Written questions by Johnson.

Whether she has made an assessment of the potential merits of establishing a public inquiry into the policy of so-called educationally subnormal schools in the 1960s and 1970s and (a) the number and proportion of Black children placed in such schools and (b) the impact on them.

The department does not currently plan to establish a public inquiry into the policy framework surrounding placement of children in schools for the so-called “educationally subnormal” in the 1960s and 1970s, but is keen to ensure that the mistakes made in that time are never repeated, and that no children or young people today suffer from the structural barriers and entrenched racism that held too many of our young people back in previous generations.The government wants to ensure that whoever you are, wherever you come from, Britain is a country that will respect your contribution and give you a fair chance to get on in life.We want every child and young person to achieve and thrive in education, work, and life, regardless of their background. All children and young people must be treated fairly. There is no place for hate or prejudice in our education system.Additionally, under the Equality Act 2010, schools must not discriminate against a pupil in a number of respects because of a characteristic protected by the Act.The Public Sector Equality Duty also requires public bodies, including maintained schools and academies to have due regard to the need to eliminate discrimination and other conduct prohibited by the Act; advance equality of opportunity for people who share a protected characteristic and people who do not share it; and foster good relations across all characteristics.The department is also focused on driving high and rising standards in every school, helping every child to achieve and thrive. We aim to deliver improvements though excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning that holds too many children back.

If she will make an assessment of the potential merits of providing free period products to learners in (a) further and (b) higher education settings in England.

Nobody should have to miss out on education because of their period, which is why the department provides free period products to girls and women in all state-maintained schools and 16 to 19 education organisations in England. Higher education (HE) institutions are independent bodies and so would be expected to make their own arrangements to ensure that pupils have access to the products that they need. Only girls and women aged 16 to 19 attending further education courses funded by the department within HE institutions would be eligible for the scheme.

With reference to the findings of the Association of Colleges' report entitled The educational provision for 14 to 16-year-olds in further education colleges in England, published in November 2024, whether she plans to increase funding of college places for 14 to 16 year olds.

The department has noted with interest the Association of Colleges report about educational provision for 14 to 16-year-olds in further education (FE) colleges in England. Funding for 14 to 16-year-olds in FE colleges is based on the same approach as for 16 to 19-year olds. In 2024/25 there will be a significant increase of £750 per full time 14 to 16-year-old student that has not yet achieved GCSE English and mathematics. This is as a result of extending to programmes at all levels the English and mathematics funding only previously available for those on Level 3 programmes without grade 4 in the subjects. 14 to 16-year-olds in colleges will also benefit from the £300 million funding boost for FE in 2025/26 that my right hon. Friend, the Chancellor of the Exchequer announced at budget to ensure young people are developing the skills they need to succeed and a further £300 million to support colleges to maintain, improve and ensure suitability of their estate.The department will work through priorities for future investment as part of the next spending review.

Whether she has had discussions with the Secretary of State for Work and Pensions on automatically enrolling all eligible pupils for free school meals.

The department recognises the vital role played by free school meals (FSM) and encourages all eligible families to take their entitlement up. There are currently around 2.1 million pupils eligible for and claiming FSM.To make it as easy as possible to receive FSM, the department provides the Eligibility Checking System, which allows local authorities to quickly verify eligibility for FSM.The department is committed to breaking down barriers to opportunity so that all children have the freedom to achieve and thrive in education. Further to this, the department is working closely with the Department for Work and Pensions to develop a child poverty strategy to reduce child poverty by tackling its root causes and giving every child the best start in life. The strategy will be published in the spring.As with all government programmes, the department will keep its approach to FSM under continued review.

Pursuant to the Answer of 14 October 2024 to Question 7596 on Special Educational Needs, how many and what proportion of children who had been excluded from school were then registered at special schools by (a) sex/gender, (b) ethnicity, (c) free school meal status and (d) region in each of the last 10 years.

The department does not centrally hold statistics showing how many children who had been excluded from school were then registered at special schools. However, there are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion. The duties on schools and local authorities in relation to suspension and permanent exclusion are set out in statutory guidance, which is available here: https://www.gov.uk/government/publications/school-exclusion.

Pursuant to the Answer of 25 October 2024 to Question 9795 on Pupil Referral Units, if she will make an assessment of the potential merits of recording the number of children registered at Pupil Referral Units who have previously been excluded from school.

All decisions to exclude a pupil must be lawful, reasonable and fair. Permanent exclusion should only be used as a last resort.There are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion. Where children are permanently excluded, they are frequently placed in alternative provision schools (also known as pupil referral units) so that they can receive the dedicated support they require to return to a new mainstream school or a sustained post-16 educational destination.The department does not hold statistics centrally on the number of children registered at pupil referral units who have previously been excluded from school. The department is not currently planning to develop this data.Our aim is to reduce numbers of preventable exclusions, including by using the expertise of alternative provision schools to support pupils whilst they are in mainstream school, before behaviour issues or other barriers to learning escalate.

Pursuant to the Answers of 14 October to Questions 7569 on Special Educational Needs and 7570 on Pupil Referral Units, how many and what proportion of children who attended Special Educational Needs schools were then registered at Pupil Referral Units in each of the last ten years, broken down by (a) sex/gender, (b) ethnicity, (c) free school meal status and (d) region.

The department does not hold statistics centrally showing how many children who attended special schools were then registered at pupil referral units in each of the last ten years.

Pursuant to the Answer of 25 October 2024 to Question 9795 on Pupil Referral Units, if her Department will undertake a manual audit of all children registered at Pupil Referral Units since 1 November 2023 to see how many have previously been excluded from school.

All decisions to exclude a pupil must be lawful, reasonable and fair. Permanent exclusion should only be used as a last resort.There are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion. Where children are permanently excluded, they are frequently placed in alternative provision schools (also known as pupil referral units) so that they can receive the dedicated support they require to return to a new mainstream school or a sustained post-16 educational destination.The department does not hold statistics centrally on the number of children registered at pupil referral units who have previously been excluded from school. The department is not currently planning to develop this data.Our aim is to reduce numbers of preventable exclusions, including by using the expertise of alternative provision schools to support pupils whilst they are in mainstream school, before behaviour issues or other barriers to learning escalate.

If she will make an assessment of the potential merits of increasing kitchen facilities available to primary schools, in the context of the roll-out of new breakfast clubs.

The government is committed to making quick progress to deliver on its commitment to offer breakfast clubs in every primary school with primary aged pupils whilst ensuring effective implementation.Departmental officials are working closely with schools and sector experts on various matters, including facilities and space, to develop a programme that effectively meets the needs of children, schools and parents.From April 2025, free breakfast clubs will be available in up to 750 early adopter schools, as part of a test and learn phase in advance of national roll out.

Pursuant to the Answers of 14 October 2024 to Question 7569 on Special Educational Needs and Question 7570 on Pupil Referral Units, how many and what proportion of children who had been excluded from school were then registered at Pupil Referral Units by (a) sex, (b) ethnicity, (c) free school meals status and (d) region in each of the last 10 years.

The department does not currently hold statistics showing how many children who had been excluded from school were then registered at Pupil Referral Units. However, there are legal duties on schools and local authorities to provide suitable full-time education from the sixth day of a suspension or permanent exclusion.The duties on schools and local authorities to provide alternative provision, and the standards that this should meet, are also set out in statutory guidance. This guidance can be accessed here: https://www.gov.uk/government/publications/alternative-provision.

With reference to Institute for Public Policy Research's report entitled Who is losing learning, the case for reducing exclusions across mainstream schools, published on 5 September 2024, what steps her Department is taking to reduce recent trends in the number of Gypsy, Roma and Irish Traveler pupils placed in alternative provision.

The government has committed to taking a community-wide approach to improving inclusion of all children in mainstream schools, whatever their background. The department will see alternative providers working with mainstream schools to provide high quality early interventions and targeted support for children and young people that is targeted at their specific needs, which will ultimately reduce the numbers of referrals into alternative provision.

With reference to the Education Policy Institute's Annual Report 2024, published on 16 July 2024, what steps she plans to take to tackle disadvantage gaps identified in that report for (a) Gypsy and Roma pupils in (i) primary and (ii) secondary school and (b) other pupils; and whether she plans to implement that report's (A) policy recommendations for closing disadvantage gaps and (B) other policy recommendations.

Every child, regardless of background, deserves the opportunity to progress and succeed in school and beyond. This government is committed to breaking the link between young people’s backgrounds and their future success.The department recognises the issues faced by Gypsy, Roma and Traveller (GRT) children and young people and has an active GRT stakeholder group, which includes representatives from GRT communities and the education sector. The group is a valuable source of information and challenge for the department and works to inform thinking, policy and delivery, addressing barriers faced by GRT pupils.In line with the recommendations of the Education Policy Institute’s annual report, the government has committed to developing an ambitious Child Poverty strategy, implementing several initiatives aimed at boosting children’s mental health and wellbeing, as well as investing in improving inclusivity and expertise to support children with special educational needs and disabilities in mainstream schools.To support all young people to achieve and thrive, the department has started work to recruit an additional 6,500 expert teachers and launched an independent, expert-led curriculum and assessment review that will look closely at the key challenges to attainment. The department has also committed to provide breakfast clubs in all state funded primary schools, ensuring every primary school child is well prepared for school.In the 2024/25 financial year, over £7.8 billion of the schools’ national funding formula funding has been allocated based on deprivation and other additional needs. In addition, in the last academic year, of the £7 billion allocated to support 16 to 18 year olds in education, nearly £600 million was targeted to support the needs of disadvantaged students.

How many children are registered at pupil referral units by (a) sex, (b) ethnicity, (c) free school meals status and (d) region.

Information on pupil referral units is reported within the school census. The most recent publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. By following this link you will be able to use a table builder to find the information that you require. One example of the outputs from the table builder can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/90137e0b-149c-42fc-410d-08dce44cbd16.

How many children attend special educational needs schools by (a) sex, (b) ethnicity, (c) free school meals status and (d) region.

Information on children attending special schools is reported within the school census, with the most recent publication available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. To access the data, use a table builder to find the required information. An example of the outputs from the table builder is available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/06951e44-abeb-4c2b-4111-08dce44cbd16.

Whether she plans to introduce an alternative student finance product for Muslim students.

The department is committed to introducing an Alternative Student Finance (ASF) product, compatible with Islamic finance principles, as quickly as it can. To support this, in November we are reconvening the ASF working group, made up of representatives from the Islamic community and finance sector. We have also appointed a secretariat to take forward the Sharia-certification of the ASF product. The department is currently considering how it can best drive forward further progress on ASF and will provide an update on plans in due course.

With reference to the Written Statement of 2 September 2024 entitled Education reforms to deliver on the government’s opportunity mission, HCWS54, whether it is her policy to replace single headline grades for alternative provision education providers.

The government’s announcement to remove Ofsted’s single headline grades with immediate effect included state-funded alternative provision schools. The government is committed to removing single headline grades in all the remits that Ofsted inspects and replacing them with report cards.