Written questions by Snell.

What support is available for schools wanting to transition into co-operative academies.

As set out in the Every Child Achieving and Thriving White Paper, we are placing collaboration at the heart of the system by moving to all schools being part of school trusts, which are rooted in their community and equipped to innovate for all children. To help achieve this, we have committed to working with the sector to update co-operative school trust model articles of association, so this model can effectively support purposeful, diverse and large-scale collaboration.

Whether a teacher is authorised to use a pupils' prescribed Adrenaline Auto-Injector device on a different pupil in the event of an anaphylactic emergency.

Regulations allow, but do not mandate, schools to obtain and hold spare adrenaline auto-injectors (AAIs). Since 1 October 2017, the Human Medicines (Amendment) Regulations 2017 has allowed all schools to purchase AAI devices without a prescription, for use in an emergency situation. The Department of Health and Social Care (DHSC) has published non-statutory guidance to accompany this legislative change, which can be found at: https://www.gov.uk/government/publications/using-emergency-adrenaline-auto-injectors-in-schools. This guidance gives advice to schools on the recognition and management of an allergic reaction and anaphylaxis, and outlines when and how an AAI should be administered. The guidance states that children at risk of anaphylaxis should have their prescribed AAIs at school for use in an emergency, and that any AAIs held by a school should be considered a spare device, and not a replacement for a pupil’s own AAIs. The department is working with DHSC and NHS England to consider how we might extend the availability of adrenaline auto-injectors in schools.

How many looked after children there were (a) in foster placement with (i) relatives and (ii) friends, (b) placed with (A) parents and (B) other persons with parental responsibility, (c) placed for adoption and (d) in total as of 31 March in each year since 1994.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

How many looked after children there were in each year since 1994 by reason the episode of care ceased.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

How many looked after children there were subject to (a) a care order and (b) voluntary agreements under section 20 of the Children Act 1989 as of 31 March in each year since 1994.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

How many looked after children there were in each year since 1994 by age of the child on ceasing to be looked after.

Information on children looked after, including those ceasing care, for the latest five years is published in the annual statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/children-looked-after-in-england-including-adoptions/2024.Data on placements with foster carers, for the last five years, is available at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/769dd855-b3f1-4884-95dc-08de11382822. Information is not collected on the specific relationship to the child, so we are not able to distinguish between friends, relatives or parents as the responsible person(s).Information for the latest five years, as at 31 March, on children looked after by legal status can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f866f48d-beea-4067-95e8-08de11382822.Information for the latest five years on the children who ceased care, by reason episode ceased and age on ceasing, can be found at: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e784faaa-438e-4d3e-7abd-08de11c58191.Figures for years from 2006 are contained in previous years’ releases at: https://www.gov.uk/government/collections/statistics-looked-after-children.Figures for years 1995 to 2003 can be found in the statistical release children looked after by local authorities, year ending 31 March: http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Statistics/StatisticalWorkAreas/Statisticalsocialcare/DH_4086766.Similarly data for 2003/04 can be located at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906154947/http://www.education.gov.uk/rsgateway/DB/SFR/s000533/index.shtml.Data for 2004/05 can be found at: https://webarchive.nationalarchives.gov.uk/ukgwa/20110906153807/http://www.education.gov.uk/rsgateway/DB/SFR/s000615/index.shtml.

What proportion of (a) tableware and (b) crockery used in his Department is made by a British manufacturer.

The department does not hold information on the tableware and crockery used in our offices. The Government Property Agency provides the department with property asset management, including catering and restaurant/café services.

What assessment her Department has made of the potential impact of withdrawing funding from applied general qualifications in 2026 on the number of students.

This government is fully committed to the future of T Levels. Where a student wishes to study a large qualification and a T Level exists, they should undertake the T Level. Where we identified that qualifications in T Level routes should be retained for longer, we are retaining these until reformed alternatives are available.For students who do not wish to take A levels or T Levels, there will be other qualifications in the system, including smaller qualifications in T Level areas which can be combined in mixed programmes. Newly reformed qualifications are now available for delivery at levels 2 and 3.We published an Equalities Impact Assessment alongside the outcome of the Review of Qualifications Reform, which is accessible at: https://www.gov.uk/government/publications/review-of-level-3-qualifications-reform-equality-impact-assessment.The department expects the impact on student numbers to be mitigated by the phased withdrawal of funding, allowing time for reformed alternatives to bed in.

What the average GCSE score was for 16 to 19 year olds in England studying (a) A-levels, (b) Applied General Diplomas, (c) Applied General Extended Diplomas and (d) T-levels in the last year for which data are available.

The average GCSE or equivalent score of students who completed A levels, applied general qualifications and T Levels in the 2023/24 academic year can be found in the attached table.A breakdown of applied general into diplomas and extended diplomas is not available.

What assessment she has made of the potential impact of increasing access to digital resources on children’s literacy.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.

Whether she plans to use digital resources to promote literacy in (a) early years, (b) school age children and (c) adults.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.

What assessment she has made of the potential impact of increasing access to (a) Kindles and (b) audiobooks on children’s literacy.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills.We are building the evidence base on the impact of technology in education through the EdTech Evidence Board, the Testbed Programme, and research into technology and cognitive development. Evidence from the Education Endowment Foundation shows technology can accelerate learning by up to three months. Technology should support learning, not replace high quality teaching and interaction.The national curriculum requires teachers to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. It also emphasises the importance of listening to, discussing, and reading a wide range of stories, poems, plays and non-fiction books for themselves.The department respects the autonomy of teachers to choose to use or recommend resources based on individual need in their own educational context and circumstances. Schools are free to choose to use a range of formats, including different forms of digital technology such as Kindles and audiobooks.

What assessment she has made of the potential implications for her policies of the Premier League Primary Stars literacy initiative.

The government's Opportunity Mission aims to remove barriers and ensure every child achieves and thrives by providing the best start in life and essential skills. Reading is central to this mission and is crucial for success at school and in life, and so we welcome the Premier League’s work with the National Literacy Trust on supporting pupils’ reading through the Primary Stars literacy initiative.On 7 July 2025, my right hon. Friend, the Secretary of State for Education, announced that 2026 will be The National Year of Reading. The National Year of Reading 2026 is a campaign to address the steep decline in reading for pleasure amongst children, young people and adults. It is a department initiative, in collaboration with our delivery partner, the National Literacy Trust, who will lead the delivery of the campaign.

If she will take steps to provide training on home education for parents of school-age children.

The department does not have plans to provide training for parents on home education.We have published guidance for home-educating parents to help them understand their rights and responsibilities.The department is also introducing a new duty on local authorities to provide support to home-educating families through the Children Not in School measures within the Children’s Wellbeing and Schools Bill. This will ensure that there is a baseline level of support across all local authorities so that parents have access to a reliable level of support, irrespective of where they live, and we will be providing additional training to local authorities to help them to fulfil these duties.Parents who choose to home educate have the flexibility to employ a variety of approaches and need not follow structures such as the national curriculum, stick to a traditional school day, nor include the study of specific subjects, provided the education is efficient, full-time and suitable to the age, ability and aptitude of the child and any special educational needs they may have. Issuing training would therefore not be appropriate, as we do not wish to impose restrictions on parents by instructing them on how they should home educate their children.

What assessment she has made of the potential impact of early intervention on children's readiness to start school.

The government’s Plan for Change sets out our ambition for a record proportion of children starting school ready to learn. The department will measure progress through 75% of children at the end of reception reaching a good level of development in the early years foundation stage profile assessment by 2028.Antenatal classes, health visitors, parenting support, baby and toddler groups and access to affordable, high quality early education and childcare are vital to guiding parents, improving the home learning environment and supporting development.A stable family environment is the foundation for better health, education and earnings. Studies have found that the most influential home environment variable on children’s cognitive development at age three and four, and academic outcomes at age seven, is the quality of the home learning environment during preschool years.Children need access to high quality early education and evidence-based programmes designed specifically for this early stage of development. An impact evaluation of the Nuffield Early Language Intervention (NELI) found that children who receive NELI make, on average, four months of additional progress in oral language skills, and seven months for those children on free school meals.

Whether her Department plans to take steps to support nursery workers to encourage learning through play.

The early years foundation stage statutory framework (EYFS) sets the standards and requirements that all early years providers must follow to ensure every child has the best start in life and is prepared for school. The EYFS is clear that children learn through play and that play is essential for children’s development. For example, singing songs helps to develop language comprehension, vocabulary, self-expression and literacy. Early years practitioners should carefully organise enabling environments and cultures for high quality play and are encouraged to create games and provide opportunity for play both indoors and outdoors.The department is committed to supporting settings in how to practically deliver the EYFS well for the benefit of all children. A range of information and resources are available, such as ‘Development Matters’, help for early years providers and the Foundation Years website, which includes ideas for play-based learning activities.

What assessment she has made of the potential merits of rolling out family hubs across the country.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer set out plans for spending and public sector reforms through the Spending Review 2025. This announcement confirmed departmental budgets for 2026/27 onwards and committed that the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and coordinating family services to improve support through pregnancy and early childhood.The department is working with the Department of Health and Social Care to share further information about what the Spending Review settlement means for the continuation and expansion of the programme. We recognise the importance of providing local authorities with certainty of future funding across the whole programme and we will share further information when we are able to.

What assessment she has made of the potential merits of rolling out family hubs nationally.

On 11 June, my right hon. Friend, the Chancellor of the Exchequer set out plans for spending and public sector reforms through the Spending Review 2025. This announcement confirmed departmental budgets for 2026/27 onwards and committed that the government will continue to invest in and expand the Family Hubs programme, working with parents to help give children the best start in life.This builds upon my right hon. Friend, the Prime Minister’s Plan for Change, published in December 2024, which outlined the ambition to give children the best start in life by strengthening and coordinating family services to improve support through pregnancy and early childhood.The department is working with the Department of Health and Social Care to share further information about what the Spending Review settlement means for the continuation and expansion of the programme. We recognise the importance of providing local authorities with certainty of future funding across the whole programme and we will share further information when we are able to.

What steps her Department is taking to increase the availability of early years support for parents in disadvantaged areas.

On 7 July 2025 the government published its Best Start in Life Strategy which sets out plans to ensure all young families can benefit from high quality family services and early years education and childcare, delivering our Plan for Change.This includes national rollout of Best Start Family Hubs, bringing together the trusted advice and guidance all parents need in one place and linking families to their local services. Backed by £500 million investment these services will reach the children and families who will benefit most from this support, including those from lower-income families and with additional vulnerabilities.From age 2, children from low-income families, those with education, health and care plans, and looked-after children are eligible for 15 hours of funded early education. Disadvantaged children may also receive the Early Years Pupil Premium, from April 2025 this was increased by 45%.

How many apprenticeship starts at level 7 there were in the academic years (a) 2023-24 and (b) 2024-25 for individuals aged 16-21.

There were 2,710 apprenticeship starts at level 7 by learners aged under 22 in the 2023/24 full academic year. So far for 2024/25 (August 2024 to January 2025), there have been 2,540 apprenticeship starts reported.