Written questions by Frith.

What information her Department holds on the number of children withdrawn from mainstream education due to allergy-related safety concerns in schools in the last five years.

The department does not hold this data.

What assessment she has made of the potential implications for her policies of the Child Poverty Strategy of Parentkind's report entitled The Missing Chapter, published in March 2025.

I refer my hon. Friend, the Member for Bury North to the answer of 29 April 2025 to Question 46672.

Whether she has made an assessment of the potential impact of the Early Language Support for Every Child pilot programme on improved outcomes for deaf babies and children.

The department knows that children and young people with special educational needs and disabilities frequently require access to additional support from a broad specialist workforce across education, health and care.Early Language Support for Every Child (ELSEC) is a pilot programme operating in the department's nine Change Programme Partnerships. It seeks to improve capacity and knowledge of the workforce that supports children with emerging, mild to moderate speech, language and communication needs in early years and school settings.ELSEC does not directly support deaf babies and children. However, the intention is that needs will be identified earlier and those who require specialist support will receive this in a more timely fashion, which could include children with hearing impairments.The department recognises the importance of teachers of the deaf and is continuing to support the pipeline of these teachers. There are currently seven providers of the Mandatory Qualification in Sensory Impairment (MQSI). Teachers who teach a class of pupils with sensory impairment are required to hold MQSI. Teachers working in an advisory or peripatetic role are also strongly advised to complete MQSI.The Institute for Apprenticeships and Technical Education (IfATE) has developed a sensory impairment apprenticeship. IfATE worked with universities, local authorities and sector representatives, including the National Deaf Children’s Society, the Royal National Institute of Blind People and the British Association of Teachers of Deaf Children and Young People to develop the qualification. The apprenticeship is expected to be available from September 2025 and will open up a paid, work-based route into teaching children and young people with sensory impairments. This will improve the supply of those qualified to teach this important cohort and further help to improve their outcomes.

If she will make an assessment of the potential merits of including further education providers under the remit of the School Teacher Review Body in her Department's contribution to the Spending Review.

Further education (FE) colleges, rather than government, are responsible for setting and negotiating pay within colleges. Colleges are not bound by the national pay and conditions framework for school teachers, but are free to implement their own pay arrangements in line with their own local circumstances. In making their recommendations for 2025/26, the School Teachers’ Review Body (STRB) has been asked to consider the impact of their recommendations for school teachers on the FE teaching workforce in England. The published evidence provides information and context for STRB to consider as part of this process. 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 recognises the vital role that FE teachers and providers play in equipping learners with the opportunities and skills they need to succeed in their education. We will set out in due course how this funding will be distributed. FE institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.

If she will make an assessment of the potential merits of including further education colleges under the remit of the School Teacher Review Body from 2025-26.

Further education (FE) colleges, rather than government, are responsible for setting and negotiating pay within colleges. Colleges are not bound by the national pay and conditions framework for school teachers, but are free to implement their own pay arrangements in line with their own local circumstances. In making their recommendations for 2025/26, the School Teachers’ Review Body (STRB) has been asked to consider the impact of their recommendations for school teachers on the FE teaching workforce in England. The published evidence provides information and context for STRB to consider as part of this process. 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 recognises the vital role that FE teachers and providers play in equipping learners with the opportunities and skills they need to succeed in their education. We will set out in due course how this funding will be distributed. FE institutions remain solely responsible for the pay, contractual conditions and terms of service for their workforce, and for managing their own industrial relations.

Whether she has made an assessment of the potential merits of reviewing the curriculum framework for primary school science as part of her Department’s curriculum review.

The Curriculum and Assessment Review is being independently conducted by a group of education leaders (the review group) and chaired by Professor Becky Francis CBE. The terms of reference were published in July and can be found here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.As part of its work, the review group is undertaking a review of the existing national curriculum, including primary science. The role of the review group is to consider the evidence, the responses to the call for evidence and widespread engagement, and then make recommendations for the government to consider.The review group will publish an interim report early in 2025 setting out its interim findings and confirming the key areas for further work and publish its final report with recommendations in autumn 2025.

Whether the Child Poverty Strategy will include the Holiday Activities and Food Programme.

Tackling child poverty is at the heart the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper. The Child Poverty Taskforce will consider the range of policies which can boost household incomes and tackle essential costs: government-funded childcare support including during the school holidays can both tackle families’ essential costs and support parents to work boosting incomes. More detail on the approach and priorities for the Strategy is set out in the 23 October publication ‘Tackling Child Poverty: Developing our Strategy’, which is available at the following link: https://www.gov.uk/government/publications/tackling-child-poverty-developing-our-strategy. The holiday activities and food programme provides free childcare places, enriching activities and healthy meals to children from low-income families, benefiting their health, wellbeing and learning throughout the school holidays.

Whether she plans to reinstate the Music and Dance Scheme.

The Music and Dance Scheme (MDS) is a programme currently in operation, supporting exceptionally talented children and young people to access specialist education and training in music and dance.Funding of approximately £32 million is committed for the 2024/25 academic year for the MDS, giving opportunities for young people and allowing them access to specialist training and a pathway into the creative industries.

If she will make new capital funding available for school buildings in Bury North constituency; and if she will meet with (a) the hon. Member for Bury North, (b) representatives from The Derby High School and (c) Bury Council to discuss that funding.

Ensuring schools have the resources and buildings they need is a key part of our mission to break down barriers to opportunity and give every child the best start in life. The department is committed to improving the condition of the estate through the department’s annual funding, the continuing school rebuilding programme and by fixing the problem of reinforced autoclaved aerated concrete. We will set out further details on wider spending plans, including for capital funding, following upcoming fiscal events.