Written questions by Platt.

If he will request that the British Business Bank make an assessment of the potential merits of support for a central finance facility for credit unions.

Credit Unions offer vital support, advice, and affordable finance to members. While there are no immediate plans for a central finance facility for Credit Unions, the government is committed to supporting underserved communities in all the nations and regions of the UK. In December 2024, the British Business Bank launched the Community Enable Funding programme, which is aimed at Community Development Financial Institutions (CDFIs) serving smaller businesses in underserved communities. Unlike Credit Unions, CDFIs are unable to raise customer deposits and so this central financial facility is expected to boost the growth of the social lending sector.

What steps her Department is taking to provide specialist employment support for unpaid carers to get into work.

Our Get Britain Working plan aims to reduce economic inactivity levels and take the first steps to delivering our long-term ambition to achieve an 80% employment rate. We want to ensure that everyone has the opportunities they need to achieve and thrive, to succeed and flourish. This includes unpaid carers, whereby many of whom are excluded from the labour market due to their caring responsibilities. Customers providing care for fewer than 35 hours a week receive personalised support through their Work Coach, and their work expectation is tailored to fit caring responsibilities. Support includes identifying skills gaps and referral to skills training, careers advice, job search support, volunteering opportunities and access to the Flexible Support Fund to aid job entry. Unemployed customers who require more intensive employment support can also be referred to the Restart programme. The weekly Carer’s Allowance earnings limit is now pegged to 16 hours work at National Living Wage (NLW) levels and in future it will increase when the NLW increases. The earnings limit increased to be £196 a week (net earnings) on 7 April 2025, compared to £151 in 2024/25. This is the largest ever increase in the earnings limit since Carer’s Allowance was introduced in 1976 and the highest percentage increase since 2001. This means carers who are receiving the NLW (and have not done overtime or received a bonus) will be able to work for 16 hours a week and still receive Carer's Allowance. DWP also provides information to help carers and potential unpaid carers make informed decisions about combining work and care through their JobHelp Care Choices Site.

What steps she is taking to support employees who leave employment to provide unpaid care to return to work.

Our Get Britain Working plan aims to reduce economic inactivity levels and take the first steps to delivering our long-term ambition to achieve an 80% employment rate. We want to ensure that everyone has the opportunities they need to achieve and thrive, to succeed and flourish. This includes unpaid carers, whereby many of whom are excluded from the labour market due to their caring responsibilities. Customers providing care for fewer than 35 hours a week receive personalised support through their Work Coach, and their work expectation is tailored to fit caring responsibilities. Support includes identifying skills gaps and referral to skills training, careers advice, job search support, volunteering opportunities and access to the Flexible Support Fund to aid job entry. Unemployed customers who require more intensive employment support can also be referred to the Restart programme. The weekly Carer’s Allowance earnings limit is now pegged to 16 hours work at National Living Wage (NLW) levels and in future it will increase when the NLW increases. The earnings limit increased to be £196 a week (net earnings) on 7 April 2025, compared to £151 in 2024/25. This is the largest ever increase in the earnings limit since Carer’s Allowance was introduced in 1976 and the highest percentage increase since 2001. This means carers who are receiving the NLW (and have not done overtime or received a bonus) will be able to work for 16 hours a week and still receive Carer's Allowance. DWP also provides information to help carers and potential unpaid carers make informed decisions about combining work and care through their JobHelp Care Choices Site.

What assessment her Department has made of the potential impact of trends in levels of teacher shortages on SEND provision in schools serving communities with higher levels of disadvantage.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. We will strengthen accountability and inclusivity through Ofsted, support the mainstream workforce to increase their SEND expertise, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools. The department’s mainstream schools funding formula, and the formula that allocates funding for children and young people with complex needs, both include disadvantage factors that provide higher levels of funding to help schools support their pupils with SEND. Overall school funding is £64.8 billion in the 2025/26 financial year, of which over £12 billion is being allocated for young people with complex needs, including those with SEND. Supporting our expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the in-school factor that makes the biggest difference to a young person’s educational outcomes is high-quality teaching, particularly for those with SEND and who are from disadvantaged backgrounds. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. All trainees who achieve qualified teacher status must demonstrate that they can adapt teaching to respond to the needs of all pupils. For 2024/25 and 2025/26, we have doubled the targeted retention incentive, now worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.

What assessment her Department has made of the potential impact of increases in numbers of pupils with SEND on (a) budgets, (b) teacher workloads and (c) quality of provision for schools serving disadvantaged communities.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. We will strengthen accountability and inclusivity through Ofsted, support the mainstream workforce to increase their SEND expertise, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools. The department’s mainstream schools funding formula, and the formula that allocates funding for children and young people with complex needs, both include disadvantage factors that provide higher levels of funding to help schools support their pupils with SEND. Overall school funding is £64.8 billion in the 2025/26 financial year, of which over £12 billion is being allocated for young people with complex needs, including those with SEND. Supporting our expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the in-school factor that makes the biggest difference to a young person’s educational outcomes is high-quality teaching, particularly for those with SEND and who are from disadvantaged backgrounds. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. All trainees who achieve qualified teacher status must demonstrate that they can adapt teaching to respond to the needs of all pupils. For 2024/25 and 2025/26, we have doubled the targeted retention incentive, now worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.

What steps her Department is taking to help ensure that schools serving communities with higher levels of disadvantage are adequately supported to provide for the needs of SEND pupils.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. We will strengthen accountability and inclusivity through Ofsted, support the mainstream workforce to increase their SEND expertise, and encourage schools to set up resourced provision or special educational needs units to increase capacity in mainstream schools. The department’s mainstream schools funding formula, and the formula that allocates funding for children and young people with complex needs, both include disadvantage factors that provide higher levels of funding to help schools support their pupils with SEND. Overall school funding is £64.8 billion in the 2025/26 financial year, of which over £12 billion is being allocated for young people with complex needs, including those with SEND. Supporting our expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the in-school factor that makes the biggest difference to a young person’s educational outcomes is high-quality teaching, particularly for those with SEND and who are from disadvantaged backgrounds. The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. All trainees who achieve qualified teacher status must demonstrate that they can adapt teaching to respond to the needs of all pupils. For 2024/25 and 2025/26, we have doubled the targeted retention incentive, now worth up to £6,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.

What steps his Department is taking to help improve (a) patient access to and (b) staff retention in NHS dentistry in Leigh and Atherton constituency.

The Government plans to tackle the challenges for patients trying to access National Health Service dental care with a rescue plan to provide 700,000 more urgent dental appointments from April 2025 and recruit new dentists to areas that need them most. To rebuild dentistry in the long term, we will reform the dental contract with the sector, with a shift to focus on prevention and the retention of NHS dentists.The responsibility for commissioning primary care services, including NHS dentistry, to meet the needs of local populations has been delegated to integrated care boards (ICBs) across England. For Leigh and Atherton constituency, the relevant body is NHS Greater Manchester ICB.ICBs have started to recruit posts through the Golden Hello scheme. This recruitment incentive will see up to 240 dentists receiving payments of £20,000 to work in those areas that need them most for three years.

If he will make an assessment of the potential merits of re-evaluating the Units of Dental Activity formula.

To rebuild dentistry in the long term and increase access to National Health Service dental care, we will reform the dental contract, with a shift to focus on prevention and the retention of NHS dentists.There are no perfect payment systems and careful consideration needs to be given to any potential changes to the complex dental system, so that we deliver a system better for patients and the profession.We are continuing to meet with the British Dental Association and other representatives of the dental sector to discuss how we can best deliver our shared ambition to improve access for NHS dental patients.

What assessment her Department has made of the adequacy of Special Educational Needs and Disabilities training provided in Initial Teacher Training programmes; and what steps she is taking to improve that training.

High quality teaching is the most important in-school factor for improving outcomes for all children, particularly those with special educational needs and disabilities (SEND) or from disadvantaged backgrounds, and we are committed to ensuring that all pupils receive excellent support from their teachers. The teachers’ standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the teachers’ standards, to be recommended for the award of qualified teacher status. Early career teachers (ECTs) are also assessed against the teachers’ standards in order to pass their statutory teacher induction.The ITT core content framework and early career framework, for trainee and ECTs respectively, cover the first three years or more at the start of a teacher’s career. They set out the core body of knowledge, skills and behaviours that define great teaching. From September 2025, they will be superseded by the combined initial teacher training and early career framework (ITTECF), which sets out a minimum entitlement to training and must be used by providers of ITT and those delivering provider-led early career training to create their curricula.The department’s review of content for the ITTECF paid particular attention to the needs of trainees and ECTs when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new National Professional Qualification for special educational needs co-ordinators to be relevant for trainees and ECTs. We have edited existing statements to improve inclusivity for SEND throughout the framework including, for example, developing an understanding of different pupil needs, and learning how to provide opportunities for success for all pupils. From September 2025, the department has also enhanced the requirement on providers of ECT training to develop SEND training materials. The department tested this approach with SEND educational experts with consensus that the approach of ‘quality-first teaching’ would be the best way to improve outcomes for all children, particularly those with SEND.The department recognises that continuous improvement is essential and have recently committed to a full review of the ITTECF and Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for trainees and ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.

If her Department will make an assessment of the potential merits of (a) including training on (i) dyslexia and (ii) neurodiversity in mandatory Continuing Professional Development requirements for teachers and (b) requiring Ofsted to consider that training in school inspections.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including those with dyslexia and other neurodiverse conditions. The government is focusing on improving inclusivity and expertise in mainstream schools and is working with families and education and care experts to deliver this in the best interests of all children and to restore parents’ trustThe teachers’ standards set clear expectations that teachers must understand the needs of all pupils, including those with dyslexia and other neurodiverse conditions. All initial teacher training (ITT) providers must ensure that their courses enable trainee teachers to meet the teachers’ standards, to be recommended for the award of qualified teacher statusThe ITT core content framework (CCF) and early career framework (ECF), set out the core body of knowledge, skills and behaviours that define great teaching and cover the first three years or more at the start of a teacher’s career. They will be superseded by the combined initial teacher training and early career framework (ITTECF) from September 2025.The department’s review of content for the ITTECF paid particular attention to the needs of trainees and early career teachers (ECTs) when supporting pupils with SEND. There is now significantly more content related to adaptive teaching and supporting pupils with SEND, some of which has been adapted from the new National Professional Qualification for special educational needs co-ordinators to be relevant for trainees and ECTs.The ITTECF deliberately does not detail approaches specific to particular additional needs but sets out what makes the most effective teaching for all pupils, including those with SEND. When reviewing the CCF and the ECF in 2023, the department tested this approach with SEND educational experts from the ITT sector and beyond, with consensus that the needs of most children can be met through high-quality teaching.The department recognises that continuous improvement is essential and have recently committed to a full review of the Early Career Teacher Entitlement in 2027 to ensure it continues to provide the best possible support for ECTs. This review will focus on the support we provide new teachers in teaching pupils with SEND.Beyond the ITTECF, decisions relating to teachers’ professional development rest with schools, headteachers and teachers themselves, as they are in the best position to judge their own requirements. The ‘School teacher pay and conditions’ document, which applies to maintained schools, confirms that all teachers should have access to advice, training and developmental opportunities appropriate to their needs.The focus of Ofsted inspections is on schools and how all the individuals within them work together to make sure that children receive the highest possible quality of education. The focus is not on inspecting the specific individuals that work in schools. Ofsted therefore does not require schools to provide any evidence of teachers’ professional development. However, as part of their leadership and management judgement, inspectors will consider whether continuing professional development for teachers and staff is aligned with the curriculum.

What progress his Department has made on (a) diagnostics and (b) treatment pathways for people with long covid.

There are no diagnostic tests for long COVID currently approved for use in the United Kingdom, and clinicians must rule out other conditions which present with similar symptoms to diagnose long COVID. Researchers are also working to identify blood-based biomarkers as the basis for diagnostic tests and targets for treatments.Over the last five years, the Government, through the National Institute for Health and Care Research and the Medical Research Council, has invested over £57 million in long COVID research, with almost £40 million of this through two specific research calls on long COVID.This includes clinical trials to test and compare different treatments, and to improve our understanding of long COVID and how health professionals can accurately diagnose the condition. This research has improved the evidence base for clinicians in testing for and treating long COVID.To support clinical leadership in this area, NHS England has worked in partnership with the British Society of Physical and Rehabilitation Medicine to develop a new Clinical Post-COVID Society to facilitate the ongoing sharing of best practice and to support people affected by long COVID. Further information about the society is available at the following link:https://www.clinicalpcs.org.uk

Whether his Department has plans to help increase dementia diagnosis rates to pre-Covid-19 levels in Leigh and Atherton constituency.

We are committed to recovering the dementia diagnosis rate (DDR) to the national ambition of 66.7%, which in England, at the end of February 2025, was 65.4%.To support recovery of the DDR and implementation of the Dementia Care Pathway, we have developed a dashboard to provide appropriate data and enable targeted support where needed.To reduce variation in diagnosis rates, the Office for Health Improvement and Disparities’ Dementia Intelligence Network has developed a tool for local systems, which includes an assessment of population characteristics such as rurality and socio-economic deprivation. This enables systems to investigate local variation in diagnosis and take informed action to enhance their diagnosis rates. The tool has been released and is available via the NHS Futures Collaboration platform.

Whether schools will be able to refer demand for breakfast clubs to existing out-of-school clubs.

The department is committed to delivering free breakfast clubs across England. Schools can work with private, voluntary and independent providers such as existing out-of-school club providers to deliver this commitment.

What steps his Department is taking with the National Institute for Health and Care Excellence to establish full clinical guidelines for the (a) diagnosis and (b) treatment of people with Tourette's syndrome.

The National Institute for Health and Care Excellence (NICE) has established a prioritisation board that takes decisions on which topics should be prioritised for the development of a clinical guideline, in line with the routing criteria set out in the NICE’s published prioritisation framework, and through engagement with experts and other interested parties. The prioritisation board is currently considering Tourette’s and tic disorders as a possible topic for guideline development, however no final prioritisation decisions have been made yet. The NICE has produced guidance on suspected neurological conditions, which includes recommendations on treatment for tics and involuntary movements in adults and children. The guidance can be found at the following link: https://www.nice.org.uk/guidance/ng127/ The NICE is also developing an Early Value Assessment on digital therapy for chronic tic disorders and Tourette syndrome, and currently expects to publish final guidance in May 2025.

Media and Sport, what steps her Department is taking to support independent cinemas to access funding for (a) infrastructure and (b) urgent works.

The government recognises the importance of cinemas as part of the UK’s film industry and as community assets, and we continue to work closely with the British Film Institute (BFI) and the cinema sector. The Government’s tax incentives, including the new Independent Film Tax Credit, are bolstering the slate of films available to be shown in British cinemas. The BFI’s Film Audience Network (BFI FAN) is a collaboration of 8 film hubs, managed by leading film organisations and venues around the UK which provides support to cinemas on a local level. Film hubs are centres of expertise and support that connect cinemas, festivals and creative practitioners. Further information on BFI FAN can be found at: https://www.bfi.org.uk/get-funding-support/bring-film-wider-uk-audience.

If he will make an assessment of the potential merits of introducing electronic prescriptions for medicinal cannabis.

Cannabis-based products for medicinal use are Schedule 2 controlled drugs under the Misuse of Drugs Regulations 2001. Electronic prescribing of Schedule 2 and 3 Controlled Drugs in National Health Service primary care settings has been operational since 2019.Electronic prescriptions for controlled drugs in Schedules 2 and 3 must be sent using an advanced electronic signature and sent via the NHS Electronic Prescribing Service as part of enhanced security measures. There are no current plans to make legislative changes to enable similar systems in private healthcare to prescribe Schedule 2 and 3 controlled drugs.

Innovation and Technology, what steps his Department is taking to ensure that visual artists and creators (a) nationally and (b) in Leigh and Atherton can access licensing deals with AI developers.

The Government published a consultation on Copyright and AI in December 2024.This consultation sought views on creating an effective rights reservation system. This would provide rights holders across the UK, including those in Leigh and Atherton, with the ability to prevent AI developers from using their copyright works in AI training, and/or negotiate licences for their use.The consultation closed on 25 February. The Government’s priority now is to review all responses to the consultation, gathering the evidence to inform its next steps. The Government will continue to engage extensively before setting out proposals in due course.

Innovation and Technology, what assessment his Department has made of technical solutions put forward by AI developers to allow individual rightsholders in the creative industries to effectively and efficiently opt-out their work from AI training, without placing additional burdens on rightsholders.

The Government’s consultation on Copyright and AI closed on 25th February.It sought views from both AI developers and rights holders on creating an effective rights reservation system. We will not move forward with any option until we are confident that it will be effective, proportionate, and accessible to both individual creators and larger rights holders.The Government’s priority now is to review all responses to the consultation, gathering the evidence to inform its next steps. The Government will continue to engage extensively before setting out proposals in due course.

Pursuant to the Answer of 17 February 2025 to Question 30791 on Employment: Chronic Fatigue Syndrome and Long Covid, whether the proposed reforms will (a) ensure appropriate assessment of the work capability of individuals with fluctuating conditions and (b) provide adequate support for people with ME who are unable to work due to their illness.

The Government believes there is a strong case to change the system of health and disability benefits across Great Britain so that it better enables people to enter and remain in work and to respond to the complex and fluctuating nature of the health conditions many people live with today. The system must also work to support disabled people and those with health to live independently. We are therefore working to develop proposals for health and disability reform and will set them out in a Green Paper ahead of the Spring Statement. This will launch a consultation on the proposals, with a conclusion to be set out in a white paper later this year. This Government is committed to putting the views and voices of disabled people at the heart of all that we do, so we will consult on these proposals, where appropriate, with disabled people and representative organisations. Ahead of the formal consultation for the Green Paper, we have already started to explore ways of engaging with disabled people and their representatives, including through stakeholder roundtables and public visits. We look forward to progressing these initiatives over the coming months.

What steps his Department is taking to supporting people with Long Covid in the context of the closure of Long Covid clinics.

Across the National Health Service in England there are services supporting people with post-COVID syndrome, also known as long COVID. These services offer physical, cognitive, and psychological assessment, and, where appropriate, refer patients onto existing services for treatment and rehabilitation. Further information can be found on NHS England’s website, at the following link:https://www.england.nhs.uk/coronavirus/post-covid-syndrome-long-covid/The commissioning of post-COVID services transitioned from the long COVID national programme to local integrated care boards (ICBs) at the end of March 2024. Funding for post-COVID services in 2024/25 was expected to be allocated based on the previous distribution for 2023/24, to minimise disruption to funding flows and maintain services.NHS England has published commissioning guidance for post-COVID services which sets out the commissioning and service requirements and the oversight of post-COVID services by the ICBs in England for adults, and children and young people (CYP). It outlines the elements that post-COVID services should comprise of and the principles of care for long COVID, and is available at the following link:https://www.england.nhs.uk/long-read/commissioning-guidance-for-post-covid-services-for-adults-children-and-young-people/There is specific advice for general practitioners to manage long COVID. Patients should be managed according to current clinical guidance, such as that published and updated by the National Institute for Health and Care Excellence, the Scottish Intercollegiate Guidelines Network, and the Royal College of General Practitioners, which is available at the following link:https://www.nice.org.uk/guidance/NG188Primary care plays a key role in the long COVID clinical pathway, in considering and excluding potential other causes of symptoms and in determining the appropriate management of symptoms and the timing of onward referral to post-COVID services, if appropriate. A post-COVID-19 syndrome diagnostic pathway, the criteria for referral to post-COVID services, and separate adult and CYP pathways are outlined in the commissioning guidance to help provide consistency of delivery and to improve patient experience.Not all people who report long COVID symptoms will require assessment in a post-COVID assessment service. For example, some of the most common symptoms may still not warrant a specialist assessment as people can benefit from self-management advice, including from the NHS website. Some people may be seen in other disease-specific pathways, depending on their individual circumstances.NHS England has recently completed a long COVID and myalgic encephalomyelitis, also known as chronic fatigue syndrome (ME/CFS), stocktake, which aimed to provide a nationwide overview of service delivery in commissioning and contracting, assessing access, activity, and outcomes. The findings confirmed widely recognised challenges, specifically significant variation in care delivery across England, and a lack of comprehensive activity data.Executive NHS England board members were updated on the current provision of long COVID and ME/CFS services, noting those challenges. Discussions considered service prioritisation and potential COVID Inquiry recommendations. It was agreed that long COVID and ME/CFS services are rightly commissioned by ICBs, which have responsibility for ensuring coverage for their population.Furthermore, to support clinical leadership in this area, NHS England has worked in partnership with the British Society of Physical and Rehabilitation Medicine to develop a new Clinical Post-COVID Society to facilitate the ongoing sharing of best practice, to support people affected by long COVID. Further information about the society is available at the following link:https://www.clinicalpcs.org.uk