Written questions by Jarvis.

What assessment she has made of the potential merits of establishing a new national agency for SEND to help address variation in provision.

As part of our Plan for Change, the department is determined to fix the special educational needs and disabilities (SEND) system and restore the trust of parents. We will do this by ensuring schools have the tools to better identify and support children before issues escalate.We will publish further details about plans for SEND reform in a Schools White Paper shortly. Our reforms will be underpinned by five principles: ‘early’, ‘local’, ‘fair’, ‘effective’ and ‘shared’.To support the reforms, we are strengthening the evidence base of what works to improve inclusive practice and help address variation in provision.For example, recently published evidence reviews from University College London highlight what the best available evidence suggests are the most effective strategies to identify and support children with different types of needs.The department also funds a What Works in SEND programme. Their research and effective practice models are included at: https://whatworks-send.org.uk/.New research delivered by UK Research Innovation will also aim to develop effective approaches to early identification of children needing tailored educational support.

What progress her Department has made towards the development of the Enrichment Framework; and if she will set out a timetable for its publication and implementation.

The department will publish the new Enrichment Framework in early 2026. The framework has been developed following extensive research and collaboration with the Department for Culture, Media and Sport (DCMS), and a working group of experts from schools, youth, sports and arts organisations. We are also putting in place a range of support to help schools further, including PE and school sport partnerships, the national network of Music Hubs, £24million for the TechYouth programme and £22.5 million from DCMS over three years to create a tailored enrichment offer in up to 400 schools. A further £132.5 million of dormant assets funding is being targeted towards services, facilities and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds. More specifically, the government is continuing to invest an additional £3.6 million per year to support and maintain cadet units in schools as part of the Cadet Expansion Programme.

How she plans to monitor and evaluate the impact of the SEND teacher training programme on inclusion, attendance and educational outcomes for pupils with special educational needs and disabilities.

The department recently announced investment in a new package of training for staff in nurseries, schools and colleges, with the aim to ultimately improve support for pupils with special educational needs and disabilities. The new training programmes will also go through stages of quality assurance to ensure they are aligned with evidence of best practice. A full monitoring and evaluation plan will be developed, and officials are currently scoping options for an independent evaluation. The new package builds on training that is already available, such as special educational needs and disabilities and inclusion content woven through the suite of national professional qualifications, for which evaluation is already underway and interim reports are available on GOV.UK.

What assessment she has made of the potential merits of establishing an enrichment premium for schools.

The department will publish the new Enrichment Framework in early 2026. The framework has been developed following extensive research and collaboration with the Department for Culture, Media and Sport (DCMS), and a working group of experts from schools, youth, sports and arts organisations. We are also putting in place a range of support to help schools further, including PE and school sport partnerships, the national network of Music Hubs, £24million for the TechYouth programme and £22.5 million from DCMS over three years to create a tailored enrichment offer in up to 400 schools. A further £132.5 million of dormant assets funding is being targeted towards services, facilities and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds. More specifically, the government is continuing to invest an additional £3.6 million per year to support and maintain cadet units in schools as part of the Cadet Expansion Programme.

How much funding from the SEND teacher training programme will be allocated to schools and early years settings in Eastleigh constituency; and how many teachers, teaching assistants and support staff in Eastleigh will be supported by that programme.

The special educational needs and disabilities (SEND) teacher training offer comprises an investment of over £200 million over the course of this Parliament. This significant investment, forms a central pillar of the government’s SEND reform plans, helping to secure a fairer system where effective support is available for every child with SEND from early years to the age of 25.This training offer will be freely available to all leaders, teachers and teaching assistants working in schools, colleges, childminders and nurseries across England, including those in Eastleigh. Training packages will be developed with the needs of different educators and sectors in mind. Some training will be accessible at any time, while other elements may require registering with a provider. More details on how to access the different packages will be published on GOV.UK in due course.

What assessment she has made of the potential merits of designating Portage services as a targeted early years and SEND support offer across all local authorities; what steps she is taking to address regional variation in access to Portage provision; and what consideration she has given to providing (a) sustainable and predictable funding, (b) national training standards and (c) further research and evaluation to support the consistent delivery of evidence-based early intervention services.

Help for families of children with additional needs is central to the Best Start in Life Strategy, which spotlights high-quality, inclusive and joined-up services.The department is considering delivery expectations for how Best Start Family Hubs (BSFHs) can deliver special educational needs and disabilities (SEND) support, alongside flexibility to meet community needs.From April, BSFHs will receive funding to recruit a dedicated SEND practitioner for every hub to support parents, identify emerging needs sooner and coordinate services. Evaluation of BSFHs will build the evidence base to inform future reform.We will fund partnerships between early years settings and schools to test and implement different approaches to improving transitions to reception, including for children with SEND. These will allow staff to spend time to share expertise, help parents and children build relationships with schools and help teachers spot issues early.Plans for reform will be in the upcoming Schools White Paper.

What steps she is taking to help reduce risks of suicide, self-harm and depression among care-experienced young people; and what plans she has to ensure continuity of mental health and wellbeing support for care-experienced young people beyond the age of 18.

The department is committed to reviewing the shockingly high number of early deaths amongst care-experienced young people. As I stated in the House of Commons, at the beginning of the first ever National Care Leavers Month in November 2025, suicide and early death are, tragically, part of the care experience for too many. To start to solve a problem, we must first confront it.As we progress this review, we will carefully consider how to improve the support that care leavers receive across a range of aspects of their lives, including mental and physical health, housing, education, employment and training, and relationships.We are already taking action through the Children’s Wellbeing and Schools Bill, including placing a new duty on local authorities to provide Staying Close support to care leavers up to the age of 25, to help care leavers find and keep suitable accommodation and to access services relating to health and wellbeing, relationships, education, training and employment.In addition, we are reviewing guidance on ‘Promoting the health and wellbeing of looked-after children’ and extending it to cover care leavers up to age 25.In December 2025, my right hon. Friend, the Secretary of State for Health and Social Care and I announced that, in a boost for mental health support, the government will trial a 3-year pilot to make sure children in care have access to the support they need sooner. This will build on existing work across the country, bringing together social workers and NHS health professionals to work together to provide direct mental health support to children and families when they need it most.

Whether her Department plans to publish a timeline for improvements in the identification of young carers in the school census; and whether she plans to take further steps to support accurate reporting of young carers.

Information on young carers was first collected through the school census in spring 2023. Since then, we have seen year-on-year improvements in the identification of pupils who are young carers. The department continues to work closely with schools and their representatives to refine and strengthen the guidance provided and for the 2026 spring school census, we have introduced changes to data validation processes to support more accurate and complete reporting of this information.The latest information about the number of pupils identified as a young carer is published in the ‘Schools, Pupils and their Characteristics’ statistical release, which is available here: https://www.gov.uk/government/statistics/schools-pupils-and-their-characteristics-january-2025.

Pursuant to the Answer of 17 December 2025 to Question 98528 on Schools: Speech and Language Therapy, what progress her Department has made in extending the Early Language Support for Every Child programme; and how her Department is assessing the programme's impact on early identification and support for children with speech, language and communication needs.

In partnership with NHS England, the department has extended the Early Language and Support for Every Child (ELSEC) programme for the 2025/26 academic year, trialling new ways of working to better identify and support children with speech, language and communication needs in early years settings and primary schools. The interim independent programme evaluation, due to be published this month, will assess the programme’s impact and allow the department to explore insights into the effectiveness of ELSEC delivery at a local level.

What assessment she has made of the potential merits of making play-based learning and continuous provision statutory in England's Key Stage 1 Curriculum.

The Curriculum and Assessment Review considered the extent to which the curriculum and the assessment system in England is fit for purpose and meeting the needs of children and young people. The government’s response set out key reforms to the national curriculum that we will be taking forward. The purpose of the national curriculum is to outline what must be taught in schools rather than how.There are no plans to legislate to make play and continuous provision statutory in the key stage 1 curriculum. However, we will continue to back educators to apply their professional judgment and creativity to meet the needs of their pupils, meaning children will be able to benefit from play-based learning throughout their primary education where appropriate.

What steps she is taking to help ensure continuity of (a) assessments and (b) support across local authorities for children of service personnel with special educational needs and disabilities when families relocate.

All those with statutory responsibilities towards children of service personnel with special education needs and disability (SEND), should ensure that the impact of their policies, administrative processes and patterns of provision do not disadvantage such children when families relocate.Statutory guidance is clear that when a child moves home across local authority boundaries, the education, health and care plan must be transferred from the ‘old’ local authority to the ‘new’ local authority on the day of the move or within 15 working days from when the old local authority first becomes aware of the move. Upon receiving the plan, the new local authority must arrange the special educational provision set out in it, although a child may have to be placed in a school other than the one named on the plan if the distance of the move makes it impractical to send the child to the named school.

What steps she is taking to support young carers in school in Eastleigh constituency.

Statutory guidance ‘Keeping children safe in education’ states that all school staff should be alert to the potential need for early help for young carers and requires designated safeguarding leads to be trained to understand and respond to their needs. These expectations apply to all schools ensuring young carers, including those in Eastleigh, are supported to thrive in education. The department is using school census data to shine a light on the educational disadvantage faced by young carers and published data on their attainment at key stages 2 and 4 for the first time last autumn. This increased visibility will ensure they receive tailored support and do not miss out on vital educational opportunities. Further, Ofsted’s new education inspection framework places a direct focus on their inclusion, safeguarding and personal development, with explicit reference to young carers. This will drive stronger practice, identification and support for young carers in Eastleigh and nationally.

What steps she is taking to help ensure young people from all backgrounds can pursue a career in STEM.

Following the Curriculum and Assessment review, our new national curriculum and GCSEs will have improved coherence, specificity, sequencing, and will be grounded in the most important knowledge and disciplinary skills.We will take forward many subject-specific Review recommendations for science, technology, engineering and mathematics (STEM), including working with schools to support them in developing a triple science offer for all pupils, ahead of introducing a statutory entitlement. We will build on support for early years and year 7 maths teaching, including through Maths Hubs programmes.Through the Careers and Enterprise Company, the department funds high quality resources to embed STEM insights into the curriculum and match over 3,500 business volunteers, including 1,400 from STEM backgrounds, with schools and colleges to provide strategic support to develop their careers programme.These measures will ensure that every child leaves school having mastered the subjects they have been taught and is able to pursue a career in their chosen field.

What steps she is taking to support families of disadvantaged pupils with the cost of school trips.

It is for schools to decide whether to offer school trips to their pupils. Schools receive pupil premium funding to improve educational outcomes for disadvantaged pupils, which may be used to support extracurricular activities, including school trips.Schools must comply with the law on charging for school activities, which prohibits charging for education provided during school hours. This means they may not make compulsory charges for a trip which takes place during school hours but they may ask parents for voluntary contributions towards the cost of the trip.

What discussions she has had with the Chancellor of the Exchequer on the potential merits of increasing the 3- and 4-year-old childcare funded hours rate.

The department will provide over £9.5 billion for the early years entitlements in 2026/27. This will fund a full year of the expanded entitlements and an above inflation increase to funding rates. This increase ensures funding for the entitlements reflects forecasts of average earnings and inflation next year, and the national living wage announced at the Autumn Budget. On average, nationally, we are increasing the 3- and 4-year-old hourly funding rate by 4.95%. Since the introduction of the Early Years National Funding Formula in 2017, the national average funding rate to local authorities for 2-year-olds has been higher than that for 3-4-year-olds. We know, from listening to the sector and from our own regular research, that the cost of delivery is highest for younger children due to tighter staffing ratios and, consequently, higher staff costs, as staffing makes up the most significant proportion of provider costs. Our funding rates are set to reflect this.

What steps she is taking to improve (a) universal, (b) targeted and (c) specialist speech, language and communication support for children in schools.

The department is working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with special educational needs and disabilities. This includes extending the Early Language Support for Every Child programme, trialling new ways of working to better identify and support children with speech, language and communication needs in early years settings and primary schools. We are also continuing to grow the pipeline. In addition to the undergraduate degree route, speech and language therapists can also train via a degree apprenticeship. This route is now in its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.

When her Department expects all eligible retired members of the Teachers’ Pension Scheme to receive their McCloud remedy payments; and what steps she is taking to expedite payments to retired teachers impacted by the McCloud pension remedy.

Capita, as administrator of the teachers’ pension scheme, is processing Remediable Service Statements (RSSs) for retired members affected by the McCloud remedy as quickly as possible. As of 15 October 2025, 69,798 RSSs have been issued to retired members.Payments are made as soon as possible following the return of completed RSSs. To speed up delivery, the department is working with Capita to increase staffing, automate processes, improve IT systems, and prioritise complex cases. Members will continue receiving their original pension until remedy choices are implemented, and any backdated payments will include interest to ensure no financial disadvantage.This is a high priority for the department and we are committed to resolving this with Capita and ensuring retired members receive their RSSs as quickly as possible.

Whether she has made a recent assessment of the potential merits of introducing a GCSE in digital creativity.

To help break down barriers to opportunity, this government will deliver a curriculum which is rich and broad, inclusive and innovative, and ensures that all young people get the opportunity to learn digital and creative skills as part of their education, with digital skills becoming increasingly important to the economy and our growth mission.To meet this ambition, the government commissioned the independent Curriculum and Assessment Review to advise on how to refresh the curriculum to ensure that young people leave compulsory education with the knowledge, skills and attributes they need to thrive, including digital skills. The Review is also looking at whether the current assessment system for young people aged 5 to 19, including qualification pathways, can be improved, while protecting the important role of examinations.The Review’s final report and recommendations will be published in the autumn, at which point the government will respond.

Whether she plans to issue updated guidance to schools on the inclusion of (a) authors and (b) perspectives from diverse backgrounds on reading lists.

The national curriculum for English aims to ensure an appreciation of our rich and varied literary heritage. It emphasises the importance of listening to, discussing and reading a wide range of stories, poems, plays and non-fiction. While the curriculum does not prescribe specific reading lists, it outlines broad categories for text selection. Teachers have flexibility in their choice of books to teach within the context of the curriculum.The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The Review wants to ensure an excellent foundation in the core subjects of reading, writing and mathematics, and a rich, broad, inclusive and innovative curriculum that readies young people for life and work, and reflects the diversity of our society. The Review’s final report and recommendations will be published in the autumn, at which point the government will respond.

Whether she plans to reintroduce three-year grant settlements for schools participating in the music and dance scheme.

The government fully supports the arts and the development of a skills pipeline into the creative industries.The department is providing £36.5 million for the Music and Dance Scheme this academic year.Any introduction of multi-year funding agreements will be considered in due course.