Written questions by Perteghella.

If she will make an assessment of the potential merits of publishing simplified guidance for (a) parents and (b) schools on how requests for (i) deferred entry and (ii) out-of-cohort progression are handled.

The department keeps its guidance for schools and parents about requests for summer born children to be admitted out of their normal age group under review and updates it as required.The guidance for schools is available here: https://www.gov.uk/government/publications/summer-born-children-advice-for-admission-authorities(opens in a new tab).The guidance for parents is available here: https://www.gov.uk/government/publications/summer-born-children-school-admission(opens in a new tab).The guidance is clear that it is rarely in a child’s best interests to miss a year of their education by being admitted to primary school in year 1 rather than reception, or to secondary school in year 8 rather than year 7. Therefore, if a parent requests their summer born child start their reception year aged 5, it should be rare for such a request to be refused.The department conducts regular surveys of local authorities and parents to keep this issue under review. These show that only a small proportion of parents of summer born children request that they are admitted out of their normal age group, and the vast majority of such requests are agreed. The findings can be found here: https://www.gov.uk/government/collections/summer-born-children-research-and-guidance(opens in a new tab).

What recent discussions she has had with (a) local authorities and (b) academy trusts on ensuring a consistent national approach to the admission of summer-born children.

The department keeps its guidance for schools and parents about requests for summer born children to be admitted out of their normal age group under review and updates it as required.The guidance for schools is available here: https://www.gov.uk/government/publications/summer-born-children-advice-for-admission-authorities(opens in a new tab).The guidance for parents is available here: https://www.gov.uk/government/publications/summer-born-children-school-admission(opens in a new tab).The guidance is clear that it is rarely in a child’s best interests to miss a year of their education by being admitted to primary school in year 1 rather than reception, or to secondary school in year 8 rather than year 7. Therefore, if a parent requests their summer born child start their reception year aged 5, it should be rare for such a request to be refused.The department conducts regular surveys of local authorities and parents to keep this issue under review. These show that only a small proportion of parents of summer born children request that they are admitted out of their normal age group, and the vast majority of such requests are agreed. The findings can be found here: https://www.gov.uk/government/collections/summer-born-children-research-and-guidance(opens in a new tab).

How many students were entered into English GCSE exams at the age of (a) 16 and under and (b) post-16 in (i) 2018, (ii) 2019, (iii) 2020, (iv) 2021, (v) 2022, (vi) 2023, (vii) 2024 and (viii) 2025.

The department publishes the number of pupils at the end of key stage 4 who entered GCSE English from the 2017/18 to 2023/24 academic year.The department also publishes the number of students at the end of 16 to 18 study who entered for GCSE English from the 2019/20 to 2023/24 academic year. This data is not published for 2017/18 or 2018/19. The data for these two years can be found in the attached document.Data relating to 2024/25 will be published in October 2025 for pupils at the end of key stage 4, and November 2025 for students at the end of 16 to 18 study.The data relating to pupils at the end of key stage 4 can be found here:2017/18: https://www.gov.uk/government/statistics/key-stage-4-and-multi-academy-trust-performance-2018-revised.2018/19: https://www.gov.uk/government/statistics/key-stage-4-performance-2019-revised.2019/20: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2019-20.2020/21: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2020-21.2021/22: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2021-22.2022/23: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2022-23.2023/24: https://explore-education-statistics.service.gov.uk/find-statistics/key-stage-4-performance/2023-24.This data becomes available in October or November of each year.The data relating to students at the end of 16 to 18 study can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/a-level-and-other-16-to-18-results/2023-24. GCSE English entries comprise entries to GCSE English Language, English Literature, and English Language and Literature.

What steps she is taking to expand the (a) teaching and (b) learning of financial education in primary schools in (i) Warwickshire and (ii) England.

I refer the hon. Member for Stratford-on-Avon to the answer of 09 April 2025 to Question 43513.

Whether the Curriculum and Assessment Review will include personal financial literacy from Key Stage 1-3.

I refer the hon. Member for Stratford-on-Avon to the answer of 09 April 2025 to Question 43513.

Whether she plans to introduce a requirement for all councillors to complete corporate parenting training covering (a) safeguarding, (b) duties under the Children and Social Work Act 2017 and (c) the responsibilities of being a corporate parent as part of induction and ongoing development.

Guidance on the implementation of corporate parenting duties was published in February 2018 and can be accessed at: https://assets.publishing.service.gov.uk/media/5a93eb3ae5274a5b87c2fde4/Applying_corporate_parenting_principles_to_looked-after_children_and_care_leavers.pdf.The guidance recognises the important role that elected members play in promoting and supporting the implementation of corporate parenting within their local authority but does not mandate formal training.There are a wide range of corporate parenting training and resources readily available for elected members on the Local Government Association website and, as such, we have no plans to introduce a mandatory requirement. These resources can be found at: https://www.local.gov.uk/childrens-improvement-support-members.

What steps she is taking to (a) reform e-lending rules and (b) enable digital interlibrary loans for university libraries.

Universities are autonomous institutions and therefore operate independently from government. As such, the responsibility for enabling digital interlibrary loans for university libraries rests with the individual institutions themselves. It is within their purview to develop and implement policies that best meet the needs of their students and faculty. The government supports the autonomy of these institutions and encourages them to collaborate and innovate in the provision of digital resources and services.

What support her Department is providing to rural primary schools to provide breakfast club provision under the early adopter scheme.

I refer the hon. Member for Stratford-on-Avon to the answer of 03 June 2025 to Question 53170.

What steps she is taking to help support the retraining of existing science teachers to teach physics in schools without specialist provision.

High-quality teaching is the in-school factor that has the biggest positive impact on a child or young person’s outcome in school and college. This government has inherited a system with critical shortages of teachers, especially in physics. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament.Our Plan for Change is starting to deliver, with the 2024 school workforce census showing that secondary and special school teacher numbers increased by 2,346 compared to the 2023 census. This is in addition to 2,000 more prospective teachers undertaking initial teacher training this year compared to last as this government is getting on and delivering the teachers our children need.To deliver on the pledge, the department has so far invested around £700 million across schools and further education (FE), including £233 million for initial teacher training financial incentives, which provides a £29,000 tax-free bursary and £31,000 scholarship to physics trainees, increased targeted retention incentives worth up to £6,000 per year for early career physics teachers and developed resources to improve teachers’ workload and wellbeing.In addition, the department announced a 4% pay award for teachers in maintained schools from September 2025. This builds on the 5.5% pay award for 2024/25, resulting in a nearly 10% pay award since this government came to power, and ensure teaching is once again a valued and attractive profession.The department also provides significant support to trainees and teachers without the relevant qualifications to become physics teachers. This includes funded Subject Knowledge Enhancement courses and the Subject Knowledge for Physics Teaching (SKPT) programme to support non-specialist teachers of physics to enhance their subject knowledge.We know high-quality physics teaching is important to support post-16 physics study. In addition to the targeted retention payment received by sixth-form physics teachers in schools, nearly 100 more physics teachers across FE colleges and 16-19-only schools have received a payment of up to £6,000 this year to keep more physics teachers in post-16 education.

What assessment she has made of the adequacy of steps taken to (a) recruit and (b) retain specialist physics teachers in state schools.

High-quality teaching is the in-school factor that has the biggest positive impact on a child or young person’s outcome in school and college. This government has inherited a system with critical shortages of teachers, especially in physics. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament.Our Plan for Change is starting to deliver, with the 2024 school workforce census showing that secondary and special school teacher numbers increased by 2,346 compared to the 2023 census. This is in addition to 2,000 more prospective teachers undertaking initial teacher training this year compared to last as this government is getting on and delivering the teachers our children need.To deliver on the pledge, the department has so far invested around £700 million across schools and further education (FE), including £233 million for initial teacher training financial incentives, which provides a £29,000 tax-free bursary and £31,000 scholarship to physics trainees, increased targeted retention incentives worth up to £6,000 per year for early career physics teachers and developed resources to improve teachers’ workload and wellbeing.In addition, the department announced a 4% pay award for teachers in maintained schools from September 2025. This builds on the 5.5% pay award for 2024/25, resulting in a nearly 10% pay award since this government came to power, and ensure teaching is once again a valued and attractive profession.The department also provides significant support to trainees and teachers without the relevant qualifications to become physics teachers. This includes funded Subject Knowledge Enhancement courses and the Subject Knowledge for Physics Teaching (SKPT) programme to support non-specialist teachers of physics to enhance their subject knowledge.We know high-quality physics teaching is important to support post-16 physics study. In addition to the targeted retention payment received by sixth-form physics teachers in schools, nearly 100 more physics teachers across FE colleges and 16-19-only schools have received a payment of up to £6,000 this year to keep more physics teachers in post-16 education.

If she will make an assessment of the potential impact of the number of physics teachers on post-16 physics uptake in schools in disadvantaged areas.

High-quality teaching is the in-school factor that has the biggest positive impact on a child or young person’s outcome in school and college. This government has inherited a system with critical shortages of teachers, especially in physics. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees. This is why the government’s Plan for Change has committed to recruiting an additional 6,500 new expert teachers in secondary and special schools, and in our colleges, over the course of this Parliament.Our Plan for Change is starting to deliver, with the 2024 school workforce census showing that secondary and special school teacher numbers increased by 2,346 compared to the 2023 census. This is in addition to 2,000 more prospective teachers undertaking initial teacher training this year compared to last as this government is getting on and delivering the teachers our children need.To deliver on the pledge, the department has so far invested around £700 million across schools and further education (FE), including £233 million for initial teacher training financial incentives, which provides a £29,000 tax-free bursary and £31,000 scholarship to physics trainees, increased targeted retention incentives worth up to £6,000 per year for early career physics teachers and developed resources to improve teachers’ workload and wellbeing.In addition, the department announced a 4% pay award for teachers in maintained schools from September 2025. This builds on the 5.5% pay award for 2024/25, resulting in a nearly 10% pay award since this government came to power, and ensure teaching is once again a valued and attractive profession.The department also provides significant support to trainees and teachers without the relevant qualifications to become physics teachers. This includes funded Subject Knowledge Enhancement courses and the Subject Knowledge for Physics Teaching (SKPT) programme to support non-specialist teachers of physics to enhance their subject knowledge.We know high-quality physics teaching is important to support post-16 physics study. In addition to the targeted retention payment received by sixth-form physics teachers in schools, nearly 100 more physics teachers across FE colleges and 16-19-only schools have received a payment of up to £6,000 this year to keep more physics teachers in post-16 education.

What proportion of (a) history, (b) geography, (c) religious education and (d) English secondary school teachers who began initial teacher training in the 2019–20 academic year and remained in the teaching profession in each of the academic years (i) 2020–21, (ii) 2021–22, (iii) 2022–23 and (iv) 2023–24 had undertaken a subject knowledge enhancement course as a condition of entry to their initial teacher training.

The department publishes statistics on the proportion of initial teacher training (ITT) trainees with course outcomes each academic year who go on to be employed in the state-funded sector in England within 16 months of the end of the academic year. However, information on the retention in the workforce of individuals completing subject knowledge enhancement courses and ITT in the specified subjects is not readily available.The department has provided a breakdown of the proportion of ITT trainees with course outcomes in academic year 2019/20 who went on to be employed in the state-funded sector in England within 16 months of the end of the academic year. Proportion teaching in a state-funded school within 16 months of the end of the academic year (%)English75Geography71History68Religious Education77 Further information on ITT performance profiles can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-performance-profiles/2022-23.

What proportion of (a) history, (b) geography, (c) religious education and (d) English secondary school teachers who began initial teacher training in the 2019–20 academic year remained in the teaching profession in each of the academic years (i) 2020–21, (ii) 2021–22, (iii) 2022–23 and (iv) 2023–24.

The department publishes statistics on the proportion of initial teacher training (ITT) trainees with course outcomes each academic year who go on to be employed in the state-funded sector in England within 16 months of the end of the academic year. However, information on the retention in the workforce of individuals completing subject knowledge enhancement courses and ITT in the specified subjects is not readily available.The department has provided a breakdown of the proportion of ITT trainees with course outcomes in academic year 2019/20 who went on to be employed in the state-funded sector in England within 16 months of the end of the academic year. Proportion teaching in a state-funded school within 16 months of the end of the academic year (%)English75Geography71History68Religious Education77 Further information on ITT performance profiles can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-performance-profiles/2022-23.

What steps her Department is taking to help ensure that supply teachers are provided with up-to-date information on (a) pupils with (i) special educational needs and (ii) disabilities, and (b) behaviour management procedures.

Supply teachers perform a valuable role and the department is grateful for their important contribution to schools across the country.A supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the ‘school teachers’ pay and conditions document’. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.Schools and local authorities are currently responsible for the recruitment and deployment of their supply teachers. School leaders should ensure supply teachers are equipped with the necessary access and information to carry out their role effectively.There is an established robust safeguarding framework in place in the form of ‘keeping children safe in education’ (KCSIE), which is the statutory safeguarding guidance that all schools and colleges must have regard to when safeguarding and promoting the welfare of children. Part 1 of this guidance should be read by all staff who work directly with children and sets out the different types of abuse and harm, and supports all staff to know what signs to look out for, including how to respond to any concerns about a child.The statutory ‘special educational needs and disability code of practice’ states that all teachers and support staff who work with the pupils with special educational needs should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff (including supply staff) and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the head teacher.

If she will make an assessment of the potential merits of including supply teachers in any forthcoming workforce strategy for (a) teacher recruitment and (b) teacher retention.

High quality teaching is the in school factor that has the biggest positive impact on children’s outcomes. Ensuring a high quality teaching workforce is therefore critical to the government’s mission to break down barriers to opportunity and boost life chances for every child. This is why the department will recruit 6,500 new expert teachers across secondary and special schools and colleges, get more teachers into shortage subjects, support areas that face recruitment challenges and tackle retention issues.Supply teachers make an important contribution to the smooth running of schools by filling posts on a temporary basis and covering teacher absences.School autonomy is vital to the health of our education system. Headteachers are ultimately responsible for employment in their schools, as they are best placed to understand the specific needs of their pupils and make staffing decisions accordingly.The department is determined to improve the attractiveness of the teaching profession so that existing teachers want to remain in it, former teachers want to return to it, and new graduates and career changers wish to join.We continue to incentivise teacher recruitment through increasing teacher trainee bursaries to £233 million in 2025/26, with a focus on shortage subjects, and doubling retention payments from this year. A successful recruitment strategy starts with a strong retention strategy, and we are doing more to improve wellbeing and reduce workload, including actively promoting flexible working such as allowing planning, preparation and assessment time to be taken from home.

Whether she has made an assessment of the adequacy of the (a) pay and (b) conditions for supply teachers relative to permanent teaching staff.

Supply teachers perform a valuable role and the department is grateful for their important contribution to schools across the country.A supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the ‘school teachers’ pay and conditions document’. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.Schools and local authorities are currently responsible for the recruitment and deployment of their supply teachers. School leaders should ensure supply teachers are equipped with the necessary access and information to carry out their role effectively.There is an established robust safeguarding framework in place in the form of ‘keeping children safe in education’ (KCSIE), which is the statutory safeguarding guidance that all schools and colleges must have regard to when safeguarding and promoting the welfare of children. Part 1 of this guidance should be read by all staff who work directly with children and sets out the different types of abuse and harm, and supports all staff to know what signs to look out for, including how to respond to any concerns about a child.The statutory ‘special educational needs and disability code of practice’ states that all teachers and support staff who work with the pupils with special educational needs should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff (including supply staff) and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the head teacher.

What steps her Department is taking to help ensure that supply teachers are provided with (a) appropriate access to staff facilities, (b) induction information on school policies, and (c) safeguarding procedures.

Supply teachers perform a valuable role and the department is grateful for their important contribution to schools across the country.A supply teacher’s pay and working conditions will depend on who employs them. Supply teachers employed directly by a state maintained school or local authority must be paid in accordance with the statutory arrangements for teachers laid down in the ‘school teachers’ pay and conditions document’. If a supply teacher is employed by a private agency or non-maintained school, the employer can set the rate of pay and conditions of employment.Schools and local authorities are currently responsible for the recruitment and deployment of their supply teachers. School leaders should ensure supply teachers are equipped with the necessary access and information to carry out their role effectively.There is an established robust safeguarding framework in place in the form of ‘keeping children safe in education’ (KCSIE), which is the statutory safeguarding guidance that all schools and colleges must have regard to when safeguarding and promoting the welfare of children. Part 1 of this guidance should be read by all staff who work directly with children and sets out the different types of abuse and harm, and supports all staff to know what signs to look out for, including how to respond to any concerns about a child.The statutory ‘special educational needs and disability code of practice’ states that all teachers and support staff who work with the pupils with special educational needs should be made aware of their needs, the outcomes sought, the support provided and any teaching strategies or approaches that are required. This should also be recorded on the school’s information system.All schools are required to have a behaviour policy that outlines effective strategies to promote good behaviour and specifies the sanctions for misbehaviour. This policy must be communicated to all pupils, school staff (including supply staff) and parents to ensure everyone is aware of the high standards of behaviour expected. The behaviour policy should also reflect the school's culture and be supported by all staff and senior leaders, including the head teacher.

If she will make it her policy to mandate (a) allergy safety training, (b) the provision of spare epipens and (c) other allergy safety measures in schools.

Section 100 of the Children and Families Act 2014 places a duty on maintained schools, academies and pupil referral units to make arrangements for supporting pupils with medical conditions. The accompanying statutory guidance makes clear to schools what is expected of them in taking reasonable steps to fulfil their legal obligations and to meet the individual needs of pupils with medical conditions, including allergies.In 2017 the Department of Health published non-statutory guidance confirming that schools are able to purchase spare adrenaline auto injectors (AAIs) from a pharmacy, without a prescription and for use in an emergency situation. This guidance is kept under review and gives clear advice to schools on the recognition and management of an allergic reaction and anaphylaxis, and outlines when and how an AAI should be administered for pupils in schools.

Pursuant to the Answer of 31 March 2025 to Question 40830 on Dyslexia: Screening, whether her Department has considered international (a) evidence and (b) best practice in the support of pupils with specific learning difficulties.

The department is committed to improving support for all children and young people with special educational needs and disabilities, including those with specific learning difficulties. As part of this, the department is considering both international evidence and best practice in its policymaking on special educational needs, with a focus on strengthening the evidence base on what works to identify and support needs in mainstream settings, including for specific learning difficulties.The department has commissioned evidence reviews from University College London, which will highlight what the best available evidence suggests are the most effective tools, strategies and approaches for teachers and other relevant staff in mainstream settings to identify and support children and young people (age 0 to 25) with different types of needs.

Pursuant to the Answer of 31 March 2025 to Question 40830 on Dyslexia: Screening, how she plans to use the £1 billion provided for high needs budgets in the 2025-26 financial year.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.We are providing a £1 billion increase to high needs funding to help meet the increase in costs local authorities will face this year, as they in turn provide support to schools and colleges, and ultimately to children and young people with SEND. Schools decide how to spend their budgets to meet their legal duties and other responsibilities, including support for their pupils with SEND, including those with dyslexia.High needs funding in England will total over £12 billion in the 2025/26 financial year. Of that total, Warwickshire County Council is being allocated over £104 million through the high needs funding block of the dedicated schools grant (DSG), an increase of £6.9 million on their 2024/25 DSG high needs block, calculated using the high needs national funding formula.