Written questions by Bhatti.

What steps she is taking to provide young people with digital skills.

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

What steps are the government taking to ensure young people can use AI.

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

How many young people are taking training in digital skills.

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

How many young people are undertaking training in AI.

Digital and artificial intelligence (AI) skills are essential for young people to succeed in education, employment and to engage effectively in a digital world. Following the recommendations of the independent Curriculum and Assessment Review, we are strengthening digital education. The computing curriculum will remain the main route for teaching digital literacy, with clearer guidance on what pupils should learn. We are also considering how digital content should be included within other subjects and will work with experts to assess viability.To equip pupils for a digitally enabled world, we will replace the computer science GCSE with a broader computing GCSE and incorporate AI, data science, and topics such as bias into the curriculum in an age-appropriate way. We are also exploring a potential Level 3 qualification in data science and AI. Draft proposals will be subject to public consultation later this year.Evidence on the benefits and risks of students using generative AI is still emerging, so we will continue to build evidence and support the education sector to use AI safely and effectively. Schools using pupil-facing generative AI must carefully follow legal responsibilities, as outlined in our Generative AI policy paper.Student numbers for a range of approved Level 2 and 3 subjects can be found within educational statistics here: https://explore-education-statistics.service.gov.uk/.The actions we are taking forward are expected to increase the teaching of digital literacy and AI within the curriculum and encourage more young people to consider digital qualifications, bolstering the future pipeline of talent.

Whether her Department has made an assessment of what funding mechanisms will be utilised to support the implementation of the newly announced enrichment entitlement for schools.

Many schools excel at offering a diverse range of activities that are woven into their ethos, all delivered using resources within and outside the school. These school activities are often enhanced by working with local clubs, voluntary sector organisations or national partners. We want to enable and build such partnerships to spread opportunities across our schools.School funding is increasing by £3.7 billion in 2025/26, meaning that core school budgets will total £65.3 billion compared to £61.6 billion in 2024/25. The department is putting in place a range of support that will help schools further, including physical education and school sport partnerships, the national network of music hubs, and £22.5 million of funding from the Department for Culture, Media and Sport over three years to create a tailored enrichment offer in up to 400 schools. The government is also targeting £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to meet the needs of young people, particularly those from disadvantaged and underrepresented backgrounds.In June we announced that the government is providing £24 million of funding for 'TechYouth', which will give one million students over three years across every secondary school in the UK the chance to learn about technology and gain access to new skills training and career opportunities.

Whether her Department have considered the sustainability of current per-pupil funding allocations.

The overall core schools budget (CSB) is increasing by £3.7 billion in the 2025/26 financial year, meaning the CSB totals £65.3 billion, compared to almost £61.6 billion in the 2024/25 financial year.The £3.7 billion increase includes the £2.3 billion announced at the October Budget 2024, and £1.4 billion in additional funding being provided to support schools with staff pay awards as well as the increases to employer National Insurance contributions (NICs) from April 2025.Funding for schools is increasing by £4.2 billion per year by 2028/29, compared to 2025/26. This additional funding will provide an above real terms per pupil increase on the core schools budget, taking per-pupil funding to its highest ever level and enabling us to transform the special educational needs and disabilities system.This investment is also a critical step forward in our mission to support all children and young people to achieve and thrive and will support teachers and leaders to deliver high and rising standards across every school and for every pupil.

Whether the Department has conducted or plans to conduct an equality impact assessment to examine the impact of universal school meal programmes on pupils with religious dietary requirements.

The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals at school. The standards do not specify food requirements in terms of cultural and religious needs.Head teachers, governors and their caterers are best placed to make decisions about their school food policies. We expect schools to act reasonably, providing choices that take account of cultural, religious and special dietary needs, and to work with parents in making appropriate arrangements.The department aims to revise the school food standards and is engaging with stakeholders to ensure they support the work to create the healthiest generation of children in history. As part of this work, the department will complete a full equalities impact assessment, including the consideration of pupils with religious beliefs.

How many schools have raised concerns with her Department regarding a) the adequacy of funding for free school meals and breakfast clubs where pupils have religious dietary requirements b) what the nature of these concerns has been c) and how each concern has been addressed.

The department spends over £1.5 billion annually supporting free school meals provision to around 3.5 million school pupils. Officials meet regularly with the sector to gather feedback.The government sets out required minimum standards for school food in the school food standards to ensure that children are served healthy, nutritious meals. The government is reviewing the standards and will be engaging widely with the sector, including faith groups, throughout this process.We have confirmed over £30 million of funding for the current 2025/26 financial year and around £80 million for the 2026/27 financial year for free breakfast clubs. From April 2026, mainstream schools will be funded at a new increased rate of £25 a day, plus £1 per pupil per day who attends the club. We continue to learn through our programme evaluation and sector engagement, including with faith groups.

Whether her Department will make an assessment of the potential impact of the reduction in the number of exams on school standards.

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

What assessment her Department has made of the potential impact of reductions to exam times on students.

The independent Curriculum and Assessment Review acknowledged that young people in England sit more hours of exams than their peers in many other countries. As GCSEs are reformed, the department will work closely with Ofqual and exam boards to reduce exam time by 2.5 to 3 hours for the average student. In analysis submitted to the Review, Ofqual considered that a reduction of 10% is feasible with current content levels whilst balancing reliability and effects on teaching and learning. We will ensure that any amendments maintain high standards and protect the integrity and validity of the assessment system.

With reference to her Department's publication entitled Curriculum and Assessment Review, published on 5 November 2025, if she will instruct Ofqual to release the analysis quoted on the impact of reductions to allocated exam times.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Sir Ian Bauckham, to write to the hon. Member for Meriden and Solihull East, and a copy of his reply will be placed in the Libraries of both Houses.

Whether her Department plans to provide funding for wraparound childcare after March 2026.

This government is rolling out free breakfast clubs in all primary schools, with £80 million funding available from April 2026 to bring free breakfast clubs to an additional 2,000 schools. It builds on the more than £30 million the department has invested this year to test and learn free breakfast clubs in 750 early adopter schools.In addition, since September last year more than 50,000 new before and after school places have been delivered in schools to help working families, with more expected before March 2026. We are working with local authorities, schools, and childcare providers on the next phase with a focus on sustaining childcare places, expanding provision where there is demand, and strengthening the childcare market overall.

How her Department plans to integrate feedback from schools on the adequacy of funding for the breakfast clubs programme.

We have always been committed to rolling free breakfast clubs out nationally and the test and learn phase was put in place to inform how best to do so.We have been listening to schools and other stakeholders throughout this phase and will continue to work with them to learn from our early adopters and inform national rollout. Further information on national rollout will be announced later in the Autumn term.

What steps her Department plans to take to assess the adequacy of the accessibility to parents of recent childcare announcements made by her Department.

In 2025/26, the department plans to provide over £8 billion for the early years entitlements, an additional £2 billion compared to 2024/25, saving eligible families who use their full entitlement £7,500 a year on average. The government will provide an additional £1.6 billion per year by 2028/29, compared to 2025/26, to continue the expansion of government-funded childcare for working parents.The department has announced over £400 million of funding to create tens of thousands of places in new and expanded school-based nurseries to help ensure more children can access the quality early education where it is needed and get the best start in life. The first phase of the programme is creating up to 6,000 new nursery places, with schools reporting over 5,000 have been made available in September 2025.The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.

How her Department plans to measure the (a) effectiveness and (b) uptake of breakfast clubs; and whether she plans to publish this assessment.

The department is using the findings from the early adopter phase to inform the national roll out of free breakfast clubs. We’re also committed to continuing to learn throughout national roll out and have robust evaluation activity in place, including looking at take up. This will be critical to the programme’s delivery and ensuring that the programme is evidence informed and capable of demonstrating value for money. This will be shared with the public in line with the appropriate government social research guidelines.

What information her Department holds on the number of children who are attending the early adopters breakfast clubs.

The free breakfast clubs early adopter phase has been a huge success, with data showing that over 5 million breakfasts have been served so far. We continue to receive excellent feedback from schools, parents and pupils on the positive impact that the free breakfast clubs are already having. For example, schools are reporting improved punctuality, attendance and behaviour. We want every school, every child, and every family to have the chance of those benefits and that is why we’re committed to rolling out free breakfast clubs in every school with primary age children in England. Following the success of the early adopter phase, we are investing a further £80 million into the programme to onboard approximately 2000 additional schools between April 2026 and March 2027. This will benefit around 500,000 thousand more children.

What her Department's policy is on the continued provision of the International Baccalaureate Diploma in state schools.

The department has made very significant investments into 16-19 education funding. The base rate of funding per student has increased to £5,105 in the 2025/26 academic year, up over 5% on last year. We must make this funding work hard, tilting it towards key priorities.That is why we have announced that the additional funding previously available for a range of larger 16 to 19 programmes will be focused in future on supporting larger than normal mathematics and high value A level programmes to support the pipeline of students for priority sectors. It remains a choice for institutions as to whether they offer this provision. International Baccalaureate (IB) Diploma achievement is included in the 16 to 19 performance tables. There are also newly approved IB Alternative Academic Qualifications that can form part of a diploma, available for delivery from August 2025.

What assessment her Department has made of the effectiveness of the International Baccalaureate Diploma Programme.

The department has made very significant investments into 16-19 education funding. The base rate of funding per student has increased to £5,105 in the 2025/26 academic year, up over 5% on last year. We must make this funding work hard, tilting it towards key priorities.That is why we have announced that the additional funding previously available for a range of larger 16 to 19 programmes will be focused in future on supporting larger than normal mathematics and high value A level programmes to support the pipeline of students for priority sectors. It remains a choice for institutions as to whether they offer this provision. International Baccalaureate (IB) Diploma achievement is included in the 16 to 19 performance tables. There are also newly approved IB Alternative Academic Qualifications that can form part of a diploma, available for delivery from August 2025.

Whether her Department plans to reduce funding for the International Baccalaureate Diploma Programme.

The department has made very significant investments into 16-19 education funding. The base rate of funding per student has increased to £5,105 in the 2025/26 academic year, up over 5% on last year. We must make this funding work hard, tilting it towards key priorities.That is why we have announced that the additional funding previously available for a range of larger 16 to 19 programmes will be focused in future on supporting larger than normal mathematics and high value A level programmes to support the pipeline of students for priority sectors. It remains a choice for institutions as to whether they offer this provision. International Baccalaureate (IB) Diploma achievement is included in the 16 to 19 performance tables. There are also newly approved IB Alternative Academic Qualifications that can form part of a diploma, available for delivery from August 2025.

What estimate her Department has made of the number of children with SEND moving from the independent to state school sector; and what proportion this represents of the overall amount of people moving from the independent to state sectors.

The latest school census data from January 2025 shows private school pupil numbers remain firmly within historical patterns seen for over 20 years. The data is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2024-25.