Written questions by McMurdock.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what assessment she has made of the potential implications for her policies of similarities in sustained employment outcomes between Master’s and first degree graduates.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates were in high-skilled employment fifteen months after graduation. This data was published in July 2025 and can be found in Table 12 here: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.The LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

What steps she is taking to improve (a) apprenticeships, (b) technical qualifications and (c) other alternative pathways for non-graduates.

The department has published the Post-16 Education and Skills White Paper, setting out reforms for a world-class system that breaks down barriers to opportunity and supports economic growth by giving young people the skills our economy needs.Alongside this, the department is strengthening technical and work-based training through foundation apprenticeships, high quality T Levels, and employer-backed Higher Technical Qualifications, ensuring young people gain the skills our economy needs.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what assessment she has made of the potential implications for her policies of the proportion of recent graduates working in high-skilled employment.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates were in high-skilled employment fifteen months after graduation. This data was published in July 2025 and can be found in Table 12 here: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.The LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what assessment she has made of the potential implications for her policies of differences in earning outcomes between UK-domiciled and EU-domiciled graduates.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates were in high-skilled employment fifteen months after graduation. This data was published in July 2025 and can be found in Table 12 here: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.The LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

With reference to her Department's statistics entitled LEO Graduate and Postgraduate Outcomes, published on 26 June 2025, what recent discussions she has had with the Office for Students on low employment outcomes in certain degree subjects.

The department reviews the latest available data and evidence on graduate earning outcomes, including differences between UK-domiciled and EU-domiciled graduates, to inform and shape policy development where appropriate. The Longitudinal Education Outcomes (LEO) Graduate and Postgraduate Outcomes statistics show that in the 2022/23 financial year, EU-domiciled graduates working in the UK earned more than UK graduates on average. Higher median earnings for EU-domiciled graduates have likely been a result of the minimum salary requirements needed to obtain a UK visa.The department is working with the Office for Students (OfS) to explore how high-cost funding can be effectively targeted towards provision which supports future skills needs and the Industrial Strategy. The LEO Graduate and Postgraduate Outcomes statistics show that employment outcomes vary by subject, but in the 2022/23 financial year employment outcomes were generally high across all subjects. Veterinary sciences had the highest proportion of graduates in sustained employment and/or further study (94.2% of graduates), and combined and general studies had the lowest proportion (80.5%).The LEO Graduate and Postgraduate Outcomes statistics provide an estimate of the real-term change in median earnings over time, with the latest available year of data being the 2022/23 financial year. For the latest available data at five years after graduation, the statistics show that real terms earnings decreased between 2018/19 and 2022/23. For first degree graduates, real-term median earnings (in 2016/17 prices) at five years after graduation were £26,300 in 2018/19 and £25,400 in 2022/23. Real-term median earnings were rising slightly but have seen a decline in the latest two years of data.The department reviews the latest available data and evidence on graduate employment outcomes, including the variances in outcomes between graduates and postgraduates at different stages, to inform and shape policy development where appropriate. In the Post-16 Education and Skills White Paper, the government announced its plans to work with the OfS to develop options for how we measure and compare progress in higher education, which will consider a range of data on student outcomes.The LEO Graduate and Postgraduate Outcomes statistics reports the proportion of graduates in sustained employment but does not distinguish ‘high-skilled employment’. Graduate Outcome survey data published by the Higher Education Statistics Agency does include statistics specifically for high-skilled employment and shows that 76% of 2022/23 graduates were in high-skilled employment fifteen months after graduation. This data was published in July 2025 and can be found in Table 12 here: https://www.hesa.ac.uk/data-and-analysis/sb272/figure-12.The LEO Graduate and Postgraduate Outcomes statistics can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/leo-graduate-and-postgraduate-outcomes/2022-23.

With reference to her Department's statistics entitled Graduate labour market statistics, published on 5 June 2025, what steps she is taking to improve levels of high-skilled employment among graduates aged 21-30.

The department publishes the ‘Graduate Labour Market Statistics’, which provides statistics on employment and earnings outcomes for post-graduates, graduates and non-graduates. The publication includes estimates for high-skilled employment for graduates aged 21-30 years. In 2024, 60.1% of young graduates (age 21-30) were in high-skilled employment, a 0.1 percentage point increase on 2023 at 60.0%. This data was published on 5 June 2025, and is available here: https://explore-education-statistics.service.gov.uk/find-statistics/graduate-labour-markets/2024.Higher education (HE) should be a pathway to opportunity for all students. Students and taxpayers deserve a good return on their significant investment in HE, and our economy needs graduates to go on to highly skilled and well-paid employment. We are supporting the Office for Students to implement a new expanded quality system that will include a specific focus on the needs and benefits of HE to employers.We published our Post-16 Education and Skills White Paper on 20 October 2025, which sets out our reforms to the skills system to support the development of the skilled workforce our economy needs, delivering on our Plan for Change and driving national renewal.

What representations she has received from teachers on the adequacy of support for pupils with SEND.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. That is why we are continuing to engage closely with the teaching workforce, children, parents and experts including through regular Improving Education Together SEND subgroup meetings, which bring together employer representative organisations, unions and government, and the department’s teacher, headteacher and support staff reference groups as we develop plans to ensure all children get the outcomes and life chances they deserve.

What steps she is taking to support schools to (a) improve behaviour management and (b) reduce exclusions.

This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.

What assessment she has made of trends in the level of difference in exclusion rates between boys and girls.

Statistics on the suspensions and permanent exclusions rates for boys and girls up to the 2023/24 academic year can be found in the following publication: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2023-24. This has been available since 10 July 2025.This government is clear schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure every child can achieve and thrive.​We trust head teachers to use their professional judgement, based on the individual circumstances of each case, when considering excluding a pupil. Any decision to exclude must be lawful, reasonable, and fair. The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour before issuing an exclusion.As a part of our Plan for Change, we are committed to turning the tide on poor behaviour and rising exclusions.

What steps she is taking to support pupils with special educational needs excluded at higher rates.

This government is clear that schools can use sanctions as a measure to improve behaviour, and in the most serious cases, exclusion may be necessary to ensure that schools are calm and safe learning environments. Schools also have a legal duty under the Equality Act 2010 not to discriminate against pupils with special educational needs and disabilities (SEND).The statutory ‘Suspension and permanent exclusion’ guidance is clear that, in all cases, school leaders should consider early intervention strategies and multi-agency assessments to address the underlying causes or contributing factors towards a pupil’s disruptive behaviour before issuing an exclusion. This includes situations where a pupil has SEND. Schools should arrange such assessments when concerns arise, rather than waiting for a specific trigger.As part of our Plan for Change, the government is committed to tackling poor behaviour and rising exclusions. We have committed to providing access to mental health support in every school and ensuring earlier intervention for pupils with SEND. The new Attendance and Behaviour Hubs will target schools with the greatest need, while offering wider support nationally to help build strong, inclusive school cultures.

What steps she is taking to support children who miss substantial periods of school due to cancer treatment.

We recognise how important it is that children undergoing cancer treatment get the right support. This includes having continued access to high-quality education during periods when they are unable to attend school.Local authorities have a duty under section 19 of the Children's Act 1996 to provide suitable and (normally) full-time education for children of compulsory school age who, because of exclusion, illness or other reasons, would not receive suitable education.Where full-time education is not possible due to a child’s health needs, local authorities must arrange part-time education on whatever basis they consider to be in the child's best interests.Full and part-time education should still aim to be equivalent to the education the child would receive in their mainstream school. Any part-time education should be reviewed regularly, with the aim of eventually increasing the number of hours up to full-time as soon as the child’s health allows.

What recent assessment she has made of the potential impact of numbers of international students on the availability of university places for UK students.

I refer the hon. Member for South Basildon and East Thurrock to the answer of 28 February 2025 to Question 31700.

What steps she is taking to help improve consistency in the identification of special educational needs across genders.

Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Many settings already have mechanisms in place to identify needs early and effectively.The department wants to build on best practice and use further research to develop and support settings with evidence-based approaches for identifying needs early, whenever those needs may emerge, from early years through to post-16, and across all genders.Recently published evidence reviews from University College London aim to help to drive inclusive practices by highlighting the most effective tools, strategies and approaches for teachers and other relevant staff to identify and support children and young people with different types of needs. In addition, the ‘What works in SEND’ research programme, led by a team from the University of Warwick, is researching tools that settings can use to identify the needs of neurodivergent children and young people.

What assessment she has made of the potential impact of numbers of international students attending lower-ranking universities on the quality of higher education provision.

The department wants to make sure that all students, regardless of their background, benefit from high quality, world-leading higher education (HE) that leads to excellent outcomes.The Office for Students (OfS) monitors the outcomes achieved by students at HE providers, including international students with minimum expectations set for rates of course continuation and completion. This monitoring will consider the way in which courses meet its expectations for quality for all students who providers choose to recruit.Where the OfS discovers providers failing to meet its expectations for quality, it can impose sanctions, including financial penalties and, in extreme cases, removing providers from its register.

What steps she is taking to ensure that the UK attracts the highest calibre of international students.

The UK remains an incredibly attractive overseas study destination to international students across the globe. We have a world-class higher education sector, with four universities in the top 10 and 17 in the top 100, as well as a wide range of institutions offering high quality education and a fulfilling experience.The Immigration White Paper set out that we will retain the graduate visa but reduce its duration from 2 years to 18 months, whilst maintaining the 3-year duration for PhD students. This will maintain our competitive post-study offer whilst ensuring individuals on this route obtain employment in graduate level roles and contribute to the country’s skills needs more quickly.

What plans she has to help tackle gender disparities in the (a) identification and (b) provision of Education, Health and Care Plans.

​​The department is committed to strengthening the education, health and care (EHC) plan system so that children and young people get the support they need to help them achieve and thrive.​There are urgent issues to be addressed, and our priority will be to improve outcomes for all children and young people with special educational needs and disabilities so that they get the life chances they deserve.​We must ensure that needs are identified more effectively and that the right support is put in place, regardless of the gender of the child or young person. We recognise that currently 71% of children and young people with an EHC plan are male and 29% female.​The department is actively working with parents and experts to consider how best to resolve the current challenges in the system and will be setting out further steps in the Schools White Paper.

What assessment she has made of the potential impact of reliance on international students on the higher education sector.

This government welcomes international students who meet the requirements to study in the UK and enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK.Higher education (HE) providers in the UK received an estimated £12.1 billion in tuition fee income from international students in the 2023/24 academic year, which supported the provision of places for domestic students and research and development.Our world class HE sector attracts high quality students from across the globe and can offer a fulfilling and enjoyable experience to international students from around the world.The Post-16 education and skills white paper sets out the government’s commitment to building a world-class skills system, one that breaks down the barriers to opportunity, meets the needs of students and employers, drives economic growth, and improves lives across the country.

What assessment she has made of the potential merits of introducing an annual cap on the number of student visas issued.

The government is committed to a United Kingdom that is outward looking and welcomes international students, who make a positive contribution to the UK’s higher education sector, our economy and society as a whole. Universities in England received an estimated £12.1 billion annually in tuition fee income from international students in the 2023/24 academic year, which supports provision of places for domestic students and research and development.The department has recently published the Immigration White Paper, which sets out a balanced approach, helping the government achieve our manifesto commitment of reducing net migration while maintaining the UK’s global competitiveness and making a significant contribution to growth by boosting the UK’s skills base. We have also announced a levy on international students’ fees to fund the reintroduction of targeted maintenance grants for disadvantaged students.The department is reviewing the International Education Strategy to ensure that it increases the value of education exports and reflects the priorities of education organisations and businesses.

What steps she is taking to help improve collaboration between (a) schools, (b) local authorities and (c) police forces to ensure that intelligence that could help to prevent security breaches on school grounds is shared.

Responsibility for the school estate lies with responsible bodies such as local authorities, academy trusts, or charitable trustees.The department’s 'Good estate management for schools' guidance, alongside more detailed 'Site security' guidance, outlines best practice for perimeter security and access control.Capital funding for school buildings will rise to £2.1 billion in 2025/26, increasing to around £2.3 billion by 2029/30. Essex County Council received £9.3 million for its maintained schools, with other responsible bodies also allocated funding. Smaller trusts and colleges may bid into the Condition Improvement Fund.The department’s ‘Protective security and preparedness for education settings’ and ‘School and college security’ guidance supports settings to assess vulnerabilities and ensure safe environments.Ofsted expects compliance with safeguarding but does not inspect site security specifically.

What steps her Department is taking to ensure that schools implement her Department's guidance entitled School and college security, updated on 12 July 2024; and what steps she is taking to monitor the implementation of that guidance.

Responsibility for the school estate lies with responsible bodies such as local authorities, academy trusts, or charitable trustees.The department’s 'Good estate management for schools' guidance, alongside more detailed 'Site security' guidance, outlines best practice for perimeter security and access control.Capital funding for school buildings will rise to £2.1 billion in 2025/26, increasing to around £2.3 billion by 2029/30. Essex County Council received £9.3 million for its maintained schools, with other responsible bodies also allocated funding. Smaller trusts and colleges may bid into the Condition Improvement Fund.The department’s ‘Protective security and preparedness for education settings’ and ‘School and college security’ guidance supports settings to assess vulnerabilities and ensure safe environments.Ofsted expects compliance with safeguarding but does not inspect site security specifically.