Written questions by Wilson.

Whether her Department has produced an impact assessment for the recently announced changes to grants available under the Adoption and Special Guardianship Support Fund.

The new criteria for the adoption and special guardianship support fund will enable as many children and families as possible to access the available funding. The department always assesses the impact of changes on vulnerable children. This includes reviewing the equalities impact assessment.

What recent discussions she has had with Ofsted on (a) SEN information reports and (b) changes to the inspection framework for (i) schools and (ii) colleges.

Ministers and departmental officials have regular discussions with Ofsted on a wide range of matters, including special educational needs and the proposed reforms to the inspection of schools and colleges.

What assessment she has made of the adequacy of the accessibility of SEN information reports for parents and guardians who (a) have and (b) do not have SEND.

The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.

What data her Department holds on the readability of school SEN Information Reports.

The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.

Whether she has made a recent assessment of the potential merits of combining SEND policy and SEN information reports.

The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.

What guidance she has issued to support schools on writing accessible SEN information reports.

The ‘Special educational needs and disability (SEND) code of practice’, paragraph 6.81, states that schools should ensure that information reports are easily accessible by young people and parents, and are set out in clear, straightforward language. They should include information on the school’s special educational needs (SEN) policy and named contacts within the school for situations where young people or parents have concerns. They should also give details of the school’s contribution to the SEND local offer and make clear where that local offer is published.The department does not routinely collect data on the readability of information reports, but has reviewed examples of SEN information reports, and considered their accessibility for parents and guardians who have and/or do not have SEND.A school’s SEN policy provides the broader aims and values of the school’s approach to SEN, although there is no requirement to publish it as a separate document. The department will consider whether any changes are needed to the relevant duties in the context of future improvements to the SEND system.

When she plans to Answer Question 43980 on Schools: Concrete, tabled on 3 April 2025.

A response to Question 43980 was published on 23 April and can be found here: https://questions-statements.parliament.uk/written-questions/detail/2025-04-03/43980.

How much funding her Department has provided through the Adoption and Special Guardianship Support Fund in each years since 2015; and how many individual children have accessed support through the Fund in each year since 2015.

The information requested is available in the following table:Financial yearNumbers of individual children who have accessed support through the Fund Overall funding (£ million)2015/162876192016/17571223.932017/188797292018/1911531372019/2011823422020/211126145*2021/2213663462022/2314862472023/241633348 End of year data is not yet available for 2024/25 *In 2020/21, £8 million was repurposed for the adoption support fund COVID-19 scheme.

Pursuant to the Answer of 27 November 2024 to Question 15145 on Teachers: Workplace Pensions, what recent progress she has made on reducing the backlog of people waiting for cash equivalent transfer value details from teachers' pensions.

The scheme administrator has made significant progress to reduce the backlog of cash equivalent transfer value (CETV) figures that had built up whilst the necessary guidance was developed following the transitional protection legislation taking effect. CETVs that could be automated have been prioritised, alongside the most sensitive cases, to reduce the backlog from 3,062 at the end of October 2024 to 499 as of 4 April. The current outstanding figure includes recent applications. The scheme administrator is now working through the more complex cases for members who have not retired and have scheme flexibilities to take account of, which must be processed clerically as a result. Guidance to provide CETV calculations for members who have retired has recently been received and is being assessed by the scheme administrator. Where possible, the scheme administrator has issued Remediable Service Statements (RSS) to retired members, as once their RSS choice has been implemented, no further guidance is required. Addressing the remainder of the backlog remains a key priority for both the department and the scheme administrator, and all available resource continues to be used, including the use of ongoing overtime.

Pursuant to the Answer of 3 December 2024 to Question 16368 on Schools: Buildings, how many and what proportion of the schools with reinforced autoclaved aerated concrete had it permanently removed by 3 April 2025.

Where the presence of reinforced autoclaved aerated concrete (RAAC) has been confirmed, the government is funding the removal of RAAC from schools and colleges in England. The department has committed to resolving this problem as quickly as possible, permanently removing RAAC either through grant funding or the School Rebuilding Programme (SRP). Permanently removing RAAC may involve refurbishment of existing buildings or rebuilding affected buildings. All schools and colleges with confirmed RAAC are providing full time face-to-face education for all pupils and have suitable mitigations in place.For schools and colleges receiving grants, it is for responsible bodies to develop project plans that suit their individual circumstances, drawing on the department’s support as needed. The scope and cost of each project will vary depending on the extent of the issue and nature and design of the buildings. Grants are agreed with responsible bodies and we support them as they take this forward. The department is encouraging responsible bodies to plan their projects for completion as soon as realistically possible. Responsible bodies and settings might use time in school holidays for works to take place.As of 1 April 2025, 39 schools where works are being delivered by responsible bodies via grant funding have informed us they have permanently removed RAAC.

When she plans to publish updated Relationships and Sex Education guidance.

I refer the hon. Member for Twickenham to the answer of 6 February 2025 to Question 28134.

What assessment she has made of the potential merits of including misogyny and violence against women and girls in Relationships and Sex Education guidance.

The government has pledged to halve violence against women and girls (VAWG) in the next decade. Education has a crucial role to play in tackling harmful behaviour and helping children and young people to develop empathy, boundaries and respect for difference.Through compulsory relationships education, all pupils should already learn how to form positive and respectful relationships and develop an understanding of the concepts and laws around sexual harassment and sexual violence. The existing Relationships, Sex and Health Education (RSHE) statutory guidance emphasises that schools should be alive to issues such as everyday sexism, misogyny, homophobia and gender stereotypes, and take positive action to build a culture where these are not tolerated. It states that any occurrences should be identified and tackled. The guidance is clear that schools should provide pupils with the knowledge they need to recognise and report abuse, including emotional, physical and sexual abuse.​​The department is currently reviewing the statutory RSHE curriculum for primary and secondary pupils, and as part of this review we are looking at how to ensure that relationships education effectively equips pupils to form healthy and respectful relationships. We are analysing consultation responses, talking to stakeholders and considering relevant evidence to determine what curriculum changes might be needed to complement our wider actions to tackle misogyny and VAWG.

How many (a) nurseries, (b) primary schools, (c) secondary schools and (d) 16-18 colleges identified as containing asbestos and listed on the Schools Rebuilding Programme (i) were scheduled to be and (ii) were (A) complete and (B) in progress by 1 March 2025.

The government has committed £1.4 billion to continue the current School Rebuilding Programme (SRP) in 2025/26, reconfirming our commitment to rebuild or refurbish 518 schools and sixth-form colleges across England, prioritising delivery based on need.Asbestos management in schools and other buildings is regulated by the Health and Safety Executive (HSE). Responsible bodies are duty holders for asbestos management within school buildings and must follow requirements and standards set by the HSE. The department expects all local authorities, governing bodies, academy trusts and colleges to have robust plans in place to manage asbestos in school buildings effectively and in line with their legal duties, drawing on appropriate professional advice. The department follows the advice of the HSE that, provided asbestos-containing materials are in good condition and unlikely to be disturbed, it is generally safest to manage them in place, otherwise they should be removed.Just under half of schools in the SRP have started various stages of project delivery. Of those that have not yet commenced, the department plans to increase the number of school rebuilding projects starting delivery activity in the next financial year to 100.

How many (a) nurseries, (b) primary schools, (c) secondary schools and (d) 16-18 colleges identified as containing reinforced autoclaved aerated concrete and listed on the Schools Rebuilding Programme (i) were scheduled to be and (ii) were (A) complete and (B) in progress by 1 March 2025.

The department is committed to improving the condition of the school and college estate through the department’s annual funding for the School Rebuilding Programme (SRP) and by fixing the problem of reinforced autoclaved aerated concrete (RAAC). The government is funding the removal of RAAC from schools and colleges in England, permanently removing RAAC either through grant funding or the SRP. All schools and colleges confirmed to have RAAC are providing full-time, face-to-face education for all pupils and have suitable mitigations in place.For schools and colleges receiving grants to permanently remove RAAC, it is for responsible bodies to develop project plans that suit their individual circumstances, drawing on support from the department as needed. The department is encouraging responsible bodies to plan their projects for completion as soon as realistically possible, although settings will need sufficient time in school holidays for works to take place. The department is continuing to support responsible bodies as they take this forward.All schools in the SRP are prioritised for delivery according to the condition of their buildings, their readiness to proceed and the efficiency of delivery. This includes schools who will have RAAC permanently removed through the SRP. The department also takes into account the suitability and longevity of any temporary accommodation schools may have in place. Expected delivery timeframes have been communicated to all responsible bodies and specific start dates are communicated at least a month in advance of the project entering delivery. Once a school enters delivery, a project team carries out a feasibility study which determines the scope of the works. All schools with confirmed RAAC in SRP are progressing as planned.

How many (a) three and (b) four year olds were recorded as eligible for the additional 15 hours of free childcare in the academic year 2024-25; and how many were unable to take up those hours due to shortage of nursery places.

Information on 15 hours free childcare entitlements is published in the education provision: children under 5 years of age statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024. Data on the number of two-year-olds eligible for the 15 hours free childcare entitlement for working parents is expected to be published in July 2025. An estimated 154,957 disadvantaged 2-year-old were eligible for 15-hours of free childcare in January 2024. Based on analyses of data from various surveys, an estimated 427,000 three and four-year-olds were eligible for the 30-hour entitlement in January 2024. Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. Part B of the early education and childcare statutory guidance for local authorities highlights that local authorities are required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. No local authority is currently reporting a sufficiency concern. Where local authorities report sufficiency challenges, the department will discuss what action the local authority is taking to address those issues and where needed, we support the local authority with any specific requirements through our childcare sufficiency support contract.

How many two year olds were recorded as eligible for 15 hours of free childcare in the academic year 2024-25; and how many were unable to take up those hours due to shortage of nursery places.

Information on 15 hours free childcare entitlements is published in the education provision: children under 5 years of age statistical publication. The publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024. Data on the number of two-year-olds eligible for the 15 hours free childcare entitlement for working parents is expected to be published in July 2025. An estimated 154,957 disadvantaged 2-year-old were eligible for 15-hours of free childcare in January 2024. Based on analyses of data from various surveys, an estimated 427,000 three and four-year-olds were eligible for the 30-hour entitlement in January 2024. Under Section 6 of the Childcare Act 2006, local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. Part B of the early education and childcare statutory guidance for local authorities highlights that local authorities are required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. No local authority is currently reporting a sufficiency concern. Where local authorities report sufficiency challenges, the department will discuss what action the local authority is taking to address those issues and where needed, we support the local authority with any specific requirements through our childcare sufficiency support contract.

How many (a) primary state-funded schools, (b) secondary state-funded schools, (c) sixth-form colleges, (d) 16-18 state-funded vocational colleges and (e) state-funded nursery schools closed in the last 12 months (i) in total and (ii) by region.

Information on closures of state-funded schools, sixth form colleges, vocational colleges and nursery schools is available on the Get Information about Schools (GIAS) website, which can be found here: https://www.get-information-schools.service.gov.uk/Search?SelectedTab=Establishments.GIAS records a number of different reasons for closure, including closure as a result of amalgamation, closure where a school has been replaced by a successor institution (including academy conversions), as well as outright closure of provision.

How many (a) nurseries, (b) primary schools, (c) secondary schools and (d) 16-18 colleges listed on the Schools Rebuilding Programme (i) were scheduled to be and (ii) were (A) complete and (B) in progress by 1 March 2025.

The government has committed £1.4 billion to continue the current School Rebuilding Programme (SRP) in 2025/26, reconfirming our commitment to rebuild or refurbish 518 schools and sixth form colleges across England, prioritising delivery based on need. We have handed over 28 projects, refurbished or rebuilt, in the SRP. All schools within the programme are prioritised for delivery according to the condition of their buildings, readiness to proceed, and efficiency of delivery. Expected delivery timeframes have been communicated to all responsible bodies.Just under half of SRP projects have started various stages of delivery activity. In the next financial year, we plan to increase the number of existing school rebuilding projects on which we will start delivery to 100, from 50 in the 2023/24 financial year and 75 in the 2024/25 financial year, so work can start more quickly.

How her Department is measuring its progress on recruiting 6,500 new teachers; and whether this measurement will account for teachers that leave the profession over the remainder of the Parliament.

The factor in schools and colleges that makes the biggest difference to a young person’s educational outcomes is high-quality teaching. 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. However, this government inherited shortages of qualified teachers across the country as the number of teachers has not kept pace with demographic change. That is why the department is committed to recruiting an additional 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this Parliament.The department has already made good early progress towards this key pledge, including providing a 5.5% pay award for teachers and leaders in maintained schools, announcing a £233 million initial teacher training financial incentives package for the 2025/26 recruitment cycle, and confirming targeted retention incentives for shortage subjects worth up to £6,000 after tax.We have also taken steps to improve teachers’ workload and wellbeing, to support retention and help reestablish teaching as an attractive profession. This includes opportunities for greater flexible working, such as allowing planning, preparation and assessment time (PPA) to be undertaken remotely, and making key resources to support wellbeing, developed with school leaders, available to teachers​.​​​​Career changers make a valuable contribution to the teaching profession and the department remains committed to recruiting and supporting them into initial teacher training, including as part of our efforts to recruit an additional 6,500 new expert teachers. Our wider offer to all potential teachers, including career changers, supports them through their journey to apply for teacher training and during the critical early years of teaching. This includes the Get Into Teaching service which offers one-to-one support and advice to all candidates, including targeted support for career changers.We are working with the sector to develop our approach as part of the spending review.

What assessment she has made of the potential impact of career changers on meeting her target of recruiting 6,500 new teachers.

The factor in schools and colleges that makes the biggest difference to a young person’s educational outcomes is high-quality teaching. 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. However, this government inherited shortages of qualified teachers across the country as the number of teachers has not kept pace with demographic change. That is why the department is committed to recruiting an additional 6,500 new expert teachers across our schools, both mainstream and specialist, and our colleges over the course of this Parliament.The department has already made good early progress towards this key pledge, including providing a 5.5% pay award for teachers and leaders in maintained schools, announcing a £233 million initial teacher training financial incentives package for the 2025/26 recruitment cycle, and confirming targeted retention incentives for shortage subjects worth up to £6,000 after tax.We have also taken steps to improve teachers’ workload and wellbeing, to support retention and help reestablish teaching as an attractive profession. This includes opportunities for greater flexible working, such as allowing planning, preparation and assessment time (PPA) to be undertaken remotely, and making key resources to support wellbeing, developed with school leaders, available to teachers​.​​​​Career changers make a valuable contribution to the teaching profession and the department remains committed to recruiting and supporting them into initial teacher training, including as part of our efforts to recruit an additional 6,500 new expert teachers. Our wider offer to all potential teachers, including career changers, supports them through their journey to apply for teacher training and during the critical early years of teaching. This includes the Get Into Teaching service which offers one-to-one support and advice to all candidates, including targeted support for career changers.We are working with the sector to develop our approach as part of the spending review.