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I thank the Minister for that reply, and I am pleased that she reiterated the Government’s commitment to review the guidance. Can she say what data and evidence the Government will use to inform their decision and when they expect to take that decision? I know that normally the school behaviour survey is published in November each year, and obviously it would be helpful to schools and trusts to hear as quickly as possible after that if they need to change their policies going forward.
I thank the Minister for that reply, and I am pleased that she reiterated the Government’s commitment to review the guidance. Can she say what data and evidence the Government will use to inform their decision and when they expect to take that decision? I know that normally the school behaviour survey is published in November each year, and obviously it would be helpful to schools and trusts to hear as quickly as possible after that if they need to change their policies going forward.
I am sure the noble Baroness will be pleased that we are already seeing evidence—for example, from research done as part of Teacher Tapp—that schools are continuing to strengthen their approaches, with 41% of secondary schools planning changes to their mobile phone policies for this new academic year. On the review, I think we will want to start from January 2027 with the data that we are able to collect, the results of the behaviour survey, as the noble Baroness says, and engagement with stakeholders, so that we will be in a position to put any revisions into the guidance so that it can be implemented from September 2027.
To ask His Majesty’s Government what assessment they have made of the effectiveness of the ‘not seen, not heard’ mobile phone policy in schools.
To ask His Majesty’s Government what assessment they have made of the effectiveness of the ‘not seen, not heard’ mobile phone policy in schools.
My Lords, our mobile phones in schools guidance is statutory from yesterday, 1 September, and is clear that schools should be mobile phone-free environments by default. We trust school leaders to
choose the approach that works best for their setting. This includes the use of “not seen, not heard” policies if they are backed by strong enforcement to ensure that pupils do not have access to their phones during any part of the school day. We have committed to reviewing the guidance and making necessary revisions by September 2027.
To ask His Majesty's Government how many (1) primary schools, and (2) secondary schools, in England provide a one-to-one screen-based device to every pupil.
To ask His Majesty's Government how many (1) primary schools, and (2) secondary schools, in England provide a one-to-one screen-based device to every pupil.
Schools in England are free to select and deploy educational technology based on their individual needs, circumstances and educational context. The department has set digital and technology standards for schools and colleges, including standards for laptops, desktops and tablets for educational use. The standards do not specify a device ratio to meet, but helps schools and colleges to get the right devices that will support their overall digital and technology strategy.
To ask His Majesty's Government whether educational technology products adopted by schools are required to undergo a data protection impact assessment before deployment.
To ask His Majesty's Government whether educational technology products adopted by schools are required to undergo a data protection impact assessment before deployment.
Schools, academy trusts and local authorities are responsible for complying with data protection law when adopting educational technology products.
Under the UK General Data Protection Regulation and the Data Protection Act 2018, they must complete a data protection impact assessment where the processing of personal data is likely to result in a high risk to individuals’ rights and freedoms.
This can include, for example, large-scale processing of children’s data, profiling, biometric data or other high-risk uses.
The department published guidance for schools on data protection and procuring educational technology, which encourages schools to consider data protection from the outset and consult their data protection officer when introducing new tools. This guidance is available on GOV.UK.
To ask His Majesty's Government, further to the report by the Information Commissioner's Office Edtech examined, published on 24 June, which highlighted a number of compliance gaps across the EdTech sector, what assessment they have made of the collection of children's personal data by educational technology applications used in schools.
To ask His Majesty's Government, further to the report by the Information Commissioner's Office Edtech examined, published on 24 June, which highlighted a number of compliance gaps across the EdTech sector, what assessment they have made of the collection of children's personal data by educational technology applications used in schools.
The department welcomes the findings of the report from the Information Commissioner's Office (ICO) and recognises the highlighted areas where some educational technology providers may need to improve their compliance with data protection requirements. The department is working with the ICO to address some of the highlighted areas.
As schools are data controllers in their own right, they are responsible for deciding which EdTech tools to procure to support their functions. To help schools make informed data protection decisions when procuring EdTech tools, the department produced guidance to support schools in making decisions on procuring EdTech, available at GOV.UK. This guidance is intended to help schools understand their data protection responsibilities and consider appropriate measures when selecting suppliers while safeguarding the personal data of pupils, parents and carers.
The department continues to engage with the ICO to promote good practice across the education sector.
To ask His Majesty's Government what process they use to verify the safety, privacy, and educational value of educational technology products being used in schools in England.
To ask His Majesty's Government what process they use to verify the safety, privacy, and educational value of educational technology products being used in schools in England.
The department supports schools to make informed decisions through published digital and technology standards, guidance on data protection, cyber security, filtering and monitoring, and advice on buying technology and services. These set clear expectations for safe, secure and effective use of technology in schools and colleges.
The department will shortly consult on a certification scheme for education technology products, including generative AI and filtering and monitoring products, to give schools clearer assurance about safety when considering products for use in classrooms. The certification scheme will build on existing digital and technology standards for schools, including the generative AI product safety standards, creating a robust model that can adapt as technology evolves.
To support schools further, the department is also investing £24 million in testbeds to evaluate the impact of education technology on outcomes, helping build the evidence base on what works for schools.
To ask His Majesty's Government what is the cost of (1) one-to-one screen-based devices, and (2) educational technology software and licences, provided for use in schools in England in each of the last three academic years.
To ask His Majesty's Government what is the cost of (1) one-to-one screen-based devices, and (2) educational technology software and licences, provided for use in schools in England in each of the last three academic years.
Schools and academy trusts are responsible for decisions on their own technology procurement and expenditure, within their delegated budgets and in line with relevant procurement rules.
In 2024/25, the department estimates that schools spent over £800 million on EdTech, including learning resources, admin software, laptops, desktops and tablets, which is equivalent to 1.2% of the entire school budget.
To ask His Majesty's Government what assessment they have made of the effects on SEND provision of transferring SEND responsibilities from central government to regional authorities.
To ask His Majesty's Government what assessment they have made of the effects on SEND provision of transferring SEND responsibilities from central government to regional authorities.
Some regional bodies, including Mayoral Strategic Authorities, are already working to support local authorities across their regions, as those local authorities deliver their statutory duties relating to special educational needs and disabilities (SEND).
The department will continue to work with regional authorities to consider how they could further support our reforms to the SEND system to improve outcomes for children and young people with SEND. There will be further announcements on devolution in due course.
To ask His Majesty's Government what safeguards they will retain to ensure national consistency in educational standards following the implementation of plans to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
To ask His Majesty's Government what safeguards they will retain to ensure national consistency in educational standards following the implementation of plans to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
We have appointed an independent panel of experts, led by education and health co-chairs, to advise on what approaches, strategies, and tools should be included in the National Inclusion Standards and Specialist Provision Packages.
The Standards will set out the provision that ordinarily should be in every setting across the 0 to 25 system. This is in addition to the evidence-based tools, strategies and approaches for educators to support children and young people with special educational needs and disabilities.
Specialist Provision Packages describe the support available for children and young people with the most complex needs. These measures are designed to create a consistent, high-quality offer, wherever they live, thereby ending the post code lottery of support.
We will develop a national cost framework for these packages, and we expect to engage with stakeholders and consult on any new funding arrangements in due course.
To ask His Majesty's Government what discussions they have had regarding the devolution of education and skills powers to mayoral combined authorities.
To ask His Majesty's Government what discussions they have had regarding the devolution of education and skills powers to mayoral combined authorities.
The department engages regularly with Mayoral Strategic Authorities on a wide range of issues, including the devolved skills powers and funding they hold, and their role as leaders in their local skills systems. Skills devolution is an important mechanism for enabling more responsive and locally tailored provision that meets the needs of learners, employers and regional economies.
The government recognises the value of empowering Strategic Authorities to shape skills provision in line with local priorities. Through ongoing engagement, the department will continue to explore opportunities to build on existing devolution arrangements, ensuring that skills investment supports local growth and delivers outcomes that reflect the needs of communities across England.
To ask His Majesty's Government what plans they have to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
To ask His Majesty's Government what plans they have to reform funding for special educational needs and disabilities provision in mainstream and specialist schools.
The department has published the ‘Every Child Achieving and Thriving’ Schools White Paper, alongside a special educational needs and disabilities (SEND) consultation, which set out our plans for reform, including those relating to funding. We have also published additional information on SEND Reform for those leading and working in mainstream schools, and a summary of what the SEND reforms mean for specialist provision, including special schools, which are available on GOV.UK.
In taking forward these plans, our aim is both to establish a fair mainstream school funding system that directs funding to where it is needed, enabling improved support for children with SEND, and to create a fair, transparent system that gives specialist schools stable, predictable funding to deliver high-quality education and integrated support for children with the most complex needs. We will consult on proposals for specific funding changes as these plans are further developed.
To ask His Majesty's Government what assessment they have made of the financial sustainability of the private school sector.
To ask His Majesty's Government what assessment they have made of the financial sustainability of the private school sector.
The government has not made any assessment of the financial sustainability of the private school sector. It is for private schools, as private businesses, to ensure their businesses remain viable.
To ask His Majesty's Government what assessment they have made of restoring the 24 Gigawatts target for nuclear energy.
To ask His Majesty's Government what assessment they have made of restoring the 24 Gigawatts target for nuclear energy.
As we enter the new golden age of nuclear, this government has committed almost £17 billion across the Spending Review period to the most ambitious nuclear new build programme for a generation, including Sizewell C and the Great British Energy – Nuclear (GBE-N) small modular reactor programme.
The government is focused on enabling nuclear projects to support the UK's long-term energy needs, including through the Advanced Nuclear Framework, to support private sector-led advanced nuclear projects.
Furthermore, GBE-N has been tasked with identifying other suitable sites that could host a potential further large-scale nuclear project.
My Lords, I echo other noble Lords in thanking the Government for their announcement and the important progress that has been made, of course acknowledging that my noble friend Lord Nash in particular encouraged some of that movement. I want to press the Minister on the exception for educational services....
My Lords, I echo other noble Lords in thanking the Government for their announcement and the important progress that has been made, of course acknowledging that my noble friend Lord Nash in particular encouraged some of that movement. I want to press the Minister on the exception for educational services....
My Lords, I too welcome my noble friend to her place on the Front Bench. Does the Minister agree that we should congratulate and celebrate the 500 schools in this country that have added most value to the pupils attending them, rather than trying to pick holes in their performance?
My Lords, I too welcome my noble friend to her place on the Front Bench. Does the Minister agree that we should congratulate and celebrate the 500 schools in this country that have added most value to the pupils attending them, rather than trying to pick holes in their performance?
I am not quite sure what the noble Baroness is referring to. I am always more than happy to celebrate the work of teachers and others in schools across this country that achieve enormously important progress for children every day. What is more, as a Government we have a responsibility to ensure that is available in as widespread a way as possible.
Like the noble Baroness, Lady Garden, I am here to reset the balance on exceptional ballet talent. I did one term of ballet, aged four, at the end of which I got a report that said, “Diana has no natural talent”. That report, unlike many others, has stayed with me to this day. I want to press the Minister, if I may. She has spoken about the department’s long-term commitment to the music and dance scheme, but can she say a little more about the adequacy of funding levels for the scheme, to ensure access for children from lower socioeconomic backgrounds?
Like the noble Baroness, Lady Garden, I am here to reset the balance on exceptional ballet talent. I did one term of ballet, aged four, at the end of which I got a report that said, “Diana has no natural talent”. That report, unlike many others, has stayed with me to this day. I want to press the Minister, if I may. She has spoken about the department’s long-term commitment to the music and dance scheme, but can she say a little more about the adequacy of funding levels for the scheme, to ensure access for children from lower socioeconomic backgrounds?
It is definitely not right that the noble Baroness has no talents. Anybody who saw me on “Strictly” will know the extent of my dance talents. Anyway, I reiterate that the
Government have given support to the music and dance scheme. It will provide generous support to help students access specialist music and dance education and training, with £36 million committed for this year. As the noble Baronesses have said, the aim of the scheme is to identify and assist children with exceptional potential, regardless of their personal and financial circumstances, to benefit from world-class specialist training. That is very much in line with the Government’s ambition to support dance and the performing arts, both in education and more widely, and we will endeavour to give certainty about next year’s funding for that as soon as possible.
Lords consideration of Commons amendments. Lords amendments 38V to 38X to Commons amendment 38J not insisted on, Commons amendments 38Z12 to 38Z21 in lieu agreed to and Lords amendment 38Z22 to Commons amendment 38Z17, Lords amendment 38Z23 to Commons amendment 38Z18, Lords amendment 38Z24 to Commons amendment 38Z20, and Lords amendment 38Z25 to Commons amendment 38Z21 disagreed to on division (91 to 181).
Lords consideration of Commons amendments. Lords amendments 38V to 38X to Commons amendment 38J not insisted on, Commons amendments 38Z12 to 38Z21 in lieu agreed to and Lords amendment 38Z22 to Commons amendment 38Z17, Lords amendment 38Z23 to Commons amendment 38Z18, Lords amendment 38Z24 to Commons amendment 38Z20, and Lords...
My Lords, I start where the Minister started, by acknowledging the work of my noble friend Lord Nash, who has led an incredibly effective campaign, which has been driven not by any political motives but by three things: first, wanting to do right by all children; secondly, having listened to...
My Lords, I start where the Minister started, by acknowledging the work of my noble friend Lord Nash, who has led an incredibly effective campaign, which has been driven not by any political motives but by three things: first, wanting to do right by all children; secondly, having listened to...
My Lords, I will speak to my Amendment C1, but I will start with Amendments A1 and A2. The House may be relieved to hear that I am pretty much lost for words in responding to the Government’s position. In the face of overwhelming evidence of a need for urgency...
My Lords, I will speak to my Amendment C1, but I will start with Amendments A1 and A2. The House may be relieved to hear that I am pretty much lost for words in responding to the Government’s position. In the face of overwhelming evidence of a need for urgency...
Lords consideration of Commons reasons and amendments. Lords amendments 38V to 38X to Commons amendment 38J insisted on on division (316 to 165). Lords amendment 102 not insisted on and Commons amendments 102J to 102M in lieu agreed to. Lords amendment 106 not insisted on and Commons amendments 106G to 106J in lieu agreed to. Bill returned to the Commons with a reason.
Lords consideration of Commons reasons and amendments. Lords amendments 38V to 38X to Commons amendment 38J insisted on on division (316 to 165). Lords amendment 102 not insisted on and Commons amendments 102J to 102M in lieu agreed to. Lords amendment 106 not insisted on and Commons amendments 106G to...