Written questions by Smart.

What recent assessment her Department has made of the adequacy of (a) weekly minimum payments and (b) other financial support provided to foster carers.

The ‘Fostering Services: National Minimum Standards’ set out the expectations that are placed on foster carers and their agencies at standard 28. The department is clear that no one should be financially disadvantaged because of their fostering role, and we expect all foster carers to receive at least the national minimum allowance (NMA) plus any agreed expenses to cover the cost of caring for each child placed with them. The standards are available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/192705/NMS_Fostering_Services.pdf.The NMA was introduced by the Labour government in 2007 and has kept pace with inflation over time. The current levels of the NMA are available at: https://www.gov.uk/support-for-foster-parents/help-with-the-cost-of-fostering. The NMA is being uplifted by 3.55% in the 2025/26 financial year. Combined with increases to qualifying care relief, which provides tax relief and is uplifted with inflation every year, this provides additional support for foster carers and the children in their care. There are currently no plans to review the way the NMA is calculated.The NMA was developed by calculating the cost of caring for a birth child and accounting for the additional cost of caring for a foster child. The criteria for calculating fees and allowances should be applied equally to all foster carers, whether the foster carer is related or unrelated to the child, or the placement is short or long term.The department knows that many fostering service providers offer incentive schemes as rewards for their foster carers and we encourage the use of these. Discount schemes, free or discounted leisure centre passes, IT grant schemes and council tax exemptions are common examples.

Whether her Department has considered alternative models for the (a) oversight and (b) registration of foster carers; and if she will make an assessment of the potential impact of alternative models on the adequacy of (i) safeguarding and (ii) consistency.

The department is considering the merits of a national register of foster carers. We will continue to review the costs and benefits of a national register versus our other investments into foster care.We recognise that some stakeholders are in favour of a register, but we are also mindful of increasing any burden on local authorities and social workers, given our wider drive to reduce workload and unnecessary bureaucracy in the system.

What assessment her Department has made of the potential impact of the Adoption and Special Guardianship Support Fund funding not being extended beyond March 2025 on children receiving therapy through that fund.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

Whether she has considered introducing a transitional funding arrangement for the Adoption and Special Guardianship Support Fund beyond March 2025 to prevent a gap in therapeutic support for eligible children.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

What steps she is taking to ensure that children currently undergoing therapy funded by the Adoption and Special Guardianship Support Fund do not experience disruption to their care due to uncertainty around the fund’s future.

The department will shortly be finalising business planning decisions on how we will allocate our budget for the next financial year. All decisions regarding the future of the Adoption and Special Guardianship Support Fund (ASGSF) are being considered as part of these discussions. An announcement will be made as soon as possible. The department will, of course, always consider the impact of decisions on vulnerable children.ASGSF applications are generally permitted to extend up to 12 months, allowing children and families to receive continuing therapy across financial years. Where applications are agreed, therapy which starts before March 2025 may therefore continue into the next financial year, under previously agreed transitional funding arrangements.

What steps her Department is taking to ensure that (a) childminders, (b) after-school clubs, (c) holiday clubs and schemes and (d) other childcare services are accessible to children with Special Educational Needs and Disabilities.

Local authorities and early years providers, including early years childminders, have duties via the special educational needs and disabilities (SEND) code of practice, the Equality Act 2010, and the early years foundation stage (EYFS) statutory framework to promote equality and inclusion for children with SEND, removing the barriers that prevent children from accessing early education. In addition, local authorities are required by legislation to provide sufficient childcare places for children in their area for children aged 0 to 14 or up to 18 for children with SEND. The local authority statutory guidance on early education and childcare sets out a clear requirement that local authorities must report annually to elected council members on how they are meeting their duty to secure sufficient childcare, including for children with SEND, and make this report available and accessible to parents. The National Wraparound Childcare Programme is helping local authorities discharge this duty with regard to after school clubs, by distributing funding on the basis of anticipated need. Local authorities across England can decide how best to use the funding to set up or expand wraparound childcare in their area to meet the needs of their local community, including children with SEND. Local authorities have been working in partnership with primary schools and private, voluntary and independent providers, including childminders. Since the programme began, the government has set clear expectations that all wraparound childcare delivered through the programme should be inclusive and accessible. The holiday activities and food (HAF) programme funding is primarily for school aged children from reception to year 11 (inclusive) who receive benefits-related free school meals (FSM). Local authorities have discretion to use up to 15% of their funding to provide free or subsidised holiday club places for children, who are not in receipt of benefits-related FSM, but who the local authority believe could benefit from HAF provision. The department encourages local authorities to engage with local and national organisations, including special schools with expertise in working with children with SEND or additional needs. Local authorities are obligated to include the numbers of children with SEND or additional needs who have participated in their programme in their post provision reporting to us.

If she will make it her policy to ensure England's participation in the OECD’s PISA financial literacy assessment in 2025.

Financial literacy is not an option offered by the Organisation for Economic Co-Operation (OECD) in the current (2025) cycle of the Programme for International Student Assessment (PISA) as it has been replaced for this cycle with a foreign-language assessment, so a decision on participation is not imminent.Departmental officials engage with the devolved governments on a range of areas, including on PISA. We have had initial discussions about the timeline for a decision on participation in future PISA financial literacy assessments and will continue to actively engage with them on this topic as more information is provided by the OECD.

What steps her Department plans to take to create a strategy for embedding financial literacy within the primary and secondary education curricula.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4, which together cover personal budgeting, saving for the future, managing credit and debt and calculating interest.High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. That is why the government announced a Curriculum and Assessment Review on 19 July 2024, which is being chaired by Professor Becky Francis CBE.Following the independent review, the government will, through the Children’s Wellbeing and Schools Bill, legislate to require all state schools to teach the reformed national curriculum. This will give parents certainty over the core of their children’s education.The review group will publish an interim report early in 2025, setting out their interim findings and confirming the key areas for further work. The final report, with recommendations, will be published in autumn 2025.The Money and Pensions Service (MaPS) has a statutory role to coordinate the UK Strategy for Financial Wellbeing, which is underpinned by their robust data collection, including the impact of financial education on young people. The department works closely with MaPS to monitor the evidence for financial education. MaPS’s published research can be found here: https://maps.org.uk/en/publications/research.

What assessment her Department has made of the impact of financial education on young people at (a) primary and (b) secondary school level.

Financial education is currently taught through the national curriculum for mathematics at key stages 1 to 4 and citizenship at key stages 3 and 4, which together cover personal budgeting, saving for the future, managing credit and debt and calculating interest.High and rising school standards are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life. That is why the government announced a Curriculum and Assessment Review on 19 July 2024, which is being chaired by Professor Becky Francis CBE.Following the independent review, the government will, through the Children’s Wellbeing and Schools Bill, legislate to require all state schools to teach the reformed national curriculum. This will give parents certainty over the core of their children’s education.The review group will publish an interim report early in 2025, setting out their interim findings and confirming the key areas for further work. The final report, with recommendations, will be published in autumn 2025.The Money and Pensions Service (MaPS) has a statutory role to coordinate the UK Strategy for Financial Wellbeing, which is underpinned by their robust data collection, including the impact of financial education on young people. The department works closely with MaPS to monitor the evidence for financial education. MaPS’s published research can be found here: https://maps.org.uk/en/publications/research.

Whether she plans to improve the teaching of financial literacy through (a) enhanced teacher training programmes, (b) increased funding for financial education (i) resources and (ii) initiatives and (c) other steps.

In general, decisions relating to teachers’ professional development rightly rests with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements. The government has committed to introducing a Teacher Training Entitlement which would support teachers to access more high quality continuing professional development across a range of topics.The Money and Pensions Service (MaPS) has a statutory duty to coordinate the UK Strategy for Financial Wellbeing 2020. In 2022, MaPS launched a grant-funded programme totalling £1.1 million to test approaches to supporting teachers and practitioners working with children and young people in vulnerable circumstances and to deliver financial education. The evaluation of this programme can be found here: https://maps.org.uk/en/publications/research/2024/evaluating-grants-improving-financial-education-for-vulnerable-young-people.The department will work with MaPS to use the findings to promote consistent and evidence-informed practice. MaPS has also published financial education guidance for schools, which can be found here: https://maps.org.uk/en/work-with-us/financial-education-in-schools.Oak National Academy (Oak) is a non-departmental public body which provides free, optional, and adaptable high quality digital curriculum and lesson resources. Oak has completed its initial curriculum resources in mathematics and will produce additional lessons on financial education and applying mathematics in real life contexts across key stages 1 to 4, which is expected from spring 2025. Lessons on finance and the economy also feature in Oak’s new citizenship curriculum, which was launched earlier this academic year, with lessons to be released by autumn 2025. Oak’s resources are available here: https://www.thenational.academy/.The department continues to work closely with MaPS, and in partnership with others, to monitor the evidence for financial education and assess school support needs.

What recent discussions she has had with her counterparts in the devolved Administrations on encouraging participation in the OECD’s next PISA financial literacy assessment, scheduled for 2025.

Financial literacy is not an option offered by the Organisation for Economic Co-Operation (OECD) in the current (2025) cycle of the Programme for International Student Assessment (PISA) as it has been replaced for this cycle with a foreign-language assessment, so a decision on participation is not imminent.Departmental officials engage with the devolved governments on a range of areas, including on PISA. We have had initial discussions about the timeline for a decision on participation in future PISA financial literacy assessments and will continue to actively engage with them on this topic as more information is provided by the OECD.