handling children's emotional response.
The government is supporting all families, including parents who have been released from prison through Best Start Family Hubs (BSFHs) and Healthy Babies, backed by over £900 million investment over the next three years, to deliver a more connected, prevention-led system that improves outcomes for babies, children and their families.The recently published ‘Best Start Family Hubs’ guidance is available at: https://www.gov.uk/government/publications/best-start-family-hubs-and-healthy-babies-guidance-for-local-authorities.This guidance sets out expectations for local authorities to provide inclusive, accessible and joined up support for families facing disadvantage or disruption. This includes promoting strong parent child relationships, supporting positive co-parenting, and addressing children’s social and emotional development, through advice and support for all families, with proactive outreach to disadvantaged groups.Best Start Family Hubs act as a single, local front door to support, including evidence-based parenting programmes and support for parents. Local authorities are expected to take a proactive and inclusive outreach approach, working with voluntary and community sector partners where appropriate, to engage seldom‑heard and disadvantaged families and reduce barriers to access.
What assessment she has made of the effect of prolonged RSS delays on retired and ill‑health pensioners, and what additional support is being provided to vulnerable members awaiting statements.
The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.
What assessment she made of the adequacy of the level of the Service Pupil Premium to support the needs of military children, including for children who have attended several different schools over a short period and have a parent deployed overseas on military service.
The service pupil premium (SPP) provides additional funding for state-funded schools in England attended by children from service families. In the 2026/27 financial year it is worth £360 per service child.The SPP is not a personal budget and schools have flexibility over its expenditure. The funding is primarily to enable schools to offer pastoral support and help mitigate the negative impact of family mobility or parental deployment. We have published advice and wider guidance for schools and local authorities on supporting service pupils, which can be found here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.In addition to the SPP, schools also attract funding for pupil mobility through the ’mobility factor’ in the schools national funding formula. In the 2026/27 financial year, schools will attract £985 for eligible primary pupils and £1,415 for eligible secondary pupils, above a threshold of 6% of the schools’ pupil numbers, where more than 6% of the school’s pupil numbers are classified as mobile.
What assessment she has made of the impact of the backlog in issuing Remediable Service Statements and what steps are being taken to ensure timely completion of the remaining cases.
The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.
What steps are being taken to improve communication by Teachers’ Pensions with affected members, in terms of secure messages, helpline staff knowledge of cases and delivery timelines.
The department recognises the importance of issuing Remediable Service Statements (RSSs) to affected members as part of the McCloud remedy and continues to closely monitor progress made by Teachers’ Pensions in delivering these statements.The backlog has arisen due to the scale and complexity of the remedy, which requires the recalculation of historic pension service and depends on complete and accurate data from employers that can date back several decades. To address the backlog, Teachers’ Pensions has increased dedicated resources and implemented a phased delivery plan to ensure remaining cases are completed as quickly and accurately as possible. Senior oversight and regular performance reporting are in place to track progress.The department recognises that delays may be particularly concerning for retired members and those in receipt of ill health retirement benefits. Retired members often already have benefits in payment, and any underpayments identified will be paid in full, with interest applied in line with legislation. Additional support is available for vulnerable members, including escalation routes for urgent and complex cases.Teachers’ Pensions has improved the frequency and clarity of secure messages, increased engagement through social media, and strengthened training for helpline staff to ensure better understanding of individual circumstances. Member feedback continues to inform further service improvements, and the department is working closely with the scheme administrator to oversee delivery.
Pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, whether her Department plans to commission research into the potential impact of play‑based pedagogy on attainment and wellbeing in Key Stage 1.
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
Pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, if her Department will consider the potential benefits of continuing play‑based pedagogy beyond the Early Years Foundation Stage into Key Stage 1.
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
Pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, if she will update initial teacher training and CPD frameworks to include evidence‑based training on play‑based pedagogy.
The department recognises that continuous improvement is essential to transform the training and support for all new teachers. That is why we are committing to a full review of the delivery of the Early Career Teacher Entitlement, including the framework content of the Initial Teacher Training and Early Career Framework, in 2027 to ensure it continues to provide the best possible support for trainees and early career teachers based on the most up to date evidence.As part of the review, we will be seeking evidence and views from stakeholders from across the education sector.We also want to ensure that National Professional Qualifications (NPQs) continue to offer the best possible support to teachers and leaders. In 2025, we announced a review of the NPQ courses.To aid the review, the department published two calls for evidence to seek recent, relevant and high-quality research. We are considering a wide range of responses to ensure that review succeeds in improving pupil outcomes through updated NPQ courses that better meet the needs of education leaders based on the latest robust evidence.
Pursuant to the answer of 13th February 2026 to question 105615 on play based pedagogy, whether the forthcoming Enrichment Framework will include guidance on embedding play‑based pedagogy within core curriculum delivery.
The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.We will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education.The department is working to make sure that all children and young people have access to a variety of enrichment opportunities, including opportunities for play, at school as an important part of our mission to break down barriers to opportunity.
What eligibility criteria will be applied to the recently announced additional £300 million of funding for upgrading IT infrastructure in schools through the Connect the Classroom programme.
We will invest £325 million by 2029/30 to support digital connectivity. This includes expanding Connect the Classroom to thousands more schools in need, supporting schools and responsible bodies to build on the technology underpinning infrastructure and resilience, with the expectation that all schools and colleges should meet core technology standards by 2030.Connect the Classroom will continue to support schools on the regional improvement for standards and excellence programme, ensuring that poor connectivity is not a barrier to school improvement, with additional selection criteria to be announced in the summer.
Whether her Department plans to provide additional (a) guidance and (b) professional development for primary teachers on incorporating learning through play into classroom.
The Early Years Foundation Stage (EYFS) statutory framework sets the standards and requirements that all early years settings must follow to ensure every child has the best start in life and is clear that play is essential for children’s development.The department is committed to supporting settings to deliver the EYFS for the benefit of all children and provides a range of resources, including written and online guidance on curriculum and pedagogy, to assist early years teachers.The department provides free guidance and training in delivering developmentally appropriate, play based learning. Our early years child development training, developed with sector experts, offers practical advice and materials for those working with Reception-aged children, including content about how play supports early learning and development.It reflects an emphasis on active, exploratory, play based learning as the foundation for children’s cognitive, language, social and emotional development.Finally, we have committed in our strategy for improving child development to a new training course for classroom teachers in reception and enhancing the National Professional Qualification for Headship with more content on effective Reception practice.
What assessment she has made of the role of play‑based pedagogy in levels of attainment and supporting pupil wellbeing across the primary curriculum.
The ‘Early years foundation stage’ statutory framework is clear that play is essential for children’s development, health and wellbeing. Play builds confidence and enthusiasm for learning, helps children to learn to set goals and solve problems, and develop key self-awareness, self-regulation and social skills. The Curriculum and Assessment Review considered whether the curriculum met the needs of pupils. No assessment has been made of the role of play-based pedagogy in levels of attainment and supporting pupil wellbeing across the primary curriculum. The national curriculum provides a broad framework which gives schools flexibility to organise the content and delivery of the curriculum to meet the needs of their pupils. The department is working to make sure that all children and young people have access to a variety of enrichment opportunities at school, as an important part of our mission to break down barriers to opportunity. For some schools, these opportunities may be used to encourage play. We recognise the value of these experiences in supporting children’s wellbeing and development, helping to build their confidence and communication skills. A new Enrichment Framework will be published in the coming months. The framework will support schools in developing their enrichment offer by identifying and reflecting effective practice, and will provide advice on how to plan a high quality enrichment offer more intentionally and strategically.
What steps her Department is taking to support the implementation of high quality continuous provision in Key Stage 1 to ensure effective progression from the Early Years Foundation Stage.
Schools must decide how to best support children’s transitions from the early years foundation stages (EYFS) phase into key stage 1. Some schools continue elements of the pedagogical approach of the EYFS into Year 1 to enable a gradual transition. The EYFS Profile Assessment at the end of reception helps guide teachers in deciding how to meet the needs of each cohort and child.The government’s response to the Curriculum and Assessment Review set out how we will be reforming the curriculum and assessment system, which will include changes at key stage 1.
What assessment her Department has made of the potential impact of proposed changes to higher education funding on creative arts courses, and the potential consequences for the creative industries.
The government is committed to supporting creative arts subjects in higher education and acknowledges the importance of this provision to the creative industries. These subjects will benefit from further increases in tuition fee limits in line with forecast inflation that we have announced for the 2026/27 and 2027/28 academic years. For this academic year, we have maintained the funding at £57 million for the 20 small and specialist providers previously identified by the Office for Students as world leading. Of these providers, 13 are focused on creative arts. These 20 providers will retain their world leading status for 2026/27. Decisions around funding through the Strategic Priorities Grant for 2026/27 have not yet been made. We will prioritise subjects that are essential to delivery of our Plan for Growth, and the Industrial Strategy, and we will issue guidance to the OfS setting out our funding priorities for 2026/27 in due course.
What assessment her Department has made of the potential impact of the proposed international student levy on the financial sustainability of UK universities; and what estimate her Department has made of the number of universities at risk of closure as a result of the combined effect of frozen tuition fees, inflationary pressures, and the proposed levy on international students.
Higher education (HE) providers are independent from government and as such are responsible for managing their own finances. Tuition fees are not frozen - the department has announced increases to tuition fee limits in line with forecast inflation for 2025/26, 2026/27, and 2027/28. We will also legislate, when parliamentary time allows, to increase tuition fee caps automatically for future academic years.Over the next five years, tuition fee limit uplifts could generate an additional £6 billion for HE providers, significantly outweighing the currently projected less than £1 billion cost of the International Student Levy. This approach ensures the sector benefits from compounding annual increases, delivering growing resources to support quality education and innovation.The Office for Students (OfS) is responsible for monitoring and reporting on the financial sustainability of registered HE providers. The department will continue to work closely with the OfS to understand the financial implications of policy changes on HE providers.
What assessment she has made of the potential merits of expanding the National Curriculum to embed (a) critical and creative thinking, (b) problem solving, (c) communication and (d) collaboration skills to support the next generation of innovators and entrepreneurs.
The government response to the Curriculum and Assessment Review sets out our plan to ensure that all pupils develop the knowledge and skills that we know are essential for life, work and innovation.When refreshing the national curriculum, we will identify where subject-specific disciplinary skills are not clearly described or not emphasised adequately, and then ensure that these are properly reflected in those subjects’ programmes of study. For example, creative thinking in computing, critical thinking in history or problem solving in maths.Furthermore, we will be extending citizenship to primary schools to introduce important financial literacy to pupils from an earlier age; reforming computing education to equip more young people with the digital skills they need for the future; and creating a new oracy framework to help pupils become confident, fluent speakers, setting them up for leadership roles in the workplace.
If she will bring forward policy proposals to make access to PE and sport at school a right for all disabled children.
The department is committed to giving every pupil the chance to participate in PE and sport while at school. This government has committed funding of up to £300,000 this financial year to the Youth Sport Trust to deliver Inclusion 2028, a programme to upskill the school workforce to deliver high quality, inclusive PE, school sport and physical activity to pupils with special educational needs and disabilities (SEND). The programme also funds the Inclusive Education Hub, an online platform of resources to help schools make their PE and sport more inclusive.Schools also receive capital funding directly through core funding. The government is investing almost £3 billion per year by 2034/35 in capital maintenance and renewal to improve the condition of the school and college estate, rising from £2.4 billion in 2025/26.Following my right hon. friend, the Prime Minister’s announcement on 19 June 2025, we are establishing a new PE and school sport partnerships network to ensure all children and young people, including those with SEND, have access to high quality PE and school sport.
What assessment she has made of the potential impact of SEND tribunal waiting times on the ability of families to hold local authorities to account for non-provision of SEND support.
The volume of appeals to the special educational needs and disabilities (SEND) Tribunal means that some families face a year-long wait for a hearing, lengthening the time it takes for children and young people to get the support they need. We are working with the Ministry of Justice and His Majesty’s Courts and Tribunals Service to ensure appeals are heard faster, including through the recruitment of 70 new judges, more cases being resolved ‘on paper’, hearings being held in school holidays, and the prioritisation of appeals for those who are moving between education phases.