Written questions by Cleverly.

With reference to the command paper, Protecting What Matters, CP 1540, 9 March 2026, page 24, and the plans to include Religious Education in the National Curriculum, what is her definition of the sector and who will determine if there is a consensus.

In this context, the ‘sector’ refers to a broad range of relevant voices and views from faith and secular representatives. The sector-led Task and Finish Group was established independently of the government, and its membership, governance and working arrangements were matters for the Group itself.Any consensus reached would therefore be sector‑led and informed by wide engagement across faith and secular stakeholders. As previously set out, if the Group reaches consensus on a draft religious education curriculum, the government would consult on whether to add it to the national curriculum.

With reference to the command paper, Protecting What Matters, CP 1540, 9 March 2026, page 25, through what mechanism she intends to promote the role of the Standing Advisory Councils on Religious Education.

Standing Advisory Councils on Religious Education (SACREs) already have a statutory role in advising local authorities on religious education and collective worship.As set out in Protecting What Matters, the government intends to promote the role of SACREs by supporting improved analysis of their annual reports to better understand the role they play in local communities, including in relation to cohesion. This will help inform future engagement with SACREs and wider sector stakeholders.

Whether the definition of anti-Muslim hatred will be taught as part of the religious education national curriculum.

Religious education is a mandatory subject but not part of the national curriculum.

With reference to the command paper, Protecting What Matters, CP 1540, 9 March 2026, page 40, in what manner will the new guidance on External Speakers differ to that published by the (a) Charity Commission and (b) Office for Students.

The department will publish new guidance in the spring to support higher education (HE) providers in understanding their responsibilities under the Prevent Duty. This will include advice on assessing whether external speech may be unlawful or linked to terrorism, and on carrying out due diligence for invited speakers.The Prevent Duty does not apply to all charities, and not all HE providers have charity status. The planned guidance will therefore offer more detailed, sector-specific advice on managing risks associated with external speakers in HE settings than guidance intended for the wider charity sector.The planned guidance will work alongside guidance issued by the Office for Students which supports providers in meeting duties under the Higher Education (Freedom of Speech) Act 2023.

Whether she has made an assessment of the potential impact of the activities of the National Education Union on community cohesion.

Education plays a vital role in preparing our children and young people for life in a modern and diverse Britain. Accordingly, the department plays a key role in the government’s efforts to strengthen social cohesion, as outlined in the recently published social cohesion action plan ‘Protecting What Matters’.As part of these actions to strengthen social cohesion, my right hon. Friend, the Secretary of State for Education has launched an independent review into antisemitism in schools and colleges in England, led by Sir David Bell.

What estimate her Department has made of the aggregate monetary level of Dedicated Schools Grant High Need deficits that will not be written off by central Government.

The department has set out plans to address these deficits up to the end of 2025/26, providing grants to cover 90% of each council’s deficit once they have produced and received approval for a strong plan to drive sustained action in accordance with our new system set out today in the Schools White Paper. This will help to improve outcomes for children and bring costs under control through effective early intervention, stopping needs from escalating. Asking authorities to contribute the remaining 10% reflects the shared responsibility we all have in delivering a system that provides value for money and supports better outcomes for children and young people.For deficits that arise in 2026/27 and 2027/28, local authorities can expect that we will continue to take an appropriate and proportionate approach though it will not be unlimited. Future support will take into account local authorities' successful delivery of their approved Local SEND (special educational needs and disabilities) reform plan.

With reference to the Government's plan to absorb the cost of SEND provision from 2028-29 within the Department for Education Resource Departmental Expenditure Limit, whether it is her Department's policy for local government to absorb the estimated historic £14 billion of Dedicated Schools Grant deficits.

To deliver these reforms, the department is putting more money into the education system, with £7 billion more being spent on special educational needs and disabilities (SEND) support compared to 2025/26. The department’s budgets will increase above previously planned funding at Autumn Budget 2025 by £3.5 billion in 2028/29 to support investment in the SEND system. In every year of this parliament, core funding for schools and SEND is expected to increase, subject to future Spending Reviews. As we invest in the system, we will update the SEND Code of Practice and legal requirements for support to be provided in all mainstream education settings from early years to post-16, thereby strengthening the law to make sure children and young people receive the help and support they need.

Pursuant to the Answer of 4 November 2025 to Question 82043 on City of Sanctuary UK, if she will publish the minutes of the three meetings.

Officials routinely engage with a range of different organisations.The department does not usually publish minutes between officials and stakeholders.

Whether her Department has commissioned research into the (a) underlying causes of trends in the number of children with special educational needs and (b) adequacy of funding to local authorities for supporting such children.

International evidence indicates that the number of children and young people with special educational needs and disabilities (SEND) is also increasing in comparable countries. Although definitions and systems vary considerably, the key drivers include improved understanding and diagnosis of need, as well as social and medical factors. The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, for example through our recently published evidence reviews, available at: https://www.gov.uk/government/publications/identifying-and-supporting-the-needs-of-children-with-send-in-mainstream-settings. The department also funds a What Works in SEND programme, which is delivered by Research and Improvement for SEND Excellence Partnership. This programme produces research and local area case studies that harness best practice from practitioners and partner organisations on local area SEND service delivery. The department is providing over £12 billion in the current 2025/26 financial year for supporting children and young people with complex SEND. This will help with the financial pressures that local authorities and schools are facing. The Schools White Paper, due to be published in the new year, will set out how we plan to move forward with reforms to improve the SEND system in future years.