Written questions by Robertson.

What discussions her Department has had with (a) the Royal National Institute of Blind People, (b) Guide Dogs, and (c) the National Federation of the Blind of the UK on the accessibility of floating bus stop designs.

The Department engages with a wide range of stakeholders in developing policy on street design. My officials and I have met with a range of groups in developing policy on floating bus stops including the Royal National Institute of Blind People, Guide Dogs and the National Federation of the Blind UK.

Whether her Department plans to introduce a single national definition of a fit and proper person for taxi and private hire vehicle driver licensing.

The English Devolution and Community Empowerment Bill, currently being considered by the House of Lords, seeks to provide a power for the Secretary of State to set in regulations requirements that must be met for any taxi or private hire vehicle licence to be issued and held.

Whether the Government will establish a national database of licensed taxi and private hire vehicle drivers accessible to licensing authorities.

Since 2023 all licensing authorities have been required to use a national licensing database to facilitate the sharing of information when a taxi or private hire vehicle driver has had a licence refused, suspended or revoked on the grounds of safeguarding, road safety or equality discrimination concerns. The Department for Transport is considering options to reform the regulation of the sector, and as part of this intends to have a national licensing database with the details of every driver, vehicle and private hire vehicle operator licence.

Communities and Local Government, how many meetings (a) he, (b) Ministers in his Department and (c) officials in his Department have had with representatives of the hospitality and tourism industry and businesses likely to be impacted by an overnight visitor levy since the 2024 General Election; and how many such meetings took place (i) before the launch of the consultation on 26 November 2025 and (ii) since that date.

I refer the hon. Member to the answer given to Question UIN 118044 on 10 March 2026.

If she will review the evidential basis for the Colour Assessment Diagnosis test.

The UK Civil Aviation Authority (CAA) keeps the evidential basis for colour vision testing under regular review. The Colour Assessment and Diagnosis (CAD) test, developed with City University London, is currently the only advanced colour vision test accepted by the CAA because independent analysis has shown that it, along with anomaloscopes when used correctly, provides 100% sensitivity and specificity. The CAD test is also used by other aviation authorities including the United States’ Federal Aviation Authority, Australia’s Civil Aviation Safety Authority and the Civil Aviation Authority of New Zealand. We recognise the importance of this issue for the pilot community and will continue to monitor emerging evidence and international practice carefully. International bodies, including the International Civil Aviation Organization (ICAO) and the European Union Aviation Safety Agency (EASA), are also actively examining developments in this area. EASA has commissioned a major research programme on colour vision in aviation, expected to conclude in 2026, which may inform future policy. The Government’s priority remains maintaining the high level of aviation safety expected in the UK.

Whether (a) ministers, (b) advisors, and (c) officials in her Department have held conversations with the European Federation for Transport and Environment since 4 July 2024.

The Department has engaged with Transport and Environment as part of routine stakeholder engagement.

Whether (a) ministers, (b) advisors, and (c) officials in her Department have held conversations with Clean Cities Campaign since 4 July 2024.

The Department has engaged with Clean Cities Campaign as part of routine stakeholder engagement.

What steps her Department is taking to support further education colleges that have unresolved industrial disputes.

Further education colleges, rather than government, are responsible for setting and negotiating terms and conditions and managing their industrial relations.Based on engagement with the sector, we know colleges affected by recent strikes have generally implemented measures to ensure the impact on learners is minimised as far as possible. This has included rearranging classes, providing online learning where possible, and keeping libraries and learning centres open to allow the opportunity for independent study.We encourage colleges to continue to adopt these and other appropriate mitigations where that is necessary. We encourage colleges and unions to remain engaged in open and constructive dialogue for the best interests of staff and students.We all have a shared goal in ensuring our young people gain the best education during this critical transition period, advancing their opportunities and supporting economic growth.

What assessment she has made of the cost to the public purse of industrial disputes in further education colleges.

Further education colleges, rather than government, are responsible for setting and negotiating terms and conditions and managing their industrial relations.Based on engagement with the sector, we know colleges affected by recent strikes have generally implemented measures to ensure the impact on learners is minimised as far as possible. This has included rearranging classes, providing online learning where possible, and keeping libraries and learning centres open to allow the opportunity for independent study.We encourage colleges to continue to adopt these and other appropriate mitigations where that is necessary. We encourage colleges and unions to remain engaged in open and constructive dialogue for the best interests of staff and students.We all have a shared goal in ensuring our young people gain the best education during this critical transition period, advancing their opportunities and supporting economic growth.

Whether her Department has made an assessment of the potential impact of pay disparities between mainland further education colleges and those in island communities on staff recruitment and retention.

The department is taking actions to strengthen the recruitment and retention in further education (FE) colleges across the country, including coastal and island communities, as outlined in the recent Post-16 Education and Skills White Paper.Across the spending review period we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This will support colleges to recruit and retain excellent teachers. Delivery of this funding is weighted to account for levels of disadvantage.Our national recruitment campaign promotes careers in FE, and retention payments of up to £6,000 after tax are offered for early career teachers, with higher payments for providers with a higher proportion of disadvantaged learners. Bursaries of up to £31,000 are available for teacher training. With reference to pay, FE colleges, rather than the government, are responsible for setting pay.The department will continue to monitor workforce recruitment and retention trends through the FE Workforce Data Collection.

What assessment she has made of the potential implications for her policies of trends in the level of (a) recruitment and (b) retention in further education colleges in (i) island and (ii) coastal communities.

The department is taking actions to strengthen the recruitment and retention in further education (FE) colleges across the country, including coastal and island communities, as outlined in the recent Post-16 Education and Skills White Paper.Across the spending review period we will provide £1.2 billion of additional investment per year in skills by 2028/2029. This will support colleges to recruit and retain excellent teachers. Delivery of this funding is weighted to account for levels of disadvantage.Our national recruitment campaign promotes careers in FE, and retention payments of up to £6,000 after tax are offered for early career teachers, with higher payments for providers with a higher proportion of disadvantaged learners. Bursaries of up to £31,000 are available for teacher training. With reference to pay, FE colleges, rather than the government, are responsible for setting pay.The department will continue to monitor workforce recruitment and retention trends through the FE Workforce Data Collection.

What assessment she has made of the potential impact of the further education funding model on workforce planning.

We use the 16 to 19 funding formula to calculate an allocation of funding to each institution, each academic year for 16-19-year-olds. We calculate the basic funding for institutions using lagged student volumes and funding rates, which depend on the size of their students’ study programmes or T Levels.The department issues allocations to institutions each spring setting out how much 16 to 19 funding they will receive in the coming academic year, which can help with planning.The Adult Skills Fund engages adults aged 19 and above and provides the skills and learning they need to equip them for work, an apprenticeship or further learning. The recent move of adult skills to the Department for Work and Pensions provides an opportunity to strengthen the bonds between the Adult Skills Fund and progression into the labour market and will help ensure that the skills and employment systems are more fully aligned.Further education providers are able to use this funding to support workforce and other costs.

Pursuant to the Answer of 11 February 2026 to Question 108458, what measures within the Support for Rail Passenger Services budget line will generate £199 million; and if she will publish a breakdown of the individual initiatives and their estimated savings.

The £199 million efficiencies in the support for Rail Passenger Services line are expected to be delivered mostly from more efficient workforce management, economies of scale as private sector operating companies move into public ownership, and ticketing and retail reform including the creation of a single Great British Railways online retail offer.

Pursuant to the Answer of 11 February 2026 to Question 108458, whether the £199 million in the Support for Rail Passenger Services budget line in 2028–29 will result in changes to a) service levels, b) fare policy and c) subsidy support for train operating services.

The £199 million efficiencies in the Support for Rail Passenger Services line are expected to be delivered mostly from more efficient workforce management, economies of scale as private sector operating companies move into public ownership, and ticketing and retail reform including the creation of a single GBR online retail offer. These efficiencies contribute to the more than 50 per cent reduction in the rail passenger services subsidy from £2.4 billion in 2024-25.

What assessments her Department has made of the potential impact of wire rope safety barriers on the safety of motorcyclists; and whether any research has been conducted into this area.

The safety of all road users remains important to the Department, and we work with partners to reduce motorcycle casualties through safer riding, better training and a safer road environment while considering motorcyclists’ needs in improving safety on the Strategic Road Network. The current requirements for road restraint systems are reflected in the updated standards within the Design Manual for Roads and Bridges, published in February 2026:https://www.standardsforhighways.co.uk/search/ef2e5866-3fb9-4e99-81aa-95a41adff4e7 National Highways has commissioned research from TRL Limited on the safety of motorcyclists and roadside barriers (including wire rope systems), which has been published at: https://www.trl.co.uk/uploads/trl/documents/PPR2051-Motorcyclists-and-Barriers-on-the-SRN.pdf.

How much and what proportion of the Teacher Training Core Content Framework includes specific requirements relating to supporting pupils with speech, language and communication needs.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.Ofsted’s recent report on thematic monitoring visits found that, in the majority of the providers visited, the coverage of SEND in Initial Teacher Training is comprehensive and well integrated into programmes in the primary and secondary phases.We have recently reviewed the content of the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND. We have also committed to a further full review of early career teacher training in 2027, which will include a focus on SEND.This will complement work to upskill the sector on best practice for effective teaching for all pupils, including those with SEND, such as a review of our suite of national professional qualifications and a £200 million training package to upskill staff in every school, college and nursery.

What steps her Department is taking to help ensure that Initial Teacher Training equips new teachers with the skills required to deliver adaptive teaching for children with speech and language challenges.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.Ofsted’s recent report on thematic monitoring visits found that, in the majority of the providers visited, the coverage of SEND in Initial Teacher Training is comprehensive and well integrated into programmes in the primary and secondary phases.We have recently reviewed the content of the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND. We have also committed to a further full review of early career teacher training in 2027, which will include a focus on SEND.This will complement work to upskill the sector on best practice for effective teaching for all pupils, including those with SEND, such as a review of our suite of national professional qualifications and a £200 million training package to upskill staff in every school, college and nursery.

What assessment she has made of the adequacy of current Initial Teacher Training provision in preparing teachers to support children with speech and language needs.

The department is committed to improving support for all children and young people with special educational needs and disabilities (SEND), including pupils with speech and language needs.Courses must incorporate the minimum entitlement set out in the Initial Teacher Training and Early Career Framework. It remains for individual providers to design courses that are appropriate to the needs of trainees and for the subject, phase and age range that the trainees will be teaching.We have recently updated the Initial Teacher Training and Early Career Framework, adding significantly more content related to adaptive teaching and improving inclusivity for pupils with SEND.We have also committed to a full review of early career teacher training in 2027, which will include a focus on SEND.In addition, we have announced a training package of over £200 million that will upskill staff in every school, college and nursery to better support pupils with SEND. Finally, we know the importance of ensuring children can speak and listen well from the earliest years, so we will develop a new oracy framework to sit alongside the revised national curriculum.

What guidance exists for Government departments on responding to the Parliamentary and Health Service Ombudsman's (a) findings of maladministration and (b) recommendations for financial redress.

Guidance for Government departments on responding to the Parliamentary and Health Service Ombudsman's findings and recommendations is published on gov.uk (‘Handling of Parliamentary Ombudsman Cases’, Cabinet Office, May 2022). Financial redress is governed by HM Treasury’s ‘Managing Public Money’ principles that payments must be fair, reasonable and proportionate.

Communities and Local Government, what assessment he has made of the potential impact of the decision to discontinue Island Forums on island communities; and whether he plans to introduce alternative mechanisms.

We recognise the unique opportunities and challenges faced by island communities, including those on the Isle of Wight, and it is essential that they are still able to raise issues with government. We also recognise that there has been positive and constructive engagement across and between Forum members, and we encourage them to continue working closely with colleagues to share best practice and develop effective, evidence‑based solutions. The decision to discontinue the Islands Forum at the 2024 Autumn Budget was taken considering the difficult fiscal circumstances we are facing. Since then, we have been working closely with other UK Government departments to determine the future of the forum and agree responsibilities for future engagement - we wanted to get this right. It has been agreed that officials from the Offices for Nations will now take forward island engagement in their respective nations, whilst MHCLG will continue working with island communities in England, on issues that are our responsibility respectively. My officials are also able to help island communities make connections with other departments across government.