Written questions by Duncan-Jordan.

Whether she had discussions with the Secretary of State for Work and Pensions prior to its decision to withdraw funding for non-specialist spelling and grammar software for university students receiving the Disabled Students' Allowance.

This change is entirely within the remit of the department. My right hon. Friends. the Secretary of State for Education and the Secretary of State for Work and Pensions therefore did not meet to discuss this matter prior to the decision being made. The department has made the decision to remove non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding on the grounds that there are now free-to-access versions available with the required functionality to meet students’ disability-related support needs. It is therefore not an effective use of public money to continue to fund this type of software through DSA.

What assessment she has made of the potential impact of the removal of funding for non-specialist spelling and grammar software, on university students in receipt of the Disabled Students' Allowance.

I refer the hon. Member for Yeovil to the answer of 9 September 2025 to Question 71715.

What assessment she has been made of the potential impact of the recent increase in National Insurance on the provision of home to school transport for children with SEND.

I refer the hon. Member for Poole to the answer of 29 January 2025 to Question 26397.

What assessment her Department has made of the adequacy of provision of home to school transport for children with SEND.

I refer the hon. Member for Poole to the answer of 20 October 2025 to Question 80605.

What estimate she has made of the number contracts of home to school transport for children with SEND that have been handed back to local authorities since April 2025.

Local authorities are responsible for arranging home to school travel for eligible children. They deliver their duty through a mix of in-house services, passes for free travel on public transport and contracts with private transport operators. Such contracts are a matter for the council and the operator, but we encourage councils to have robust arrangements in place.

If she will consider adding bicycle training onto the national curriculum.

Schools are best placed and have the flexibility to decide on the activities they provide to deliver a rounded and enriching education to suit their pupils’ needs. This includes cycling training programmes such as Bikeability. Physical education is a foundation subject in the national curriculum and compulsory at all four key stages.The department welcomes the opportunity for continued collaboration with Bikeability to create sustainable improvements in physical activity for young people. For example, through active travel and promoting the overall wellbeing benefits of physical activity, including through cycling.

If she will make a statement on how the decision to cut funding for Assistive Technologies within the Disabled Students’ Allowance was made.

The department made the decision to remove non-specialist spelling and grammar (SPAG) software from the Disabled Students’ Allowance (DSA) funding on the grounds that there are now free-to-access versions available with the required functionality to meet students’ disability-related support needs. It is therefore not an effective use of public money to continue to fund this type of software through DSA.The department conducted a detailed review of the SPAG functionality available in computer operating systems, free software products and paid-for software products. This review concluded that the SPAG functionality available in products that students can access for free was like that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.The department engaged with disability experts to gather their feedback. An Equality Impact Assessment was also conducted, which identified that there is a risk that this decision may have a negative impact on some disabled students who might prefer paid-for SPAG software. However, this impact will be mitigated by the availability of free versions that provide equivalent functionality for the types of support that are in scope of DSA. DSA will still fund SPAG software in exceptional circumstances where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic SPAG software agreed in a student’s needs assessment report will continue to be funded.While the SPAG software change took effect from March 2025 for new students, including those starting courses in September 2025, the department does not generally expect that these students will be negatively impacted by the changes as they will be able to access free versions with the required functionality to meet their disability-related needs.

If she will take steps to ensure that the decision to cut funding for Assistive Technologies within the Disabled Students’ Allowance will not affect students starting university in September.

The department made the decision to remove non-specialist spelling and grammar (SPAG) software from the Disabled Students’ Allowance (DSA) funding on the grounds that there are now free-to-access versions available with the required functionality to meet students’ disability-related support needs. It is therefore not an effective use of public money to continue to fund this type of software through DSA.The department conducted a detailed review of the SPAG functionality available in computer operating systems, free software products and paid-for software products. This review concluded that the SPAG functionality available in products that students can access for free was like that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.The department engaged with disability experts to gather their feedback. An Equality Impact Assessment was also conducted, which identified that there is a risk that this decision may have a negative impact on some disabled students who might prefer paid-for SPAG software. However, this impact will be mitigated by the availability of free versions that provide equivalent functionality for the types of support that are in scope of DSA. DSA will still fund SPAG software in exceptional circumstances where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic SPAG software agreed in a student’s needs assessment report will continue to be funded.While the SPAG software change took effect from March 2025 for new students, including those starting courses in September 2025, the department does not generally expect that these students will be negatively impacted by the changes as they will be able to access free versions with the required functionality to meet their disability-related needs.

Whether she has made an assessment of the potential merits of introducing dog bite prevention to the school curriculum.

Dog bite prevention is not taught within the statutory curriculum at present. Schools have the flexibility to include it within their local curriculum if they wish, for example in relationships, sex and health education or citizenship.

What assessment she has made of the potential merits of the recommendations made in the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.

The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.

When she plans to respond to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.

The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.

With reference to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025, whether she plans to accept that report's recommendations.

The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.

Whether she plans to publish a formal response to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.

The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.

Whether she has made an assessment of the potential impact of job losses at (a) Bournemouth University and (b) the wider higher education sector on the (i) quality of education and (ii) range of courses available to (A) existing and (B) future students.

The department recognises that some higher education (HE) providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Ultimately the sector is independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for students, staff and the country.The government provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students in HE. This includes funding to support teaching of expensive-to-deliver subjects such as science and engineering, access and participation of students from under-represented groups, and world-leading specialist providers.  The total SPG for the 2025/26 financial year will be £1.348 million in recurrent programme grant and £84 million for capital to support teaching and learning.

What assessment she has made of the potential merits of evidence-based parenting programmes in supporting families in poverty.

Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals. The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:£36.5 million for bespoke perinatal mental health and parent-infant relationship support.£10.7 million to help parents create rich home learning environments to support early childhood development.£20 million to enhance parenting support for expectant parents and those with babies aged 0 to 2. All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development. These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development. Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028. Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.

Whether she has had discussions with the Secretary of State for Health and Social Care on the potential merits of evidence-based parenting programmes as part of the Plan for Change.

Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals. The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:£36.5 million for bespoke perinatal mental health and parent-infant relationship support.£10.7 million to help parents create rich home learning environments to support early childhood development.£20 million to enhance parenting support for expectant parents and those with babies aged 0 to 2. All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development. These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development. Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028. Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.

What assessment she has made on the effectiveness of (a) Triple P, (b) Incredible Years and (c) other evidence-based parenting programmes to help ensure that 75% of five year-olds reach a good level of development in the Early Years Foundation Stage assessment.

Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals. The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:£36.5 million for bespoke perinatal mental health and parent-infant relationship support.£10.7 million to help parents create rich home learning environments to support early childhood development.£20 million to enhance parenting support for expectant parents and those with babies aged 0 to 2. All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development. These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development. Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028. Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.

Whether she has made an assessment of the potential merits of a national digital rollout of evidence-based parenting programmes similar to Australia.

Giving children the best start in life is the foundation of the government’s mission to break down barriers to opportunity. That is why we have set the milestone of a record proportion of children starting school ready to learn in the classroom. Developmental areas include language, mathematics and literacy, and personal, social and emotional development. Accessible and integrated baby and early childhood services are required to build the foundations for future success in meeting these development goals. The Department for Education and the Department for Health and Social Care are delivering critical elements of the government’s Plan for Change. This includes the announcement of £126 million of funding to continue delivery of the Family Hubs and Start for Life programme, a joint programme between both departments. This investment included:£36.5 million for bespoke perinatal mental health and parent-infant relationship support.£10.7 million to help parents create rich home learning environments to support early childhood development.£20 million to enhance parenting support for expectant parents and those with babies aged 0 to 2. All types of evidence-based parenting programmes are being considered, including in-person and digital. This is because of the importance of parent-child relationships during this critical period of development. 75 of the most disadvantaged local authorities in England currently receive funding from the department to deliver support to parents as part of the Family Hubs and Start for Life programme. Evidence shows that high-quality parenting programmes alongside wider integrated support for parents can improve child and parent outcomes across different areas of development. These 75 local authorities are expected to provide evidence-based interventions to parents. Evidence-based interventions are a key approach to improving consistency and quality of parenting support services. They include increasing practitioners’ knowledge of scientifically proven theories of change and providing them with effective methods for engaging vulnerable families – including those experiencing poverty. This allows local authorities to reach the most disadvantaged families through universal and targeted support, and to address early challenges during this critical period of development. Local authorities must use the Early Intervention Foundation guidebook, or similar, to select programmes that are strongly evidence-based and best suit their local needs and circumstances. Evidence-based programmes included in the guidebook include Triple P and Incredible Years. From the rigorous assessment that is required for programmes to be included in the guidebook, we know that these programmes have a demonstrated impact on outcomes. These include language and mathematics skills, as well as personal, social and emotional development outcomes, like self-regulation and building relationships, all of which are critical to meeting the milestone for good levels of development by 2028. Over the next spending review period, the department will continue to work with local authorities, its voluntary community sector partners and other ‘what works’ bodies. This enables us to test and learn the best ways to provide parents with support and access to evidence-based parenting programmes.

What assessment he has made of the implications for his Department’s policies of the report entitled Missing Chapter by Parentkind, published in March 2025.

Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.

Whether reducing the cost of school will be considered as part of the Child Poverty Strategy.

Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.