Written questions by McMurdock.

Whether she has made an assessment of the potential merits of including lessons on (a) tying shoelaces, (b) using cutlery and (c) other life skills in primary schools.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

What steps she is taking to support primary schools in teaching (a) manners, (b) personal responsibility, (c) basic self care and (d) other life skills alongside the national curriculum.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

Whether she has made an assessment of the potential merits of promoting (a) The Chadwell Way and (b) other character education models to teach children (i) core values and (ii) practical life skills.

Ensuring every child has the best start in life and the chance to achieve and to thrive are the foundation stones of the government’s Opportunity Mission. This government is committed to giving children the best start in life, breaking the link between background and opportunity. We have set a milestone of a record proportion of children (75%) starting school ready to learn in the classroom.Physical development is one of the three prime areas of learning and development in the early years foundation stage and includes fine motor skills. Practitioners should support children to develop fine motor skills including manipulating objects and eating with cutlery.All schools have specific duties to promote the spiritual, moral, social and cultural development of their pupils and to prepare them for the opportunities and responsibilities of adult life in modern Britain. This includes ensuring pupils understand the society in which they are growing up and the importance of respect for other people.Through compulsory relationships, sex and health education (RSHE), pupils are taught how to build respectful and empathetic relationships as well as how to support their own and others’ health and wellbeing, including simple self-care techniques, personal hygiene, prevention of health and wellbeing problems and basic first aid. Citizenship education is also important for ensuring pupils have the knowledge and skills for life that they need to grow into responsible and caring adults.

What steps she is taking through the National Curriculum to ensure that children in school are taught (a) practical digital safety skills and (b) how to (i) block and (ii) filter harmful online content.

​​The Curriculum and Assessment Review’s interim report notes the rise of artificial intelligence (AI) and trends in digital information, and it is necessary the curriculum keep pace with these changes, including renewed focus on digital and media literacy and critical thinking skills.​Currently, in the computing curriculum pupils are taught how to use technology safely, responsibly, respectfully and securely, how to keep their personal information private, how to recognise unacceptable behaviour, and where they can go for help and support.​Media literacy is currently taught through the national curriculum for citizenship at key stages 3 and 4. Primary schools can choose to teach citizenship, using non-statutory programmes of study at key stages 1 and 2. Teaching of citizenship equips pupils to identify misleading and malicious information and to counter the effects of negative and harmful news, events and information, including online.​Within the statutory guidance for relationships and health education in primary schools and relationships, sex and health education in secondary schools, pupils are taught about online safety and harms.​The department appointed a task and finish group to advise on digital, AI and technology. We will consider how best to develop and implement any of their recommendations.

What assessment her Department has made of the extent of potential regional disparities in academic post-16 provision.

The department publishes annually the attainment of students at the end of their 16 to 18 study in England, including for A levels and other academic level 3 qualifications. Key headline statistics are broken down by geographical areas based on school and college location.The government is committed to ensuring that the further education (FE) sector and schools are supported to achieve continuous improvement and improved outcomes for learners. The department operates a structured model of oversight and support for FE colleges, sixth form colleges and Designated Institutions, including a range of help and support available from the Further Education Commissioner.

What steps her Department is taking to support (a) schools and (b) trusts to (i) establish and (ii) expand sixth forms offering academic qualifications in (A) areas with unmet demand and (B) other areas.

New or expanded school sixth form provision needs to improve choice and attainment for all pupils. Academies wishing to add sixth form places can do so by applying to the department to make a significant change, demonstrating a clear need for additional places in the area. Maintained schools must follow the statutory process for making prescribed alterations.In the UK’s Modern Industrial Strategy, published on 23 June 2025, the government announced a further £375 million of capital investment between 2026/27 and 2029/30 to support post-16 capacity to accommodate additional learners entering the system. Further details on this funding will be announced in due course.

What steps her Department is taking to ensure pupils do not have to travel out of their area to access suitable sixth-form options.

Proposed changes to mainstream sixth form provision need to improve choice and attainment for all pupils. Academies wishing to make changes to their sixth forms can do so by applying to the department to make a significant change. The distance that pupils must travel to attend sixth form as a result of any change is considered as part of that decision making process. Maintained schools must follow the statutory process for making prescribed alterations.In the UK’s Modern Industrial Strategy, published on 23 June, the government announced a further £375 million of capital investment in 2026/27 and 2029/30 to support post-16 capacity to accommodate additional learners entering the system. Further details on this funding will be announced in due course.

Whether she plans to support the expansion of academic Sixth Form provision in Basildon.

Proposed changes to mainstream sixth form provision need to improve choice and attainment for all pupils and be able to demonstrate a clear need for additional post-16 places. Academies wishing to expand their sixth forms can do so by applying to the department to make a significant change. Maintained schools must follow the statutory process for making prescribed alterations. The department is not currently aware of any plans to expand academic sixth form provision in Basildon and has received no applications.

What steps she is taking to ensure that levels of funding do not adversely impact inclusive education practices in mainstream schools.

In the 2025/26 financial year, 17.8% (£8.6 billion) of the schools national funding formula (NFF) has been allocated for additional needs, including factors that correlate with special educational needs and disabilities (SEND). This supports schools with the costs of inclusion. The most deprived schools, on average, attracted the largest per pupil funding amounts through the schools NFF, reflecting the greater challenges that they will face in fully meeting the needs of their pupils.Local authorities can also make funding transfers from the mainstream schools’ block of their dedicated schools grant to their high needs budget. Essex County Council made a 1% block transfer in the 2025/26 financial year, after an approved disapplication request. As part of that, the Council provided a detailed plan for the proposed use of the transfer of funds, which set out proposals to target early intervention and prevention, aiming to support schools’ SEND provision and inclusive practice.

What assessment she has made of the potential impact of pressures on the High Needs Block on the wider school budget in Essex.

In the 2025/26 financial year, 17.8% (£8.6 billion) of the schools national funding formula (NFF) has been allocated for additional needs, including factors that correlate with special educational needs and disabilities (SEND). This supports schools with the costs of inclusion. The most deprived schools, on average, attracted the largest per pupil funding amounts through the schools NFF, reflecting the greater challenges that they will face in fully meeting the needs of their pupils.Local authorities can also make funding transfers from the mainstream schools’ block of their dedicated schools grant to their high needs budget. Essex County Council made a 1% block transfer in the 2025/26 financial year, after an approved disapplication request. As part of that, the Council provided a detailed plan for the proposed use of the transfer of funds, which set out proposals to target early intervention and prevention, aiming to support schools’ SEND provision and inclusive practice.

What steps she is taking to ensure that schools in close proximity to (a) high-traffic areas and (b) hospitals are able to access funding for (i) perimeter fencing and (ii) other essential security infrastructure.

The department supports local authorities, academy trusts and voluntary-aided school bodies, which are responsible for keeping their estates safe and well-maintained, by providing capital funding, delivering major rebuilding programmes, and offering guidance and support.The government increased capital funding to improve the condition of school buildings to £2.1 billion for the 2025/26 financial year and has committed to sustain that investment in real-terms, rising to around £2.3 billion by 2029/30. This is over £400 million more than 2024/25.For 2025/26, Essex County Council was allocated £9,336,522 to invest across its maintained schools, including those in South Basildon and East Thurrock constituency. Large academy trusts and large voluntary-aided school bodies with schools in the area will also have been allocated capital funding, but allocations typically cut across constituency and local authority boundaries. These responsible bodies decide how to invest funding based on local knowledge, and this may include installing fencing or other security measures, where appropriate to the circumstances.Smaller and single academy trusts, smaller voluntary-aided bodies and sixth-form colleges will instead have been invited to bid into the Condition Improvement Fund (CIF). Allocations and CIF outcomes for 2025/26 are published on GOV.UK.Departmental guidance is clear that schools and colleges should have a policy and plan in place to manage and respond to security related incidents and understand how to undertake a health and safety survey and risk assessment.

What steps she is taking to (a) support and (b) protect inclusive education strategies for high needs pupils.

The recent funding settlement means a significant investment in the support available for special educational needs and disabilities (SEND) pupils within mainstream schools, as well as protecting support currently in place. It will enable us to transform the SEND system to make mainstream more inclusive, improve outcomes and stop parents having to fight for support.To support this, we have created an Expert Advisory Group (EAG) for inclusion, led by Tom Rees, to provide advice and expertise to the department on how to improve the mainstream education experiences for children and young people with special educational needs.In developing advice, the EAG have drawn from a wide range of inputs from across the sector, including a survey which has now closed, to gather insights from teachers and school leaders on best practices for inclusion in mainstream education.Additionally, the department has established a neurodivergence task and finish group, chaired by Professor Karen Guldberg from Birmingham University, to make recommendations on how to best meet the needs of neurodivergent children and young people within mainstream education settings.

What steps her Department is taking to help ensure that children and young people with autism have access to (a) tailored support and (b) empowering learning environments.

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 achieve and thrive in their education and as they move into adult life.In November 2024, the department established the Neurodivergence Task and Finish Group, which includes clinicians, scientists, academics, education experts and third sector organisations. The group will make recommendations on the best ways to support and meet the needs of neurodivergent children and young people in mainstream education settings, including those with autism.The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme is a national programme, backed by £22 million of investment. PINS deploys specialists from both health and education workforces to build teacher and staff capacity to identify and better meet the needs of neurodivergent children. In the 2024/25 financial year, PINS delivered to over 1650 mainstream primary schools. In the 2025/26 financial year, PINS will be extended to a further cohort of around 1,200 mainstream primary schools.

Whether she plans to (a) expand and (b) promote non-academic education routes to support young people into employment.

As part of the government’s plan to ‘Get Britain Working’, we will launch a new Youth Guarantee for young people aged 18-21 in England to ensure that they are supported to access quality training opportunities, an apprenticeship or help to find work.The department is investing in and promoting a wide range of non-academic routes to support young people into employment, including:T Levels, a high quality technical education option for students aged 16 to 19 which includes a valuable workplace industry placement to prepare young people for work.Higher Technical Qualifications, which are occupation-focused level 4-5 qualifications, approved and quality-marked as providing the skills demanded in the workplace by employers.Widening the apprenticeships offer into a growth and skills offer which will include new foundation apprenticeships, a work-based offer giving more young people a foot in the door at the start of their working life.Skills Bootcamps, giving learners the chance to build sector-specific skills, with a job interview on completion.Free courses for jobs, giving eligible learners the chance to access high value level 3 qualifications for free, which can support them to gain higher wages or a better job.

What assessment she has made of the potential implications for her policies of challenges in finding work placements for T-level courses.

High quality industry placements are an important part of what makes T Levels a success. Overall completion rates on industry placements remain high, with 97.5% of students finishing their T Level last summer successfully completing their placement. However, the department recognises that schools and colleges face challenges securing high quality placements for their students in some sectors and regions.To address this, we have updated our delivery approaches to allow for greater flexibility in how placements can be delivered, including increasing the number of placement hours that can be completed remotely. We also continue to work closely with stakeholders to increase awareness and engagement on T Levels amongst employers of all types. We recently confirmed additional support for T Levels which includes a targeted Employer Support Fund for the 2025/26 financial year, and the extension of the department’s T Level provider and employer support packages for a further year.

What support is available to promote (a) lifelong learning and (b) digital inclusion for older people.

The department is investing in education and skills training for adults through the Adult Skills Fund, which fully funds or co-funds education and skills training for eligible adults aged 19 and above from pre-entry to level 3, to help them gain the skills they need for work, an apprenticeship or further learning.This also funds the department’s Essential Skills entitlements, which provide the opportunity for fully-funded study for eligible adults who do not have essential literacy and numeracy skills up to and including level 2, and digital skills up to and including level 1. Essential Digital Skills Qualifications and digital Functional Skills qualifications up to level 1 are available for free under the digital entitlement for adults with low digital skills.Where qualifications are not appropriate for a learner, more flexible provision is available through ‘Tailored Learning’, which offers bespoke courses in essential digital skills at a pace that works for them, supporting their journey to get online.The ‘Free Courses for Jobs’ offer gives eligible adults the chance to access high value Level 3 qualification for free, which can support them to gain higher wages or a better job.Skills Bootcamps give adults the chance to build sector-specific skills, including in digital, with a job interview on completion for eligible learners.In January 2027, the department will introduce the Lifelong Learning Entitlement, which will broaden access to high-quality, flexible education and training. It will support individuals to learn, upskill and retrain across their working lives, up to the age of 60.

Whether the independent Curriculum and Assessment Review will assess (a) attainment data which shows girls continue to do better than boys across all headline measures and (b) the potential causes behind this trend.

Every child and young person should be able to achieve and thrive in education, regardless of their background. As in previous years, girls continue to do better than boys across all headline measures, and although the gap has narrowed compared to 2018/19, there is more work to do in order to close it. The department is committed to addressing this challenge.We aim to deliver these improvements and reduce gaps in outcomes through excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning.The government’s ask of the Curriculum and Assessment Review can be found in its terms of reference, and its interim report confirms the key areas for further work.The Review is looking closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve.The Review is being informed by evidence and data in close consultation with education professionals and other experts, in addition to parents, children and young people, and other stakeholders such as employers, universities and trade unions.The government will consider any work to be taken forward and any changes it wishes to make in areas not prioritised by the Review.

What steps her Department is taking to ensure that school funding increases are in line with (a) energy prices, (b) inflation and (c) staff salaries.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What assessment her Department has made of the potential impact of existing levels of funding for secondary schools on (a) class sizes, (b) subject availability and (c) access to support staff in school.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.

What steps she is taking to ensure that funding for teacher pay increases does not result in reductions to essential school services.

The department is providing schools with £615 million in additional funding in the 2025/26 financial year to support them with overall costs, including the costs of the 4% school teacher pay award and the 3.2% local government support staff pay offer in 2025/26. This additional increase in funding means that the overall core schools budget (CSB) will total £65.3 billion in 2025/26 compared to £61.6 billion in 2024/25. This is a year-on-year increase of £3.7 billion.Schools will, on average, be expected to fund approximately the first 1 percentage point of the teacher and support staff pay awards through improved productivity and smarter spending. That is equivalent to about 0.8% of a school’s overall budget, on average. The pay award will be funded above this level from new and existing funding increases from the government. The department believes that schools can make productivity gains. We know that this is challenging, but this is in line with asks to the rest of the public sector to drive better value from existing budgets to help rebuild public services.Schools are already making savings and bringing core operating costs down. For example, the 400 schools who participated in the department’s new energy for schools offer will save 36% on average compared to their previous contracts, which will free up vital funding to deliver for children and young people. The department is also making plans to secure better banking solutions for schools, getting them better returns on their cash balances. We will continue to provide schools with additional tools, guidance and support. Those best placed to identify ways for individual schools to operate more efficiently will be headteachers and school business managers.Budgets for 2026/27 are still to be agreed and this includes the 2026/27 CSB. This will be subject to the multi-year spending review, which we expect to be concluded in June this year. The department will be taking account of the impact of the full year's costs of the teacher pay award.