Written questions by Duncan-Jordan.

If she will take steps to ensure that a range of arts subjects are included in the national curriculum.

The current national curriculum includes art and design, music, dance within physical education and drama within English.The independent Curriculum and Assessment Review will seek to deliver a curriculum which is rich and broad, inclusive and innovative, considering how best to support a young person to develop the knowledge and skills needed to thrive. The interim report will be published in early spring and the final report will be published this autumn.

If she will make an assessment of the potential implications for her policies of the report entitled Talking about School Transition, published by the University of Manchester in April 2020.

The primary-secondary school transition is a significant milestone in a child’s life and the government recognises the importance of supporting the emotional wellbeing of children and young people during these transition periods. This is critical to high and rising standards and helping pupils to achieve and thrive in school.In health education, part of mandatory relationships, sex and health education, there is already a strong focus on mental wellbeing. The aim of teaching pupils about mental wellbeing and physical health is to give them the information they need to make good decisions about their own health and wellbeing, recognise issues in themselves and others and, when issues arise, how to seek support.The department also encourages schools to embed an effective whole school approach to mental health and wellbeing, which includes considering stages during the academic year that provide opportunities for a specific curricular focus, such as learning skills for coping with transition periods. There are a number of approaches to do this, including those focused on in the Talking about School Transition report.Beyond this, the government will expand Mental Health Support Teams (so every young person has access to early support to address problems before they escalate. We will also be putting in place new Young Futures hubs, including access to mental health support workers, and will recruit an additional 8,500 new mental health staff to treat children and adults.

If she will update the School Food Standards and introduce compliance monitoring to (a) reflect the latest evidence based dietary guidelines on sugar and fibre (b) remove the requirement to offer meat and a dessert at every meal (c) introduce a requirement for meals to include at least two portions of vegetables and (d) include support for water only in schools.

This government is committed to raising the healthiest generation ever. It is important that children eat nutritious food at school and the department encourages schools to have a whole school approach to healthy eating.The School Food Standards (the Standards) regulate the food and drink provided at both lunchtime and at other times of the school day. They define the foods and drinks that must be provided, which foods are restricted and those which must not be provided.Compliance with the Standards is mandatory for maintained schools, academies and free schools. Governing boards have a responsibility to ensure compliance and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations.The department’s aim is to deliver better life chances for all through a system which works for all. As part of this, as with all government programmes, we will keep our approach to the School Food Standards and compliance under continued review.

Whether she has made an assessment of the potential impact of professional school librarians on pupils (a) learning and (b) outcomes.

The department has not specifically assessed the impact of professional school librarians on pupils’ learning or outcomes. 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. This school funding can be used to fund librarians, school libraries and book corners.Ministers and officials have regular discussions with His Majesty’s Chief Inspector and his staff on a wide range of matters, including those relating to literacy and ensuring pupils benefit from a knowledge-rich curriculum.

What recent discussions she has had with Ofsted on the (a) availability and (b) quality of school library provision.

The department has not specifically assessed the impact of professional school librarians on pupils’ learning or outcomes. 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. This school funding can be used to fund librarians, school libraries and book corners.Ministers and officials have regular discussions with His Majesty’s Chief Inspector and his staff on a wide range of matters, including those relating to literacy and ensuring pupils benefit from a knowledge-rich curriculum.

If she will make an assessment of the potential merits of implementing the Primary-Secondary School Transitions Emotional Wellbeing Scale being developed by the University of Manchester and the University of Dundee.

The government recognises the importance of monitoring and understanding trends in the emotional wellbeing of children and young people, including through means such the Primary-Secondary School Transitions Emotional Wellbeing Scale developed at the University of Manchester and University of Dundee.Schools are encouraged to measure pupil wellbeing to inform their whole school approach to mental health and wellbeing. It is for schools to decide how they do this to identify and meet the specific needs of pupils in their setting.

If she will take steps to provide specialist SEND training to teachers.

The within school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. Supporting expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child.All teachers are teachers of special education needs and disabilities (SEND), and the department is committed to ensuring that all pupils receive excellent support from their teachers.The Teachers’ Standards set clear expectations that teachers must understand the needs of all pupils, including those with SEND.Our recruitment and retention reforms will support all teachers. Consideration of SEND underpins both the Initial Teacher Training (ITT) and early career framework (ECF), and they have been designed around how to support all pupils to succeed.We recently reviewed the mandatory ITT core content framework alongside the ECF and the new framework includes significantly more content related to adaptive teaching and supporting all pupils with SEND.Headteachers use their professional judgement to identify any further training, including specific specialisms, for individual staff that is relevant to them, the school, and its pupils.All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the department introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high-quality, evidence-based training.To further support the needs of pupils and students with SEND, the department has funded the Universal Services programme, backed by almost £12 million. It brings together SEND-specific continuing professional development and support for schools and the further education workforce so that the needs of children and young people with SEND are met earlier and more effectively.

Whether her Department has plans to improve SEND information, advice and support services for families.

Under the Children and Families Act (2014), it is a legal requirement that all local authorities have a Special Educational Needs and Disability Information Advice and Support Service (SENDIASS) to ensure families are provided with the support they need to participate in discussions about their own support, such as their or their child's education, health and care plan and more strategic discussions about the wider support on offer locally, for example the special educational needs and disabilities (SEND) local offer.The department funds training and support for SENDIASS services through a contract with specialist charities which support parents and carers of children with SEND. This contract is led by Contact, a national charity who we also fund to run a national telephone helpline, offering impartial information, support and advice on SEND to families.

What information her Department holds on the number and proportion children who started school that were not toilet trained in September 2024.

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 implement dedicated SEND units in mainstream schools.

This government is committed to encouraging schools to set up special educational needs (SEN) units or resourced provision to increase capacity in mainstream schools. These are SEN provisions within mainstream schools, formally recognised by the local authority and which receive high needs funding. In December 2024, the department announced £740 million of capital investment to allow more pupils with special educational needs and disabilities (SEND) to achieve and thrive in mainstream schools, including through SEN units and resourced provision. SEN units and resourced provision have an important role to play in a more inclusive mainstream system, enabling children to benefit from and remain part of mainstream education and wider school life whilst still receiving the additional support that they need. The department knows that there are many excellent examples of mainstream schools delivering specialist provision through SEN units and resourced provision and that schools and local authorities are interested in setting up more of this type of provision. We will work with the sector to increase capacity and extend best practice across the system.

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.

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.

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.

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 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.

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.

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.

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...

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...

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 ...