Written questions by Arthur.

What recent discussions she has had with her counterparts in the devolved Administrations about harmonising support for mobile children in Armed Forces families.

Awaiting answer.

What recent discussions she has had with her counterparts in the devolved Administrations about harmonising support for mobile children in Armed Forces families.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

What steps she is taking with Cabinet colleagues to support joined up working in the development of skills in the environmental health sector.

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and support people to train in sectors which support growth and meet priority skills needs. The department is working across government to achieve these aims.Several universities deliver Environmental Health provision spanning BScs, MScs, and degree apprenticeships. All courses are professionally regulated by the Chartered Institute of Environmental Health and support people to access careers in this occupation.The Environmental Health Practitioner apprenticeship allows individuals to develop the knowledge and skills needed to work in areas such as environmental protection, food safety, housing standards and public health. Skills England works with employers to ensure that apprenticeship content is relevant and up to date. It will soon be updating the Environmental Health Practitioner assessment plan in line with new Apprenticeship Assessment Principles to ensure that the assessment is proportionate, timely and efficient while retaining rigour and validity.These reforms and polices are applicable in England. Skills policy in Scotland is devolved and is a matter for the Scottish Government.

What steps her Department is taking to support the development of skills in the environmental health sector.

The Post-16 Education and Skills White Paper set out reforms to the skills system to ensure skills provision is aligned to the needs of the Industrial Strategy and support people to train in sectors which support growth and meet priority skills needs. The department is working across government to achieve these aims.Several universities deliver Environmental Health provision spanning BScs, MScs, and degree apprenticeships. All courses are professionally regulated by the Chartered Institute of Environmental Health and support people to access careers in this occupation.The Environmental Health Practitioner apprenticeship allows individuals to develop the knowledge and skills needed to work in areas such as environmental protection, food safety, housing standards and public health. Skills England works with employers to ensure that apprenticeship content is relevant and up to date. It will soon be updating the Environmental Health Practitioner assessment plan in line with new Apprenticeship Assessment Principles to ensure that the assessment is proportionate, timely and efficient while retaining rigour and validity.These reforms and polices are applicable in England. Skills policy in Scotland is devolved and is a matter for the Scottish Government.

What discussions she has had with (a) UK Visas and Immigration and (b) universities on the implementation of student visa compliance measures.

The department will crack down on abuse of our immigration system by strengthening requirements for universities. This will involve tighter enforcement by government on visa approvals and course enrolments and completions. The Immigration White Paper set out that we will retain the graduate visa but reduce its duration from 2 years to 18 months, whilst maintaining the 3-year duration for PhD students. This will maintain our competitive post-study offer whilst ensuring individuals on this route obtain employment in graduate level roles and contribute to the country’s skills needs more quickly.The new International Education Strategy has confirmed this government's continued commitment to welcome legitimate international students who meet the requirements to study in the UK. International students positively impact our HE sector and become global ambassadors for the UK.

What consideration she has given to allowing military parents more choice in how their child's Pupil Service Premium is spent.

The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practiceGuidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.

What steps she has taken to encourage schools to be transparent with how they use Service Pupil Premium funding.

The Service Pupil Premium (SPP) is additional funding for state-funded schools in England with children and young people of service families. It will be paid at a rate of £360 per eligible pupil in the 2026/27 financial year.Schools can tailor their SPP expenditure to meet the specific pastoral and academic needs of individual service children and help mitigate the impact of matters such as family mobility, separation, or parental deployment. It is the responsibility of each school to decide how to use their SPP funding and to communicate this with parents.Schools are encouraged to consider best practice in the use of SPP funding, set out here: https://www.gov.uk/government/publications/the-service-pupil-premium/service-pupil-premium-examples-of-best-practiceGuidance for schools, academy trusts and local authorities on supporting service pupils is published jointly by the department and the Ministry Of Defence here: https://www.gov.uk/government/publications/service-pupils-in-schools-non-statutory-guidance/service-pupils-in-schools-non-statutory-guidance.This recommends that schools consider recording their use of SPP funding as part of their mandatory pupil premium statement, unless they have reason to believe this will identify individual pupils. An optional field in the template is provided for this purpose.

What recent assessment her Department has made of the effectiveness of the Adoption Support Fund; and what assessment her Department has made of the potential impact of the fund on (a) adoption breakdown rates and (b) mental health outcomes of children placed in permanent care.

Education is a devolved matter, and the response outlines the information for England only.The department keeps the effectiveness of the Adoption and Special Guardianship Support Fund (ASGSF) under continual review. The latest evaluation found strong evidence of positive impact: 83% of parents and guardians reported that ASGSF‑funded support was helpful or very helpful, and there were statistically significant improvements by the end of the intervention. Families also reported an average score of seven out of ten six months after support ended. Outcome measurement tools are now strengthening our ability to assess therapeutic progress and longer-term impacts.Recognising both the positive benefits of the ASGSF and the need to ensure that support for adopted and permanently placed children is as effective as possible, the department launched a public consultation in February 2026, ‘Adoption support that works for all’. This seeks views on how to deliver a more responsive, evidence‑based system of adoption support, including future arrangements for the ASGSF.

What assessment she has made of the adequacy of the accessibility of information provided by English universities on entry requirements for Scottish Highers and Advanced Highers on their websites.

Universities are autonomous bodies, independent from government and are responsible for their own admissions decisions.Universities are free to decide their entry criteria, and admissions teams consider a broad range of information about a student in addition to their predicted grades.The department continues to work with key sector stakeholders such as higher education providers, UCAS and Universities UK to ensure that students have access to a comprehensive wealth of information, advice and guidance, allowing them to make fully informed and appropriate decisions on course and provider choice.

What assessment her Department has made of the economic impact of improving access to childcare out of school hours.

Education is a devolved matter, and the response outlines the information for England only.The government has introduced free breakfast clubs in all primary schools which are 30 minutes before the school day. So far, the department has delivered 2.6 million breakfasts and offered places to almost 180,000 pupils across the country.Following the success of the early adopters, as the first phase of national rollout, we are investing a further £80 million into the programme to fund around 2,000 additional schools between April 2026 and March 2027. This will benefit around 500,000 more children. Parents will gain up to 95 hours back over the academic year, saving up to £450 per year.Parents can also receive support with costs for childcare, if eligible, through Tax-Free Childcare or Universal Credit childcare, which are UK-wide schemes. The Flexible Support Fund also helps individuals overcome financial barriers to employment and can provide support costs such as childcare, enabling claimants to access opportunities that improve their chances of finding or starting work.

Whether she has had discussion with the Child Poverty Taskforce on the potential impact of (a) the removal and (b) reform of the two-child benefit cap on the educational outcomes for children.

As co-chair of the Child Poverty Taskforce, my right hon. Friend, the Secretary of State for Education, is working across government on levers to tackle child poverty and improve the lives of families across the country.This government is committed to tackling child poverty and the Child Poverty Taskforce is developing an ambitious Child Poverty Strategy, which will be published in the autumn.

What assessment she has made of the potential impact of the withdrawal of government funding for Global Citizenship Education in England on the provision of Global Citizenship Education programmes.

Education is a devolved matter, and the response outlines the information for England only.The Scottish Government is responsible for schools and teaching in Scotland, including any decisions about Global Citizenship Education programmes.In England the national curriculum for citizenship education covers democracy, justice and human rights; media and financial literacy; and how citizens can influence decisions.The government has established an independent Curriculum and Assessment Review, which seeks to deliver a rich, broad, inclusive and innovative curriculum that equips young people with the knowledge, skills and attributes needed to thrive in life and work. The Review will publish its final report in autumn 2025.

What steps she is taking to ensure schools reach Sustainable Development Goal 4.7.

Education is a devolved matter, and the response outlines the information for England only.The work of the department contributes to the Sustainable Development Goals (SDGs), including SDG 4.Citizenship education provides a framework to prepare pupils to be active, informed and responsible citizens. The national curriculum for citizenship is mandatory at key stages 3 and 4, where pupils learn about democracy, politics, parliament and voting, as well as human rights, justice, media literacy, the law, and the need for mutual respect. Primary schools can choose to teach citizenship following the non-statutory framework.Climate change and the environment are included within the current national curriculum in geography and science, with an environmental science A level available. The department is also developing a new GCSE in natural history, which will equip young people to understand the protection and conservation of the environment and respect the natural world.

What steps she is taking to support schools in reducing (a) energy bills and (b) carbon footprints.

The department provides tools, guidance and support to help schools manage their spending:The Energy for Schools offer, helping schools to arrange the best deal on their energy contracts when their current contracts are up for renewal. Details can be found at: https://submit.forms.service.gov.uk/form/7281/register-your-interest-in-energy-for-schools/27000.The Sustainability Support for Education website, which guides users to design a climate action plan and provides signposting to resources which are customised to a school’s context. This is accessible at: https://www.sustainabilitysupportforeducation.org.uk/.The Climate Ambassadors Programme, which sees volunteers from industry and civil society work directly with schools to turn climate ambition into action. Nine regional hub managers coordinate local activity, build strong networks and host events across the sector. Details can be found at: https://climateambassadors.org.uk/.

Whether she has made an assessment of the potential impact of the policy paper entitled Restoring control over the immigration system: white paper, published on 12 May 2025, on the finances of higher education institutions.

This government welcomes international students who enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK. Our world-class higher education (HE) sector can offer a fulfilling and enjoyable experience to international students from around the world.The Immigration White Paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base. This includes the commitment to explore the introduction of a levy on HE provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. We will set out more details around this in the Autumn Budget. Analysis of the potential impacts is based on the levy applying to English HE providers only. We will fully consult all the devolved governments on the implementation of the international student levy.In March, Professor Edward Peck was appointed as substantive Chair of the Office for Students. Professor Peck will continue the excellent work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, we expect the sector to deliver the very best outcomes, both for those students and for the country.Alongside this, we expect all universities to have a sustainable business model. Our forthcoming plans for reform of the HE sector will set out how we will support universities in this regard.

Whether she has made an assessment of the potential impact of the proposed levy on higher education provider income from international students on Scottish universities.

This government welcomes international students who enrich our university campuses, forge lifelong friendships with our domestic students and become global ambassadors for the UK. Our world-class higher education (HE) sector can offer a fulfilling and enjoyable experience to international students from around the world.The Immigration White Paper sets out a series of measures that will achieve a reduction in net migration, while maintaining the UK’s globally competitive offer to international students and making a significant contribution to growth by boosting our skills base. This includes the commitment to explore the introduction of a levy on HE provider income from international students, with proceeds to be reinvested in the domestic HE and skills system. We will set out more details around this in the Autumn Budget. Analysis of the potential impacts is based on the levy applying to English HE providers only. We will fully consult all the devolved governments on the implementation of the international student levy.In March, Professor Edward Peck was appointed as substantive Chair of the Office for Students. Professor Peck will continue the excellent work of interim Chair, Sir David Behan, focusing on the sector’s financial sustainability and increasing opportunities in HE.Moreover, in November, my right hon. Friend, the Secretary of State for Education announced the difficult decision to increase tuition fee limits in line with forecast inflation. The maximum fee for a standard full-time undergraduate course in the 2025/26 academic year will increase by 3.1%, from £9,250 to £9,535. In return for the increased investment we are asking students to make, we expect the sector to deliver the very best outcomes, both for those students and for the country.Alongside this, we expect all universities to have a sustainable business model. Our forthcoming plans for reform of the HE sector will set out how we will support universities in this regard.

What steps she is taking to help tackle misogyny in schools.

I refer my hon. Friend, the Member for Edinburgh South West, to the answer of 1 April 2025 to Question 40591.

What steps she is taking to help support the mental health of girls in schools.

Education is a devolved matter, and the response outlines the information for England only.This government is committed to improving mental health support for all children and young people. This is key to breaking down barriers to opportunity, helping all pupils to achieve and thrive in education.The government will provide access to specialist mental health professionals in every school, so every young person, regardless of their sex, has access to early support to address problems before they escalate. NHS-funded Mental Health Support Teams (MHSTs) continue to roll out in schools and colleges and are expected to cover at least 50% of pupils by April 2025.The department also provides a range of guidance and practical resources for schools on promoting and supporting pupils’ mental health and wellbeing. These include a resources hub for mental health leads, a toolkit to help choose evidence-based early support and guidance on effective whole-school approaches to pupil mental health and wellbeing. This guidance encourages schools to consider groups that are at greater risk of experiencing poor mental health when planning their approach. This might include consideration that girls in some age ranges have been shown to have higher levels of probable mental disorder than boys, or that girls may be more likely to experience certain mental health conditions.

What steps she taking to ensure that children receive sex and relationship education.

Education is a devolved matter, and the response outlines the information for England only.It is compulsory for schools to teach relationships education for primary school pupils, relationships and sex education for secondary school pupils, and health education for all pupils in state-funded schools, in line with the relationships, sex and health education (RSHE) statutory guidance, which has been in place since September 2020.Oak National Academy are developing new resources to support schools with the delivery of RSHE, which will start to become available later this year.

What recent assessment she has made of the adequacy of higher education (a) funding and (b) governance.

Education is a devolved matter and as such issues relating to higher education (HE) in the devolved nations is a matter for the relevant government.The HE sector needs a secure financial footing to face the challenges of the next decade, and to ensure that all students can be confident they will receive the world-class HE experience they deserve. This is why, after seven years of frozen fee caps under the previous government, the department has taken the difficult decision to increase maximum tuition fee limits for the 2025/26 academic year by 3.1%, in line with the forecast rate of inflation.In return for the increased investment we are asking students to make, we expect the sector to deliver the very best outcomes, both for those students and for the country. We will publish our plan for HE reform in summer 2025, and work with the sector and the Office for Students (OfS), the regulator of HE in England, to deliver the change that the country needs.The government also provides funding through the Strategic Priorities Grant on an annual basis to support teaching and students in HE, including expensive-to-deliver subjects such as science and engineering, students at risk of discontinuing their studies, and world-leading specialist providers.Further, in December, the OfS announced temporary changes to its operations to allow greater focus on financial sustainability. Ultimately, HE providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.We are clear that HE providers need to ensure their governance arrangements are robust and facilitate prudent financial planning, and are fit for purpose more widely, including upholding academic freedom and freedom of speech and ensuring good quality of provision. The OfS has recently consulted on proposals to strengthen the conditions related to management and governance for providers that wish to join its register.