Written questions by Timothy.

What representations she has received from schools on the adequacy of funding for the breakfast clubs early adopters scheme.

The department had over 3,000 schools apply to be part of the early adopter scheme, so as expected there has been some movement in the schools taking part as we finalised the 750 running from April, but that has been minimal.The list of schools taking part in the breakfast clubs early adopter scheme can be found here: https://www.gov.uk/government/publications/breakfast-clubs-early-adopters-schools-in-the-scheme.The department has used existing programmes and costs to determine the funding rates, and this has been tested and refined with a range of schools. We are confident that the total funding will enable schools to meet the minimum expectations, which is a 30-minute club with breakfast meeting the school food standards, based on existing provision operating in schools.One function of the early adopters is to test how schools utilise the funding, and the department has a robust strategy to capture and analyse this data. Decisions about the overall budget envelope for breakfast clubs national rollout is subject to the next spending review.

What the average cost of constructing a new (a) primary and (b) secondary school was in each year since 2015.

New school buildings are delivered by local authorities, the department and other bodies.The average cost of constructing new primary and secondary schools can be found in the national cost benchmarking study, published at: https://documents.hants.gov.uk/property-services/NationalSchoolDeliveryBenchmarkingreport.pdf. This report contains cost information on local authority delivered schools and department delivered schools, which are broken down each year from 2012 onwards. The primary school section can be found on page 10.Standards for new school buildings change over time, for example, to increase sustainability requirements, so care should be taken in comparing costs directly year to year.

What progress her Department has made on reforming SEND and alternative provision since July 2024.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to achieve and thrive in their education and as they move into adult life.Supporting our expert teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the within-school factor that makes the biggest difference to a young person’s educational outcomes is high-quality teaching. This is why we will recruit 6,500 new expert teachers and support the recruitment and retention of specialist teachers in the schools and areas that need them most.In September 2024, the department introduced a new mandatory leadership level national professional qualification for special educational needs co-ordinators to ensure they receive high-quality, evidence-based training to create inclusive environments where everyone feels welcome, safe and they belong. We have also introduced additional resources for early years educators to support children with developmental differences and SEND, including a free online training module and SEND assessment guidance and resources.The Initial Teacher Training and Early Career Framework (ITTECF), which sets out the core body of knowledge, skills and behaviours that define great teaching, contains significantly more content related to adaptive teaching and supporting pupils with SEND and from September 2025, will underpin the minimum entitlement to training for new teachers.The department is providing £1 billion more for high needs budgets in 2025/26, bringing total high needs funding to over £12 billion. This funding will help local authorities and schools with the increasing costs of supporting children and young people with complex SEND. All local authorities will see an increase in funding of at least 7% per head, compared to 2024/25, with some local authorities seeing gains of up to 10%.We have also published local authority allocations for £740 million of high needs capital funding for 2025/26, to invest in places for children and young people with SEND or who require alternative provision. This funding will start to pave the way for this government’s wide ranging, long term plans for reform to help more pupils with SEND to have their needs met in mainstream schools.In the longer term, the department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to children and young people with the most complex needs. Ofsted will also increase its focus on disadvantaged children and learners, those with SEND and those who leaders have identified as being particularly vulnerable. Ofsted is proposing introducing a separate evaluation area for ‘inclusion’ on its report cards.The department will work with the sector to ensure our approach is fully planned and delivered in partnership. To support this approach, we have already appointed a strategic advisor on SEND to engage with sector leaders, practitioners, children and families. We have also established an expert advisory group for inclusion to improve the mainstream education outcomes and experiences for those with SEND, and set up a Neurodivergence Task and Finish Group to provide a shared understanding of what provision and support in mainstream educational settings should look like for neurodivergent children and young people within an inclusive system.

What the average waiting time was for children with special educational needs and disabilities to receive an Education, Health and Care plan in (a) England, (b) the East of England and (c) Suffolk in each year since 2020.

Information on the number and percentage of education, health and care (EHC) plans issued within the statutory 20 week deadline, with and without statutory exceptions to that deadline applying, is published as part of the department’s EHC plans statistical release, which can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans/2024.The following table shows the number and proportion of plans issued within the statutory 20 week deadline for England, the East of England and Suffolk for each calendar year since 2020: https://explore-education-statistics.service.gov.uk/data-tables/permalink/176f8770-7fe7-49b2-9bba-08dd7377d1ad.

What contracts have been agreed by her Department for (a) designing and (b) constructing new school buildings that are net zero in operation; and what the value was of each contract.

The department’s building projects are currently delivered through our £7 billion construction framework 2021 (CF21) which was published under the previous government. The specification for that framework requires buildings to be net zero carbon in operation. Signed contract values are published on GOV.UK, normally within 30 days of the contract being signed, and are available here: https://www.gov.uk/contracts-finder.

How much has been spent on ultra-low carbon measures for (a) primary and (b) secondary schools in England in each year since 2015.

The department is committed to supporting the UK net-zero carbon targets. Since 2021, the department’s own building standards require that all new school buildings we deliver are net-zero carbon in operation and are adapted to climate change to between 2 and 4 degrees temperature increase. The costs of meeting net-zero are within the overall construction costs for each school and not separately identified. Decisions on which projects to prioritise with funding are primarily taken at a local level. For the 2025/26 financial year, the department has increased funding to improve the condition of the estate to £2.1 billion, up from £1.8 billion in 2024/25. Details of capital funding are published on GOV.UK. Capital funding beyond the 2025/26 financial year will be set out following the next phase of the spending review. Schools, along with other public bodies, have also been able to access funding from the Public Sector Decarbonisation Scheme, which is run by the Department for Energy Security and Net Zero. Details of projects funded are also available on GOV.UK.

How much her Department is projected to spend on ultra-low carbon measures for (a) primary and (b) secondary schools by 2030.

The department is committed to supporting the UK net-zero carbon targets. Since 2021, the department’s own building standards require that all new school buildings we deliver are net-zero carbon in operation and are adapted to climate change to between 2 and 4 degrees temperature increase. The costs of meeting net-zero are within the overall construction costs for each school and not separately identified. Decisions on which projects to prioritise with funding are primarily taken at a local level. For the 2025/26 financial year, the department has increased funding to improve the condition of the estate to £2.1 billion, up from £1.8 billion in 2024/25. Details of capital funding are published on GOV.UK. Capital funding beyond the 2025/26 financial year will be set out following the next phase of the spending review. Schools, along with other public bodies, have also been able to access funding from the Public Sector Decarbonisation Scheme, which is run by the Department for Energy Security and Net Zero. Details of projects funded are also available on GOV.UK.

How many (a) primary and (b) secondary school buildings will be (a) sold, (b) refurbished and (c) demolished between 2025 and 2030.

The department supports responsible bodies, such as local authorities and charitable trusts, that own and manage the school estate, with capital funding, building programmes and extensive guidance. The department does not generally hold data on planned sales, refurbishment or demolition of primary and secondary school buildings by these bodies.

How much (a) primary and (b) secondary schools in England are projected to pay on average for energy bills in each year between 2025 and 2030.

The average annual energy costs for primary and secondary schools based on financial returns to the department from 2015 to 2024 are as follows:YearPrimary schools (£)Secondary schools (£)2023/2438,214190,8972022/2333,078169,3382021/2220,285107,6132020/2116,76885,7732019/2017,50886,5782018/1916,67288,8002017/1815,40282,8672016/1714,71580,3882015/1615,55687,343To note:Local authority-maintained schools report costs for the 12-month period to 31 March. Academies report costs for the 12-month period to 31 August.These figures do not include energy costs recorded as attributable to or incurred by multi-academy trust central services.All spending data reported by schools to the department is publicly available at https://financial-benchmarking-and-insights-tool.education.gov.uk/data-sources. The department does not hold a forecast for how much primary and secondary schools are projected to pay in their energy bills beyond the 2025/26 financial year. This is set out in the ‘School costs technical note’ which estimated energy price inflation for schools at a 4.1% increase for the 2024/25 financial year and a fall of 5.1% for the 2025/26 financial year.The department is developing a suite of productivity initiatives to support schools in making efficiencies in their budgets. This includes giving schools the opportunity to join the department’s Energy for Schools initiative. When schools' energy contracts are up for renewal, they can join the department's contract. During the pilot for this project, schools saved 36% on average compared to their previous contracts.

How many smart meters he expects to be installed in (a) primary and (b) secondary schools in each year between 2025 and 2030.

The department does not hold information on how many primary and secondary schools have installed smart meters since 2015, nor do we set an expectation for how many primary and secondary schools should install smart meters. However, smart meters are recommended within the department’s published energy efficiency guidance. The guidance outlines that educational settings should monitor their energy use to help prioritise the best ways to reduce energy consumption. The guidance is available at the following link: https://www.gov.uk/government/publications/energy-efficiency-guidance-for-the-school-and-fe-college-estate/energy-efficiency-guidance-for-the-school-and-further-education-college-estate.

How much (a) primary and (b) secondary schools in England paid for energy bills on average in each year since 2015.

The average annual energy costs for primary and secondary schools based on financial returns to the department from 2015 to 2024 are as follows:YearPrimary schools (£)Secondary schools (£)2023/2438,214190,8972022/2333,078169,3382021/2220,285107,6132020/2116,76885,7732019/2017,50886,5782018/1916,67288,8002017/1815,40282,8672016/1714,71580,3882015/1615,55687,343To note:Local authority-maintained schools report costs for the 12-month period to 31 March. Academies report costs for the 12-month period to 31 August.These figures do not include energy costs recorded as attributable to or incurred by multi-academy trust central services.All spending data reported by schools to the department is publicly available at https://financial-benchmarking-and-insights-tool.education.gov.uk/data-sources. The department does not hold a forecast for how much primary and secondary schools are projected to pay in their energy bills beyond the 2025/26 financial year. This is set out in the ‘School costs technical note’ which estimated energy price inflation for schools at a 4.1% increase for the 2024/25 financial year and a fall of 5.1% for the 2025/26 financial year.The department is developing a suite of productivity initiatives to support schools in making efficiencies in their budgets. This includes giving schools the opportunity to join the department’s Energy for Schools initiative. When schools' energy contracts are up for renewal, they can join the department's contract. During the pilot for this project, schools saved 36% on average compared to their previous contracts.

How many smart meters have been installed in (a) primary and (b) secondary schools in England in each year since 2015.

The department does not hold information on how many primary and secondary schools have installed smart meters since 2015, nor do we set an expectation for how many primary and secondary schools should install smart meters. However, smart meters are recommended within the department’s published energy efficiency guidance. The guidance outlines that educational settings should monitor their energy use to help prioritise the best ways to reduce energy consumption. The guidance is available at the following link: https://www.gov.uk/government/publications/energy-efficiency-guidance-for-the-school-and-fe-college-estate/energy-efficiency-guidance-for-the-school-and-further-education-college-estate.

What information her Department holds on the (a) sources and (b) levels of carbon emissions for schools in England in each year since 2015.

Education settings are not required to provide specific data on their energy use or greenhouse gas emissions. To estimate the education estate's emissions position overall, the department references a Department for Business, Energy and Industrial Strategy report, the Building Energy Efficiency Survey (BEES) 2014/15. The BEES report estimates that schools and universities represent approximately one third of all England and Wales public sector building emissions. Total greenhouse gas emissions from education sector buildings were estimated to be 4.1 million tonnes of carbon dioxide equivalent (MtCO2e) per year. The equivalent figure for industrial sector buildings is 7.8 MtCO2e. The annual greenhouse gas emissions from electrical energy consumption were 2.2 MtCO2e and those from non-electrical energy consumption were 1.9 MtCO2e.

With reference to the press release entitled Government reaffirms commitment to Free Speech in universities, published by her Department on 15 January 2025, what the terms of reference are for the (a) review of the overseas transparency provisions of the Higher Education (Freedom of Speech) Act 2023 and (b) assessment of the existing approaches to managing foreign interference.

This government is committed to ensuring our world leading universities remain free from foreign interference. Providers should expect the Office for Students (OfS) to take regulatory action if they allow foreign governments to interfere in free speech or academic freedom. To support this, the OfS can already request information from providers about overseas arrangements, including financial transactions, if they are relevant to a potential breach. The new complaints scheme being implemented as part of the Higher Education (Freedom of Speech) Act will also offer a new focused route for concerns to be raised.There are a range of wider measures and guidance for the sector to support secure international collaboration. This includes the Academic Technology Approval Scheme, advice provided by the Research Collaboration Advisory Team based within the Department for Science, Innovation and Technology, and powers in the National Security and Investment Act 2021 to scrutinise and intervene in business transactions. Further guidance includes that published by the National Protective Security Authority and Universities UK on managing the security-related risks of internationalisation.The government is now working at pace on the implementation of the Foreign Influence Registration Scheme, which will apply to universities across the UK and will require registration of foreign-directed activity involving specific governments and entities where it is necessary to protect the safety or interests of the UK. The scheme is expected to commence in summer 2025.Any additional regulatory ask on providers needs to add value to these existing and upcoming protections and not duplicate reporting requirements. This is why the government is conducting an internal review, informed by engagement with the regulator, sector, academics impacted by foreign interference and international partners, to assess existing approaches to managing the risk of foreign interference and what more support they might need. The department will keep open options around the commencement of the overseas funding measures as we work carefully on this.

What guidance his Department issues to schools and local education authorities on the teaching around the British Empire in the National Curriculum.

The national curriculum for history for key stages 1 to 3 includes references to the British Empire and gives teachers and schools the flexibility to use specific examples to teach pupils about the history of Britain and the wider world.The British Empire could be taught across the three key stages. At key stage 1, pupils should be taught about changes within living memory, events beyond living memory that are significant nationally or globally, and the lives of significant individuals in the past who have contributed to national and international achievements. At key stage 2, when teaching about the concept of empire and teaching about other empires, further foundations can be developed for the teaching of the British Empire.Teaching about the British Empire can take place across the time periods and themes at key stage 3. Within the statutory themes of ‘the development of Church, state and society in Britain 1509-1745’, ‘ideas, political power, industry and empire: Britain, 1745-1901’, ‘challenges for Britain, Europe and the wider world 1901 to the present day’, there are non-statutory examples of what children might be taught about the British Empire. The British Empire could also be taught within the requirement for the study of an aspect or theme in British history that consolidates and extends pupils’ chronological knowledge from before 1066 and within local history across the three key stages.As part of the flexibility all schools have in teaching the national curriculum, schools and teachers are able to determine which examples, topics and resources to use to stimulate and challenge pupils and reflect key points in history.The department announced a Curriculum and Assessment Review last year. The review’s interim report is due to be published in early 2025, with a final report later in the year.

What industrial disputes are ongoing within (a) her Department and (b) each of the arm’s length bodies connected to her Department; how many (i) staff and (ii) contractors are involved in each dispute; what the form of industrial action is in each dispute; which recognised trade union is involved in each dispute; what the substantive matter is that is being disputed in each case; and what steps she plans to take to end each dispute.

There are no industrial disputes ongoing within the Department for Education or any associated Arm’s Length Bodies.

Whether she plans to decolonise the (a) artwork and (b) heritage assets in (i) her Department and (ii) each of its arm’s length bodies.

The department does not hold art or heritage assets.The department borrows art from the government Art Collection for use in the Ministerial suite. There has been no change in the Cabinet Office’s management of artwork or heritage assets since the previous administration.The department occupies Sanctuary Buildings in London, a partially Grade II listed building (predominantly its façade). Sanctuary Buildings is leased from a private landlord via the Government Property Agency.As separate entities, the responsibility for creating policy and guidance for artwork and heritage assets sits with each individual Arm’s Length Body, rather than with the department. However, they do not hold art or heritage assets.

Whether she has received representations from (a) the Catholic Education Service and (b) dioceses on the decision to end trust (i) capacity funding and (ii) establishment and growth and academy conversion payments.

Ministers and departmental officials have regular discussions with the Catholic Education Service (CES) and with dioceses. Departmental officials met the CES this month and they discussed the announcement to end the voluntary converter grant from 1 January 2025 and the Trust Capacity Fund, and the implications for Catholic schools.

What assessment she has made of the potential financial impact of her decision to close the trust capacity and most establishment and growth funds on schools planning to academise.

Across the public sector there have been tough decisions to take on how money is spent to achieve the best value for taxpayers. This government is committed to fixing the foundations of the economy and ensuring public spending is on a sustainable footing. The government recognises the important contribution that high quality trusts have played, and continue to play, in raising standards. The department is focused on ensuring that spending helps to support every child so they can achieve and thrive.The department keeps all of its programmes under review to ensure funding is targeted where it is needed most and on 1 November, we announced that we would be ending the academy conversion grant from 1 January 2025. At the same time, the department also informed trusts that had submitted grant applications for the Trust Capacity Fund, including the Trust Establishment and Growth Fund, that the most recent Window 4 funding round had been cancelled and that there were no plans for future rounds.The academy trust sector is in relatively good financial health. The latest published data shows that 98.2% of academy trusts in 2021/22 had a cumulative surplus or a zero balance. At Budget, we announced an additional £2.3 billion for mainstream schools and young people with high needs for 2025/26, compared to 2024/25. This means that overall core school funding will total almost £63.9 billion next year, compared to £61.6 billion in 2024/25 after technical adjustments.We will continue to support the institutions we fund by building financial management, school business and governance capability, and working with providers facing financial challenge.