Written questions by Sollom.

What recent discussions she has had with universities on the importance maintaining the provision of maths.

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.

Whether her Department will continue funding the Adoption and Special Guardianship Support Fund after March 2025.

The department will shortly be finalising business planning decisions on how we will allocate the budget for the next financial year. All decisions regarding the Adoption and Special Guardianship Support Fund are being made as part of these discussions, and an announcement will be made as soon as possible. All future funding decisions will be considered as part of the next spending review.

What steps her Department is taking to support the financial viability of universities.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

What steps her Department is taking to protect the financial viability of English universities, in the context of falling numbers of international students applying for Higher Education in England.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

If she will make an assessment of the potential impact of recent trends in the number of international students studying in England on the financial viability of universities.

The department acknowledges the challenging financial environment faced by the higher education (HE) sector. The Office for Students' (OfS) latest report on the HE sector's financial health, which was published in November, stated that the sector's financial context has become more challenging since its previous report in May. Their analysis suggests that up to 72% of providers could face deficit and up to 40% may have low liquidity if they do not take significant mitigating actions.The report also found that international recruitment is significantly below the sector’s previous expectations. This government has taken a different stand on international students, and we have spoken clearly about it. In my right hon. Friend, the Secretary of State for Education’s first speech in July 2024, and the subsequent video messages addressed to international students, she set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. That is why international students are offered the opportunity to remain in the UK, and contribute to the society and economy, on a graduate visa for two or three years after their studies come to an end.Nevertheless, all providers must continue to adapt to uncertainties and financial risks. As autonomous bodies independent of government, it is for providers to decide on effective business models and to how to manage their finances. However, the department is determined to secure the future of our world leading HE sector. That is why we have taken decisive action to support the sector in moving towards a more stable financial footing.Sir David Behan has been appointed interim Chair of the OfS to oversee the important work of refocusing their role to concentrate on key priorities, including the HE sector’s financial stability. In December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. The OfS will work more closely with providers under significant financial pressure in order to protect students’ interests.Moreover, the government has made the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. The department will set out a long term plan for sector reform this summer.The department will continue to work closely with the OfS in order to understand the ongoing impacts and changing landscape of financial sustainability in the sector.

How much funding has been allocated in total for the school rebuilding programme.

School buildings are integral to high and rising standards and need to be fit for the future.We have committed to rebuilding or refurbishing 518 schools and sixth form colleges through the School Rebuilding Programme (SRP).The Autumn Budget 2024 included £1.4 billion for the 2025/26 financial year to drive the ongoing delivery of the current programme. Future capital funding for schools beyond 2025/26 will be confirmed following the next multi-year phase of the Spending Review.Annual capital budgets to date for the SRP are published within the Supplementary and Main Estimates on parliament.uk. These budgets are combined with the legacy Priority School Building Programme.The department also publishes information on all contracts awarded over £10,000, including rebuilding projects, normally within 30 days of the contract being signed. These are published on GOV.UK at: https://www.contractsfinder.service.gov.uk/Search.

What the cost to the public purse has been of the school rebuilding programme broken down by spending on (a) completed projects and (b) ongoing projects.

School buildings are integral to high and rising standards and need to be fit for the future.We have committed to rebuilding or refurbishing 518 schools and sixth form colleges through the School Rebuilding Programme (SRP).The Autumn Budget 2024 included £1.4 billion for the 2025/26 financial year to drive the ongoing delivery of the current programme. Future capital funding for schools beyond 2025/26 will be confirmed following the next multi-year phase of the Spending Review.Annual capital budgets to date for the SRP are published within the Supplementary and Main Estimates on parliament.uk. These budgets are combined with the legacy Priority School Building Programme.The department also publishes information on all contracts awarded over £10,000, including rebuilding projects, normally within 30 days of the contract being signed. These are published on GOV.UK at: https://www.contractsfinder.service.gov.uk/Search.

How many and what proportion of school rebuilding projects have (a) been completed, (b) been completed within their intended time frame and (c) have passed their original deadline.

As of 31 December 2024, buildings have been handed over at 23 schools. Of these, demolition and ground works are complete at nine schools, with a further six forecast to reach practical completion this financial year.The programme started in 2020, with the first projects announced in 2021. In line with initial expectations for the programme, just under half of School Rebuilding Programme projects have commenced various stages of delivery activity, despite some market challenges caused by significant global events. The remaining projects have been given indicative start dates for delivery over the next few years based on a prioritisation of need, with building projects taking up to five years from commencement to complete.

Which contractors have been chosen to carry out works under the school rebuilding programme; and on what criteria these contractors were chosen.

The department procures contractors from its frameworks to deliver the vast majority of projects, including the School Rebuilding Programme. Information on the contractors on its frameworks, including the criteria for selecting contractors for individual projects, can be found on GOV.UK, and is available here: https://www.gov.uk/government/publications/school-buildings-construction-framework-2021/appendix-d-framework-contractors.

How many temporary classrooms are currently in use in schools across England, broken down by number in use in (a) primary schools (b) secondary schools and (c) special schools.

It is the responsibility of those who run schools, academy trusts, local authorities and voluntary aided school bodies, to manage the maintenance of their schools and alert the department if there is a concern with a building. Local authorities and academy trusts do not need to report the use of temporary classrooms to the department, therefore, the department does not hold this data. The department does provide support on a case-by-case basis, working with the sector, if it is alerted to a serious safety issue. The department always puts the safety and wellbeing of children and staff in schools and colleges at the heart of its policy decisions.

Whether she has made an assessment of the potential merits of encouraging the Joint Council for Qualifications to include the Level 3 Core Maths qualification within the A level and Level 3 results documents to ensure their profile is aligned with similar sized qualifications.

High and rising school standards, including in mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. Our Core Maths suite of qualifications is designed to prepare students for the mathematical demands of university study, employment and life by strengthening and building on students’ existing skills with a focus on using and applying mathematics. In the 2024/2025 academic year, a Core Maths premium of £900 per year per student was introduced into the 16-19 funding formula to support students’ participation in programmes with core mathematics qualifications. Guidance is available at: https://www.gov.uk/government/publications/16-to-19-funding-core-maths-premium/16-to-19-funding-core-maths-premium#eligible.The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE, an expert in education policy. The review will seek to deliver an excellent foundation in reading, writing and maths and will look at ensuring all young people aged 16-19 have access to rigorous, high value qualifications and training.Results data is published by the Joint Council for Qualifications (JCQ) annually. Departmental officials have discussed with JCQ what data they might report for summer 2025 and beyond. While JCQ regularly review what and how they publish their data, they are an independent organisation, and this is a matter for them to consider.The department funds the Advanced Mathematics Support Programme (AMSP), to promote the value of, and discuss positive encouragement for, level 3 mathematics and Core Maths in particular. The AMSP monitors engagement with the programme and provides support to increase the uptake of Core Maths.

What steps she is taking to (a) increase awareness and (b) raise the status with (i) universities and (ii) employers of the Level 3 Core Maths qualification.

High and rising school standards, including in mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best life chances. Our Core Maths suite of qualifications is designed to prepare students for the mathematical demands of university study, employment and life by strengthening and building on students’ existing skills with a focus on using and applying mathematics. In the 2024/2025 academic year, a Core Maths premium of £900 per year per student was introduced into the 16-19 funding formula to support students’ participation in programmes with core mathematics qualifications. Guidance is available at: https://www.gov.uk/government/publications/16-to-19-funding-core-maths-premium/16-to-19-funding-core-maths-premium#eligible.The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE, an expert in education policy. The review will seek to deliver an excellent foundation in reading, writing and maths and will look at ensuring all young people aged 16-19 have access to rigorous, high value qualifications and training.Results data is published by the Joint Council for Qualifications (JCQ) annually. Departmental officials have discussed with JCQ what data they might report for summer 2025 and beyond. While JCQ regularly review what and how they publish their data, they are an independent organisation, and this is a matter for them to consider.The department funds the Advanced Mathematics Support Programme (AMSP), to promote the value of, and discuss positive encouragement for, level 3 mathematics and Core Maths in particular. The AMSP monitors engagement with the programme and provides support to increase the uptake of Core Maths.

What steps she is taking to help resolve pay disputes with non-academised sixth forms who were not included in the 5.5% pay award announced for teachers.

The government does not set or recommend pay in further education (FE) providers, which have the freedom to make their own arrangements in line with their local circumstances. This government recognises the vital role that FE teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education and throughout life. That is why the October Budget set out the government’s commitment to skills, by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.

If she will undertake a review of further education funding, in the context of the pay dispute with teachers at non-academised sixth forms.

This government recognises the vital role that further education (FE) teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education, and will consider workforce sufficiency and what this might mean for FE funding in future years.The Autumn Budget 2024 set out the government’s commitment to skills by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.Government plays no role in recommending or setting pay or terms and conditions of employment within the FE sector. Institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.The department encourages sixth form colleges both to ensure good industrial relations and, if necessary, to take appropriate mitigations to ensure that young people’s learning can continue during industrial action.

What steps her Department is taking to support the education of pupils at non-academised sixth forms in the context of planned industrial action.

This government recognises the vital role that further education (FE) teachers and providers play in equipping learners with the opportunities and skills that they need to succeed in their education, and will consider workforce sufficiency and what this might mean for FE funding in future years.The Autumn Budget 2024 set out the government’s commitment to skills by providing an additional £300 million revenue funding for FE to ensure young people are developing the skills this country needs. The department will set out in due course how this funding will be distributed.Government plays no role in recommending or setting pay or terms and conditions of employment within the FE sector. Institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.The department encourages sixth form colleges both to ensure good industrial relations and, if necessary, to take appropriate mitigations to ensure that young people’s learning can continue during industrial action.

What assessment her Department has made of the potential implications for (a) her policies and (b) the labour market of changes in the level of the provision of maths in universities.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education (HE) providers in England.The factor that makes the biggest difference to a young person’s education in schools and colleges is high quality teaching, but there are shortages of qualified teachers across the country. This is why the department is committed to recruiting an additional 6,500 expert teachers across schools, both mainstream and specialist, and colleges, over the course of this parliament.Our measures will include getting more teachers into key subjects, such as mathematics, supporting areas that face recruitment challenges or shortages of qualified teachers, and tackling retention issues.The department has recently announced the Initial Teacher Training financial incentives package for the 2025/26 recruitment cycle, which is worth up to £233 million, and represents a £37 million increase on the last 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 to key subjects such as mathematics, physics, chemistry and computing.The department is also supporting the retention of teachers within the profession, alongside additional recruitment. As of 14 October, eligible early career teachers in priority science, technology, engineering, and mathematics (STEM) and technical subjects can claim targeted retention incentive payments worth up to £6,000 after tax, with payments made available to college teachers in key STEM and technical subjects for the first time.The government recognises that our universities make a vital contribution to our economy, society and to industry and innovation. We recognise the need to put our world-leading HE sector on a secure footing to ensure that all students have confidence that they will receive the world-class HE experience they deserve.

What assessment her Department has made of the adequacy of maths provision in universities as part of the plan to recruit 6,500 new teachers.

English universities are independent, autonomous institutions and are therefore free to choose which courses they run. Quality is assessed by the Office for Students, the regulator of higher education (HE) providers in England.The factor that makes the biggest difference to a young person’s education in schools and colleges is high quality teaching, but there are shortages of qualified teachers across the country. This is why the department is committed to recruiting an additional 6,500 expert teachers across schools, both mainstream and specialist, and colleges, over the course of this parliament.Our measures will include getting more teachers into key subjects, such as mathematics, supporting areas that face recruitment challenges or shortages of qualified teachers, and tackling retention issues.The department has recently announced the Initial Teacher Training financial incentives package for the 2025/26 recruitment cycle, which is worth up to £233 million, and represents a £37 million increase on the last 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 to key subjects such as mathematics, physics, chemistry and computing.The department is also supporting the retention of teachers within the profession, alongside additional recruitment. As of 14 October, eligible early career teachers in priority science, technology, engineering, and mathematics (STEM) and technical subjects can claim targeted retention incentive payments worth up to £6,000 after tax, with payments made available to college teachers in key STEM and technical subjects for the first time.The government recognises that our universities make a vital contribution to our economy, society and to industry and innovation. We recognise the need to put our world-leading HE sector on a secure footing to ensure that all students have confidence that they will receive the world-class HE experience they deserve.

How many pupils had applications to state-funded mainstream schools rejected due to the school being unable to meet their identified SEND requirements in the 2023-24 school year.

School applications and admissions are handled by the local authority and individual schools’ admission authorities. Therefore, the department does not hold information on the reasons for applications to state-funded schools being refused.All mainstream, state-funded schools must comply with the statutory ‘school admissions code’ and with equalities legislation. The code is clear that admission authorities must not discriminate against disabled children or those with special educational needs (SEN), and that their admission arrangements will not disadvantage unfairly, either directly or indirectly, a child with a disability or SEN. The school admissions code can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1001050/School_admissions_code_2021.pdf.A parent refused a place at a school they have applied for must be offered the right to appeal to an independent appeal panel.More information on school applications and appeals can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/secondary-and-primary-school-applications-and-offers, and here: https://explore-education-statistics.service.gov.uk/find-statistics/admission-appeals-in-england#releaseHeadlines-tables.

How many pupils were (a) suspended and (b) permanently excluded from secondary schools in England in 2023-24; and what proportion of those pupils were identified as having SEND.

The department publishes figures from the school census on suspensions and permanent exclusions from state-funded schools in England. The most recent full academic year release, for the 2022/23 academic year, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23.The latest release covers the 2023/24 autumn term and is available at: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24-autumn-term.Published figures include numbers and rates of suspensions and permanent exclusions by school phase and characteristics, including special educational needs provision. A table has been created from the 2022/23 academic year publication here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/f661eaa5-0158-4c2d-710a-08dd0ae16946.Data is not yet available for the whole 2023/24 academic year. Data is collected two terms in arrears to allow time for Independent Review Panels to review exclusion decisions before data is collected.

How many teaching hours have been missed by persistently absent pupils with SEND in the 2023-24 school year.

Information on pupil absence, including persistent absence and breakdowns by pupil characteristics, is published in the ‘Pupil absence in schools in England’ statistical release. This can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england/2022-23.The most recent data available is for the autumn and spring terms of the 2023/24 academic year. Data for the full 2023/24 academic year will be published in March 2025.Data is collected in sessions as opposed to hours missed. One session is equal to half a day. The number of overall absence sessions for persistent absentees, broken down by special educational need status, can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/dabc07e5-3cb8-48ca-7115-08dd0ae16946.