Written questions by Sollom.

Pursuant to the answer of 29 January 2026 to Question 101938, for what reasons are meetings between her Department and commercial lenders on the higher education sector are kept confidential.

As set out in our response on 29 January 2026, the department meets with a variety of stakeholders, including commercial lenders, to hear their views on the higher education sector. Where individual providers experience financial difficulties, the department engages with them to understand the pressures they face. This has included meeting commercial lenders to hear their position. The department keeps records of its engagements with external stakeholders, including meetings with commercial lenders. However, any discussions relating to the financial position of providers would be commercially sensitive and therefore inappropriate to discuss publicly. As My noble Friend, the Minister for Skills told the Education Select Committee in November 2025, the government does not intervene in the interests of providers. However, if a provider was at risk of unplanned closure, the department would work with the OfS, the provider and other government departments to ensure students' and taxpayers’ best interests were protected. This might involve supporting the transfer of students, exploring potential partnerships, or addressing relevant operational issues, such as how student loan payments are administered. Higher education providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.

Whether her Department plans to review its policy on the Disabled Students' Allowance.

The department keeps all support funded through the Disabled Students’ Allowance under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.

How many meetings her Department has held with commercial lenders to discuss the finances of higher education institutions in each year since 2020.

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

Whether her Department keeps records of meetings with commercial lenders on the finances of higher education institutions.

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

For what reason her Department holds meetings with commercial lenders to discuss the finances of higher education institutions.

The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.

What steps she is taking to (a) encourage people into the educational psychologist profession and (b) retain educational psychologists in the profession.

Educational psychologists play a critical role in the support available to children and young people, including those with special educational needs and disabilities. That is why the department is already investing more than £21 million to train 400 more educational psychologists over two cohorts, starting their studies in 2024 and 2025. This is in addition to the £10 million currently being invested in the training of more than 200 educational psychologists who began their training in September 2023.As these trainees complete their studies, they will join the workforce to support local authority educational psychology services, including contributing to statutory assessments. Trainees who have had their training funded by the department are required to remain in local authority employment for a minimum period. For trainees beginning their course in September 2024, this period is three years.

What percentage of students who gained the Large Programme Uplift as a result of studying 4 A-levels in 2025 or most recently available year and would be eligible for the LPU under the revised guidance for 2026 to 2027, are (a) female; or (b) eligible for Free School Meals.

Institutions delivering 16-19 education have received the Large Programme Uplift (LPU) in the 2025/26 academic year. There were 6,755 students eligible for the LPU as a result of studying 4 or more A levels, of which:36.46% were female students.4.69% were eligible for free school meals (FSM).Of those 6,755 students that attracted the LPU in the 2025/26 academic year due to studying 4 or more A levels, 3,968 (58.74%) would be eligible under the revised guidance for the 2026/27 academic year, of which:24.85% would be female students.4.71% would be eligible for FSM.Notes about the data:The data provided is based on LPU allocations for the 2025/26 academic year, which uses data from the 2022/23 academic year.The FSM definition covers both FSM for academies and school sixth forms and free meals in further education. This is because the LPU data is extracted from both the School Census and the Individual Learner Record.

What percentage of students who gained the Large Programme Uplift as a result of studying 4 A-levels in 2025 or most recently available year were (a) female; (b) eligible for Free School Meals.

Institutions delivering 16-19 education have received the Large Programme Uplift (LPU) in the 2025/26 academic year. There were 6,755 students eligible for the LPU as a result of studying 4 or more A levels, of which:36.46% were female students.4.69% were eligible for free school meals (FSM).Of those 6,755 students that attracted the LPU in the 2025/26 academic year due to studying 4 or more A levels, 3,968 (58.74%) would be eligible under the revised guidance for the 2026/27 academic year, of which:24.85% would be female students.4.71% would be eligible for FSM.Notes about the data:The data provided is based on LPU allocations for the 2025/26 academic year, which uses data from the 2022/23 academic year.The FSM definition covers both FSM for academies and school sixth forms and free meals in further education. This is because the LPU data is extracted from both the School Census and the Individual Learner Record.

What (a) number and (b) percentage of students who gained the Large Programme Uplift as a result of studying 4 A-levels in 2025 or most recently available year would be eligible for the LPU under the revised guidance for 2026 to 2027.

Institutions delivering 16-19 education have received the Large Programme Uplift (LPU) in the 2025/26 academic year. There were 6,755 students eligible for the LPU as a result of studying 4 or more A levels, of which:36.46% were female students.4.69% were eligible for free school meals (FSM).Of those 6,755 students that attracted the LPU in the 2025/26 academic year due to studying 4 or more A levels, 3,968 (58.74%) would be eligible under the revised guidance for the 2026/27 academic year, of which:24.85% would be female students.4.71% would be eligible for FSM.Notes about the data:The data provided is based on LPU allocations for the 2025/26 academic year, which uses data from the 2022/23 academic year.The FSM definition covers both FSM for academies and school sixth forms and free meals in further education. This is because the LPU data is extracted from both the School Census and the Individual Learner Record.

How many students gained the Large Programme Uplift as a result of studying 4 A-levels in 2025 or the most recently available year.

Institutions delivering 16-19 education have received the Large Programme Uplift (LPU) in the 2025/26 academic year. There were 6,755 students eligible for the LPU as a result of studying 4 or more A levels, of which:36.46% were female students.4.69% were eligible for free school meals (FSM).Of those 6,755 students that attracted the LPU in the 2025/26 academic year due to studying 4 or more A levels, 3,968 (58.74%) would be eligible under the revised guidance for the 2026/27 academic year, of which:24.85% would be female students.4.71% would be eligible for FSM.Notes about the data:The data provided is based on LPU allocations for the 2025/26 academic year, which uses data from the 2022/23 academic year.The FSM definition covers both FSM for academies and school sixth forms and free meals in further education. This is because the LPU data is extracted from both the School Census and the Individual Learner Record.

What assessment she has made of the potential implications for her policies of the recommendations of the University of Manchester article entitled From aspirational thinking to strategic planning – breaking down the barriers of inequality for children and young people.

The government’s Opportunity Mission is improving outcomes for disadvantaged children and young people at every life stage.The research rightly highlights the importance of giving disadvantaged young people the skills and career guidance they need to overcome barriers to opportunity, and the key role the national curriculum plays in this. That is why the revised national curriculum will remain knowledge-rich and focus on enhancing disciplinary skills, setting students up to achieve in life and work.Alongside this, the department will improve careers advice in schools and deliver two weeks’ worth of work experience for every young person to support their skills development and work readiness. We are targeting additional support through careers hubs in disadvantaged areas where there is the greatest need.The department has made inclusion and impact prominent themes in careers statutory guidance. There is a strong emphasis on highlighting progression routes and career pathways from all curriculum subjects.

With reference to the University of Manchester article entitled From aspirational thinking to strategic planning – breaking down the barriers of inequality for children and young people, what progress she has made on implementing the 2023 careers guidance inquiry recommendations.

The government’s Opportunity Mission is improving outcomes for disadvantaged children and young people at every life stage.The research rightly highlights the importance of giving disadvantaged young people the skills and career guidance they need to overcome barriers to opportunity, and the key role the national curriculum plays in this. That is why the revised national curriculum will remain knowledge-rich and focus on enhancing disciplinary skills, setting students up to achieve in life and work.Alongside this, the department will improve careers advice in schools and deliver two weeks’ worth of work experience for every young person to support their skills development and work readiness. We are targeting additional support through careers hubs in disadvantaged areas where there is the greatest need.The department has made inclusion and impact prominent themes in careers statutory guidance. There is a strong emphasis on highlighting progression routes and career pathways from all curriculum subjects.

When the Construction Technical Excellence Colleges will begin operating; and whether any are already in operation.

In August 2025, the government appointed ten Construction Technical Excellence Colleges (CTECs), one in each region of England and a tenth operating cross-nationally. Backed by £100 million in funding, CTECs will deliver high quality construction skills, supporting our mission to build 1.5 million homes by the end of this Parliament, and creating well-paid jobs nationwide in the construction sector. Launched at the start of this academic year, CTECs have begun their delivery of specialist skills, working with national and local construction employers to ensure critical construction skills needs are met now and in future years. To ensure benefits are widespread throughout each region, CTECs are operating under a ‘hub and spoke model’, collaborating with and supporting further education construction skills providers across their region.

What steps her Department is taking to monitor progress toward the target of training 40,000 construction learners by 2029 through the Construction Technical Excellence Colleges.

Ten Construction Technical Excellence Colleges (CTECs) have commenced their delivery of high quality construction skills provision from the start of this academic year. 40,000 construction learners will benefit from excellent teaching and curricula to set them up with the skills for well-paid jobs in the construction sector. The department is working with CTECs, mayoral strategic authorities, and other partners in the skills system to understand best practice in delivering quality construction skills in alignment with the Technical Excellence Colleges core objectives and we will monitor progress against these on a regular basis.

What evidence her Department has gathered on the number of parents unable to increase their working hours or return to work due to access to affordable, reliable out-of-school childcare.

This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.

To ask the Secretary of State for Education what analysis her Department has undertaken of the the potential economic and social benefits of sustained funding in school-aged wraparound childcare.

This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.

What assessment her Department has made of the economic impact of improving access to out-of-school aged childcare, including potential increases in workforce participation and GDP growth.

This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.

What steps she is taking to reform the out-of-school aged childcare sector and introduce a consistent and long-term funding model to support working families and economic growth.

This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.

What international comparisons her Department has reviewed regarding funding models for wraparound childcare, and what evidence has been considered from countries such as Australia and Ireland.

This government is investing in a modern childcare system that supports families. When developing our programmes, we look at previous schemes, including internationally, as well as receiving representations from families and providers.In February 2024, 24% of parents of primary-aged pupils reported that the availability of wraparound childcare affected the working patterns or hours of their household. The government is committed to rolling out free breakfast clubs in every state-funded school with primary-aged children. So far, we have delivered 2.6 million breakfasts in 750 early adopter schools and an additional 2,000 schools will join the programme next year.Since September 2024, the National Wraparound Programme has provided over 50,000 additional full childcare places, allowing more parents to access opportunities for work and study. In the 2026/27 financial year, we are providing local authorities with £12.9 million of funding to continue to sustain these places to ensure sufficiency of school-age childcare and facilitate national rollout of free breakfast clubs.Eligible parents can access government subsidies, such as Tax-Free Childcare and Universal Credit Childcare, to support them with their childcare costs.

What involvement (a) her Department and (b) the Office for Students have had in discussions between universities and their commercial lenders on (i) university debt arrangements, (ii) financial sustainability and (iii) lending terms since 2022.

The department does not intervene directly in negotiations between universities and banks. As independent institutions, universities are responsible for managing their own finances. We do of course regularly meet both with providers and banks to discuss the finances of higher education institutions. However, it is important these discussions are kept confidential. The processes and protocols of the Office for Students (OfS) are a matter for them. In the first instance, providers should speak to the OfS where they have identified financial risk.