Written questions by Gibson.

What steps her Department takes through school food (a) standards and (b) guidance to tackle ultra-processed foods; and whether she has made an assessment of the potential merits of bringing forward further proposals to help reduce the proportion of ultra-processed items in school (i) meals and (ii) vending machines.

The Scientific Advisory Committee on Nutrition (SACN) has considered the impact of processed foods on health in 2023 and 2025, and recommends that on balance, most people are likely to benefit from reducing their consumption of processed foods high in energy, saturated fat, salt and free sugars and low in fibre.The School Food Standards already restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods, but to ensure quality and nutrition in meals for the future, the department is working with with experts across the sector to revise the School Food Standards, so every school is supported with updated nutrition guidance.The School Food Standards apply to food and drink provided to pupils on school premises up to 6pm and include vending machines.

Whether (a) the healthy schools rating scheme and (b) similar programmes consider the degree of food processing in assessing school performance on healthy eating.

The department is committed to raising the healthiest generation ever. The healthy schools rating scheme celebrates the positive actions that schools are delivering in terms of healthy living, healthy eating and physical activity, and supports schools in identifying further actions that they can take in this area.Healthy eating is covered in science and design and technology in the national curriculum as well as in health education, as part of the relationships, sex and health education curriculum.The School Food Standards restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods. Governing Boards have a responsibility to ensure compliance with the School Food Standards and should appropriately challenge the headteacher and the senior leadership team to ensure the school is meeting its obligations.

If she will (a) collect and (b) publish data on the proportion of ultra-processed foods in school meals (i) by region, (ii) by local authority and (iii) in Wiltshire.

The department does not collate or publish data on the proportion of ultra-processed foods in school meals. The School Food Standards regulate the food and drink provided at both lunchtime and at other times of the school day, and restrict foods high in fat, salt and sugar, as well as low quality reformed or reconstituted foods.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. To support governors, the department, along with the National Governance Association, launched an online training course on school food for governors and trustees. This training is designed to improve understanding of the Standards and give governing boards confidence to hold their school leaders to account on their whole school approach to food.

When she will publish her Department's post-16 education and skills strategy.

The government is developing a comprehensive strategy for post‐16 education and skills and will shortly publish the Post-16 Education and Skills White Paper.

What plans her Department has to embed financial education and investment literacy in apprenticeship programmes.

Apprenticeships are jobs that equip learners with the knowledge, skills and behaviours they need for a specific occupation. Employers, working in conjunction with Skills England, develop the content of apprenticeship standards according to the needs of their industries. This will include job-specific mathematics or English skills wherever relevant.In addition, the department funds apprentices to achieve up to level 2 qualifications in mathematics and English as part of their apprenticeship. The qualifications give apprentices the broader skills they need to thrive in work and life and the mathematics qualification includes content on calculating interest, discounts and percentage increases/decreases, probability and budgeting, as well as building confidence with numbers more generally. We require all 16 to 18-year-olds to achieve a level 1 or level 2 qualification as part of their apprenticeship, if they do not already hold one.

Whether she plans to amend the high needs funding formula to reflect current levels of need and not historic expenditure.

Our aim is to establish a fair education funding system that directs resources to where they are most needed and enable improved support and outcomes for children and young people with special educational needs and disabilities (SEND).Because it is important that we take the time needed to review the high needs national funding formula, the structure of the formula is largely unchanged for the 2025/26 financial year allocations to local authorities.The department is considering the funding required for future years and how it is to be allocated, following the conclusion of the recent spending review. Our objective is that future funding for SEND supports our plans for reforming the SEND system, which will be set out in further detail in a White Paper in the autumn.

What recent steps she has taken to ensure young people in rural areas receive the financial skills needed to support long-term prosperity.

I refer the hon. Member for Chippenham to the answer of 9 April 2025 to Question 43513.

What recent assessment she has made of the adequacy of the Dedicated Schools Grant per pupil in Wiltshire relative to comparator authorities with similar pupil numbers and demographics.

Local authorities’ dedicated schools grant (DSG) allocations are calculated using the national funding formula (NFF), by reference to their numbers of pupils and schools, and their characteristics. The purpose of the NFF is not to give every school the same level of per pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, receive extra funding to help them meet the needs of all their pupils. In addition, schools in more expensive areas, like London, attract higher funding per pupil than other parts of the country to reflect the higher costs they face.We will take the time needed to consider changes to various funding formulae going forward, ensuring that we get any changes right, and recognising the importance of establishing a fair funding system that directs funding where it is needed.

If she will make an assessment of the potential impact of the national funding formula on educational outcomes in (a) rural areas, (b) Wiltshire and (c) other counties with lower levels of funding.

The government recognises the essential role that small schools play in their communities, many of which are in rural areas. The schools national funding formula (NFF) accounts for the particular challenges faced by small schools in rural areas through the lump sum and sparsity factor.In the 2025/26 financial year, the sparsity factor provides eligible primary schools up to £57,400, and all other eligible schools up to £83,400. In 2025/26, 64 schools in Wiltshire attract additional funding through the sparsity factor. In addition to this, all small and rural schools have benefited from the increase to core factors in the NFF in 2025/26, including the NFF lump sum set at £145,100. The lump sum provides a fixed amount of funding that is particularly beneficial to small schools, as it is not affected by pupil numbers.The purpose of the schools NFF is not to give every school the same level of per pupil funding. It is right that schools with lots of pupils with additional needs, such as those indicated by measures of deprivation or low prior attainment, receive extra funding to help them meet the needs of all their pupils.

With reference to the document entitled The UK's Modern Industrial Strategy, published on 23 June 2025, what steps she is taking to provide (a) targeted apprenticeship and (b) reskilling opportunities to people living in rural areas.

This government is transforming the apprenticeships offer into a new growth and skills offer, which will give greater flexibility to employers and learners and increase access to talent across the eight industrial strategy sectors.The department will continue to rollout shorter duration and foundation apprenticeships to give more people across the country the opportunity to learn and earn in industrial strategy sectors. The first seven foundation apprenticeships will be available from August 2025, supporting young people into careers such as digital, engineering and manufacturing.The department will also introduce short courses, funded through the growth and skills levy. These will also support industrial strategy sectors starting from April 2026.The department will work with Skills England to identify the short courses which will be prioritised for the initial and subsequent rollouts and how these sit alongside apprenticeships and other training routes. We will set out further information in due course.

With reference to the document entitled The UK's Modern Industrial Strategy, published on 23 June 2025, what steps her Department is taking to support further education colleges in rural areas to deliver training in (a) AI, (b) clean energy and (c) advanced manufacturing.

The department is making additional investment of over £1 billion per year in skills for young people by 2028/29. This is additional to the over £400 million extra funding already planned for 16-19 education in the 2025/26 financial year, as well as £155 million to support schools, colleges and local authorities with increased national insurance contributions. Taken together this investment demonstrates this government’s commitment to support further education, including in rural areas.We are introducing Technical Excellence Colleges to specialise in training skilled workforces for priority sectors. Further information on locations will be published in due course.The UK’s Modern Industrial Strategy published on 23 June 2025 confirmed £200 million capital investment to tackle sector specific shortages. This is in addition to £375 million of capital investment to support post-16 capacity to accommodate additional learners entering the system and £1.7 billion from 2026/27 to 2029/30 to help colleges maintain the condition of their estate.Local Skills Improvement Plans are collaborations with local employers and providers across the country, including in rural areas, which set out priorities to better meet local skills needs. They must consider the skills needed to meet net zero, climate adaptation, and wider environmental goals.

If she will make it her policy to make Relationship and Sex Education mandatory in post-16 education settings.

The department recognises the importance of promoting healthy relationships to young people. This is why relationships and sex education (RSE) is a standard element of the personal development tutorial system in further education.These regular tutorials allow students to hear about and discuss subjects important to their lives as responsible, active citizens, such as British values, resilience and how to navigate the world of work.Education in healthy relationships is at the core of each college’s programme. Students participate in debates about respect, consent, misogyny, gender stereotyping, coercive control, sexual violence and sexual health, and consider the impact of negative behaviours.Ofsted’s personal development judgement evaluates a college’s intent to provide for the personal development of learners, and the quality of the way in which it does this. Education in healthy relationships is one of the areas of focus.The department has engaged an expert college leader, Polly Harrow, to develop a toolkit for colleges to drive the quality and consistency of RSE. The toolkit, to be launched in November, will provide tutorial materials and delivery advice, giving all colleges the skills and confidence to deliver on personal development effectively, and to tackle misogyny head on.

Whether she plans to increase (a) school and (b) college funding per pupil above the rate of inflation in each financial year until 2029.

Across the spending review, core schools funding, including special educational needs and disabilities investment, will increase from £65.3 billion in the 2025/26 financial year (including the additional funding announced in May 2025) to £69.5 billion by the 2028/29 financial year. Taken together, this grows per-pupil spending over this spending review period by 2.7% in real terms.This government is making a substantial investment in skills, with over £1 billion of additional funding by the 2028/29 financial year, on top of the phase 1 settlement for the 2025/26 financial year. This funding protects opportunity, delivers the workforce needed for the Plan for Change, and fuels future growth. It includes funding to support 1.3 million 16 to 19-year-olds, including 65,000 additional learners by financial year 2028/29.

What recent assessment her Department has made of the adequacy of provision of Relationship and Sex Education for young people aged 16 to19 in post-16 education settings.

The department recognises the importance of promoting healthy relationships to young people. This is why relationships and sex education (RSE) is a standard element of the personal development tutorial system in further education.These regular tutorials allow students to hear about and discuss subjects important to their lives as responsible, active citizens, such as British values, resilience and how to navigate the world of work.Education in healthy relationships is at the core of each college’s programme. Students participate in debates about respect, consent, misogyny, gender stereotyping, coercive control, sexual violence and sexual health, and consider the impact of negative behaviours.Ofsted’s personal development judgement evaluates a college’s intent to provide for the personal development of learners, and the quality of the way in which it does this. Education in healthy relationships is one of the areas of focus.The department has engaged an expert college leader, Polly Harrow, to develop a toolkit for colleges to drive the quality and consistency of RSE. The toolkit, to be launched in November, will provide tutorial materials and delivery advice, giving all colleges the skills and confidence to deliver on personal development effectively, and to tackle misogyny head on.

What assessment she has made of the adequacy of (a) school and (b) college funding per pupil in Wiltshire in 2024–25.

Through the dedicated schools grant (DSG), Wiltshire received £364.5 million for mainstream schools in the 2024/25 financial year. This represented an increase of 2.3% per pupil compared to 2023/24, excluding growth funding. On top of that, they received £20.9 million in additional grant funding to support teacher and support staff pay rises as well as increases in teachers’ pension employer contribution rates.Funding for 16 to 19-year-olds uses the same funding formula regardless of whether the student is studying at a school sixth form, general further education college, or other provider type for their study programme or T Level.The department publishes details of 16 to 19 Total Programme Funding allocations by academic year, with academic year 2024 to 2025 available at: https://www.gov.uk/government/publications/16-to-19-allocation-data-2024-to-2025. This can be filtered by local authority to identify the funding for Wiltshire.Allocations for the Adult Skills Fund, formerly the Adult Education Budget, are also published annually and are available here: https://www.gov.uk/guidance/adult-education-and-skills-funding-allocations#published-allocations. Whilst they cannot be filtered by local authority, they can be filtered by individual provider.

How much funding has been allocated to post-16 skills and vocational training in Wiltshire since 2020.

The department publishes details of 16 to 19 Total Programme Funding allocations by academic year. These are available for each academic year since 2020, and can be accessed at the following pages:2020/21: https://www.gov.uk/government/publications/16-to-19-allocation-data-2020-to-2021-academic-year.2021/22: https://www.gov.uk/government/publications/16-to-19-allocation-data-2021-to-2022-academic-year.2022/23: https://www.gov.uk/government/publications/16-to-19-allocation-data-2022-to-2023-academic-year.2023/24: https://www.gov.uk/government/publications/16-to-19-allocation-data-2023-to-2024-academic-year.2024/25: https://www.gov.uk/government/publications/16-to-19-allocation-data-2024-to-2025.Each publication can be filtered by local authority to identify the funding for Wiltshire.Allocations for the Adult Skills Fund, formerly the Adult Education Budget, are also published annually, and can be accessed at: https://www.gov.uk/guidance/adult-education-and-skills-funding-allocations#published-allocations.Whilst they cannot be filtered by local authority, they can be filtered by individual provider.

Whether the higher education admissions system takes into account the frequent relocations of military service children.

Universities are autonomous bodies, independent from government and are responsible for their own admissions decisions.Universities and colleges decide who to offer a place to by considering a range of factors detailed within an applicant's UCAS application. In addition to their predicted grades, this can include their personal statement, teacher references, contextual factors and, for certain courses that have an October application deadline, their performance in admissions tests. This is a process that differs between providers and even between different courses at the same providers.Admissions teams are accustomed to considering a wide range of personal circumstances when making decisions.Higher education (HE) providers registered with the Office for Students (OfS) intending to charge higher level tuition fees must have an Access and Participation Plan approved by the OfS. Providers are expected to take into account the OfS Equality of Opportunity Risk Register in developing a plan. The Register identifies service children as a group in particular need of support.The government takes a close interest in ensuring that the system is fair. We work closely with HE providers and sector bodies to make sure the system works well for students.

Whether her Department has made an assessment of the regional distribution of ineligible applicants for teacher training bursaries based on degree classification; and how many ineligible applicants there were in Wiltshire in each of the last five years.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.

Whether the completion of a Subject Knowledge Enhancement course is considered as part of the eligibility criteria for postgraduate teacher training bursaries.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.

What assessment her Department has made of the potential impact of using degree classification as an eligibility criterion for teacher training bursaries in shortage subjects.

Initial teacher training (ITT) bursaries are designed to incentivise more applications to ITT courses from high-achieving graduates. As such, for postgraduate bursaries, we take account of the grade of the trainee’s highest academic qualification. These bursaries are only awarded to trainees with at least a 2:2 undergraduate degree classification, unless the trainee possesses a higher academic qualification, such as a doctoral or master’s degree.Graduates who do not hold a 2:2 degree can apply for student finance in the form of a tuition fee loan and a maintenance loan to support their living costs. Additional funding is also available depending on individual circumstances, such as the childcare grant.Subject knowledge enhancement (SKE) courses are designed to provide candidates for ITT with the minimum knowledge required to train to teach their chosen subject. Completion of a SKE course is not a requirement for all ITT candidates. The ITT provider determines whether it is requirement of the candidate’s offer after assessing their prior subject knowledge. Completion of SKE is not a factor in postgraduate ITT bursary eligibility.ITT providers determine whether their trainees are eligible for a bursary, using the eligibility criteria set by the department. The department only holds data on trainees who are eligible for bursaries, alongside data on the overall number of trainees by subject and ITT provider. The department does not hold data on why trainees were ineligible for a bursary.