Written questions by Collins.

What assessment her Department has made of the need for a dedicated senior official to lead on (a) coordination of policy to support state boarding schools, (b) securing sustainable funding for state boarding provision, and (c) cross-departmental engagement with the Ministry of Defence and the Department for Health and Social Care; and what steps her Department is taking to ensure state boarding schools remain a viable option for Armed Forces and mobile families.

The Ministry of Defence oversees the Continuity of Education Allowance (CEA) for eligible service personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school. Further information can be found here: https://assets.publishing.service.gov.uk/media/61684e30e90e07197867eb2b/20211007-DCS_CEAS_INFO_02-CEA_AND_BOARDING_SCHOOL_CONSIDERATIONS_INFORMATION_V4.pdf. Senior officials maintain oversight of state boarding school policy and coordinate, as appropriate, with relevant teams across the department and other government departments on matters such as the national minimum standards for boarding and day pupil fees.

What assessment she has made of the potential merits of state boarding schools in supporting the education of children from Armed Forces families and other mobile families as an affordable alternative to independent boarding provision.

The Ministry of Defence oversees the Continuity of Education Allowance (CEA) for eligible service personnel, which provides clearly defined financial support to ensure that the need for frequent mobility does not interfere with a child’s education. This includes supporting parents with the option of using a state boarding school. Further information can be found here: https://assets.publishing.service.gov.uk/media/61684e30e90e07197867eb2b/20211007-DCS_CEAS_INFO_02-CEA_AND_BOARDING_SCHOOL_CONSIDERATIONS_INFORMATION_V4.pdf. Senior officials maintain oversight of state boarding school policy and coordinate, as appropriate, with relevant teams across the department and other government departments on matters such as the national minimum standards for boarding and day pupil fees.

What assessment her Department has made of the adequacy of the Curriculum Review to provide algorithm literacy and AI education to help children understand that AI systems can have inaccurate outputs; and what steps will be taken through the curriculum to ensure that young people are educated on the potential harms of AI including a) Deepfakes and CSAM content, b) AI generated online fraud and scams, c) Chatbot algorithmic biases.

The department has accepted the Curriculum and Assessment Review’s recommendations for computing and are committed to going further through explicitly including AI within the curriculum, and exploring a potential Level 3 qualification in data science and AI. This will empower students to harness the opportunities of AI, whilst navigating its risks responsibly.We will work with subject experts to ensure that AI and issues like bias in technology will be included within the refreshed computing curriculum in an age-appropriate way. The exact content will be determined following engagement with experts, and we will publicly consult on the draft proposals next year.It is worth noting that algorithms and online harms are currently covered in the curriculum, through computing and relationships, sex and health education (RSHE). In July, the government published updated RSHE statutory guidance introducing new content on AI, online safety and pornography, which will be mandatory from 1 September 2026.

What plans she has to review her Department's guidance entitled Mobile phones in schools, published in February 2024.

The department’s guidance on mobile phones in schools, published in February 2024, is clear that schools should prohibit the use of devices with smart technology throughout the school day, including during lessons, transitions and breaks.We expect all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.Research from the Children’s Commissioner published in April 2025, with responses from nearly all schools and colleges in England, shows that the overwhelming majority of schools (99.8% of primary schools and 90% of secondary schools) already have policies in place that limit or restrict the use of mobile phones during the school day.We will continue to build a robust evidence base on the effectiveness of school mobile phone policies and keep the guidance under review.

If she will meet with Esther Ghey to discuss her campaign for a statutory ban on mobile phones in schools.

Mobile phones have no place in school.Schools should prohibit the use of mobile phones and other smart technology with similar functionality to mobile phones throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime, as set out in the ‘Mobile phones in schools’ guidance, published in 2024.The department expects all schools to take steps in line with this guidance to ensure mobile phones do not disrupt pupils’ learning.My right hon. Friend, the Secretary of State for Education, met with Esther Ghey at the start of November to discuss her Phone Free Education campaign.

If she will take steps to require (a) schools and (b) nurseries to publish information on how they respond to feedback from (i) pupils and (ii) parents in inclusion-related surveys.

This government is committed to improving inclusivity and expertise in mainstream schools to break down barriers to education, alongside ensuring that special schools are able to support children with the most complex needs. The Expert Advisory Group for Inclusion, chaired by Tom Rees, will play a key role in engaging the sector, including leaders, practitioners, children and families.What maintained schools and academies must publish is set out in the department’s guidance. This does not include survey data collected by schools relating to inclusion. From November 2025, Ofsted inspections will assess inclusion as part of their renewed inspection framework.To help support schools understand pupil experience and improve pupil engagement, the department has committed to work with partners to draw up a framework, due to be published next year. A key part of this will be supporting schools to measure pupil experience in an evidence-based way to understand, and take action on, the in-school factors which influence whether their pupils attend, achieve and thrive. We have also committed to amplifying the voices of children and young people at a national level, by publishing annual data on pupils’ sense of school belonging, safety and enjoyment.

What steps her Department is taking to ensure that (a) pupil and (b) parent survey data is used effectively to assess the inclusivity of (i) schools and (ii) early years settings.

This government is committed to improving inclusivity and expertise in mainstream schools to break down barriers to education, alongside ensuring that special schools are able to support children with the most complex needs. The Expert Advisory Group for Inclusion, chaired by Tom Rees, will play a key role in engaging the sector, including leaders, practitioners, children and families.What maintained schools and academies must publish is set out in the department’s guidance. This does not include survey data collected by schools relating to inclusion. From November 2025, Ofsted inspections will assess inclusion as part of their renewed inspection framework.To help support schools understand pupil experience and improve pupil engagement, the department has committed to work with partners to draw up a framework, due to be published next year. A key part of this will be supporting schools to measure pupil experience in an evidence-based way to understand, and take action on, the in-school factors which influence whether their pupils attend, achieve and thrive. We have also committed to amplifying the voices of children and young people at a national level, by publishing annual data on pupils’ sense of school belonging, safety and enjoyment.

What estimate her Department has made of the travel costs to families for their child to meet their (a) educational, (b) pastoral and (c) mental health needs where the local school is unable to meet those needs; and whether she plans to review support for home-to-school transport in such cases.

The government’s ambition is that all children receive the support they need to achieve and thrive. Our home-to-school travel policy aims to make sure no child is prevented from accessing education by a lack of transport.A child is eligible for free home-to-school transport if they are of compulsory school age (5 to 16), attend their nearest school and would not be able to walk there because of the distance, their special educational needs, disability or mobility problem, or the safety of the route. If they have an education, health and care plan, the school named in that plan will usually be considered their nearest for home-to-school transport purposes. There are extended rights to free travel for children from low-income households.We have committed to improving inclusivity and expertise in mainstream schools so fewer children need to travel long distances to a school that can meet their needs and will bring forward a White Paper with plans to improve the special educational needs and disabilities system.

What steps her Department is taking to ensure children with Developmental Language Disorder receive appropriate support within the education system.

The government is committed to ensuring that every child has the best start in life. This includes all children and young people with special educational needs and disabilities (SEND), including speech, language and communications needs such as Developmental Language Disorder.We know that continuing to build the pipeline of speech and language therapists (SaLT) is essential. The department is working closely with the Department of Health and Social Care and NHS England to improve access to community health services, including speech and language therapy, for children and young people with SEND.In addition to the undergraduate degree route, SaLTs can now also train via a degree apprenticeship. This route is entering its fourth year of delivery and offers an alternative pathway to the traditional degree route into a successful career as a SaLT.In partnership with NHS England, the department has extended the Early Language and Support for Every Child programme, trialling new ways of working to better identify and support children with speech, language and communication needs in early years settings and primary schools.

What data her department holds on the number of pupils in England requiring gluten free meal provision in schools.

The department does not hold data on requirements for gluten-free meal provision in schools. The government sets out required minimum standards for school food in the School Food Standards. Headteachers, governors and their caterers are best placed to make decisions about their school food policies that take into account local circumstances and pupil needs, including the provision of gluten-free meals.Additionally, Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of pupil referral units to make arrangements for supporting pupils at their school with medical conditions, which may be food-related. Schools must therefore take appropriate action in supporting such pupils to access food provision.

What steps her Department is taking to ensure that SEND reforms under development (a) take account of the needs of children with (i) coeliac disease and (ii) other medical conditions and (b) ensure that pupils with dietary requirements are supported in school.

The government sets out required minimum standards for school food in the School Food Standards. Headteachers, governors, and their caterers are best placed to make decisions about their school food policies that take into account local circumstances and pupil needs.Additionally, Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of pupil referral units to make arrangements for supporting pupils at their school with medical conditions, which includes coeliac disease and other food-related conditions. Schools must therefore take appropriate action in supporting such pupils to access food provision.In doing so, schools must have regard to the 'Supporting pupils with medical conditions at school' statutory guidance issued by my right hon. Friend, the Secretary of State for Education. This guidance can be accessed at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

Whether she has had discussions with the Secretary of State for Housing, Communities and Local Government on local planning policies supporting the expansion of early years provision through the (a) protection and (b) promotion of (i) high-quality and (ii) home-based childcare settings.

It is the government’s ambition that all families have access to high quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change. In 2025/26 alone, we plan to provide over £8 billion for the early years entitlements, which is an additional £2 billion (over 30% increase) compared to 2024/25, as we roll out the expansion of the entitlements. The government is boosting availability and increasing access to childcare for families through the school-based nurseries programme, including school led provision and private, voluntary and independent providers operating from school sites.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 the local authority is taking and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract.The department continues to help people discover rewarding early years careers through the ‘Do Something Big’ national recruitment campaign, building on our pilot of delivering financial incentives in 38 local authorities this year. This is alongside exploring ways to make childcare more accessible, including supporting childminders in adapting their homes, accessing community spaces and introducing flexibilities for childminders to work with more children from home or on non-domestic premises. We are also looking at a proposed professional register for early years staff, a career framework to support progression, and recognition and increased inspection frequency by Ofsted to ensure quality standards are maintained. Childminders will also be part of the Best Start Family Service, which aims to integrate early years support across education, health and community services.

What steps her Department is taking to help support businesses to invest in skills and training in Harpenden and Berkhamsted constituency.

The department’s Industrial Strategy outlines key interventions to boost employer engagement with the skills system. These include: Shorter and foundation apprenticeships in priority sectors.New short courses in England, funded by the growth and skills levy from April 2026.Cross-sector skills packages in areas like digital, engineering and defence.A £625 million construction skills package to train up to 60,000 workers this Parliament. This investment will be supported by stronger employer partnerships, including the launch of technical excellence colleges to build local talent pipelines. Additionally, the chair of Skills England, alongside the Industrial Strategy Advisory Council, will explore how employers, individuals and government can collaborate to meet national skills needs and drive future job growth.

What discussions her Department has had with schools on the potential impact of branded school uniform policies on families; and what steps her Department is taking to ensure that schools comply with the statutory guidance entitled Cost of school uniforms, published on 19 November 2021.

Whilst many schools are taking action to reduce costs, too many families tell us that the cost of school uniform remains a financial burden. The department’s research shows that the average cost of uniform is significantly lower when parents can buy items from somewhere other than a designated shop or school. This research is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms-survey-2023.The government has introduced legislation through the Children’s Wellbeing and Schools Bill, to limit the number of compulsory branded items schools can require, to remove the cost of uniform as a barrier to pupils accessing school and activities in school.We estimate that requiring fewer branded items from designated suppliers could save some parents over £50 per child during the back to school shop once the uniform limit comes into effect.The department has statutory guidance on the ‘Cost of school uniforms’, and schools must have regard to it when designing and implementing their uniform policies. We expect all schools to now be compliant.

Whether investment in family hubs will be included in the upcoming Child Poverty Strategy.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 03 July 2025 to Question 63139.

Whether her Department has made an assessment of the potential impact of (a) a hub and spoke model and (b) the utilisation of detached youth work within Young Futures Hubs on (i) outreach and (ii) access for young people.

The government has committed to the creation of a new Young Futures Programme, which will establish a network of Young Futures Hubs and Young Futures Prevention Partnerships. Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes and enabling them to thrive.Officials from across several departments are already working jointly, using evidence of what works to start to shape the Young Futures Hubs model. We are engaging with local areas, communities, statutory partners, charities, and other stakeholders, including assessing evidence they have supplied, to support the design of the Young Futures Hubs and explore options for their delivery. This includes considering how best to engage with those young people who would benefit most from support.Across Young Futures Hubs and Young Futures Prevention Partnerships, the government is adopting a phased approach to learn from what works. To roll-out Young Futures Hubs, building on the success of existing infrastructure and provision, we will establish a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. These early adopters and work in local areas and will inform the longer-term development of the programme, including how quickly we move to a greater number of hubs.Young Futures Hubs are just one part of delivering support within a much wider youth landscape and they will work closely with core services and wider initiatives spanning youth, education, employment, social care, mental health, youth justice and policing. The government is developing a National Youth Strategy to set out a new long-term vision for young people and an action plan for delivering this.

How local areas will be supported to implement Young Futures Hubs.

The government has committed to the creation of a new Young Futures Programme, which will establish a network of Young Futures Hubs and Young Futures Prevention Partnerships. Young Futures Hubs will bring together services to improve access to opportunities and support for young people at community level, promoting positive outcomes and enabling them to thrive.Officials from across several departments are already working jointly, using evidence of what works to start to shape the Young Futures Hubs model. We are engaging with local areas, communities, statutory partners, charities, and other stakeholders, including assessing evidence they have supplied, to support the design of the Young Futures Hubs and explore options for their delivery. This includes considering how best to engage with those young people who would benefit most from support.Across Young Futures Hubs and Young Futures Prevention Partnerships, the government is adopting a phased approach to learn from what works. To roll-out Young Futures Hubs, building on the success of existing infrastructure and provision, we will establish a number of early adopter hubs, the locations of which will be determined by where they will have the most impact. These early adopters and work in local areas and will inform the longer-term development of the programme, including how quickly we move to a greater number of hubs.Young Futures Hubs are just one part of delivering support within a much wider youth landscape and they will work closely with core services and wider initiatives spanning youth, education, employment, social care, mental health, youth justice and policing. The government is developing a National Youth Strategy to set out a new long-term vision for young people and an action plan for delivering this.

Whether her Department plans to help promote reading through (a) digital formats and (b) media platforms commonly used by young people.

​I refer the hon. Member for Harpenden and Berkhamsted to the answer of 26 June 2025 to Question ​​61425​.

What plans her Department has to promote reading through (a) digital formats and (b) media platforms commonly used by young people.

The department wants children to develop the habit of reading widely and often, for both pleasure and information, and teachers should encourage pupils to develop reading habits by listening to, discussing, and reading a wide range of literature. Departmental officials are working with the sector and other departments to consider how we can encourage reading for pleasure across a variety of formats and support children to develop a lifelong love of reading.The National Literacy Trust's 2025 annual literacy survey shows that more children who enjoyed reading engaged with a variety of formats, both on paper and on screen. It showed that paper remained the most popular format for reading among children and young people in 2025, but some types of content were preferred on screen, such as song lyrics and news articles.

What assessment her Department has made of the potential impact of access to books in low-income households on reading outcomes among children eligible for free school meals.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 20 June 2025 to Question ​​59345​.