Written questions by Duncan-Jordan.

If she will take steps to help improve the level of toilet training among children starting school in September 2025.

The department does not hold this information but surveys of teachers such as the most recent ‘School Readiness Survey’ conducted by Kindred2, found that one in four children start reception not toilet trained. The early years foundation stage (EYFS) statutory framework sets the standards and requirements that all registered early years providers in England must meet to ensure that children have the knowledge and skills they need to start school. The EYFS framework includes seven educational programmes, which are high level curriculum summaries, under each statutory area of learning that must shape the early years curriculum. Personal, social and emotional development (PSED) is one of the three prime areas of learning in the EYFS. Children’s PSED is crucial for children to lead healthy and happy lives and is fundamental to their cognitive development. Through adult modelling and guidance, children are expected to learn how to look after their bodies and manage personal needs independently. The EYFS Profile statistics on teacher assessments of children’s development at the end of the academic year in which children turn five shows that, in 2023/24, 82.9% of children were at the expected level of development for the PSED area of learning, further information can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/early-years-foundation-stage-profile-results/2023-24. The department will continue to collaborate with the Department of Health and Social Care to consider what further steps can be taken to help improve the level of toilet training among children starting school.

If she will take steps to including a tiered assessment model within the education, health and care plan process.

For too long the education system has not met the needs of all children, particularly those with special educational needs and disabilities (SEND), with parents struggling to get their children the support they need and deserve. The department knows that parents have struggled to get the right support for their children, particularly through long and difficult education, health and care (EHC) plan processes.Schools, further education colleges, sixth form colleges and 16 to 19 academies are required to identify and address the special educational needs (SEN) of the pupils they support and, in the case of mainstream settings, to use their best endeavours to make sure that a child or young person who has SEN gets the support they need.All schools should apply the ‘graduated approach’ outlined in the SEND Code of Practice, which means identifying a child’s needs, planning appropriate support, implementing that support and reviewing it regularly to ensure it continues to meet the identified needs. Through this, schools should develop personalised approaches to supporting the unique needs of individual pupils. The Code can be accessed at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf.If necessary, a local authority can be asked to carry out an EHC needs assessment. If a local authority is planning to undertake an assessment of a child or young person’s SEN, it will be to help to ensure that they receive appropriate support both now and in the future. They will do this by looking at what difficulties the child or young person is encountering, assessing the support that is currently in place and considering what else may be needed. The local authority will involve appropriate professionals from the school or college, health and social care in this assessment, to obtain as complete a picture as possible of the child or young person’s needs.This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is working closely with experts on reforms, recently appointing a Strategic Advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families as we consider the next steps for the future of SEND reform.

What steps she is taking to monitor library provision in primary schools.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. There are a number of strong links between reading for pleasure and attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development.It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.Given this autonomy, the department does not collect information on the number of school libraries or school librarians. ​​There are currently no plans to make it a statutory requirement for primary schools to have a library, although we will continue to keep this matter under review.​The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.

What steps her Department is taking to encourage reading in schools.

​​High and rising school standards, with excellent foundations in reading, writing and mathematics, are at the heart of the government’s mission to break down barriers to opportunity and give every child the best start in life.​We know that reading for pleasure is hugely important and brings a range of benefits. There are a number of strong links with attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure with other positive effects, such as expanding pupils’ knowledge about the world and about language, as well as their understanding of subject-specific academic and technical vocabulary.​​Further, pupils who read regularly report heightened levels of social and emotional wellbeing. For many, reading is a form of relaxation, a place to escape everyday challenges, or a source of entertainment. Reading allows readers to adopt new perspectives, develop empathy and become more socially conscious.​​In recognition of this, the department has implemented a range of measures to support reading for pleasure. The English Hubs programme supports the teaching of phonics, early language development and reading for pleasure with a further £23 million committed for the 2024/25 academic year to support this work. Further, the government’s reading framework provides guidance on improving the teaching of reading, to ensure that every child is not only able to read proficiently, but also develops a genuine love of reading.​​The current national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information.​​The government has established an independent Curriculum and Assessment Review, which will look closely at the key challenges to attainment for young people, in line with the government’s ambition for a curriculum that delivers excellent foundations in reading, writing and mathematics.

What assessment she has made of the adequacy of library provision in primary schools.

School libraries complement public libraries by giving pupils access to a range of books and other kinds of texts, both in and out of school. The national curriculum states that teachers are expected to encourage pupils to develop the habit of reading widely and often, for both pleasure and information. There are a number of strong links between reading for pleasure and attainment. For example, the 2021 Progress in International Reading Literacy Study report found a 34 point difference in reading performance between pupils in England who “very much” liked reading and pupils who “do not” like reading. Additionally, the 2022 Programme for International Student Assessment study found that enjoyment of reading links to pupils’ reading engagement, and that reading engagement was strongly positively correlated with reading performance. There is also a strong evidence base linking reading for pleasure to other positive effects, such as improved text comprehension and grammar, increased general knowledge and character development.It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Headteachers have autonomy to decide how best to spend the core schools funding that is allocated to them by the department. The Autumn Budget 2024 announced an additional £2.3 billion for schools for the 2025/26 financial year, compared to 2024/25, bringing the total core schools budget to almost £63.9 billion in 2025/26.Given this autonomy, the department does not collect information on the number of school libraries or school librarians. ​​There are currently no plans to make it a statutory requirement for primary schools to have a library, although we will continue to keep this matter under review.​The government’s reading framework offers non-statutory guidance for teachers and school leaders, including helpful guidance for schools on how to organise their school library, book corner or book stock to make reading accessible and attractive to readers.

Whether she plans the Young Future Hubs to be jointly run with third sector partners.

Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes, supporting crime prevention and enabling young people to thrive. The department will make use of existing structures and build upon the successes of existing provision, partnerships and support. By having a more cohesive and integrated approach, with strategic centre points coordinating activity, we will reach more young people.Officials from across a range of departments are working together, using evidence of what works, to start to shape how the Young Futures Hubs will work in practice. We will require input and expertise from across the sector to design these hubs and will be engaging with local communities, the police, charities and other key partners to seek views on the design of the programme and explore options for their delivery. This includes considerations of the most suitable locations as well as how best to engage with those young people who would benefit most from their support.We will provide further detail on the future timelines for delivery as the work develops.

Whether Dorset will receive a Young Future Hub.

Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes, supporting crime prevention and enabling young people to thrive. The department will make use of existing structures and build upon the successes of existing provision, partnerships and support. By having a more cohesive and integrated approach, with strategic centre points coordinating activity, we will reach more young people.Officials from across a range of departments are working together, using evidence of what works, to start to shape how the Young Futures Hubs will work in practice. We will require input and expertise from across the sector to design these hubs and will be engaging with local communities, the police, charities and other key partners to seek views on the design of the programme and explore options for their delivery. This includes considerations of the most suitable locations as well as how best to engage with those young people who would benefit most from their support.We will provide further detail on the future timelines for delivery as the work develops.

If she will make it her policy to fund the Partnership for Inclusion of Neurodiversity in Schools programme beyond 2025.

This government’s ambition is that all children and young people with special educational needs and disabilities receive the right support to succeed in their education and as they move into adult life. The department is committed to improving inclusivity and expertise in mainstream schools.The Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme brings together integrated care boards, local authorities and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodiverse children and their families. PINS deploys specialists from health and education workforces to build teacher and staff capacity to identify and meet the needs of neurodiverse children in around 1,600, or 10%, mainstream primary schools. The programme is being evaluated and the learning will inform future policy development around how schools support neurodiverse children.The Spending Review for 2025/26 has been allocated and business planning is underway so that programmes can be given certainty about funding as soon as possible.

If she will widen the eligibility of free school meals to all children whose parents are in receipt of Universal Credit.

The government has a central mission to break down barriers to opportunity for every child.The government has inherited a trend of rising child poverty and widening attainment gaps for children eligible for free school meals and their peers. Child poverty has increased by 700,000 since 2010, with over four million children now growing up in a low-income family. The government is committed to delivering an ambitious strategy to reduce child poverty, by tackling the root causes and giving every child the best start at life. To support this, a new ministerial taskforce has been set up to develop a Child Poverty Strategy, which will be published in spring 2025. The taskforce will consider a range of policies in assessing what will have the greatest impact in driving down rates of child poverty. As with all policies, the government keeps the approach to free school meals under review.

Whether she plans to increase funding for (a) universal infant free school meals and (b) benefitted free school meals.

An uplift to the per-meal rate for universal infant free school meals and further education free meals was announced on 4 December 2024. The uplifted meal rate will be increased from £2.53 to £2.58 for 2024 to 2025, backdated to the start of the academic year.To support the provision of benefits-related free school meals (FSM), the government provides funding at £490 per eligible FSM pupil per year as a factor value within the national funding formula. This value will be increasing to £495 per eligible FSM pupil in 2025/26.

What steps she is taking to increase collaborative working at local authority level to improve school attendance.

The statutory ‘working together to improve school attendance’ guidance sets out that schools, trusts and local authorities should work together to tackle absence. The guidance makes clear that local authorities are expected to work with the child’s parents and school to support them to return to regular and consistent education.Local authorities are expected to build strong and collaborative relationships across a range of services and partners that can help pupils and families with specific attendance barriers. These services and partners can include health, youth justice, the voluntary and community sector, early help, children’s social care, local safeguarding partnerships, special educational needs, educational psychologists, the police and housing support. Local authorities should encourage shared ownership of attendance improvement across these partners.The guidance also includes the expectation that local authorities will hold regular targeting support meetings with schools as an opportunity to work collaboratively with them to discuss and agree support approaches for persistently absent pupils.To support local authorities to implement the expectations in the guidance, including improving collaborative working, the department has offered each authority the support of an expert attendance adviser.The guidance can be accessed here: https://www.gov.uk/government/publications/working-together-to-improve-school-attendance.

If she will take steps to ensure that homeless children have the same rights of access to (a) education and (b) health care as looked-after children in corporate parentship.

The department knows that homelessness levels are far too high, and this can have a devastating impact on those affected, especially children. Too many children are spending years in temporary accommodation, at a point in their lives when they need space to play and develop, nutritious food to thrive and access to education.We understand the physical and mental health impacts of poor housing on children and families. The Child Poverty Unit is exploring options with the Ministry of Housing, Communities and Local Government (MHCLG), the Department for Work and Pensions and the Department for Health and Social Care (DHSC), to encourage greater integration of health, housing, education and care services at a local level which will better meet the needs of children and families in poverty.More detail on the approach and priorities for the Child Poverty Strategy is set out in the 23 October publication ‘Tackling Child Poverty: Developing Our Strategy’, which is available here: https://www.gov.uk/government/publications/tackling-child-poverty-developing-our-strategy.Through the supporting families programme and our reforms to family help from April 2025, we will ensure that more children and families can access the help and support they need at the earliest opportunity. Support will be delivered by community based, multi-disciplinary teams, made up of professionals from relevant agencies. This could include specialist homelessness advisors.My right hon. Friend, the Deputy Prime Minister and the Secretary of State for Housing, Communities and Local Government, is leading cross-government work to deliver the long term solutions we need to get back on track to ending all forms of homelessness. This includes chairing a dedicated Inter-Ministerial Group, bringing together ministers from across government to develop a long term strategy.We are also tackling the root causes of homelessness, including by delivering the biggest increase in social and affordable housebuilding in a generation and building 1.5 million new homes over the next parliament.MHCLG are already taking the first steps to get back on track to ending homelessness. As announced in the Autumn Budget, funding for homelessness services is increasing next year by £233 million compared to this year (2024/25). This increased spending will help to prevent rises in the number of families in temporary accommodation and help to prevent rough sleeping. This brings total spend to nearly £1 billion in 2025/26.This government will also abolish Section 21 ‘no fault’ evictions with immediate effect, preventing private renters being exploited and discriminated against, and empowering people to challenge unreasonable rent increases.In relation to healthcare, clearly homeless children have the same right to healthcare as children in any other situation in England. All children have equal access to use the NHS, and DHSC and the NHS are working together to ensure health inequalities in ease of access are mitigated.

What assessment her Department has made of the merits of ensuring that the Staying Close programme is accessible to all Looked After Children.

This government is committed to providing support for care leavers to ensure they have the practical and emotional support they need as they move towards independence. The department intends to legislate, when parliamentary time allows, to ensure all local authorities consider whether care leavers (up to age 25) in their area require Staying Close support and, if their welfare requires it, provide that support.Evaluation of the initial Staying Close pilots found clear improvements in outcomes for care leavers, including a 20% improvement in mental health outcomes, a 13% reduction in the number of young people who were not in education, employment or training (NEET), and a 21% reduction in anti-social behaviour. The independent evaluations also found that Staying Close supported young people to develop and build the skills needed to prepare for independent living. Feedback showed that young people’s life skills had improved after six months of participating in the project and that young people felt happier in themselves, had better stability in their accommodation and there was increased participation in activities, whether education, employment or wider activities.The department has commissioned the Centre for Homelessness Impact to undertake a further evaluation of Staying Close’s impact. This is due to report in early 2025.The government supports the use of supported lodgings for care leavers. When working with the young person to review their individual needs and a suitable package of support through Staying Close they will be able to decide the best form of accommodation together. Any decisions should be tailored to the needs of the young person to help develop their confidence and skills for independent living and for their emotional health and wellbeing.

What assessment she has made of the effectiveness of supported lodgings in supporting the aims of the Staying Close programme.

This government is committed to providing support for care leavers to ensure they have the practical and emotional support they need as they move towards independence. The department intends to legislate, when parliamentary time allows, to ensure all local authorities consider whether care leavers (up to age 25) in their area require Staying Close support and, if their welfare requires it, provide that support.Evaluation of the initial Staying Close pilots found clear improvements in outcomes for care leavers, including a 20% improvement in mental health outcomes, a 13% reduction in the number of young people who were not in education, employment or training (NEET), and a 21% reduction in anti-social behaviour. The independent evaluations also found that Staying Close supported young people to develop and build the skills needed to prepare for independent living. Feedback showed that young people’s life skills had improved after six months of participating in the project and that young people felt happier in themselves, had better stability in their accommodation and there was increased participation in activities, whether education, employment or wider activities.The department has commissioned the Centre for Homelessness Impact to undertake a further evaluation of Staying Close’s impact. This is due to report in early 2025.The government supports the use of supported lodgings for care leavers. When working with the young person to review their individual needs and a suitable package of support through Staying Close they will be able to decide the best form of accommodation together. Any decisions should be tailored to the needs of the young person to help develop their confidence and skills for independent living and for their emotional health and wellbeing.

What assessment she has made of the potential merits of embedding (a) social and (b) emotional learning interventions into curriculums.

The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, which is chaired by Professor Becky Francis CBE.The review will seek to deliver a curriculum that ensures children and young people leave compulsory education ready for life and work, building the knowledge, skills and attributes young people need to thrive.The review group ran a call for evidence, receiving over 7000 responses, and held events over the autumn term to gather the views of education professionals and other experts and stakeholders, as well as parents, children and young people. The feedback received will help the review group to consider its next steps and recommendations.The curriculum currently provides many opportunities for schools to promote pupils’ social and emotional development. For example, through the national curriculum for citizenship at key stages 3 and 4, pupils should be taught about the diverse national, regional, religious and ethnic identities in the United Kingdom and the need for mutual respect and understanding.Health education, which is compulsory for pupils in all state-funded schools, has a strong focus on mental wellbeing, including a recognition that mental wellbeing and physical health are linked. Health education should also support a school’s whole-school approach to fostering pupil wellbeing and developing pupils’ resilience and ability to self-regulate.At primary school, pupils learn to recognise and talk about their emotions, the benefits of exercise and simple self-care techniques. At secondary school, pupils will learn about common types of mental ill-health and how to recognise the early signs of mental wellbeing concerns. Pupils are taught where and how to seek support, including recognising the triggers for seeking support. They receive guidance on who they should speak to in school if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions.The department is separately reviewing the relationships, sex and health education (RSHE) statutory guidance in addition to recommendations from the independent Curriculum and Assessment Review.

What estimate she has made of the number of (a) children of school age with complex SEND needs and (b) specialist educational places required for such children in the next five academic years.

This government has inherited a growing tide of unmet need amongst children and young people.The government does not forecast the number of school-aged pupils with complex needs as a specific category, but has produced national level estimates of the number of all children and young people with education, health and care (EHC) plans. As noted in the National Audit Office report, the department’s central estimate is that, without policy interventions, the number of EHC plans will nearly double from approximately 518,000 in 2022/23 to just over 1,000,000 in 2032/33.Starting from summer 2023, for the first time, the department has collected data from local authorities on capacity in special schools and special educational needs (SEN) units and resourced provision (attached to mainstream schools), which have been published on GOV.UK. This shows that the government has inherited a landscape of rising demand for specialist provision within mainstream and special schools which is not being met. There were 148,000 special school places reported, with an additional 9,000 places reported in SEN units and 18,000 in resourced provision. Around 63% of special schools are at or over capacity. On average schools that are over capacity have around 12% more pupils than reported capacity.Therefore, the department understands that many children and young people with special educational needs and disabilities (SEND) still struggle to find a suitable school placement that is close to their home and meets their needs.That is why earlier this month, the department announced £740 million in high needs capital funding for 2025/26. Local authorities can use this funding to adapt classrooms to be more inclusive and accessible and create specialist facilities within mainstream schools, alongside continuing to support placements in special schools for pupils with the most complex needs. It will pave the way for the government’s wide-ranging long term plans for reform to help more pupils with SEND to have their needs met in mainstream schools.

If she will make an assessment of the potential merits of parent-delivered early language interventions for young children with Down Syndrome.

Parents and carers have an important role to play in the learning and development of their child. Practitioners should work jointly with parents and carers to support a child’s speech, language and communication needs in the home environment.The department is strengthening the evidence base of what works to improve inclusive practice in mainstream settings, which will also consider the important role that parents and caregivers can play in defining and implementing these interventions. The department has also published guidance for local authorities about the expectations around the support they should make available through Family Hubs. This could include, for example, special education needs and disabilities appropriate parenting programmes, peer support for parents, respite provision and support for siblings or specialist health services. In some cases, parent-carer forums and respite provision may be located at the Family Hub, where appropriate.This should be further supported by statutory guidance published by the NHS in May 2023 requiring that every Integrated Care Board (ICB) must identify a member of its board to lead on supporting the ICB to perform its functions effectively in the interest of people with Down syndrome.

Whether she plans to restore funding to the Career Change Programme.

Career changers make a valuable contribution to the teaching profession and the department remains committed to recruiting and supporting them into initial teacher training. The department’s 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 career changers.The current contract for the Career Changers Programme will come to an end in autumn 2026.

What assessment she has made of the impact of living in a low income household on rates of school absences.

The department publishes absence data for pupils broken down by pupil characteristic. This includes data for pupils who are eligible for free school meals (FSM). The latest absence data can be found at: https://www.gov.uk/government/statistics/pupil-absence-in-schools-in-england-autumn-2023-and-spring-2024.To support the educational outcomes of disadvantaged pupils, pupil premium funding in the 2024/25 financial year has increased to over £2.9 billion. Pupil premium funding is allocated to eligible schools based on the number of pupils who are recorded as eligible for FSM or have been recorded as eligible in the past six years (referred to as Ever 6 FSM), as well as children who are looked after by the local authority or have been adopted from care or left care. In line with the pupil premium ‘menu of approaches’, schools can spend their pupil premium on evidence-based strategies to support attendance.More broadly, the department’s ‘Working together to improve school attendance’ statutory guidance sets clear expectations that where pupils face additional barriers which affect their attendance, schools should work with these families and put support in place to help them to attend. Where the barriers are outside of the school’s control, all local partners should work together to support pupils and parents to access support to ensure regular attendance. The guidance can be found here: https://assets.publishing.service.gov.uk/media/66bf300da44f1c4c23e5bd1b/Working_together_to_improve_school_attendance_-_August_2024.pdf.

What the criteria were for award of the contract for Research on the operation and impact of Safety Valve agreements on children, young people and their families.

In April 2024, all suppliers registered with the Crown Commercial Service’s RM6126 Research & Insights Dynamic Purchasing System (DPS), with the relevant skills and experience, were invited to apply to conduct a research project in relation to the Safety Valve programme. This project will look at the operation and impact of Safety Valve agreements on children, young people and their families. Suppliers were identified by using the following filters amongst those registered on the DPS: primary, secondary, special needs/special educational needs, qualitative research, online fieldwork, case studies, public sector employees, teaching, parents (including foster parents and adopted parents). As a result, 103 organisations were invited to apply, and of these, we received seven bids.Bids were assessed against the following published criteria: the knowledge, capability and experience of the project team, their proposed methodology and approach, their experience in communicating and delivering high quality reports, how they supported the physical and mental health of their workforce, and value for money. Departmental officials followed the required purchasing processes and protocols in compliance with the DPS framework.