Written questions by Ryan.

What plans the Government has to provide funding for the School Games Organisers Network and the Primary PE and Sport Premium beyond the 2025-26 academic year; what her planned timeline is for the procurement of the new School Sport Network; what steps are being taken to ensure continuity of the school sport workforce during this period of transition; and how her Department plans to support schools and local partnerships to provide high-quality PE, sport and physical activity opportunities for pupils.

This government values PE and sport as a great opportunity to improve not only the health but also the wellbeing and lives of children and young people.The government has confirmed funding for the School Games Organisers (SGO) network for the 2026/27 financial year. The commitment of further funding recognises the value of the SGO Network’s expertise and support, which will be vital as we move towards delivery of new Physical Education and School Sport Partnerships Network. Further details on the PE and School Sports Partnerships will be confirmed in due course.

With reference to Clause 4 of the Children’s Wellbeing and Schools Bill, if she will set out (a) what safeguards will be put in place to protect information shared under this clause against unauthorized access, misuse, or hacking; (b) how she will define the scope of relevant information, (c) which identifier will be used as the consistent identifier, (d) whether she has taken any independent advice on the strength of oversight procedures, and (e) what steps her Department will take to ensure that marginalized or vulnerable children and families are not disproportionately affected by this data-sharing duty.

Information sharing governance is crucial to Clause 4, and existing data protection requirements will apply. As is the case now, misuse of personally identifiable information is guarded against via governance processes that are the responsibility of data controllers and processors, who use systems to store sensitive children's data and follow the relevant security and processes. Consistent identifier piloting will consider what measures are needed for the number to be used securely and effectively. “Relevant information” will be set out in statutory guidance, which relevant agencies must have regard toThe NHS number is being piloted as the consistent identifier, we will mandate the consistent identifier via regulations only when confident in the benefits, cost, security and governanceThe department is working closely with the Information Commissioner’s Office for both the consistent identifier and the information sharing duty to develop our approach. Impact and equalities assessments will ensure vulnerable families are not disproportionately affected.

What assessment her Department has made of the potential impact of the compulsory GCSE (a) English and (b) maths resit policy on the (i) wellbeing, (ii) progression and (iii) attainment of post-16 learners, including those with SEND or who experienced pandemic-related disruption; and whether she plans to expand the use of (A) Functional Skills and (B) alternative competency-based qualifications to support learners for whom repeated GCSE retakes are not appropriate.

The department recognises that Level 2 English and maths skills are essential for progressing in life, learning and work. That is why we require providers to continue teaching English and maths to students without these skills. This policy has seen hundreds of thousands of 16 -19 students attain Level 2, and many others improve their grade beneath that. It allows students to study towards a range of approved qualifications including Functional Skills Qualifications at Level 2, 1 and entry level.In our Post-16 Education and Skills White Paper and response to the Curriculum and Assessment Review, we recognise we can further support providers to improve English and maths outcomes for all students. We have introduced a minimum teaching hours requirement, supported by additional funding, and will also introduce new Level 1 preparation for GCSE qualifications. To support student wellbeing, we have clarified our expectations around exam entry and are working with the Further Education Commissioner to share effective practice.

What steps she is taking to ensure children in (a) key stage 1 and (b) key stage 2 have sufficient access to (i) high-quality play provision and (ii) adequate time for play at school.

Play is essential to development and learning for young children. This is recognised in the early years foundation stage (EYFS) statutory framework, and schools, governing bodies and academy trusts are responsible for ensuring the school day includes opportunities for social interaction, physical activity and enrichment activities.Government guidance sets out the expectation that a school week is a minimum of 32.5 hours inclusive of breaks, providing lots of opportunity for schools to incorporate time for play and other activities.

If she will take steps to improve the (a) process and (b) tools used to diagnose SEND in children.

This government’s ambition is that all children and young people with special education needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department wants to drive a consistent and inclusive approach to supporting children and young people with SEND through early identification, effective support, high quality teaching and effective allocation of resources. The department’s approach will support families, breaking down the barriers to opportunity for their children.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. The department wants to make sure that EHC plan applications are processed promptly and, where required, are issued as quickly as possible so that children and young people can access the support they need. The department has listened to a wide range of people such as children and young people, parents, schools, colleges and local authorities and their partners, and it is deciding how to proceed based on these insights.The department is also investing heavily in the SEND system, for example:Investing a further £21 million to train 400 more educational psychologists across specialists.Announcing that funded support for the 11,100 schools registered for the Nuffield Early Language Intervention programme would continue for 2024/25.In partnership with NHS England, funding the Early Language and Support For Every Child (ELSEC) to trial new ways of working to earlier identify and support children with speech, language and communication needs in early years and primary schools, utilising Therapy Support Assistants.Funding the Partnerships for Inclusion of Neurodiversity in Schools (PINS) programme, which will deploy specialists from both health and education workforces within mainstream primary school settings. PINS will build teacher and staff capacity to identify and meet the needs of neurodiverse children, including those with speech and language needs, through whole-school interventions.Funding up to 7,000 early years staff to gain an accredited Level 3 early years SENCO qualification to support the development of the early years' workforce.