Written questions by Grant.

How her Department assesses the effectiveness of safeguarding arrangements for extracurricular activities involving children, including voluntary compliance, self-regulation, and non-statutory guidance.

This government is committed to safeguarding children and protecting them from harm across all extracurricular activities.These activities often take place within out-of-school settings, however, some are run directly by schools and, if so, the schools’ existing child protection and safeguarding arrangements will apply, as set out in ‘Keeping children safe in education’.Where extracurricular activities do take place in out-of-school settings, we believe that the majority of providers sufficiently deliver safe and enriching education and activities. However, to ensure that this is the case for all, the department launched a call for evidence on 29 May 2025 to better understand current practice and invite views on possible approaches to further strengthen safeguarding.We are currently analysing responses and given the significance of the issue, this analysis is being supported by independent external analysts.The department intends to supplement the call for evidence with further engagement, including through focus groups with parents and smaller providers, and sector roundtables with safeguarding experts, national governing bodies and other community representatives, prior to issuing a full response.

What assessment her Department has made of the potential merits of introducing mandatory safeguarding requirements for extracurricular activities involving children in England.

This government is committed to safeguarding children and protecting them from harm across all extracurricular activities.These activities often take place within out-of-school settings, however, some are run directly by schools and, if so, the schools’ existing child protection and safeguarding arrangements will apply, as set out in ‘Keeping children safe in education’.Where extracurricular activities do take place in out-of-school settings, we believe that the majority of providers sufficiently deliver safe and enriching education and activities. However, to ensure that this is the case for all, the department launched a call for evidence on 29 May 2025 to better understand current practice and invite views on possible approaches to further strengthen safeguarding.We are currently analysing responses and given the significance of the issue, this analysis is being supported by independent external analysts.The department intends to supplement the call for evidence with further engagement, including through focus groups with parents and smaller providers, and sector roundtables with safeguarding experts, national governing bodies and other community representatives, prior to issuing a full response.

If she will make an assessment of the potential implications for her policies of evidence from public inquiries, serious case reviews and independent safeguarding reports on risks associated with unregulated extracurricular settings involving children; and whether she has considered introducing statutory safeguarding principles for this sector.

This government is committed to safeguarding children and protecting them from harm across all extracurricular activities.These activities often take place within out-of-school settings, however, some are run directly by schools and, if so, the schools’ existing child protection and safeguarding arrangements will apply, as set out in ‘Keeping children safe in education’.Where extracurricular activities do take place in out-of-school settings, we believe that the majority of providers sufficiently deliver safe and enriching education and activities. However, to ensure that this is the case for all, the department launched a call for evidence on 29 May 2025 to better understand current practice and invite views on possible approaches to further strengthen safeguarding.We are currently analysing responses and given the significance of the issue, this analysis is being supported by independent external analysts.The department intends to supplement the call for evidence with further engagement, including through focus groups with parents and smaller providers, and sector roundtables with safeguarding experts, national governing bodies and other community representatives, prior to issuing a full response.

What assessment she has made of the potential implications for her policies of barriers to adopting a unified national safeguarding framework for extracurricular activities involving children; and if she will make an assessment of the potential impact of frameworks such as the National Safeguarding Framework for Extracurricular Activities on sector-led implementation across micro providers, community organisations, and recognised governing bodies.

This government is committed to safeguarding children and protecting them from harm across all extracurricular activities.These activities often take place within out-of-school settings, however, some are run directly by schools and, if so, the schools’ existing child protection and safeguarding arrangements will apply, as set out in ‘Keeping children safe in education’.Where extracurricular activities do take place in out-of-school settings, we believe that the majority of providers sufficiently deliver safe and enriching education and activities. However, to ensure that this is the case for all, the department launched a call for evidence on 29 May 2025 to better understand current practice and invite views on possible approaches to further strengthen safeguarding.We are currently analysing responses and given the significance of the issue, this analysis is being supported by independent external analysts.The department intends to supplement the call for evidence with further engagement, including through focus groups with parents and smaller providers, and sector roundtables with safeguarding experts, national governing bodies and other community representatives, prior to issuing a full response.

Whether she intends to publish statutory guidance or a code of practice setting out the duty of care owed by higher education providers to their students.

Universities are already required to comply with their duties under the common law and legislation such as the Equality Act 2010, which includes an anticipatory duty to make reasonable adjustments for disabled students, including those with mental health conditions which meet the definition set out within the Equality Act. The government has no plans to publish statutory guidance or a code of practice on a duty of care owed by higher education providers to their students.Our focus is on ensuring that providers adopt consistent, evidence‑based approaches to student safety and wellbeing by embedding the recommendations of the national review of higher education student suicide deaths and other best practice identified through the Higher Education Mental Health Implementation Taskforce’s wider outputs and sector-led guidance.

If she will launch a public consultation on the proposed changes to EHCP eligibility criteria.

This government inherited a special educational needs and disabilities (SEND) system that has been failing to meet the needs of children and families for far too long. We know that families face real challenges with EHC plans and that even after fighting to secure the entitlement, a plan does not always guarantee the right the support will be delivered.The department needs to focus on addressing the overall systemic issues that make SEND support so hard to access. We are thinking about how we protect support for the children that will always need specialist placements and to make accessing that support less bureaucratic and adversarial, as well as how we intervene earlier so support can be provided regardless of whether a legal plan is in place.Ministers and officials have been engaging with parents to seek their views on the direction of future reforms and to understand their experiences of the SEND system. For example, through a webinar attended by around 100 parents in early June. We plan to deliver more such webinars over the coming weeks and months.

What steps her Department is taking to ensure school uniform policies continue to promote school (a) identity, (b) pride and (c) inclusion, in the context of the proposed cap on branded items.

Uniform, including a small number of branded uniform items, can play a key role in promoting the ethos of a school, providing a sense of belonging and identity, setting an appropriate tone for education, and reducing visible inequalities. However, too many schools require high numbers of costly branded uniform items and it is right that legislation limits the number of branded items schools can require. School uniform should be affordable and no child should be stigmatised due to financial constraints.In setting an appropriate numerical limit of branded items, the department has looked at the available evidence to ensure we are striking the right balance between reducing costs for parents and recognising the benefits that some branded items may bring to school life.

What steps her Department is taking to ensure that children with SEND have access to the necessary support at schools.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life.The department wants to drive a consistent and inclusive approach to supporting children and young people with SEND through early identification, effective support, high quality teaching and effective allocation of resources.High quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve in their education. To support all teachers, we are implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND.On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for Special Educational Needs Coordinators (SENCOs). The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high quality, evidence-based training. This is crucial given the central role SENCOs play in supporting pupils with SEND.A new Initial Teacher Training and Early Career Framework is due to be implemented from September 2025, which contains significantly more content related to adaptive teaching and supporting pupils with SEND, including, developing an understanding of different pupil needs and learning how to provide opportunities for success for all pupils.The availability of training and career progression opportunities for teaching assistants helps ensure schools have the skilled staff they need to deliver high quality education. The Institute for Apprenticeships and Technical Education has recently approved a new Level 5 Specialist Teaching Assistant apprenticeship, allowing teaching assistants to specialise in one of three areas: SEND, social and emotional wellbeing or curriculum provision. The apprenticeship will be available for candidates to undertake in 2025.In addition, assistive technology (AT) can break down barriers to opportunity for students with SEND. The department is broadening the effective use of AT for teachers through research, training and guidance.