Written questions by McMurdock.

Whether her Department has (a) conducted or (b) plans to conduct a risk assessment on the implications of the new Clause 4 of the Children’s Wellbeing and Schools Bill for data security and the protection of sensitive family information.

An assessment of the potential impact on parental rights and informed consent is included in the Bill ECHR impact assessment, available here: https://bills.parliament.uk/publications/59867/documents/6253. Conditions for processing are a matter for local data controllers now, and that will remain the case under this new duty.To clarify, clause 4 introduces an information sharing duty and makes provision for a consistent identifier to be used across organisations that have safeguarding and welfare functions to support record linkage. Its use has therefore been limited to safeguarding and welfare. Safeguards have been built into this provision, and data protection principles still apply meaning information may only be shared where it is necessary and proportionate. In addition, both measures are clear that any benefits of sharing must outweigh any potential detriment to the child.As required under Article 36(4) of the UK General Data Protection Regulations, the department has formally consulted the Information Commissioner’s Office. A Data Protection Impact Assessment (DPIA) is not required by the department for the information sharing duty element of clause 4 because personal data will be processed locally. For the consistent identifier element of clause 4, it is currently the position that the department will not be a processor of personal data, so a DPIA is not required as it stands. We will keep this position under review and, should it ever be the case that the department will process personal data as part of either element of clause 4, we would conduct and publish a DPIA.During the passage of the Bill, the department has committed to undertake public consultation, including with parents, and will comply with requirements for impact assessments.Clause 4 will be commenced at a later date, rather than immediately upon Royal Assent, to allow for consultation on statutory guidance, further consideration of impact, as well as ongoing piloting and technical design of the consistent identifier. The department will only proceed when we are confident in the benefits, cost, security, and governance.

Whether her Department plans to undertake a consultation with parents, schools, and child protection experts on the new Clause 4 of the Children’s Wellbeing and Schools Bill.

An assessment of the potential impact on parental rights and informed consent is included in the Bill ECHR impact assessment, available here: https://bills.parliament.uk/publications/59867/documents/6253. Conditions for processing are a matter for local data controllers now, and that will remain the case under this new duty.To clarify, clause 4 introduces an information sharing duty and makes provision for a consistent identifier to be used across organisations that have safeguarding and welfare functions to support record linkage. Its use has therefore been limited to safeguarding and welfare. Safeguards have been built into this provision, and data protection principles still apply meaning information may only be shared where it is necessary and proportionate. In addition, both measures are clear that any benefits of sharing must outweigh any potential detriment to the child.As required under Article 36(4) of the UK General Data Protection Regulations, the department has formally consulted the Information Commissioner’s Office. A Data Protection Impact Assessment (DPIA) is not required by the department for the information sharing duty element of clause 4 because personal data will be processed locally. For the consistent identifier element of clause 4, it is currently the position that the department will not be a processor of personal data, so a DPIA is not required as it stands. We will keep this position under review and, should it ever be the case that the department will process personal data as part of either element of clause 4, we would conduct and publish a DPIA.During the passage of the Bill, the department has committed to undertake public consultation, including with parents, and will comply with requirements for impact assessments.Clause 4 will be commenced at a later date, rather than immediately upon Royal Assent, to allow for consultation on statutory guidance, further consideration of impact, as well as ongoing piloting and technical design of the consistent identifier. The department will only proceed when we are confident in the benefits, cost, security, and governance.

What estimate she has made of the number of SEND pupils placed in mainstream schools due to a lack of available places in specialist settings.

Information on the number of pupils with special educational needs (SEN) by the setting they attend is shown in the following table: https://explore-education-statistics.service.gov.uk/data-tables/permalink/abcb598c-d065-4db8-960d-08de29f25240. Information is not held on the number of pupils with SEN attending mainstream schools due to a lack of available places in specialist settings.

Whether her Department plans to introduce safeguards to help ensure that the digital identity system introduced under Clause 4 of the Children’s Wellbeing and Schools Bill protects children’s privacy and data protection rights.

An assessment of the potential impact on parental rights and informed consent is included in the Bill ECHR impact assessment, available here: https://bills.parliament.uk/publications/59867/documents/6253. Conditions for processing are a matter for local data controllers now, and that will remain the case under this new duty.To clarify, clause 4 introduces an information sharing duty and makes provision for a consistent identifier to be used across organisations that have safeguarding and welfare functions to support record linkage. Its use has therefore been limited to safeguarding and welfare. Safeguards have been built into this provision, and data protection principles still apply meaning information may only be shared where it is necessary and proportionate. In addition, both measures are clear that any benefits of sharing must outweigh any potential detriment to the child.As required under Article 36(4) of the UK General Data Protection Regulations, the department has formally consulted the Information Commissioner’s Office. A Data Protection Impact Assessment (DPIA) is not required by the department for the information sharing duty element of clause 4 because personal data will be processed locally. For the consistent identifier element of clause 4, it is currently the position that the department will not be a processor of personal data, so a DPIA is not required as it stands. We will keep this position under review and, should it ever be the case that the department will process personal data as part of either element of clause 4, we would conduct and publish a DPIA.During the passage of the Bill, the department has committed to undertake public consultation, including with parents, and will comply with requirements for impact assessments.Clause 4 will be commenced at a later date, rather than immediately upon Royal Assent, to allow for consultation on statutory guidance, further consideration of impact, as well as ongoing piloting and technical design of the consistent identifier. The department will only proceed when we are confident in the benefits, cost, security, and governance.

Whether she plans to introduce policies requiring schools to give both parents equal access to information about their child’s education, regardless of parental separation status.

The department’s parental responsibility guidance sets out how schools should communicate with non-resident parents. The guidance states that ’school and local authority staff must treat all parents equally, unless a court order limits a parent’s ability to make educational decisions, participate in school life or receive information about their child’.

What steps her Department is taking to ensure that schools provide equal access to school reports, parents’ evening information, and other communications for separated and separating parents.

The department’s parental responsibility guidance sets out how schools should communicate with non-resident parents. The guidance states that ’school and local authority staff must treat all parents equally, unless a court order limits a parent’s ability to make educational decisions, participate in school life or receive information about their child’.

Pursuant to Answer of 21 November 2025 to Question 91083, on Young People: Unemployment, what assessment she has made of the reasons the UK has above-OECD average youth unemployment in the context of careers guidance pupils receive.

The department is committed to improving careers advice in schools and colleges and to delivering two weeks’ worth of work experience for every young person, with a particular focus on those from disadvantaged backgrounds. This will mean improved work readiness and clearer progression routes to ensure young people remain engaged in education, training or employment.This is part of a package of reforms that will expand opportunity for young people including Youth Hubs, Youth Guarantee trailblazers, expanded Foundation Apprenticeships and a job guarantee for young people. Building on this, the department have asked Alan Milburn to lead an independent investigation to tackle the persistently high numbers of young people out of work, education and training.

What information her Department holds on the number of pupils who completed two weeks of work experience in each of the last three years.

The department does not hold published national data on the number of pupils who completed two weeks of work experience in the last three years. Schools currently report on whether pupils have had an experience of a workplace rather than the duration of that experience. According to school and college performance data captured through the Compass+ online self-assessment tool, more students are experiencing workplaces than in previous years. Overall performance on Gatsby Benchmark 6 (experiences of workplaces) in the 2024/25 academic year improved by 2% points from 2023/24 to 74% on average for all schools and colleges. The department is funding the Careers and Enterprise Company to deliver the first phase of activity to prepare schools and employers to deliver the government’s commitment to ensure every pupil has access to two weeks’ worth of work experience during their secondary education.

What assessment she has made of the effectiveness of locally delivered mentoring schemes in improving youth employment outcomes.

The department is working to strengthen how young people at risk of becoming NEET are identified and supported. Local authorities, Strategic Authorities, schools and further education providers will be enabled to share and use data more effectively, supported by new ‘Risk of NEET’ indicator tools and guidance. We have published guidance to support local authorities to identify at-risk young people, support participation and post-16 transition, and prevent NEET. Alongside this, the Youth Guarantee ensures all 18- to 21-year-olds have support to access training, an apprenticeship or work, backed by careers advice, work experience and a targeted job backstop. Our statutory careers guidance sets clear expectations for schools and colleges to provide inclusive, high quality careers programmes to encourage schools to make links with providers and employers offering mentoring opportunities, particularly for disadvantaged young people and those at risk of becoming NEET.

What steps she is taking to support local authorities to scale up effective mentoring and employability schemes for young people.

The department is working to strengthen how young people at risk of becoming NEET are identified and supported. Local authorities, Strategic Authorities, schools and further education providers will be enabled to share and use data more effectively, supported by new ‘Risk of NEET’ indicator tools and guidance. We have published guidance to support local authorities to identify at-risk young people, support participation and post-16 transition, and prevent NEET. Alongside this, the Youth Guarantee ensures all 18- to 21-year-olds have support to access training, an apprenticeship or work, backed by careers advice, work experience and a targeted job backstop. Our statutory careers guidance sets clear expectations for schools and colleges to provide inclusive, high quality careers programmes to encourage schools to make links with providers and employers offering mentoring opportunities, particularly for disadvantaged young people and those at risk of becoming NEET.

What recent assessment she has made of the effectiveness of current interventions aimed at reducing the attainment gap between boys and girls at a) primary and b) secondary school.

All children and young people should have every opportunity to achieve and thrive. However, the department knows that on average attainment for boys is lower than girls.Although the gap between boys and girls at both primary and secondary has narrowed from 2024, there is more to do, and the department continues to monitor this at all key stages.High and rising standards across education are key to strengthening outcomes and closing these gaps.The department is driving improvements through new regional improvement for standards and excellence teams, a refreshed high quality curriculum and assessment system, and recruiting 6,500 additional teachers in schools and colleges over the course of this parliament. We have also committed £27.7 million to drive standards in reading and writing and will launch the National Year of Reading 2026 with a focus on teenage boys.Building on this, the upcoming Schools White Paper will set out the department’s vision for a school system that drives educational excellence for every child regardless of background or circumstance.

What assessment she has made of the potential impact of male underrepresentation in the teaching workforce in primary schools on the attainment gap between boys and girls.

As my right hon. Friend, the Secretary of State for Education has said, the department wants to see more male teachers teaching, guiding and leading the boys in their classrooms. Men are underrepresented across the education workforce. This is broadly in line with international trends and has remained stable over time in England Recruiting and retaining expert teachers is critical to the government’s mission to break down the barriers to opportunity for every child, as high-quality teaching is the in-school factor that has the biggest positive impact on a child’s outcomes. We ensure men are featured regularly in our recruitment marketing campaign “Every Lesson Shapes a Life”, with men in the focal role in our last two major TV campaigns. Whilst the department does not have evidence to draw a direct link between gender of teachers and pupil outcomes, we are clear that schools should be an environment where all children feel a genuine sense of belonging.

What data she holds on educational outcomes for children who miss substantial schooling due to cancer treatment.

If a child is too unwell 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.The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.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 on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

What assessment she has made of the adequacy of local authority provision for children who miss substantial periods of school due to cancer treatment.

If a child is too unwell 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.The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.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 on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

What steps she is taking to ensure consistency of support offered by local authorities for children receiving cancer treatment who cannot attend school.

If a child is too unwell 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.The department does not routinely collect or hold data on the outcomes of children who have missed periods of schooling due to ill health.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 on the best available evidence on the most effective tools, strategies and approaches for staff in mainstream settings to identify and support children and young people (0-25) with different types of needs.

What data she has on the number of children who are irregular migrants and enrolled in schools; and what the estimated annual cost is for educating those children.

The requested information is not held by the department.

If she will include measures related to breaktime quality within (a) school wellbeing and (b) inspection frameworks.

Breaktimes can be an important part of a pupil’s school experience, providing opportunities to rest, play and connect with peers. While the department has no plans to introduce dedicated guidance or measures on breaktime, we have committed to work with partners to draw up and publish a good practice framework to help schools increase pupil engagement. This will include support for schools to effectively measure the factors which contribute to children attending, achieving and thriving at school, to inform evidence-based support inside and outside of school.

Whether she plans to issue guidance encouraging schools to adopt evidence-based playtime improvement schemes.

Breaktimes can be an important part of a pupil’s school experience, providing opportunities to rest, play and connect with peers. While the department has no plans to introduce dedicated guidance or measures on breaktime, we have committed to work with partners to draw up and publish a good practice framework to help schools increase pupil engagement. This will include support for schools to effectively measure the factors which contribute to children attending, achieving and thriving at school, to inform evidence-based support inside and outside of school.

What assessment she has made of the contribution of playtime to children’s a) social, b) emotional and c) cognitive development.

The early years foundation stage statutory framework is clear that play is essential for children’s wellbeing and development. Play builds confidence and enthusiasm for learning, and develops self-awareness, self-regulation and social skills. Early years practitioners should plan how to support children’s development through high quality play.Schools are expected to organise the school day and school week in the best interests of their pupil cohort, to both provide them with a full-time education suitable to their age, aptitude and ability, and to incorporate time for play and other activities.The department commissioned the Children of the 2020s study to improve our understanding of children’s progress throughout key phases of learning and education. We will assess the findings of the study for supporting children’s holistic development including through play and other approaches.

What steps she is taking to ensure that schools have adequate time for play during the school day.

Play is an essential part of children’s development and learning, as recognised in the early years foundation stage statutory framework. Schools, governing bodies and academy trusts are responsible for ensuring the school day includes opportunities for social interaction, physical activity and enrichment activities.Government guidance sets out an expectation that the school week in all state-funded mainstream schools should be at least 32.5 hours including breaks, providing opportunity for schools to incorporate time for play and other enrichment activities.