Written questions by Naish.

What assessment her department has made of the potential impact of expanding Mental Health Support Teams in schools and colleges on pupil attendance and behaviour outcomes.

Awaiting answer.

A) what estimate she has made of the proportion of pupils who will not have access to a Mental Health Support Team before the planned national rollout is completed; and B) what interim support will be available to those pupils.

Awaiting answer.

A) what criteria are being used to prioritise the rollout of Mental Health Support Teams to schools and colleges; and B) what steps her Department is taking to ensure access for pupils in areas of highest need.

Awaiting answer.

With reference to the Answer of 25 March 2026 to Question 121065 on Academies: Electric Vehicles, when the review on new electric vehicle salary sacrifice schemes for academy trusts will be completed; and whether the scheme will be restarted.

Awaiting answer.

What assessment her Department has made of the potential merits of extending free school milk to all children until the end of reception rather than until the age of five.

Awaiting answer.

What steps her Department is taking to ensure the early years funding system supports a) providers operating on a year-round basis and b) parents who require year-round provision.

This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements this year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates. The most recent Coram–PACEY Childcare Survey 2026, finds that the expansion of 30 hours of funded childcare has significantly reduced out of pocket costs for eligible working parents in England, in some cases making part time childcare effectively free during term time.By allowing funded hours to be stretched across the year, deducting closures from calculations, and enabling mixed‑provider models, the system is designed to work alongside all‑year childcare businesses, managing funding and fees transparently and within national limits, broadening parental choice.The department has announced over £400 million of funding to create tens of thousands of places in new and expanded school-based nurseries to help ensure more children can access the quality early education where it is needed and get the best start in life. The first phase of the programme is creating up to 6,000 new nursery places, with schools reporting over 5,000 have been made available from September 2025.

What steps her Department is taking to ensure the expansion of funded childcare supports improved outcomes for disadvantaged children.

The Best Start in Life Strategy sets out this government’s commitment to increase take-up of the 15-hour early education and childcare offers for two, three and four-year-olds, ensuring low-income families, children with special educational needs and disabilities and children in care receive the early education they are entitled to. The department will engage directly with local authorities where take-up is lowest, supporting families through Best Start Family Hubs to take up their funded hours, addressing local variation in performance and tracking data through the Local Government Outcomes Framework.Building on the largest ever uplift to Early Years Pupil Premium (EYPP) in 2025/26, we have increased EYPP rates by 15% to £1.15 per hour in 2026/27, equivalent to up to £655 per eligible child per year.Low income working families and children with special educational needs and disabilities can benefit from the expansion of funded childcare. Parents could be eligible if they each earn the equivalent of 16 hours a week at National Minimum Wage, equivalent to £10,574.72 annually.To make sure that the early years funding system is hardwired to benefit those children and parts of the country that have higher levels of additional need, we will review early years funding, including national funding formulae, and consult the sector on changes by summer 2026.

What steps her Department is taking to ensure that early years funding supports a) financial accessibility for families and b) sustainability for providers.

This government continues to prioritise and protect investment in the early years, which is why we are investing over £1 billion more in the early years entitlements this year compared to 2025/26 to deliver a full year of the expanded entitlements, and an above inflation increase to entitlements funding rates. The most recent Coram–PACEY Childcare Survey 2026, finds that the expansion of 30 hours of funded childcare has significantly reduced out of pocket costs for eligible working parents in England, in some cases making part time childcare effectively free during term time.By allowing funded hours to be stretched across the year, deducting closures from calculations, and enabling mixed‑provider models, the system is designed to work alongside all‑year childcare businesses, managing funding and fees transparently and within national limits, broadening parental choice.The department has announced over £400 million of funding to create tens of thousands of places in new and expanded school-based nurseries to help ensure more children can access the quality early education where it is needed and get the best start in life. The first phase of the programme is creating up to 6,000 new nursery places, with schools reporting over 5,000 have been made available from September 2025.

If her Department will take steps to ensure that funding is a) ring-fenced for the early years workforce and b) adequate for the needs of children with SEND.

The department provides early years funding through the dedicated schools grant, which is ring-fenced for education and subject to pass through requirements. Under the School and Early Years Finance Regulations, local authorities must pass at least 97% of early years entitlement funding to providers in 2026/27, up from 96% in 2025/26, with up to 3% retained for centrally delivered functions. This means that the vast majority of funding reaches frontline provision.In addition, from 2026/27 the Inclusive Early Years Fund will provide targeted support over the next three years to build capacity in the early years sector to meet the needs of children with special educational needs and disabilities (SEND). The £200 million SEND training package announced in January also includes a new national training programme for all early years practitioners, which will be free to access.We will be reviewing early years funding, including SEND funding, as part of the early years funding consultation this summer.

What steps her Department is taking to ensure that early years guidance and reforms are implemented consistently across local authorities.

The department continually monitors early years provision across England ensuring that all guidance and reforms are implemented.The department has regular contact with each local authority in England, about provision, specifically regarding the sufficiency of childcare and any issues they are facing.The key measure of sufficiency is whether the supply of available places is sufficient to meet the requirements of parents and children.Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. Part B of the ‘Early education and childcare’ statutory guidance for local authorities highlights that local authorities are required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents.Where a local authority reports any sufficiency challenges, we discuss what action the local authority is taking to address those issues, and where needed, support them with any specific requirements through our childcare sufficiency support contract.

What plans her Department has to promote the National Year of Reading in (a) early years settings, (b) primary schools, (c) secondary schools, (d) further education and (e) higher education.

The National Year of Reading is a UK-wide campaign to address long-term declines in reading enjoyment.It includes a major physical and online marketing campaign, as well as exciting events, webinars, resources, and activities in communities, libraries, schools and early years settings throughout the year. Reading together is one of the most powerful ways to build a child’s language and communication skills, strengthen early bonds, and spark a lifelong love of reading, which is why early years is one of the priority groups for the National Year of Reading.We are raising awareness of the National Year of Reading through a range of methods, such as via departmental communication channels, the National Year of Reading mailing list and social media, communications from the National Literacy Trust, and promotion via the English Hubs network.All interested parties are encouraged to sign up to the National Year of Reading website for more information: https://goallin.org.uk/.To further support reading for pleasure, this government has committed over £10 million of dormant assets funding to guarantee a library for every primary school by the end of this parliament, and a further £5 million for secondary schools to purchase books to encourage reading enjoyment amongst their pupils.

Whether her Department has made an assessment of whether iGCSEs result in higher grades than GCSEs.

GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.

What assessment her Department has made of the potential benefits of state schools offering iGCSEs.

GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.

On what evidential basis her Department has based its assessment that GCSEs and iGCSEs are comparable qualifications.

GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.

What steps her Department is taking to help ensure universities and employers are aware of the differences between awarded GCSEs and iGCSEs.

GCSEs are long-standing, credible and well-respected by students, teachers, parents, further and higher education providers, and employers. International GCSEs, which include iGCSEs, are different qualifications. International GCSEs were introduced to serve the large international market for British qualifications and are also offered by some independent schools. Unlike GCSEs, international GCSEs are not regulated by Ofqual or funded for use in state schools. International GCSEs have also not counted in school performance tables since GCSEs were last reformed.In 2019, the department published an analysis of GCSE and international GCSE progress and attainment data, which is available at: https://www.gov.uk/government/publications/comparing-international-gcses-and-gcses-in-england-2018. The publication noted it is difficult to make precise judgements about how standards in these qualifications compare given the clear differences between them.

What steps her Department is taking to (a) encourage and (b) mandate that universities provide life-long career guidance and support to alumni.

Universities in England are autonomous, and as such it is for each provider to determine the nature and extent of the services they offer to their students and alumni, including any careers guidance or ongoing support after graduation. The government encourages all higher education providers to offer high‑quality careers advice that supports students to progress into successful employment or further study. Whilst the Office for Students, the regulator for Higher Education in England, does not prescribe detailed careers guidance requirements to meet certain registration conditions, providers must ensure students can progress successfully into employment or further study. Doing so requires providers to equip students with the skills, knowledge, and information necessary for effective career decision-making. Many universities already choose to provide career support to their graduates as part of their wider employability strategies, but decisions on the scope and duration of this provision remain a matter for individual providers.

What steps her Department is taking to help improve adoption services.

The department has funded Adoption England with £8.8 million in the 2025/26 financial year to help develop national approaches for adoption services. This will help ensure the consistency of high quality adoption services across the country. This includes the development of a new framework of support, ‘Becoming a Family’, for the first 12 to 18 months of placement. Adoption England’s work also involves increasing awareness of trauma informed practice across its workforce and with key partners including schools. We also recently consulted on new standards for social workers, which include recognising and responding to trauma. We will respond to the consultation shortly, and the new standards will underpin a strengthened early career support training offer for newly qualified social workers.

What steps her Department is taking to help improve levels of mandatory trauma accreditation within professionals working with adopted children.

The department has funded Adoption England with £8.8 million in the 2025/26 financial year to help develop national approaches for adoption services. This will help ensure the consistency of high quality adoption services across the country. This includes the development of a new framework of support, ‘Becoming a Family’, for the first 12 to 18 months of placement. Adoption England’s work also involves increasing awareness of trauma informed practice across its workforce and with key partners including schools. We also recently consulted on new standards for social workers, which include recognising and responding to trauma. We will respond to the consultation shortly, and the new standards will underpin a strengthened early career support training offer for newly qualified social workers.

What assessment her Department has made of the potential impact of home tuition fee eligibility rules on British citizens who relocated to EU member states while the UK was part of the European Union; and whether she plans to review these rules to account for decisions made whilst the UK was still a member of the EU.

UK nationals and their children living in the European Economic Area (EEA) or Switzerland, who wish to study in the UK, will be eligible for automatic home fee status and student support for courses starting up to seven years from the end of the transition period.The seven-year period ensures that eligible UK nationals and their children, whose normal place of residence is in the EEA or Switzerland but wish to undertake higher education in England, will still be able to access home fee status and student financial support immediately on their return to the UK during this time.From 1 January 2028, UK nationals and their children must normally have been ordinarily resident in the UK and Islands (Channel Islands and the Isle of Man) for at least three years immediately before the start of their course to qualify for automatic home fee status and student support.

Whether her Department will consider introducing discretionary provisions within home tuition fee eligibility criteria for British nationals living abroad who can demonstrate genuine and ongoing connections to the UK but were unable to relocate prior to their children commencing university.

To qualify for automatic home fee status and higher education student support, students must normally be settled in the UK and have been ordinarily resident in the UK and Islands for at least three years before their course begins. However, if a student has spent time overseas due to their own or a specified family member’s temporary employment abroad, this does not interrupt their ordinary residence in the UK, providing flexibility for those who have not made a long-term decision to live outside the UK. Decisions on whether a student meets the criteria for home fee status rest with higher education providers, which are independent and autonomous bodies. Student Finance England makes decisions about eligibility for student finance.