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1611487

registered interest
date	17/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Universities: Neurodiversity
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to support neurodiverse university students; and whether she supports mandatory neurodiversity training for university staff.
tabling member constituency	Wakefield
tabling member printed	Simon Lightwood
uin	181115
answer	answer is ministerial correction date of answer 20/04/2023 answer text <p>This government believes it is important that all students, including those with neurodiverse conditions and/or disabilities, receive an appropriate level of support wherever and whatever they choose to study. The government is committed to ensuring that all students receive the support they need to enable them to study alongside their fellow students on an equal basis.</p><p>The government expects all higher education (HE) providers to fulfil their responsibilities under the Equality Act 2010 to be making reasonable adjustments for all students, including students with neurodiverse conditions and disabled HE students, not just those in receipt of Disabled Students’ Allowance (DSA).</p><p>In terms of funding, DSA is available in addition to the standard support package to help students with the additional costs they may face in HE because of their disability, including long-term health conditions, mental health conditions, or specific learning difficulties such as dyslexia.</p><p>DSA is not means tested and does not have to be repaid. It is available to full-time and part-time students at undergraduate and postgraduate level, alongside support available from HE providers, and in line with the recommendations of the student’s DSA Needs Assessment. There is no list of approved disabilities: to receive DSA, any student must be eligible for the main support package and disabled in line with the definition contained in the Equality Act 2010.</p><p>Wherever possible, disabled students and students with neurodiverse conditions should expect to have their needs met through inclusive learning practices and individual reasonable adjustments made by their HE providers.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 20/04/2023 16:49:00 answering member 3985 label Biography information for Robert Halfon
tabling member	4943 label Biography information for Simon Lightwood

1610339

registered interest
date	14/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Further Education: Sixth Form Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment she has made of the potential effect of changes to Level 3 Qualifications on the education of 16 to 18 year-olds.
tabling member constituency	Croydon Central
tabling member printed	Sarah Jones
uin	180472
answer	answer is ministerial correction date of answer 20/04/2023 answer text <p>The department has published impact assessments to reflect the potential effect of reforms to Level 3, post-16 qualifications in England on the education of 16 to 19 year olds.</p><p>The most recent impact assessment, published in March 2023, provides an overview of the potential effects on students aged 16 to 19 resulting from the proposed removal of public funding approval from those qualifications that have been assessed as overlapping with T Levels. This can be accessed here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1146228/EIA_updated_final_wave_1_2_T_Level_overlap_inc_Health_and_Science.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1146228/EIA_updated_final_wave_1_2_T_Level_overlap_inc_Health_and_Science.pdf</a>.</p><p>A further impact assessment, published in July 2022, which reflects all planned reforms to qualifications at Level 3, is available here: <a href="https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf" target="_blank">https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf</a>.</p><p> </p> answering member constituency Harlow answering member printed Robert Halfon question first answered 20/04/2023 15:53:34 answering member 3985 label Biography information for Robert Halfon
tabling member	4631 label Biography information for Sarah Jones

1610383

registered interest
date	14/04/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	T-levels: Finance
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, pursuant to the Answer of 24 October 2022 to Question 59062, on T-levels: Expenditure, what the total cost to the public purse has been for T levels in each financial year since 2017-18; and what the forecast spend is for each of the next three financial years.
tabling member constituency	Chesterfield
tabling member printed	Mr Toby Perkins
uin	180516
answer	answer is ministerial correction date of answer 19/04/2023 answer text <p>T Levels are important new programmes for young people, designed in partnership with employers to prepare students for entry into skilled employment, an apprenticeship, or related technical study through further or higher education. Funding has been used to develop T Levels and grow the capacity to deliver them effectively.</p><p>The information given in the previous response was taken from the Government’s Major Projects Portfolio data and relates to the baselined Whole Life Costs (WLC), rather than spend, at £918.5 million, and is not split by financial year. The total includes supporting teachers to deliver them effectively. Of this total, approximately £400 million capital funding has been provided to colleges and other providers for the first four waves of T Level delivery, starting in September 2020, 2021, 2022, and 2023 to improve the quality of facilities and equipment that will be used to deliver T Levels.</p><p>Forecast data for T Level spend is dependent upon the number of young people who decide to take up a T Level, and the size of future T Levels depends on factors including the qualification specification, which in some cases is still being developed. An accurate forecast for the next 3 financial years is therefore not available.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 19/04/2023 16:59:00 answering member 3985 label Biography information for Robert Halfon
tabling member	3952 label Biography information for Mr Toby Perkins

1609282

registered interest
date	30/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Sign Language: Education
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, if her Department will provide free access to British Sign Language lessons to those who require it as their primary method of communication.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	177698
answer	answer is ministerial correction date of answer 20/04/2023 answer text <p>The government has no plans to introduce universal free British Sign Language (BSL) courses. Funding is available through the Adult Education Budget (AEB) for qualifications in or focussing on BSL up to and including Level 2. About 60% of the AEB has been devolved to Mayoral Combined Authorities and the Greater London Authority, who determine which provision to fund for learners that are resident in their areas. The Education and Skills Funding Agency provides the remaining funding for learners that are resident in non-devolved areas. Some providers of Community Learning offer BSL courses, and those providers determine the course fees, including levels of fee remission. For qualifications at Level 3 and above, Advanced Learner Loans are available for certain BSL qualifications. BSL qualifications and the appropriate further education funding offer can be found at: <a href="https://www.qualifications.education.gov.uk/Search" target="_blank">https://www.qualifications.education.gov.uk/Search</a>. If undertaking a BSL qualification that leads to a master’s level qualification, eligible students can access a postgraduate loan, as long as they have not previously accessed the postgraduate loan product, or they already hold a level 7 qualification. Several universities and organisations offer such qualifications.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 20/04/2023 16:22:43 answering member 3985 label Biography information for Robert Halfon
tabling member	411 label Biography information for Mr Barry Sheerman

1608681

registered interest
date	29/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the course completion rate is for people taking full qualifications at (a) NVQ Level 2, (b) NVQ Level 3, (c) T-Level in education and early years, (d) early years apprenticeships, (e) early childhood degree with practitioner competencies and (f) early years Initial Teacher Training.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	176565
answer	answer is ministerial correction date of answer 21/04/2023 answer text <p>In the 2021/22 academic year, the adult (19+) education and training achievement rate for learning at National Vocational Qualification (NVQ) Level 2 was 83.4%, and the adult (19+) education and training achievement rate for learning at NVQ Level 3 was 75.7%.</p><p>The apprenticeship achievement rate for the Early Years Educator apprenticeship was 53.3%, and the Early Years Practitioner was 42.7% in the 2021/22 academic year. Further information is available at: <a href="https://explore-education-statistics.service.gov.uk/data-tables/permalink/4a09cee3-e95c-43e2-36e4-08db30eaf34e" target="_blank">https://explore-education-statistics.service.gov.uk/data-tables/permalink/4a09cee3-e95c-43e2-36e4-08db30eaf34e</a>. The early years lead practitioner apprenticeship was introduced in August 2021 and typically takes 24 months to complete, which means achievement rate data is not currently available.</p><p>The department’s provisional T Level results publication shows data on the outcomes achieved by T Level students in the 2021/22 academic year and is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/provisional-t-level-results/2021-22" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/provisional-t-level-results/2021-22</a>. It shows that 450 students on the Education and Childcare T Level subject area received a ‘Pass’ or above, leading to a pass rate of 93.4% for those who took the assessment. Whilst the 2020 T Level Action Plan shows that approximately 650 initially started an Education and Childcare T Level in September 2020, some students moved to different courses after enrolment. This is a reflection of the novel nature of T Levels and of the impact of the pandemic on students’ learning at that time.</p><p>T Levels are being rolled out in a phased approach to ensure high quality. The number of providers will increase year on year and the department expects student numbers to grow significantly over the next few years. In September 2022, over 2,000 students started a T Level in Education and Childcare. While the majority are expected to study the Early Years occupational specialism, students do not need to make their final decision until the end of their first year of learning.</p><p>For early years initial teacher training, in the 2020/21 academic year, there were 527 final year postgraduate early years teacher trainees, of which 463 (88%) were awarded early years status. Further information is available at: <a href="https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-performance-profiles" target="_blank">https://explore-education-statistics.service.gov.uk/find-statistics/initial-teacher-training-performance-profiles</a>.</p><p>The department continues to explore how to best support the early years sector to recruit and retain the staff it needs. We will work closely with the sector to develop plans to grow and support the workforce. The department will share further information in due course.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 21/04/2023 12:29:10 answering member 3985 label Biography information for Robert Halfon
tabling member	411 label Biography information for Mr Barry Sheerman

1608682

registered interest
date	29/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Pre-school Education: Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, how many people are training for a full and relevant qualification in early years and childcare and are due to qualify by September 2025.
tabling member constituency	Huddersfield
tabling member printed	Mr Barry Sheerman
uin	176566
answer	answer is ministerial correction date of answer 20/04/2023 answer text <p>During the 2021/22 academic year (the latest year of available data) there were 52,650 students studying Early Years and childcare qualifications.</p><p>This was comprised of 48,400 learners studying qualifications at English further education (FE) providers and 4,250 full-person-equivalent entrants to Early Years subject areas at English higher education (HE) providers</p><p>For HE, Early Years subjects were defined by the ‘Higher Education Classification of Subject’ (HECOS) codes ‘100457 early childhood studies’, ‘100463 early years education’ and ‘100510 early years teaching’, or any course aim leading to Early Years Teacher Status, such as H12, I12 and I73. For FE, Early Years qualifications were defined as those on the ‘Early Years qualifications achieved in the United Kingdom’ list, which is published here: <a href="https://www.gov.uk/government/publications/early-years-qualifications-achieved-in-england" target="_blank">https://www.gov.uk/government/publications/early-years-qualifications-achieved-in-england</a>.</p><p>The department does not forecast the number of learners predicted to achieve these qualifications by September 2025.</p><p> </p> answering member constituency Harlow answering member printed Robert Halfon question first answered 20/04/2023 16:12:35 answering member 3985 label Biography information for Robert Halfon
tabling member	411 label Biography information for Mr Barry Sheerman

1608239

registered interest
date	28/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Engineering and Manufacturing Industries: Qualifications
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what assessment her Department has made of the potential impact the new Level 3 Alternative Academic Qualifications have had on T-Level student numbers in the engineering and manufacturing sector.
tabling member constituency	Chesterfield
tabling member printed	Mr Toby Perkins
uin	175583
answer	answer is ministerial correction date of answer 17/04/2023 answer text <p>The department is unable to make an assessment about the potential impact that level 3 Alternative Academic Qualifications (AAQs) are having on students studying T Levels in engineering and manufacturing, as they are still in development and will not be available for teaching until 2025.</p><p>AAQs will be required to meet criteria that ensure they support progression to higher education.</p><p>Small AAQs will be available for funding in a wide range of subjects, including science, engineering, health and social care, IT, art and design, performing arts, creative digital media, and sport.</p><p>The department will evaluate the impact of level 3 AAQs as part of the delivery of the qualifications reforms.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 17/04/2023 15:38:49 answering member 3985 label Biography information for Robert Halfon
tabling member	3952 label Biography information for Mr Toby Perkins

1607721

registered interest
date	27/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Higher Education: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what recent assessment she has made of the potential merits of establishing a statutory duty of care on higher education providers.
tabling member constituency	Warwick and Leamington
tabling member printed	Matt Western
uin	174397
answer	answer is ministerial correction date of answer 31/03/2023 answer text <p>The mental health and wellbeing of young people is a high priority for this government. It is crucial that students get the effective mental health and wellbeing support they need to allow them to flourish at university.</p><p>There is already a general duty of care for higher education (HE) providers to deliver educational and pastoral services to the standard of an ordinarily competent institution and, in carrying out these services, HE providers are expected to act reasonably to protect the health, safety, and welfare of their students.</p><p>The law of negligence has been developed through case law over many years. Duty of care exists as one of the four key elements for liability in negligence to be found. The existence and application of a duty of care between HE providers and students has not been widely tested in the courts. However, it is understood across the HE sectors, and in legal circles, that the tort of negligence applies in the relationship between a provider and a student.</p><p>The department has made reference to the duty of care in relation to those with mental health issues in ‘Prevent’ guidance under ‘When can a duty of care arise?’. This is available at: <a href="https://www.gov.uk/government/publications/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he-notes-for-trainers" target="_blank">https://www.gov.uk/government/publications/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he-notes-for-trainers</a>.</p><p>Students with disabilities, including mental health impairments, are also well protected under the Equality Act 2010, which prohibits discrimination and imposes a duty on HE providers to make reasonable adjustments where disabled students are put at a substantial disadvantage.</p><p>Given existing duties that apply, the department does not believe a further statutory duty would be the best approach to improve outcomes for students. We have instead made clear our ambition for all providers to back the University Mental Health Charter by 2026. We expect universities to create cultural change around mental health by embedding a whole-university approach to support, as advocated by the charity Student Minds, with student mental health and wellbeing considered across every aspect of university life. We have also asked the Office for Students to allocate £15 million this academic year to support projects focussed on student mental health, such as the online wellbeing platform, Student Space, and establishing better partnership working between providers and NHS services.</p><p> </p><p> </p><p> </p> answering member constituency Harlow answering member printed Robert Halfon grouped question UIN 174398 question first answered 31/03/2023 16:55:46 answering member 3985 label Biography information for Robert Halfon
tabling member	4617 label Biography information for Matt Western

1607722

registered interest
date	27/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Higher Education: Standards
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what the legal basis is for a general duty of care on higher education providers to deliver educational and pastoral services.
tabling member constituency	Warwick and Leamington
tabling member printed	Matt Western
uin	174398
answer	answer is ministerial correction date of answer 31/03/2023 answer text <p>The mental health and wellbeing of young people is a high priority for this government. It is crucial that students get the effective mental health and wellbeing support they need to allow them to flourish at university.</p><p>There is already a general duty of care for higher education (HE) providers to deliver educational and pastoral services to the standard of an ordinarily competent institution and, in carrying out these services, HE providers are expected to act reasonably to protect the health, safety, and welfare of their students.</p><p>The law of negligence has been developed through case law over many years. Duty of care exists as one of the four key elements for liability in negligence to be found. The existence and application of a duty of care between HE providers and students has not been widely tested in the courts. However, it is understood across the HE sectors, and in legal circles, that the tort of negligence applies in the relationship between a provider and a student.</p><p>The department has made reference to the duty of care in relation to those with mental health issues in ‘Prevent’ guidance under ‘When can a duty of care arise?’. This is available at: <a href="https://www.gov.uk/government/publications/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he-notes-for-trainers" target="_blank">https://www.gov.uk/government/publications/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he/the-prevent-duty-of-care-and-the-wellbeing-of-staff-and-students-in-higher-education-he-notes-for-trainers</a>.</p><p>Students with disabilities, including mental health impairments, are also well protected under the Equality Act 2010, which prohibits discrimination and imposes a duty on HE providers to make reasonable adjustments where disabled students are put at a substantial disadvantage.</p><p>Given existing duties that apply, the department does not believe a further statutory duty would be the best approach to improve outcomes for students. We have instead made clear our ambition for all providers to back the University Mental Health Charter by 2026. We expect universities to create cultural change around mental health by embedding a whole-university approach to support, as advocated by the charity Student Minds, with student mental health and wellbeing considered across every aspect of university life. We have also asked the Office for Students to allocate £15 million this academic year to support projects focussed on student mental health, such as the online wellbeing platform, Student Space, and establishing better partnership working between providers and NHS services.</p><p> </p><p> </p><p> </p> answering member constituency Harlow answering member printed Robert Halfon grouped question UIN 174397 question first answered 31/03/2023 16:55:46 answering member 3985 label Biography information for Robert Halfon
tabling member	4617 label Biography information for Matt Western

1607772

registered interest
date	27/03/2023
answering body	Department for Education
answering dept id	60
answering dept short name	Education
answering dept sort name	Education
hansard heading	Students: Housing
house id	1
legislature	25259 pref label House of Commons
question text	To ask the Secretary of State for Education, what steps her Department is taking to ensure student accommodation meets the necessary standard.
tabling member constituency	Solihull
tabling member printed	Julian Knight
uin	174340
answer	answer is ministerial correction date of answer 31/03/2023 answer text <p>The government is committed to fundamentally improving the private rented sector and providing a better deal for renters, including by halving levels of non-decency in all rented homes by 2030. The 2022 Queen's Speech committed to introducing a Renters Reform Bill and the government will do so as soon as possible in this Parliament.</p><p>This bill includes the introduction of a new Property Redress Scheme (PRS) Ombudsman which all PRS landlords who rent out property in England will be required to join. The introduction of an Ombudsman to the sector will enable all tenants, including students, to challenge poor practice and standards and confidently hold landlords to account. We also want to give local councils strong and effective tools for enforcement, to crack down on non-compliant landlords and poor practice.</p><p>If a student in a purpose-built student accommodation has as any concerns about their accommodation, they should in the first instance raise their complaint with their accommodation provider using that provider’s own complaints process where relevant.</p><p>If their concerns remain unresolved, and their higher education (HE) provider is involved in the provision of the accommodation, students at providers in England or Wales can ask the Office of the Independent Adjudicator for HE to consider their complaint.</p><p>If the accommodation provider is a member of one of the codes of practice, students can raise a complaint under these codes, which can be found here: <a href="https://www.thesac.org.uk/" target="_blank">https://www.thesac.org.uk/</a>, <a href="https://www.unipol.org.uk/the-code/how-to-complain" target="_blank">https://www.unipol.org.uk/the-code/how-to-complain</a> and <a href="https://www.nrla.org.uk/about-us/code-of-practice" target="_blank">https://www.nrla.org.uk/about-us/code-of-practice</a>.</p> answering member constituency Harlow answering member printed Robert Halfon question first answered 31/03/2023 13:41:54 answering member 3985 label Biography information for Robert Halfon
tabling member	4410 label Biography information for Julian Knight