Written questions by Sollom.

With reference to her Department's press release entitled More girls to study maths under plans to improve pathway into AI careers, published on 6 May 2025, how much funding will be allocated in (a) 2025 and (b) subsequent years; and how that funding will be allocated between students and teachers.

The Advanced Maths Support programme funding for April 2025 to March 2026 will be £8,200,000. Funding from April 2026 will be subject to the spending review.There is no direct split between funding for students and teachers.

What steps her Department plans to take to (a) monitor and (b) evaluate the potential impact of changes to the level of funding for the Adult Skills Fund in (i) devolved and (ii) non-devolved areas in the 2025-26 (a) financial and (b) academic years.

The department will provide approximately £1.4 billion in funding for the adult skills fund (ASF) in the 2025/26 academic year to ensure that adult learners can access the education and training they need to get into employment or progress in work.As of August 2025, the department will have devolved 68% of the ASF to mayoral strategic authorities, who are responsible for adult skills provision in their areas. These authorities have autonomy in deciding how to use their funding and are responsible for the allocation of the ASF to learning providers. The department is responsible for managing non-devolved ASF.In non-devolved areas, adults earning less than £25,000 annual gross salary are eligible for full funding through the ASF. This directly supports social mobility by enabling those moving from unemployment to progress in work. The ASF also funds Learner Support and Learning Support which enables learning providers to help learners facing specific financial hardship, learning difficulties and/or disabilities to overcome barriers which prevent them from taking part in learning.The department’s allocation methodology for the 2025/26 academic year recognises priority courses, as well as providers with a strong track record of delivering above their allocations and providing for more learners. As a result, there will be a significant number of providers who will see their allocations increase in the 2025/26 academic year.The department considered the impact of all its funding decisions and, as part of managing the ASF in non-devolved areas, the department considers the impacts of any previous changes when making policy decisions.

What assessment her Department has made of the potential impact of reductions to the Adult Skills Fund on the availability of (a) adult education courses and (b) free courses for jobs.

The department will provide approximately £1.4 billion in funding for the adult skills fund (ASF) in the 2025/26 academic year to ensure that adult learners can access the education and training they need to get into employment or progress in work.As of August 2025, the department will have devolved 68% of the ASF to mayoral strategic authorities, who are responsible for adult skills provision in their areas. These authorities have autonomy in deciding how to use their funding and are responsible for the allocation of the ASF to learning providers. The department is responsible for managing non-devolved ASF.In non-devolved areas, adults earning less than £25,000 annual gross salary are eligible for full funding through the ASF. This directly supports social mobility by enabling those moving from unemployment to progress in work. The ASF also funds Learner Support and Learning Support which enables learning providers to help learners facing specific financial hardship, learning difficulties and/or disabilities to overcome barriers which prevent them from taking part in learning.The department’s allocation methodology for the 2025/26 academic year recognises priority courses, as well as providers with a strong track record of delivering above their allocations and providing for more learners. As a result, there will be a significant number of providers who will see their allocations increase in the 2025/26 academic year.The department considered the impact of all its funding decisions and, as part of managing the ASF in non-devolved areas, the department considers the impacts of any previous changes when making policy decisions.

Whether her Department has undertaken an impact assessment in relation to changes to the level of funding for the Adult Skills Fund.

The department will provide approximately £1.4 billion in funding for the adult skills fund (ASF) in the 2025/26 academic year to ensure that adult learners can access the education and training they need to get into employment or progress in work.As of August 2025, the department will have devolved 68% of the ASF to mayoral strategic authorities, who are responsible for adult skills provision in their areas. These authorities have autonomy in deciding how to use their funding and are responsible for the allocation of the ASF to learning providers. The department is responsible for managing non-devolved ASF.In non-devolved areas, adults earning less than £25,000 annual gross salary are eligible for full funding through the ASF. This directly supports social mobility by enabling those moving from unemployment to progress in work. The ASF also funds Learner Support and Learning Support which enables learning providers to help learners facing specific financial hardship, learning difficulties and/or disabilities to overcome barriers which prevent them from taking part in learning.The department’s allocation methodology for the 2025/26 academic year recognises priority courses, as well as providers with a strong track record of delivering above their allocations and providing for more learners. As a result, there will be a significant number of providers who will see their allocations increase in the 2025/26 academic year.The department considered the impact of all its funding decisions and, as part of managing the ASF in non-devolved areas, the department considers the impacts of any previous changes when making policy decisions.

What steps her Department is taking to help reduce the potential impact of changes to the level of funding for the Adult Skills Fund on the ability of (a) vulnerable learners and (b) people in receipt of benefits to take part in training to help increase their employability.

The department will provide approximately £1.4 billion in funding for the adult skills fund (ASF) in the 2025/26 academic year to ensure that adult learners can access the education and training they need to get into employment or progress in work.As of August 2025, the department will have devolved 68% of the ASF to mayoral strategic authorities, who are responsible for adult skills provision in their areas. These authorities have autonomy in deciding how to use their funding and are responsible for the allocation of the ASF to learning providers. The department is responsible for managing non-devolved ASF.In non-devolved areas, adults earning less than £25,000 annual gross salary are eligible for full funding through the ASF. This directly supports social mobility by enabling those moving from unemployment to progress in work. The ASF also funds Learner Support and Learning Support which enables learning providers to help learners facing specific financial hardship, learning difficulties and/or disabilities to overcome barriers which prevent them from taking part in learning.The department’s allocation methodology for the 2025/26 academic year recognises priority courses, as well as providers with a strong track record of delivering above their allocations and providing for more learners. As a result, there will be a significant number of providers who will see their allocations increase in the 2025/26 academic year.The department considered the impact of all its funding decisions and, as part of managing the ASF in non-devolved areas, the department considers the impacts of any previous changes when making policy decisions.

With reference to the Answer of 18 September 2023 to Question 199977 on T-levels: Expenditure and to the Answer of 23 March 2025 to Question 35993 on T-levels: Finance, how her Department has reallocated the amount of money underspent on the T Level programme.

As per the Consolidated Budgeting Guidance, the usual practice is for any underspends in overall departmental budgets, including the T level programme, by the end of the financial year to be returned to HM Treasury. However, throughout each financial year, the department reviews emerging forecasts against the departmental budgets originally set, as well as reviewing any pressures across the department. Unspent funding is then reallocated to wider education priorities.

What steps she is taking to help schools deliver (a) physical education and (b) school sports initiatives.

I refer the hon. Member for St Neots and Mid Cambridgeshire to the answer of 28 March 2025 to Question 36741.

What steps she is taking to improve the infrastructure available to provide (a) physical education and (b) outdoor activities in schools.

Physical education (PE) is a foundation subject that is compulsory at all four key stages in the national curriculum. As part of the national curriculum, pupils should be taught in key stages two, three and four to take part in outdoor and adventurous activities. This government is committed to securing the infrastructure needed to protect time for PE in schools and to support the role grassroots clubs play in expanding access to sport.To support schools to provide opportunities for pupils to access high quality PE and sport, the government has committed £320 million for the primary PE and sport premium this academic year, 2024/25, benefiting over 18,000 schools and around 3.9 million pupils in England. The department also launched an open procurement for a new grant programme from spring 2025, of up to £300,000 a year. This will focus on improving and increasing PE, school sport and physical activity opportunities for pupils with special educational needs and disabilities.In July 2024, the government commissioned Professor Becky Francis CBE to convene and chair a panel of experts to conduct the Curriculum and Assessment Review. The interim report has been published and the final report is due in autumn 2025. The interim report can be accessed at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.

If she will take steps to reinstate the Business Engagement Forum to help ensure collaboration between officials in her Department and industry leaders.

With the creation of Skills England, the department has developed a wider range of employer engagement routes.In October 2024, following the publication of the first Skills England report, a series of round tables were conducted, engaging over 100 stakeholders. This tested the initial analysis but also drew out what stakeholders felt Skills England should prioritise and where it could have most impact.In November 2024, the department conducted a comprehensive engagement programme, reaching 743 people across a variety of sectors and activities.The engagement was designed to support advice on the future of the Growth and Skills Levy offer, and the skills element of Industrial Strategy Sector Plans.The aim was to collect evidence on skills needs, flexibilities in the levy system and gather sector-specific views to inform the second Skills England report.

With reference to Skills England’s report entitled Skills England: driving growth and widening opportunities, published on 24 September 2024, what steps she has taken to support cross-departmental working by Skills England (a) in general and (b) to provide training on green skills to employees in sectors that plan to decarbonise.

In September 2024, Skills England published their first report, titled, ‘Skills England: Driving Growth and Widening Opportunities’. This report sets out Skills England’s role, the key skills challenges that limit economic growth and opportunity, and an initial assessment of skills needs in the economy.Part of Skills England’s role is to ensure that skills sit at the heart of joined-up decision making across government. This includes working closely with:i) The Industrial Strategy Council, so that we have the skilled workforce needed to deliver a clear, long-term plan for the future economy.ii) The Department for Work on Pensions, on the government’s plan to Get Britain Working.iii) The Migration Advisory Committee, so that growing the domestic skills pipeline reduces our reliance on overseas workers.iv) Mayoral Strategic Authorities, to ensure that regional skills needs are met and there is alignment with national priorities.v) The devolved administrations, to ensure join-up across the UK.vi) The full range of central government departments including the Department for Energy Security and Net Zero (DESNZ), which has set up the Office for Clean Energy Jobs to meet our clean energy superpower mission.Skills England will ensure that skills development aligns with the UK’s carbon emission and environmental targets, working in partnership with businesses, educational institutions, and regional and local organisations. Following the publication of its first report, Skills England consulted over 700 employers and other key stakeholders, including from the green economy, on their skills needs and priorities for training funded through the new growth and skills offer.To meet carbon emission and environmental targets, skills training programmes must respond to the demands of a low-carbon economy, with qualifications and training pathways designed to directly address the ways in which jobs will change. Skills England will work with businesses and other government departments to help develop understanding of the importance of this shift including for employers and training providers.

What steps the Government taking to open up technical and vocational pathways for people to access training and employment in the chemical sciences sector.

The government is developing a comprehensive strategy for post‐16 education and skills, to break down barriers to opportunity, support the development of a skilled workforce in all sectors, including the chemical sciences sector, and drive economic growth through our Industrial Strategy.The department has established Skills England to ensure we have the highly-trained workforce needed to deliver the national, regional and local skills needs of the next decade. It will ensure that the skills system is clear and navigable for individuals, for both young people and older adults, strengthening careers pathways into jobs across the economy.The department’s reformed growth and skills offer, which will have apprenticeships at its core, will deliver greater flexibility for learners and employers, including through shorter duration apprenticeships in targeted sectors. This will help more people learn new high quality skills at work and is fuelling innovation in businesses across the UK.The department will continue to support learners who wish to have a career in the chemical sector through its technical education offer, with a range of high quality qualifications and apprenticeship opportunities at all levels.Examples of this include:Over 80 high quality employer-designed apprenticeship standards in the health and science sector to support the development of skilled workforces, including through the level 3 Laboratory Technician standard.T Levels in science, where students can specialise in laboratory sciences, food sciences or metrology sciences, leading to entry level occupations in the science sector.Higher Technical Qualifications (HTQs), which are occupation-focused level 4 and 5 qualifications, approved and quality-marked as providing the skills demanded in the workplace by employers. To date, 263 HTQs have been approved for delivery across a range of occupational routes, with three Technician Scientist HTQs becoming available from September 2025.For the 2024/25 academic year, more than half of the £1.4 billion Strategic Priorities Grant recurrent funding to higher education providers is allocated to support the provision of high-cost subjects, which includes chemistry. From this funding, the Office for Students is allocating £1,737 per full-time equivalent student to providers for chemistry students.

What steps she is taking to improve chemistry education; and whether she has plans for the subject to focus on (a) green skills, (b) digital skills and (c) transferrable skills alongside technical knowledge.

High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. The government also recognises that science, technology, engineering and mathematics (STEM) subjects, such as chemistry, are vital for the UK’s future economic needs and to drive up productivity. Chemistry skills, in particular, are necessary for a range of careers within the green economy, including in growing sectors like carbon capture and hydrogen.The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum that readies young people for life and work, building the knowledge, skills and attributes needed to thrive. The review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work, and will publish its final report with recommendations this autumn. We will take decisions on what changes to make to the curriculum in light of these recommendations.Oak National Academy, an independent arm’s length body which provides free, high-quality, optional and adaptable curriculum resources for schools, has recently published new curriculum sequences and associated lesson resources in science from key stages 1-4, including chemistry. Within Oak’s science curriculum, it provides a broad range of resources to support teachers to teach about green skills, climate change and sustainability. This year, Oak is also introducing a new curriculum thread entitled ‘How can we live sustainably to protect Earth for a better future?’. This will form part of its secondary science curriculum and will support the growing emphasis of green skills in chemistry. As well as this, Oak’s chemistry lessons include a variety of data analysis tools to strengthen pupils’ digital competency. Oak’s chemistry lessons include real-life applications of chemistry, such as industrial chemistry, environmental chemistry and material science to strengthen technical knowledge.To improve education in STEM subjects, it is essential to ensure high-quality teaching by helping schools recruit and retain good teachers. The government has therefore announced an initial teacher training financial incentives package for the 2025/26 academic year worth £233 million, a £37 million increase on the last recruitment cycle. This includes a range of measures, including bursaries worth £29,000 tax-free and scholarships worth £31,000 tax-free, to encourage talented trainees in key STEM subjects such as chemistry.For the 2024/25 and 2025/26 academic years, the government is also offering a targeted retention incentive worth up to £6,000 after tax for chemistry teachers in the first five years of their careers who choose to work in disadvantaged schools. This will support recruitment and retention of specialist teachers in the subject in the schools and areas that need them most.

How many times she has met with the Interim Chair of Skills England since their appointment.

Since their appointment in July, the Interim Chair of Skills England, Richard Pennycook, has met my right hon. Friend, the Secretary of State for Education six times and my noble Friend, the Minister for Skills five times. In addition, the Interim Chair has had weekly meetings with the Interim Chief Executive.

With reference to the oral contribution of the Parliamentary Under-Secretary of State for Education during the Eighth sitting of the Public Bill Committee on the Children's Wellbeing and Schools Bill on Thursday 30 January 2025, Official Report PBC (Bill 151) Eighth Sitting column 308, if she will specify the information under Clause 25 to which the Parliamentary Under-Secretary referred when he said that all other information would be optional.

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child. The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means. The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

Whether parents will be legally obliged to provide all information listed in inserted section 436C in Clause 25 of the Children's Wellbeing and Schools Bill to local authorities.

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child. The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means. The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

With reference to the oral contribution of the Parliamentary Under-Secretary of State for Education of 30 January 2025 in the Children's Wellbeing and Schools Bill Public Bill Committee (Eighth sitting), Official Report PBC (Bill 151) Eighth Sitting, column 308, how she defines a new education provision.

New section 436C(1) of the Education Act 1996 lists the information legally required to be provided by parents of children who are eligible for inclusion on a local authority’s ‘Children Not in School’ register. This information is their child’s name, date of birth and address, the name and address of each parent, the amount of time the child spends receiving education from each parent and information on any other person providing education to the child. The Bill provides, in section 436C(2), a list of information that will be optional for parents to provide to their local authority for inclusion on the register. This includes information relating to their child’s protected characteristics, any special educational needs and details of any child protection issues such as ongoing enquiries and whether the child is looked-after or a child in need. Local authorities may also include the information listed in this section if they already hold it through other means. The parental duty to provide information will apply when their child first becomes eligible for registration, such as when they first move into home education. The duty will also apply when there is a change to any of the information they are required to provide. This could include a change of address or a change in the providers of the child’s education.

What steps she is taking to support intermediate and advanced apprenticeships.

This government has a driving mission to break down barriers to opportunity. Meeting the skills needs of the next decade is central to delivering all of the government's five missions on economic growth, opportunity for all, a stronger NHS, safer streets, and clean energy. Through delivering the opportunity and growth missions, the department will ensure that we have the skilled workforce needed to deliver the national, regional and local skills needs.There are over 360 apprenticeships at intermediate and advanced levels which are supporting people to train in occupations such as adult care worker, bricklayer or cyber security technician. A wide range of apprenticeships are also available at higher levels including data analyst, nuclear technician and registered nurse.So far this academic year, between August and October 2024, there have been 132,560 apprenticeship starts across all levels; this is 1.3% higher than the same period in the previous year.To support the development of skills at all levels, the government will reform the apprenticeships levy into a more flexible Growth and Skills levy that is aligned to the Industrial Strategy. This will create routes into good, skilled jobs in growing industries.As a first step, flexibilities will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high quality skills at work, fuelling innovation in businesses across the country and providing high quality entry pathways for young people. The department will set out more detail on these plans in due course.

What steps she is taking to ensure that Skills England is accountable to Parliament.

It is intended for Skills England to become an Executive Agency of the Department for Education. As with all other Executive Agencies, Skills England will be required to have robust governance arrangements and clear lines of accountability, including to parliament. This will be set out in a publicly available Framework Document.

What steps she is taking to maintain provision of maths at universities of all tariff levels.

My right hon. Friend, the Secretary of State for Education, recognises the critical importance of mathematics provision at universities. English universities are independent, autonomous institutions and are therefore free to choose which courses they run. The quality of these courses is assessed by the Office for Students, the regulator of higher education providers in England. The government acknowledges that robust mathematics education is essential for developing the skills needed in various sectors and for maintaining the UK's competitive edge in science, technology, engineering, and mathematics fields. The government is committed to ensuring the provision of high-quality mathematics education across universities of all tariff levels. Measures include financial incentives to attract talented individuals into teaching key shortage subjects, such as mathematics.

What assessment she has made of the importance of maths provision at universities of all tariff levels.

My right hon. Friend, the Secretary of State for Education, recognises the critical importance of mathematics provision at universities. English universities are independent, autonomous institutions and are therefore free to choose which courses they run. The quality of these courses is assessed by the Office for Students, the regulator of higher education providers in England. The government acknowledges that robust mathematics education is essential for developing the skills needed in various sectors and for maintaining the UK's competitive edge in science, technology, engineering, and mathematics fields. The government is committed to ensuring the provision of high-quality mathematics education across universities of all tariff levels. Measures include financial incentives to attract talented individuals into teaching key shortage subjects, such as mathematics.