Written questions by Edwards.

If she will give an update on her progress of appointment of an expert advisory group for the development of CCTV guidance for the early years sector.

The ‘Early years foundation stage’ statutory framework requires early years providers to have safeguarding policies that address the use of mobile phones, cameras, and other electronic devices with imaging and sharing capabilities. Decisions about installing and using CCTV are for individual providers, subject to safeguarding and data protection requirements.As part of the department’s ongoing review of safeguarding requirements in early years settings, an expert advisory panel will be appointed to inform sector guidance on the safe and effective use of digital devices and CCTV within safeguarding. This guidance will consider whether CCTV should be mandated and will set out best practice, technical advice and clear expectations.The department is working at pace to establish the expert advisory panel and ensure we have the most suitable experts and groups represented to ensure that the guidance is high quality and evidence informed. We will provide more details in the coming weeks.

Whether her Department has any plans to reopen Senior Mental Health Lead training grants.

The government has committed to expand coverage of mental health support teams (MHSTs) to cover every school, and one of the functions of an MHST is to support mental health leads to introduce or develop a whole school or college approach in their setting.Training grants for mental health leads in education settings were available from October 2021 until December 2024.Demand for training grants fell in the final months of the scheme and education staff surveys identified a different need, for practical resources. The department now provides a mental health lead resource hub, a targeted support toolkit for schools and colleges.There are no plans to re-open the scheme providing mental health lead training grants.

What steps her Department is taking to extend mental health education in schools to (a) colleges and (b) post-16 institutions.

The department has made health education compulsory in all state-funded schools, helping pupils to make good decisions about their health and wellbeing and seek support when needed.While there is no national curriculum in post-16, the government encourages a whole-institution approach to mental health and wellbeing. This includes supporting the Association of Colleges in their goal for 100% sign-up to their Mental Health Charter and to align it with the University Mental Health Charter.All further education (FE) colleges are funded to provide health and wellbeing tuition as part of their extra-curricular personal development activities. Many FE colleges have counselling services providing mental health support and 41% of learners in post-16 institutions are now covered by NHS-funded mental health support teams.The government is committed to continuing the higher education (HE) Mental Health Implementation Taskforce. The Taskforce includes students, parents, mental health experts and the HE sector, and the government will soon appoint a new HE Student Support Champion as chair.

Whether she plans to implement recommendation 1 of the Child Safeguarding Practice Review Panel national review into safeguarding children with disabilities and complex needs in residential settings, published in October 2022.

The Child Safeguarding Practice Review Panel’s recommendations for safeguarding children with disabilities and complex health needs in residential settings were set out in their phase 2 report published in April 2023. Recommendation 1 concerned the provision of specialist non-instructed advocacy services.The department is determined to improve the provision of advocacy services. We will publish updated statutory guidance on the provision of effective advocacy services under the Children Act 1989 and updated national standards for children’s advocacy services, later this year. The latter will include a new standard on non-instructed advocacy for children with complex needs and learning disabilities and new requirements for advocacy services in the safeguarding of children.The government set out this information, including its commitment to publishing revised National Standards on Children’s Advocacy, in the report ‘Tackling child sexual abuse: progress update’ which was published on 8 April 2025 and is available on the government’s website.

What proportion of funding through the growth and skills levy will employers be able to spend on non-apprenticeship training.

I refer the hon. Member for Rochester and Strood to the answer of 7 April 2025 to Question 40142.

What steps her Department is taking to ensure that the Growth and Skills Levy effectively reduces skills gaps identified by Skills England.

I refer the hon. Member for Rochester and Strood to the answer of 28 March 2025 to Question 39389.

What assessment her Department has made of the potential impact of the time taken to publish guidance on funding rules and criteria for the Growth and Skills Levy on the number of apprenticeship starts in the 2025-26 academic year.

The apprenticeship funding rules for the 2025/2026 academic year were published on 15 May 2025 on GOV.UK at: https://www.gov.uk/government/publications/apprenticeship-funding-rules-2025-to-2026.These include guidance for employers and providers on the growth and skills offer, including on foundation and shorter duration apprenticeships. All apprenticeships starting on or after 1 August 2025 will be subject to these rules unless otherwise specified.

When she plans to provide guidance to (a) providers and (b) employers on the growth and skills levy.

The apprenticeship funding rules for the 2025/2026 academic year were published on 15 May 2025 on GOV.UK at: https://www.gov.uk/government/publications/apprenticeship-funding-rules-2025-to-2026.These include guidance for employers and providers on the growth and skills offer, including on foundation and shorter duration apprenticeships. All apprenticeships starting on or after 1 August 2025 will be subject to these rules unless otherwise specified.

What plans she has to review the adequacy of apprenticeship Qualification Achievement Rates for accurately capturing learner outcomes.

The department recognises there is a wide range of reasons for non-achievement of an apprenticeship, and that is why we hold training providers to account for quality delivery through the Apprenticeship Accountability Framework, which encompasses a wide range of quality indicators. In addition to Qualification Achievement Rates, these also include Ofsted inspection, retention rates, and employer and apprentice feedback. Qualification Achievement Rates are one of a range of metrics the department holds on apprentice learner outcomes. We also publish a wide range of other information, including apprentice outcomes, earnings and satisfaction data. As outlined in the department’s further education outcomes publication, 94% of apprentices who achieve their apprenticeships go into work or further training, with 93% remaining in sustained employment. This publication also shows that apprentices benefit from strong wage returns. Median earnings for an apprentice at level 3 were £19,550 one year after achievement, rising 36% to £26,540 five years on. Additionally, the department’s Apprenticeship Evaluation Learner Survey found that 86% of apprentices were satisfied with their apprenticeships and 88% felt their career prospects had improved since starting their apprenticeship.

What assessment she has made of the potential impact of functional skills requirements on access to apprenticeships; and what the cost of Functional Skills training for people who already have a degree was in each of the last five years.

The government has announced changes to the rules relating to achievement of English and mathematics qualifications as part of an apprenticeship for those aged 19 or over at the start of their programme. Upskilling in English and mathematics will continue to remain a key feature of all apprenticeships, and we have listened to employers and will be offering more flexibility over when a standalone qualification is required in addition to this.All apprentices will be required to secure and be assessed on the job-specific skills English and mathematics they need, but moving forward employers will have more flexibility over whether adult (19+) apprentices are required to achieve a standalone English and mathematics qualifications.In future, adult apprentices will be able to complete their apprenticeship if they have demonstrated they have the skills, including relevant English and mathematics skills, to be effective in the role without undertaking a standalone English and mathematics qualification.All apprentices who are aged 16 to 18 at the start of their apprenticeship will continue to be required and funded to secure up to a level 2 qualification in English and mathematics if they do not hold one, consistent with our expectation that all young people should have a meaningful further opportunity to secure a level 2 qualification in English and mathematics post-16.This delivers the flexibility that employers have long called for and we expect it to lead to thousands more qualified apprentices in a range of key sectors, including in social care and construction.The changes were made effective from 11 February 2025.

What steps her Department is taking to ensure the Growth and Skills Levy enables people to retrain in (a) technology and (b) digital skills.

The government is developing a comprehensive strategy for post‐16 education and skills to break down barriers to opportunity and support employers to develop the skilled workforces they need to help drive economic growth.Skills England has been established to form a coherent national picture of skills gaps and to help shape the technical education system so that it is responsive to skills needs. It will work closely with the Industrial Strategy Council and the Migration Advisory Committee to achieve this.The government’s new Industrial Strategy will channel support to eight growth-driving sectors. Digital and Technologies has been identified as one of the eight growth-driving sectors and the department is considering how it supports this sector to develop the skills needed now and in the future.Additionally, the government is reforming the apprenticeship levy into a new growth and skills levy that will deliver greater flexibility for learners and employers in England, aligned with the Industrial Strategy. As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high quality skills at work, fuelling innovation in businesses across the country and providing high quality entry pathways for young people.Skills England was asked to engage with employers and other key partners regarding early priorities for the new growth and skills offer over the autumn. It has spoken to over 700 stakeholders, including representatives in the digital and technology sector, and has shared its findings with the department. Skills England will publish its findings from this engagement process in early 2025.

What steps her Department is taking to ensure the provision of apprenticeships in AI.

The government is committed to ensuring both learners and employers have access to crucial digital and artificial intelligence (AI) skills that have the potential to increase productivity and create new high value jobs in the UK economy. To achieve this, the government is reforming the skills system.The government has established Skills England to form a coherent national picture of skills gaps and to help shape the technical education system so that it is responsive to skills needs.In addition, the government’s new Industrial Strategy will channel support to eight growth-driving sectors. Digital and Technologies has been identified as one of the eight growth-driving sectors and the department is considering how it supports this sector to develop the skills needed now and in the future.The government is also reforming the apprenticeships levy into a growth and skills levy which will deliver greater flexibility for learners and employers. As a key first step toward greater flexibility, we are introducing new foundation apprenticeships for young people, as well as shorter duration apprenticeships in targeted sectors. The minimum duration of an apprenticeship will be reduced to eight months, down from the current minimum of 12 months from August 2025. Three trailblazers in the key priority sectors of green energy, healthcare and film/TV production will be among the first to pioneer, and benefit from, the flexibilities that the new shorter duration apprenticeships offer. These will support more people to gain high quality skills at work, fuelling innovation in businesses across the country.Apprenticeships are a great way for individuals to begin, or progress in, a successful career in the digital sector. Employers have developed more than 30 digital apprenticeships, including Level 3 Digital Support Technician and Level 5 Data Engineer.The Institute for Apprenticeships and Technical Education’s Digital Skills and Characteristics Framework also supports the inclusion of appropriate digital content such as AI and data driven technologies in new and revised occupational standards at all levels, ensuring that occupational standards keep pace with technological advancements and market trends.

What plans she has to review compulsory functional skills requirements for apprentices who do not hold a GCSE or Level 2 equivalent qualification in English and maths.

The government has announced changes to the rules relating to achievement of English and mathematics qualifications as part of an apprenticeship for those aged 19 or over at the start of their programme. Upskilling in English and mathematics will continue to remain a key feature of all apprenticeships, and we have listened to employers and will be offering more flexibility over when a standalone qualification is required in addition to this.All apprentices will be required to secure and be assessed on the job-specific skills English and mathematics they need, but moving forward employers will have more flexibility over whether adult (19+) apprentices are required to achieve a standalone English and mathematics qualifications.In future, adult apprentices will be able to complete their apprenticeship if they have demonstrated they have the skills, including relevant English and mathematics skills, to be effective in the role without undertaking a standalone English and mathematics qualification.All apprentices who are aged 16 to 18 at the start of their apprenticeship will continue to be required and funded to secure up to a level 2 qualification in English and mathematics if they do not hold one, consistent with our expectation that all young people should have a meaningful further opportunity to secure a level 2 qualification in English and mathematics post-16.This delivers the flexibility that employers have long called for and we expect it to lead to thousands more qualified apprentices in a range of key sectors, including in social care and construction.The changes were made effective from 11 February 2025.

What steps she plans to take to improve training for teachers to support pupils with special educational needs and disabilities in (a) mainstream and (b) specialist education.

​The government has a central mission to break down barriers to opportunity and boost life chances for every child. This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision 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 those with the most complex needs.​All teachers are teachers of SEND, and high quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve at school.Consideration of SEND underpins the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF), which were both produced with the support of sector experts. They have been designed around how to support all pupils to succeed, including those pupils identified within the four areas of need set out in the SEND Code of Practice. ITT courses must be designed so that teacher trainees can demonstrate that they meet all of the Teachers' Standards at the appropriate level, including the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils. Headteachers use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils.All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high quality, evidence-based training. This is crucial given the central role SENCOs play in supporting pupils with SEND.