Care Planning, Placement and Case Review (England) (Amendment) Regulations 2021

Michelle Donelan Excerpts

Tuesday 20th July 2021 General Committees

[The Minister for Universities (Michelle Donelan)]

It is a pleasure to serve under your chairmanship, Mr Davies.

Let me start by saying that the Government firmly believe that every child deserves a place to live where they feel safe and receive the care and support they need not only to survive but to thrive. To be clear, anything less is unacceptable. Having dedicated foster carers, excellent children’s homes and high quality semi-independent settings for older children who are ready for that and which is of the right quality are essential. Our care system should not be a one size fits all, but one that is based on the needs of children and young people. We therefore need a range of options for care placements and support that reflects the diverse needs of children in care and care leavers. Therefore, independent and semi-independent provision can be the right option for some older children, but let me be clear that that is an option only where it is of high quality and the young people are ready for it.

Such a setting can never be the right choice for children under the age of 16; children of that age should be placed in children’s homes—

[Mrs Lewell-Buck]

What the Minister is saying is all very nice, but the SI we are discussing places children who are 16 and 17-years-old in unregulated accommodation where they are not safe. There is no safety mechanism to protect them. How on earth does the Government think that provision will make them safe, protected and cared for?

[Michelle Donelan]

If the hon. Lady will bear with me, I will come on to how we are raising the quality of care, but she is free to intervene again if she wishes.

Children under the age of 16 should be placed in children’s homes or in foster care, which is why we have laid the 2021 regulations, which ban the practice of placing children under the age of 16 in unregulated independent and semi-independent settings from September.

We know that the number of under-16s placed in unregulated settings is relatively small, with around 100 placed nationwide at any one time, but we also know that this often involves children with the most complex needs. Let us be under no illusion, one child in such a setting is one too many, and the Government believe 100% that that is unacceptable.

I reassure hon. Members that we have been working closely with local authorities to understand better what leads them to place under-16s in unregulated provision, so that we can consider how best to support those authorities in the run-up to September, and beyond. That addresses a point raised by the hon. Member for Hove. We have updated statutory guidance, published on 8 July, to make it clear to all local authorities what is expected of them when the ban comes into effect in September. We know that some local authorities have already taken significant steps to reduce the use of unregulated provision, and in many cases have eliminated its use already. All local authorities, of course, must do the same in the coming months.

I know that the Opposition have raised concerns in the past that we are creating a two-tier care system, but that is simply not true. The 2021 regulations do not change the existing duties placed on local authorities to safeguard and promote the welfare of looked-after children in their care, to meet their needs and to ensure that there is sufficient accommodation. The needs of the child are paramount when making decisions about the right care placement.

Local authorities have statutory duties to meet the needs of children that they look after. To be crystal clear in response to some of questions asked today, where older children’s needs would be best met in a children’s home or in foster care, that is exactly where they should be placed. Banning the placement of children under the age of 16 in independent or semi-independent provision does not in any way establish an arbitrary point at which children in care are moved into such provision on their 16^th birthday. I want to reassure the hon. Member for Hove and others on that point.

In fact, the majority of 16 and 17-year-olds will continue to be placed in children’s homes or in foster care. The latest data show that, as on 31 March 2020, there were more than 80,000 looked-after children and of those, 6,490 were living in independent or semi-independent provision, the majority of whom were over the age of 16. I want to reiterate that the Government are clear that independent and semi-independent provision can be the right option for some older children, but only where it is of high quality, and the young person is ready for that level of independence.

[Mrs Lewell-Buck]

I am little bit curious because the Minister claims that this type of accommodation can work for some children, but the SI actually removes the current level of responsibility that the local authority has for those children by removing the national standards that are a requirement under Ofsted. Can the Minister explain exactly what the Government think is different between a vulnerable child who is 15 and one who is 16 or 17? That is the distinction that is being made in the SI.

[Michelle Donelan]

There are many cases where semi-independent or independent provision for children aged 16 or 17 can be appropriate, for example, asylum seekers who are used to independent living or those children who are judged to be ready to learn to be independent. I am sure that my colleague, the Minister for Children and Families, would be only too delighted to meet the hon. Lady to discuss the matter further in detail.

It is important that we ensure that high-quality option is available to facilitate the development of young people’s independence as they prepare for adulthood and learning to live independently. We already set a high bar for the level of care that must be delivered in a children’s home or by a foster carer. That gives the provider and the commissioner of placements the confidence that those placements are high quality. We believe that it is only right that that standard is also met in independent and semi-independent provision for 16 and 17-year-olds. Further to the point made by the hon. Member for Hove, that is why the Government recently consulted on the introduction of national standards and an Ofsted-led registration and inspection regime for independent and semi-independent settings that accommodate 16 and 17-year-olds.

We are committed to designing that regime in partnership with the sector and care-experienced children and young people to ensure that it delivers the very best for children in the future. Through that consultation we sought views on what the national standards should cover, what the Ofsted regime should look like and how we should better the define the distinctions between care and support—often the dividing line between a children’s home and semi-independent settings.

I feel strongly that the views of young people should shape those vital reforms, which is why we also published a separate consultation aimed at children and young people with experience of care. We have also commissioned a series of focus groups with care experienced young people to complement the public consultation. The reforms will deliver lasting change for children of this country.

We understand that local authorities sometimes find themselves in positions where the most appropriate placement is difficult to access, a point raised by hon Members today. That is why we confirmed in February that we are developing plans, supported by additional investment, to support local authorities to create more places in children’s homes. That includes the £24 million investment announced in the spending review in November to start a programme of works to support local authorities to maintain and expand provision in secure children’s homes.

Although local authorities are responsible for ensuring that there are sufficient places, the Department for Education has supported local authorities through investing in new approaches to increase capacity. Crucially, we are also supporting projects to reduce the number of children needing to come into care in the first place. We have also invested in behavioural insights research to understand better why people choose to foster and adopt. We have also invested nearly £500,000 between September 2019 and March 2020 in seven partnerships to test new approaches to commissioning and sufficiency planning in foster care. A further £600,000 for four of those partnerships is ongoing from September 2020 to September 2021. We have invested £1million in adopter recruitment in 2020-21 and £84 million over five years through the strengthening families, protecting children programme in 18 local authorities, where evidence shows that that could reduce looked-after children numbers. We have also invested £17.2 million in the supporting families, investing in practice programme in up to 45 local authorities.

Crucially, the Department is also developing a new capital funding programme to aid local authorities to establish new children’s homes. We will finalise the details in the coming weeks, but we are proposing that local authorities will be able to bid for the funding through an open competition on a match-funded basis. That funding will be used by local authorities to establish innovative approaches to reduce over time the number of children needing care, address current shortfalls, including in geographic areas where fewer children have access to available local children’s homes, and ensure sufficient provision for children with more complex needs, or children on remand.

Finally, we have announced that the Government will legislate to give Ofsted additional powers to take action against illegal, unregistered children’s homes—homes that should be registered with Ofsted because they deliver around the clock care, but are currently unregistered. Ofsted can already prosecute those providers but we want it to have access to quicker, earlier legal steps to force providers to close or to register.

I assure hon Members that that legislation will be introduced at the earliest opportunity. I hope that I have reassured the Committee of the importance of those vital reforms. The Government are committed to delivering meaningful, lasting change for children in care and care leavers. I commend the 2021 regulations to the Committee.

Alternative Student Finance

Michelle Donelan Excerpts

Thursday 15th July 2021 Commons Chamber

[The Minister for Universities (Michelle Donelan)]

I congratulate the right hon. Member for East Ham (Stephen Timms) on securing this important debate on sharia-compliant student finance. I also thank the hon. Member for Strangford (Jim Shannon) for being present today.

I assure the House that I understand the issue and the concerns held by some in the Muslim community about student finance, which were carefully and articulately delivered by the right hon. Member for East Ham. Islamic finance is well established in the UK. Financial institutions have been providing sharia-compliant financial services for nearly 40 years, and the UK is the leading western centre for Islamic finance. This Government continue to promote the growth of the Islamic finance sector, supporting domestic financial inclusion and our connections with key markets abroad.

As the right hon. Gentleman stated, in 2013 the Government announced their intention to introduce a form of student finance compatible with Islamic finance principles. That was followed by a consultation and a Government response in 2014, which confirmed the chosen model for sharia-compliant product. As he outlined, the Government took new powers in the Higher Education and Research Act 2017 to enable the Secretary of State for Education to provide alternative payments in addition to grants and loans, and appointed specialist advisers in October 2017 to design the product.

[Jim Shannon (Strangford) (DUP)]

I thank the right hon. Member for East Ham (Stephen Timms) for bringing this debate forward. I believe there should be no financial discrimination for our students; they should all be able to avail themselves of equal opportunity, regardless of religion. Does the Minister agree that ensuring that all students have the means to afford further education is one thing, but that because of their religion they may have difficulty doing so? Does she feel there is a clear equality issue to be addressed here, so that nobody is directly discriminated against?

[Michelle Donelan]

Of course this Government want our education system to be open and accessible to all, no matter what their religion, race or background. This Government have been considering the alternative student finance product very carefully, alongside their other priorities, as they conclude the post-18 review of education and funding and respond to the detailed recommendations of the independent panel chaired by Sir Philip Augar. We had intended to respond to the Augar review in full, along with addressing ASF, but the last spending review was only a year’s spending review and we intend to respond in full in due course. We decided to align a decision on the implementation of ASF with the outcome of the post-18 review, to ensure that the terms of any eventual package under ASF are the same as those for mainstream student support. We will provide an update on sharia-compliant student finance products when we conclude the post-18 review of education and funding.

Looking more broadly, I can assure hon. Members that this Government are committed to ensuring that higher education is accessible to all—everyone can then benefit, no matter where they come from, their religion or their race. That goes to the point made by the hon. Member for Strangford.

In 2020, the proportion of English 18-year-olds entering higher education had increased to a record entry rate of 37.9%. Even more encouragingly, the proportion of English 18-year-olds from disadvantaged backgrounds entering higher education had more than doubled, increasing from 11.3% in 2006 to 24% in 2020. In 2020, 18-year-olds from disadvantaged backgrounds were proportionally 80% more likely to enter full-time higher education than in 2009.

Looking at Muslim students in particular, we know from the latest published Higher Education Statistics Agency data that about 11% of the student population were known to identify as Muslim, with more than 62,000 first-year undergraduates in England doing so in 2019-20. There were also a further 28,000 Muslim first-year postgraduates in this academic year. In total, looking across all years, levels and modes of study, there were more than 200,000 students identifying as Muslim in the same academic year. Although these figures are encouraging, there is clearly so much more to be done, as the right hon. Member for East Ham has pointed out.

Participation in higher education is, of course, not the outcome in itself. We need to do much more to ensure that the whole system focuses on outcomes that students achieve so that we can put students, their needs and their careers ambitions first, be that in higher education, further education or apprenticeships. I want the whole of our post-education and education system to help people to fulfil their potential by equipping them with the skills and the knowledge to pursue their careers, be it as a teacher, electrician, lawyer, entrepreneur or nurse. That is at the heart of our reform agenda.

Last year, the Prime Minister announced the lifelong loan entitlement, which recognises the realities of a fast-moving economy and the changing world of work. People need and want to be able to study and train in different ways and at different times of their lives under a flexible system. That will make it easier for students to access courses much more flexibly throughout their life. It will be available for both modules and full years of study, at higher, technical and degree levels—levels 4 to 6. It will also enable people to fit study around work, family and personal commitments or, equally, to retrain and upskill as their circumstances and the economy change.

Turning to the existing student finance offer, I would like to take this opportunity to explain the existing loan offer and the other forms of financial support available. The current student finance system is not profit-making. Unlike commercial alternatives, student loans are available to all eligible students regardless of background or financial history. Loan repayments are linked to income, not the rate of interest or the amount borrowed. For undergraduate loans, repayments are calculated at a fixed rate of 9% of earnings above the payment threshold, or the weekly or monthly equivalent. Borrowers are protected. No repayments are required when borrowers’ earnings drop below the threshold, and any outstanding debt, including interest accrued, is written off after 30 years, with no detriment to the borrower.

No commercial loans offer that level of support and protection to the borrower, with income-contingent repayments and outstanding debt written off after the loan term ends. However, I reiterate that I understand and recognise the concerns of the Muslim community and those echoed by the right hon. Member for East Ham about these loans. That is very much why we have looked into this issue, and we pledge to report back.

Looking beyond student loans, the Government provide a range of non-repayable grants to assist students with particular needs. Grants are available to support childcare, where a student has an adult dependant or where a student is disabled. Universities also provide students with a range of support under their access and participation plans, which are designed to encourage participation from under-represented groups. Higher education providers wishing to charge tuition fees above the basic fee level of £6,000 must agree a plan with the Office for Students that sets out their targets and planned expenditure to improve access and participation. Through these plans, higher education providers deliver a range of support, including bursaries and grants to assist with fees and living costs, as well as activities such as school outreach, attainment-raising activities, summer schools and support targeted at key groups such as care leavers. These plans are designed to deliver greater and faster progress in accessing participation in higher education.

Looking at the financial system as a whole, a key aim for the Government is to ensure a sustainable balance of contributions towards the cost of the system between the student and the taxpayer, and to ensure that support is targeted most at those who need it. The Government’s contributions towards the cost of higher education are significant. More than half of the value of higher education undergraduate loans is forecast to be written off. This subsidy is a conscious investment in the long-term skills capacity of the people and the economy of this country.

As I mentioned earlier, the Government are still carefully considering our response to the post-18 review. I assure the right hon. Member and the House that alternative student finance is an important part of those considerations. I thank him for his passionate speech today and the individual stories that he shared. I would like to assure him and members of his community that, as we have previously committed to, we will provide an update on alternative student finance as we conclude the post-18 review of education and funding, and I would be more than happy to meet him to discuss this further.

Question put and agreed to.

Higher Education (Freedom of Speech) Bill

Michelle Donelan Excerpts

2nd reading
Monday 12th July 2021 Commons Chamber

[The Minister for Universities (Michelle Donelan)]

We have heard a range of views today, but the House is united in an understanding that free speech is the cornerstone of democracy and a liberal society. That was passionately articulated by my hon. Friend the Member for Congleton (Fiona Bruce), my right hon. Friend the Member for South Holland and The Deepings (Sir John Hayes) and many others, who shared an endless list of examples of the curtailment of free speech on our campuses.

Disappointingly, though, there was disagreement from those on the Opposition Benches over the role that the Government should take to protect and promote free speech. On the Government side of the House, we believe that standing up for free speech is a key responsibility of any democratic Government, we believe that students and lecturers should not be silenced, and we are prepared to stand up for free speech and not just make tokenistic soundings regarding its value. That is why we are bringing forward this legislation to deliver on our manifesto pledge.

Some hon. Members questioned whether there is a problem on our campuses. Tell that to the countless academics and students who have shared their experiences with me. Tell that to the students and academics whose stories have been shared by hon. Members today.

[Mr Kevan Jones]

The hon. Lady has just said that she has countless examples. Will she, after the debate—if she does not have it with her now, that is fine; I accept that—publish the data on which the Bill is based? That would at least show that there is some evidence behind the Bill, rather than just the hearsay she is telling us about.

[Michelle Donelan]

I am confused about how the right hon. Member cannot recognise the evidence. We have heard from so many hon. Members today who have shared examples: my hon. Friends the Members for Ashfield (Lee Anderson) and for North West Durham (Mr Holden); the hon. and learned Member for Edinburgh South West (Joanna Cherry); the hon. Member for Canterbury (Rosie Duffield); my right hon. Friend the Member for South Holland and The Deepings; the hon. Member for Gower (Tonia Antoniazzi), and my hon. Friends the Members for Congleton and for Dudley North (Marco Longhi).

Numerous studies have shone a spotlight on the problem, but they only document the tip of the iceberg, given the nature of the chilling effect outlined by my right hon. Friend the Member for Haltemprice and Howden (Mr Davis). Think for a moment about those who feel too afraid to speak out for fear of repercussion, and feel that they have to self-censor. Our universities should always be bastions of freedom and intellectual discussion. That point was well made by my hon. Friend the Member for Watford (Dean Russell).

As my hon. Friend the Member for Penistone and Stocksbridge (Miriam Cates) stressed, how can we expect society to progress or opinions to modernise unless we can challenge the status quo? The intolerance and influence of some has led students and academics to self-censor their views. Those individuals are some of the best and brightest, yet their ideas go unexpressed. Imagine the potential loss here—we will never know. We can, at least, look back at the past. Where would we be now if the views of 100 or even 200 years had never been challenged? As a woman, I doubt I would be an MP, let alone Universities Minister.

No one can deny the massive impact that covid has had on students, universities and staff. However, to address the question asked by the hon. Member for Warwick and Leamington (Matt Western) as to why we are doing this now, I would argue that covid has highlighted the value of personal freedoms that many of us used to take for granted. That is on top of the fact that the British public placed their faith in us to deliver on a manifesto—and deliver we certainly will.

We have heard from some Opposition Members that we need cultural, not legislative, change. I remind them that current legislation lacks an enforcement mechanism. Yes, some universities, including Essex, have got their house in order, and we recently saw a strong commitment from the Russell Group, but as so many speakers today have highlighted, there is a problem. We also know the crucial role legislation can play, and has played, in cultural change; take gender equality, race discrimination and human rights as examples.

A number of Members spoke about how higher education providers will have to balance competing duties. It is important to remind the House that they already have to do that. However, the Bill places a duty on providers to take reasonably practicable steps to secure lawful free speech. It does not supersede the Prevent duty or the Equality Act. The requirement to take reasonably practicable steps is right. It cannot be sensible to require providers to act unreasonably or to ignore their other legal duties. The Bill will give providers further clarity, because the new director will give advice and issue comprehensive guidance.

I want to be very clear: this Bill only protects lawful free speech. Harassment, racism, discrimination, hate crimes, and incitement of violence or terrorism will have no place on our campuses or in our society. In fact, I vehemently believe that we should defend and safeguard freedoms on all fronts, from freedom of speech to freedom from persecution.

[Christian Wakeford]

What we have heard from those on the Opposition Benches, in trying to suggest that holocaust deniers will be supported in going on to our university campuses, is clearly fearmongering. Will the Minister set the record straight and highlight that that is not the case and that we are supporting our students?

[Michelle Donelan]

I absolutely confirm that, and I agree with my hon. Friend.

Some Members have asked how the Bill will interact with the Government’s work to combat antisemitism. Antisemitism is abhorrent and will not be tolerated in our universities, which is why we have encouraged more than 100 higher education providers to sign up to the International Holocaust Remembrance Alliance definition. Regarding the specific question of holocaust deniers, any attempt to deny the scale or the occurrence of the holocaust is morally reprehensible and has no factual basis. In many cases, those who deny the holocaust have links to neo-Nazi extremism, antisemitic violence and intimidation. There are numerous reasons why someone who denies the holocaust should not be invited to speak on campus, and nothing in the Bill gives them a right to a platform.

[Mr Kevan Jones]

I agree totally with the hon. Lady and I do not think for one minute that she is promoting those individuals, but what is to prevent a holocaust denier who has been denied the opportunity to speak at a university from using the legal framework in the Bill to sue that university? The legal action might not get anywhere, but the university would have to spend a lot of time and effort defending itself.

[Michelle Donelan]

I thank the right hon. Member for his intervention.

The European Court of Human Rights has held that holocaust denial is not protected speech under article 10 of the European convention on human rights and as such is intolerable in a democratic society. I will put on record again, just as my right hon. Friend the Secretary of State did before, that there is no place in universities for an extremist views that masquerades as fact but is complete fiction while grotesquely seeking to misinterpret global history in a deeply offensive way. To be absolutely clear, the Bill does not override the existing duties under the Equality Act regarding harassment and unlawful discrimination. The public sector equality duty, the Prevent duty, hate crime and, of course, criminal law may apply. That point was excellently articulated by a number of Members, including my hon. Friend the Member for Bury North (James Daly).

The Opposition raised the issue of anti-vaxxers. We have one of the world’s most successful vaccination programmes, with over half of 18 to 24-year-olds already having had their first jab. The Bill categorically does not give the right to a platform to anti-vaxxers who may make baseless claims. This makes me wonder whether the Opposition have, in fact, read the Bill. We will not be supporting their amendment today, as it serves only to highlight their desire to inhibit free speech. The hon. Members for Stretford and Urmston (Kate Green) and for St Albans (Daisy Cooper) argued that the Bill would result in universities refraining from inviting speakers. The reality is that it places a duty on providers to promote free speech, and they will be investigated by the director if they fail to meet that duty. The importance of the new duty to promote was clearly articulated by the right hon. Member for North Durham (Mr Jones).

I want to note the powerful speech by the hon. Member for Birmingham, Yardley (Jess Phillips). I agree 100% that abhorrent sexual harassment has absolutely no place on our campuses, and every university should have a robust complaints process. Two weeks ago, I wrote to all universities stating the Government’s clear view that non-disclosure agreements should not be used in these circumstances, and the OfS has produced a statement of expectation and is looking at creating a new registration condition. I recently met the founders of Everyone’s Invited, and I would also be happy to meet the hon. Member to discuss this important topic.

My hon. Friend the Member for Bury South (Christian Wakeford) raised the issue of security costs resulting from no-platforming, and cited the example of the Israeli ambassador. Higher education providers should not be no-platforming by the back door. The Bill is clear that reasonably practical steps should be taken to secure freedom of speech for visiting speakers, and I expect the Office for Students guidance to make it clear that this applies to security costs.

The Bill will protect numerous views that are alien to me and to many in this Chamber, but it is not only naive but dangerous to suggest that defending the right of a view in any way endorses a specific view. Surely, as politicians, we should all agree with the sentiment of Evelyn Hall, who stated when summing up Voltaire’s views:

“I disapprove of what you say, but I will defend to the death your right to say it.”

It is disappointing that not all Opposition Members understand this simple principle, which is much at the heart of the Bill: not a right-wing, anti-woke agenda but an agenda that allows all views and ideas to flourish. We have an immeasurable pool of talent in our students and academics, overflowing with ideas and values that will drive forward this country to build back better, and now is the time to unlock their potential.

Universities should not be echo chambers but petri dishes of new, thought-provoking ideas, concepts and visons. That is why this Government are making good on their manifesto commitment to tackle the pattern of self-censorship and its chilling effect by protecting and bolstering free speech and academic freedom. I commend the Bill to the House.

Question put, That the amendment be made.

Oral Answers to Questions

Michelle Donelan Excerpts

Monday 21st June 2021 Commons Chamber

[Margaret Greenwood (Wirral West) (Lab)]

What steps he is taking to support universities to provide courses on (a) performing and creative arts, (b) media studies and (c) archaeology.

[The Minister for Universities (Michelle Donelan)]

This Government value the arts and social sciences. High-quality provision in a range of subjects, including archaeology, is vital for our workforce and public services, and is culturally enriching for society. Universities receive a top-up from the taxpayer for all the subjects referred to, and although the Office for Students consultation has proposed changes to the amounts, it does not seek to remove the top-up entirely.

[Margaret Greenwood [V]]

The Government’s decision to cut funding to performing and creative arts, media studies and archaeology courses by a total of £20 million will diminish our future cultural offer, reduce opportunities for students and put jobs at risk. The University and College Union is campaigning hard to save jobs at the University of Chester; I pay tribute to it for doing so. Nevertheless, the university is still planning to make redundancies in some areas, including music, media and performance. Does the Minister recognise the huge contribution that arts and culture make to the UK economy and to all our lives, and will she support the UCU campaign to save jobs at the University of Chester?

[Michelle Donelan]

Despite the hon. Member’s claims, the strategic priorities grant accounts for approximately only 0.05% of higher education providers’ total income. The House should be under no illusion that this Government 100% support the arts, which is why we asked the OFS to invest an additional £10 million in our world-leading specialist providers, many of which specialise in arts provision, and why we have spent £2 billion through the cultural recovery programme, plus furlough and plus VAT and other reliefs—more than any other country.

[Matt Western (Warwick and Leamington) (Lab)]

Research by the British Academy has shown that of the 10 fastest growing sectors in the UK economy, eight employ more graduates from the arts, humanities and social sciences than the other disciplines, and MillionPlus states that

“there is an economic imperative to invest in creative arts education…job creation is double the rate of the rest of the economy.”

Just take media studies, which the Government state is not a strategic priority, despite our making some of the best films, TV, theatre and advertising in the world. Last year the UK saw inward investment in co-production spend in film and TV account for 83% of the entire production spend, underlining our global reputation. The Government seem to be unaware that this country is a globally renowned creative powerhouse. Can I just urge the Government to get into SHAPE—social sciences, humanities and the arts for people and the economy? Will the Minister accept that the benefit that this nation derives from university education cannot be measured solely in terms of its immediate economic impact?

[Michelle Donelan]

Just to reiterate, this Government are not disputing the value of the arts either to our economy or to our society. I want to fully confirm that on the record. We have asked the OfS to consult on altering the high-cost subject funding to enable a reprioritisation of some subjects towards the provision of high-cost subjects that support the NHS and wider healthcare policy, high-cost STEM—science, technology, engineering and mathematics—subjects, and subjects meeting specific labour market needs. I reiterate that this accounts for only approximately 0.05% of higher education providers’ total income.

[Ben Bradley (Mansfield) (Con)]

What steps his Department is taking to improve (a) the quality of schools and (b) outcomes for pupils in the most disadvantaged areas.

--- Later in debate ---

[Alison Thewliss (Glasgow Central) (SNP)]

What assessment his Department has made of the effect of the UK-EU Cooperation and Trade Agreement on (a) higher and (b) further education.

[The Minister for Universities (Michelle Donelan)]

The trade and co-operation agreement is based on co-operation between sovereign equals, centred on free trade and inspired by our shared history and values. The Department discussed the agreement with sector representatives and devolved Administrations, and we will continue to do so through bodies such as the Education Sector Advisory Group.

[Alison Thewliss [V]]

Thousands of EU academics have already left the UK for the EU, driven away by the UK Government’s hostile environment, the Government’s reckless cuts to funding and in-progress projects, and Brexit uncertainty, with up to 70% more per year leaving for work or study in the EU than at any time before the Brexit referendum. How will the Minister’s Government prevent an even greater brain drain to the EU from UK universities?

[Michelle Donelan]

The hon. Member touched on a number of points, including workforce and talent within the UK in our universities. Through the introduction of the new skilled worker and global talent route, the UK is actually giving top priority to those with the highest skills and the greatest talents, including researchers, scientists and academics to join our world-leading higher education sector. The global talent route ensures that highly skilled individuals, including scientists and researchers, can come to the UK and make an important contribution.

[Dr Philippa Whitford (Central Ayrshire) (SNP)]

What recent discussions he has had with Cabinet colleagues on the allocation of Government funding to academic institutions for research.

[The Minister for Universities (Michelle Donelan)]

The Government are investing £14.9 billion on research and development in 2021-22, the highest level for four decades. The Department for Business, Energy and Industrial Strategy provides funding for academic researchers through UK Research and Innovation and the national academies, and published detailed allocations in May. I will continue to work closely with the Minister with responsibility for science, research and innovation, the Under-Secretary of State for Business, Energy and Industrial Strategy, my hon. Friend the Member for Derby North (Amanda Solloway).

[Dr Whitford [V]]

The UKRI’s global challenges research fund was set up to promote international collaboration on global issues, including climate change and health. However, due to the reduction in overseas aid, the funding promised in 2019 has now been cut in half, causing projects to be cancelled and researchers in low-income countries to be made redundant. In many cases, the last two years of research will be wasted. How will the Minister get academics to commit time and energy in the future, when they cannot trust this Government to honour their commitments?

[Michelle Donelan]

The changes to the level of official development assistance quality-related funding made available to universities has been applied equally across the four nations of the Union, as the hon. Member will know. The Government’s research ODA spend includes the global challenges research fund, which has been allocated in line with the thematic, rather than geographic, priorities of the strategic framework for UK ODA, as outlined by my right hon. Friend the Foreign Secretary, while prioritising high-value-for-money projects and existing legal commitments. I will be delighted to meet the hon. Member along with my hon. Friend the Under-Secretary responsibility for science, innovation and research to discuss this matter further.

[Jacob Young (Redcar) (Con)]

What steps his Department is taking to support autistic or neurodiverse pupils.

--- Later in debate ---

[Rachael Maskell (York Central) (Lab/Co-op)]

Will the Secretary of State ensure that, instead of experiencing disruption to a third academic year, universities are able to determine their own return of students in September this year? The University of York and York St John University have advanced plans in place and they do not want to see further delays, including staggered starts. Can they now also have the ability to allow international students to quarantine at their local university?

[The Minister for Universities (Michelle Donelan)]

We have every expectation that by the autumn term we will be able to move forward beyond step 4, meaning that there will be no further restrictions on the provision of in-person teaching and learning. During the pandemic, many providers have developed a digital offering and, as autonomous institutions, they might choose to retain elements of that approach, as well as undertaking risk assessments, but our expectation is clear that universities should maintain the quality, quantity and accessibility of provision. In terms of international students, we have been one of the world’s leaders in our visa concessions and flexibilities. I shall continue to work closely with the Home Office and the Department of Health to ensure that the best interests of students are always maintained, as well as public health.

[Henry Smith (Crawley) (Con) [V]]

I refer the House to my entry in the Register of Members’ Financial Interests. Can the Secretary of State say what particular support is being made available for pupils with dyslexia to help them to catch up following the disruptions caused by the covid-19 pandemic?

--- Later in debate ---

[Emma Hardy (Kingston upon Hull West and Hessle) (Lab)]

The Department of Health and Social Care is closing the asymptomatic testing and lateral flow testing facilities at the University of Hull on 31 July, despite the fact that the university remains open during the summer for staff, postgraduates, international students and students who cannot return home, despite the fact that not all students have been double vaccinated, and despite the fact that the number of cases is rising. Will the Minister for Universities intervene urgently and speak to her colleagues at the DHSC to keep testing open at the University of Hull?

[Michelle Donelan]

As the hon. Member will know, we have worked very closely with the Department of Health and Social Care throughout the pandemic, and the testing offer for students continues to be as accessible as possible. In addition, students can utilise the universal testing offer. I will continue to work closely with the Department of Health and Social Care in regard to summer provision as well as autumn provision, and I am happy to meet her to discuss this further.

[Peter Kyle (Hove) (Lab)]

Ministers failed to secure over 90% of the funding called for by Kevan Collins for the catch-up fund, and we have just discovered that 100,000 vulnerable students and disadvantaged students will miss out on the pupil premium because Ministers have failed to secure the funding. Over the weekend, when the Chancellor was asked, he gave the reason why: because he cannot fund every cause that

“comes knocking on my door.”

Do students in this country not deserve a set of Ministers with the skill and determination to get through the front door of the Treasury and come out with the investment that our schools, students and teachers need?

Student Loans: Interest Rates

Michelle Donelan Excerpts

Thursday 10th June 2021 Written Statements

[The Minister for Universities (Michelle Donelan)]

On 9 June I announced a temporary reduction in the maximum student loan interest rate following the recent decline in the prevailing market rate for comparable unsecured personal loans.

In accordance with the Teaching and Higher Education Act 1998, where the Government consider that the student loan interest rate is higher than the prevailing market rate for comparable unsecured loans, we will take steps to reduce the maximum student loan interest rate.

The Government regularly monitor the interest rates set on student loans against the interest rates prevailing on the market for comparable loans.

Following a decline in the prevailing market rate, on 9 June I laid legislation to cap the maximum post-2012 undergraduate income contingent repayment and the postgraduate income contingent repayment student loan interest rate in line with the prevailing market rate. The cap will come into effect from 1 July 2021 and last for a period of three months.

The reduction will be 0.3 percentage point on the maximum student loan interest rate to reflect the average market rates during the preceding monitoring period.

Student loan interest rates are updated each year to take account of changes in the retail prices index (RPI). The updates are applied annually at the start of each academic year, 1 September. To take into account this annual change in the ordinary student loan interest rates, two separate caps will be implemented, one for the period 1 July to 31 August and one for the period 1 to 30 September.

The maximum post-2012 undergraduate income contingent repayment student loan interest rate and the postgraduate income contingent repayment student loan interest rate will be 5.3% between 1 July and 31 August.

The maximum post-2012 undergraduate income contingent repayment student loan interest rate and the postgraduate income contingent repayment student loan interest rate will be 4.2% between 1 September and 30 September.

From 1 October 2021, the post-2012 undergraduate and postgraduate income contingent repayment student loan interest rates will revert to the standard rate +3%.

Further caps may be put in place should the prevailing market rate continue to be below student loan interest rates.

[HCWS82]

Oral Answers to Questions

Michelle Donelan Excerpts

Monday 26th April 2021 Commons Chamber

[Sir Mark Hendrick (Preston) (Lab/Co-op)]

What recent discussions he has had with the Secretary of State for Health and Social Care on allocating a higher number of domestic medical places to the University of Central Lancashire’s bachelor of medicine and bachelor of surgery programme.

[The Minister for Universities (Michelle Donelan)]

Although the Department of Health and Social Care leads on this area, I would like to take this opportunity to commend the University of Central Lancashire for the excellent job it is doing. The Government are committed to supporting the NHS by ensuring that its future workforce needs are met. Over recent years we have created an extra 1,500 medical school places and opened five new medical schools across the country, and as a result we have seen record numbers of medical students in training.

[Sir Mark Hendrick [V]]

Mr Speaker, as a neighbouring MP to me, you know that the quality of education at the University of Central Lancashire medical school has been independently assessed as excellent. At a time when the health service has been crying out for more doctors during the covid-19 pandemic, can the Minister please provide assurances that, through her discussions with the Department for Health and Social Care, the University of Central Lancashire will be allocated an evidence-based significant increase in its permanent allocation of domestic medical school places, for the benefit of the county of Lancashire and the wider north-west region as a whole?

[Mr Speaker]

I am sure that Chorley would like to hear the answer.

[Michelle Donelan]

The cap on medical places was lifted last year, and those medical students who had to defer will not count towards the cap this year. If medical training places are to be permanently raised, there will be a process for medical schools to apply for a proportion of the expansion, just as was the case with the recent uplift of 1,500. I am sure that the hon. Member will be more than happy to meet the Minister for Care, my hon. Friend the Member for Faversham and Mid Kent (Helen Whately), who also looks after workforce matters, and that she would be only too happy to discuss the issue with him.

[Robert Largan (High Peak) (Con)]

What steps his Department is taking to ensure that all students taking T-levels receive a high-quality industry placement.

--- Later in debate ---

[Alan Brown (Kilmarnock and Loudoun) (SNP)]

What recent discussions his Department has had with the Department for Business, Energy and Industrial Strategy on the effect of official development assistance funding reductions on (a) higher education research and (b) universities.

[The Minister for Universities (Michelle Donelan)]

My Department and I regularly discuss research in universities in England with the Department for Business, Energy and Industrial Strategy and with the Minister for science, research and innovation, my hon. Friend the Member for Derby North (Amanda Solloway). Overall, Government investment in research and development across the UK is up to £14.9 billion in 2021-22, following four preceding years of significant growth. This shows the clear benefits of the Union in delivering on science and research across the nation.

[Kirsten Oswald [V]]

The Universities of Glasgow, Leeds, Liverpool, Newcastle and Coventry have all been leaders in the global challenges research fund. With the cuts to ODA, they are now having to find additional seven-figure funding to keep life-saving research going. Is this really the Tories’ fabled levelling-up agenda?

[Michelle Donelan]

The Government recognise the importance of supporting international research partnerships and the UK research sector, especially our universities. Our commitment to research and innovation was clearly demonstrated by the recent Budget announcement that we are increasing investment in research and development to £14.6 billion. International collaboration is central to a healthy and productive R&D sector and, as a result of the policies of this Government, UK scientists will have access to more public funding than ever before.

[Stuart C. McDonald [V]]

Twelve flagship research hubs were supposed to run projects lasting five to 10 years in support of the sustainable development goals. Some of those projects are midway through clinical trials on humans but, thanks to the recent cuts, might not be able to continue, thereby jeopardising both the research and research jobs. How on earth can the Government justify funding cuts to research projects in the middle of human clinical trials, in clear violation of medical ethics?

[Michelle Donelan]

The hon. Gentleman might like to take up his question with the Department for Business, Energy and Industrial Strategy, which is ultimately responsible for research. On 1 April, BEIS set out an additional £250 million of funding for R&D—as a result of which, as I have said, UK scientists will have access to more public funding than ever before—taking the total Government investment in R&D to £14.9 billion in 2021-22, despite what the Opposition would have the public believe.

[Alan Brown]

Because of the ODA cuts, universities have reported that research contracts have been terminated, sometimes with just a few hours’ notice. This has undermined trust between researchers, universities and UK Research and Innovation, and it also means that research commissioners now require a risk assessment on the UK Government’s ability to honour contracts. Why does the Minister think it is acceptable that the UK Government’s promises mean so little that they need to be risk assessed?

[Michelle Donelan]

On the actual ODA allocations, BEIS is currently working with UKRI, all global challenge research funds and its Newton fund delivery partners to manage the financial year 2021-22, including by determining which projects will go ahead. Its delivery partners have been communicated with, and award holders will set out the next stages of the review of ODA funding next year and explore the options available for individual programmes.

[Dan Jarvis (Barnsley Central) (Lab)]

What steps he is taking to ensure the future sustainability of residential provision at Northern College in Barnsley. [R]

--- Later in debate ---

[Daniel Zeichner (Cambridge) (Lab)]

What discussions he has had with Cabinet colleagues on the capacity of the Government's covid-19 hotel quarantine system to meet demand from international students entering the UK in summer 2021.

[The Minister for Universities (Michelle Donelan)]

I have been working closely with my counterparts across Government, including in the Department of Health and Social Care, about how covid-19 policies affect international and domestic students. Immigration concessions allow for the ongoing provision of online learning this academic year, meaning that international students can study remotely from the UK or in their home country. Universities have informed us that a sizeable number have stayed in the UK throughout.

[Daniel Zeichner [V]]

International students are hugely important to our universities. With India added to the red list, there is real concern that the cost of hotel quarantine will be a deal breaker for some. Can the Minister tell us whether universities will be allowed to manage the quarantine system for themselves, which they are well qualified to do, and how soon could that be resolved? If not, who or what is the obstacle?

[Michelle Donelan]

International students, including those from India, are indeed a vital and valued part of our higher education sector and communities. The UK was one of the first countries to introduce important visa concessions for international students at the very start of the pandemic. That has been flexible throughout, including extending the deadline for eligibility for the graduate route to 21 June. We continue to work with the Department of Health and Social Care to ensure that the UK remains as accessible and welcoming as possible. International students are also eligible for the additional £85 million that we have given universities for support with hardship.

[Geraint Davies (Swansea West) (Lab/Co-op)]

  If he will make a statement on his departmental responsibilities.

Education

Michelle Donelan Excerpts

Tuesday 20th April 2021 Ministerial Corrections

[Selaine Saxby (North Devon) (Con) [V]]

North Devon is the first place in England to record no covid cases for a week this year, and our students are keen to return to campus. Will my hon. Friend detail what measures are in place to ensure that they can do so safely, as they will inevitably be travelling to an area with higher rates of infection?

[Michelle Donelan]

Universities continue to make significant investments in student and staff safety—including updated risk assessments, assessments of adequate ventilation and covid-secure measures such as mandatory social distancing, hand washing and face coverings—and testing is available to all students, who should currently be tested twice a week at their university test centre. From 17 May, we will move to home testing, with students first asked to take three PCR tests at their university test centre.

[Official Report, 15 April 2021, Vol. 692, c. 489.]

Letter of correction from the Minister for Universities, the hon. Member for Chippenham (Michelle Donelan).

An error has been identified in the response I gave to my hon. Friend the Member for North Devon (Selaine Saxby).

The correct response should have been:

[Michelle Donelan]

Universities continue to make significant investments in student and staff safety—including updated risk assessments, assessments of adequate ventilation and covid-secure measures such as mandatory social distancing, hand washing and face coverings—and testing is available to all students, who should currently be tested twice a week at their university test centre. From May, we will move to home testing, with students first asked to take three LFD tests at their university test centre.

Turing Scheme

Michelle Donelan Excerpts

Tuesday 20th April 2021 Westminster Hall

[The Minister for Universities (Michelle Donelan)]

I congratulate the hon. Member for Gower (Tonia Antoniazzi) on securing the debate on the scope of Turing. As she knows from her membership of the all-party parliamentary group on Erasmus, the Government are committed to international education exchanges. International exchanges and mobilities open up new and exciting possibilities for students, enabling them to develop their cultural awareness and broaden their horizons while also developing transferable skills. That is why we are funding the Turing scheme as an alternative to Erasmus+.

It was always made clear that our participation in the next Erasmus+ programme was the subject of our negotiations on the future UK-EU relationship, and participation in Erasmus+ would have meant us paying in around £2 billion more than we would have got out over the course of the programme. That simply did not provide value for money for the UK taxpayer. Turing, however, is a global scheme backed by £110 million in its first year, which will provide funding for about 35,000 UK students in higher education, further education, vocational training and schools to travel abroad for life-changing educational exchanges from this September.

[Tonia Antoniazzi]

I just want to point out that 35,000 is actually less than the number of those participating under the Erasmus scheme. Does she agree that that is not good enough?

[Michelle Donelan]

I am more than happy to send the hon. Member the link to the statistics. If we look back over the last five years, the average was 32,000, and we are pledging around 35,000, which is a similar number to under Erasmus+. It will be demand-led. Our delivery partners are the British Council and Ecorys, who are able to use their experience from having worked on Erasmus+, which I am sure the hon. Member will welcome. Turing also offers fantastic opportunities for young people across the UK and a key objective of the scheme is to reach areas of the UK that did not engage as much with Erasmus and students from disadvantaged backgrounds, as well as disabled students and students with special educational needs. At its heart, Turing is about inclusivity and opportunities.

We have had some very good responses from the sector—we have worked with them to ensure that the scheme works for all. Members do not need just to take my word for it. Vivienne Stern, director of Universities UK International said:

“The new Turing scheme is a fantastic development and will provide global opportunities for up to 35,000 UK students to study and work abroad. It is a good investment in the future of students—not only those in universities but in schools and colleges, who will also benefit.”

David Hughes, chief executive of the Association of Colleges, said:

“The Turing scheme opens the world’s door to work and study placements for college students. This is an important part of ‘levelling up’ the life chances for all of our young people—whatever their background.”

[Tonia Antoniazzi]

What if other universities are not going to offer places because there is no reciprocity? Is that something that is going to be addressed?

[Michelle Donelan]

If the hon. Member allows me to make a little progress, I will come on to that point.

Today’s debate is about scope. Turing is truly global and is not limited to the EU, unlike Erasmus+, which was 97% in the EU. Offering a broader range of countries, cultures and languages can only be to the benefit of young people in the UK. We know that there is clear demand. Already, five of the top 10 destinations for UK university students undertaking mobility placements are actually outside the EU.

More than 500 applications have already been started across higher education, further education and schools, showing that there is strong demand from the education sector to take advantage of the opportunities offered, so, far from being naive, as the hon. Member for Gower suggested, universities, further education colleges and schools have been putting in their bids and working with international partners on those relationships, despite the lack of reciprocity. Universities have until tomorrow to apply for the funding.

[Carol Monaghan]

One of the questions that keeps coming up is how the Government will encourage those from more disadvantaged backgrounds to engage with the Turing scheme. It would be really useful to know what the Government’s plans are to promote it in the sector and to monitor its success within those groups.

[Michelle Donelan]

I will get to that point. There are several ways in which we are going to achieve that, as it is a key objective of the Government’s Turing scheme.

I am thrilled to say that, at the start of the week, we already had more than 80 applications submitted from universities. Schools and colleges have until 7 May to apply for funding. I strongly invite all UK schools and colleges to bid into the scheme to make the most of these fantastic opportunities available for their learners and pupils. Students do not have to apply using the system that we have created—the hon. Member for Gower suggested that was the case. As with Erasmus, students apply directly to their educational institutions.

Global educational experiences broaden students’ horizons, expose them to new cultures and, by doing so, help them to develop crucial new skills. The evidence shows that students who have international experiences tend to do better academically and later in employment. Yet, under Erasmus+, the most privileged students were at least 1.7 times more likely to participate in study abroad. We as a Government believe that is simply not good enough. Mobility and the opportunities it opens up for our young people should not be limited to those from privileged backgrounds. Instead, we have designed a scheme that is for everybody, including the most disadvantaged, because no young person should be excluded from expanding their horizons based on their family’s income.

[Tonia Antoniazzi]

I realise time is tight. It is all well and good talking about engaging with people from different backgrounds, but how will the Government go and find young people and motivate them to want to participate?

[Michelle Donelan]

I was just getting to that point. The desire to boost participation from disadvantaged backgrounds is one of the fundamental ways that this scheme will be better than Erasmus. We have done that in a number of ways. First, we have made it an objective that providers must meet and prioritise when they put in their bids to be given approval.

Secondly, the scheme provides additional financial support for those from disadvantaged backgrounds by providing an increased grant for living costs. Unlike Erasmus, we will also be introducing funding for travel-related costs for disadvantaged students, no matter the destination. We will also cover things that they might have to pick up, such as visas, insurance and passport costs—all the additional things that can be barriers to some students.

Thirdly, we have reduced the minimum higher education duration of outward mobilities compared with Erasmus+ from one term to four weeks, which we have identified as a barrier to students from disadvantaged backgrounds or those who have other responsibilities, such as caring responsibilities. Additionally, we are focusing extra support and communications in areas of the UK that have traditionally not engaged as much with mobility schemes. That is the work of the Department, the Government and the British Council. There is also funding available to help meet the additional costs for students with disabilities, such as preparatory visits to help ensure that reasonable adjustments are made to suit the individual student’s needs.

On how the scheme will actually work, it is, like Erasmus+, demand-led, and providers will have the flexibility to form partnerships that will offer the most benefit to their students. Institutions in all four nations can bid competitively, and those that are successful will receive funding towards the cost of administering the scheme for their students. All participating students will receive grants, dependent on the destination country, to contribute towards their living costs. The grants are marginally above those given to Erasmus+ students. With Erasmus+, higher education students received a monthly grant equivalent to £320 to £365, with an additional contribution of £105 for students from disadvantaged backgrounds. Under the Turing scheme, we will provide a grant of between £335 and £380 per month, plus a disadvantaged supplement of £110 per month. We will also cover the added extras, as I outlined a moment ago.

Although we wanted to devise a flexible scheme, we envisage that the majority of higher education mobilities will be done as exchanges, so there will not be the loss of inward mobility that the hon. Member for Gower identified. To be clear, students will not be faced with additional tuition fee charges. Instead, institutions will waive their fees, which is certainly what is happening on the ground. The institutions telling me that they have put their bids in have managed to achieve that, so we know it is working in practice. This is not a new model, as higher education institutions both in the UK and overseas routinely arrange to waive their tuition fees as part of their exchange partnerships outside Erasmus. All we are doing is scaling up an existing successful model and funding it with additional taxpayer money, to both widen access to opportunities offered to students across the UK and to extend the scope.

[Tonia Antoniazzi]

Just one question, then: what are the Government going to do? Scotland, Wales and Northern Ireland are supplementing the scheme. What will the Minister be doing in the UK to make it equivalent to what students in Wales, Scotland and Northern Ireland will be having?

[Michelle Donelan]

I believe that in Northern Ireland it is not being supplemented. There will be access, in part, to the rest of Erasmus, but that has not been ironed out yet. We obviously await what will happen in Scotland, as that is a manifesto commitment and there is an ongoing election. What is happening in Wales is not starting till 2022 and is only £16.5 million per year.

Let me address some of the points that the hon. Member outlined about the differences between Turing and Erasmus. Yes, Turing is an outward mobility scheme for UK participants, but as we will fund UK participants to go abroad, it seems reasonable that we would expect other countries to do the same. Let us not forget that we are the second most attractive destination for international students, and more of the world’s top universities are in the UK than in all of the EU combined. A number of countries have schemes that they can use to fund inward mobility, and some Erasmus funding can be used to send students to the UK, as we are a recognised partner country.

I have spoken directly to several international organisations, including the likes of the Massachusetts Institute of Technology in the USA, Heidelberg in Germany and the Sorbonne in France, as well as many other institutions across the Commonwealth, such as the Nanyang Technological University in Singapore, York University in Canada and the University of Sydney in Australia. They are some of the world’s best higher education institutions and are eager to learn more about Turing, to engage with it and potentially to participate.

We will harness our appeal as a destination to deliver an international education exchange programme that has genuine global reach. That will strengthen the UK’s research and education sector and provide better experiences for students in the UK. International opportunities for young people outside formal education settings and youth activity are being considered as part of a youth review led by the Department for Digital, Culture, Media and Sport, because the Turing scheme is an international educational mobility scheme. That youth review was commissioned by the Treasury in the 2020 spending review.

It is important to note that Erasmus+ Sport is a very small part of the programme, representing only 1.8% of the overall budget in the 2014 to 2020 programme. We are also already investing significant sums of money in sport programmes that align with Erasmus+ Sport themes and objectives. For example, through Sport England, we are investing more than £1.2 billion between 2016 and 2021 in grassroots sport and physical activity programmes.

To address the issue raised about staff mobility, Turing will not fund staff as outlined, apart from those staff who are necessary to chaperone student placements. We have done that because we have decided to prioritise taxpayers’ money to ensure that as many students, learners and pupils as possible have access to life-changing mobility to support them in developing the skills that they need to thrive, focusing particularly on enabling those students from disadvantaged backgrounds. That includes young people who have never even left their county let alone their country. The Government think that it is vital that they, too, can experience these life-changing opportunities.

The Turing scheme will ensure continuity of international exchanges while strengthening the UK’s educational sector and building on the UK’s considerable international appeal as a study destination. The spending review last year was only a one-year spending review, as I am sure hon. Members appreciate, given the pandemic. They will know, however, that the Government are 100% committed to international mobility, so be under no illusion: this is a long-term plan for the Government. That is exactly why we have created a bespoke UK-wide scheme that will support and encourage participation of students from all backgrounds to go across the globe, provide greater value for money to the UK taxpayer, and boost student skills and prospects.

Question put and agreed to.

University Students: Compensation for Lost Teaching and Rent

Michelle Donelan Excerpts

Thursday 15th April 2021 Commons Chamber

[Daisy Cooper (St Albans) (LD)]

(Urgent Question): To ask the Secretary of State for Education, if he will make a statement on the return date given to university students and his Department’s plans to provide financial compensation to university students for lost teaching and rent during the coronavirus pandemic.

[The Minister for Universities (Michelle Donelan)]

This Government recognise just how difficult the past year has been for students. Since the arrival of new and highly transmissible variants, we have had to adopt a cautious approach, in line with the wider restrictions. In January, we enabled only students on critical key worker courses to return, and from 8 March we allowed practical and creative students to resume face-to-face teaching. This week, we have announced that the final tranche of students will be able to return on 17 May, subject to step 3 of the road map. This decision was made, as promised, following a review during the Easter holidays. I understand the frustrations of students and parents; the pandemic has disproportionately impacted our young. That is one of the key reasons why we have worked with universities to ensure that education carried on throughout and that students can graduate on time.

Many things are indeed opening up in step 2, but most are outside and social mixing remains focused outside, and they do not involve the formation of new households. We know that, inside, the risk of transmission increases with the number of people mixing and the length of time they are together, which is why we are being cautious until stage 3.

The Office for National Statistics estimates that 23% of students are yet to return to their termtime accommodation, which still leaves up to 500,000 students yet to travel. Throughout the pandemic, the Scientific Advisory Group for Emergencies has warned of the risk posed by the mass movement of students, especially given that they form new households.

At the heart of our decision was public health, but also student wellbeing. The last thing any of us wants is for students to have to repeatedly self-isolate, as some did last autumn. That would not only have been damaging to their mental health and wellbeing, but would have risked the ability to graduate of some students studying creative and practical subjects.

This decision was taken not in isolation, but as part of the Government’s overall road map to reopening. Every relaxation—even those with a low impact and low risk—will have an impact, so we have to judge the impact of these relaxations cumulatively to ensure that the road map is irreversible.

The Government do recognise the financial pressures the pandemic has placed on students in the financial sense, including accommodation costs. That is why, this week, we have announced an additional £15 million, on top of the £70 million since last December and the £256 million of taxpayer funding that we enabled universities to access for hardship.

It is important to clarify that the exemptions still apply to students who need to return to their term-time accommodation for mental health reasons or because of a lack of study space. We have asked universities to make their facilities available to all students who are back, to support their mental health and wellbeing.

I end by assuring the House that I will continue to work closely with universities so that, together, we can support students, and especially those who will graduate this year.

[Daisy Cooper [V]]

About 36 hours ago, around 1 million students who have still not returned to university since Christmas were told that they should not expect to do so until at least 17 May. Before that announcement, it seemed that the Government had forgotten them altogether, and now we have proof that they had, because for many students that date comes after their courses have actually finished.

This feels like a final, end-of-term insult to university students, who have had months of not being able to use libraries or labs, months without taking part in student societies or extracurricular activities, months of paying rent for accommodation that they could not use and months without being able to work, with some falling behind on rent and bills and needing to feed themselves from food banks. Is it any wonder that more than 50% of students say their mental health has got worse?

Students must be fairly compensated, both financially for rent and fees and with support to recover the learning time they have lost. The Government must more than double the funds for those facing hardship to £700 million, as suggested by the all-party parliamentary group for students.

Universities across the country have worked really hard. They have adapted to deliver courses online and invested considerable sums in doing so. However, the higher education sector is already facing huge financial uncertainty, so it is clear that universities alone cannot be expected to compensate students. The Government must step in. Will the Minister consider conducting a rapid review of the impact of the pandemic on university students and giving that review the powers to make recommendations on how students should be reimbursed by the Government in financial and learning terms? Will she consider calls to double the funds available to students facing financial hardship to £700 million? Finally, will she say sorry for the Government’s role in wrecking the last academic year for so many young people?

[Michelle Donelan]

I will address the hon. Member’s first point regarding 17 May. She is correct to say that some students will have reached, or will be approaching, the end of their course. However, a great number will not, and it is important to give them the opportunity to get back, for the wider university experience as well.

In regard to monitoring the impact on students, we constantly do that, and have done so throughout the pandemic, and I will ensure that we continue to do so. On financial support, we have now given an additional £85 million, which is targeted at those most in need and getting the money into their pockets. On the impact of the pandemic, yes, we all know how challenging it has been and continues to be for students, and that is why students have had a disrupted year.

[Robert Halfon (Harlow) (Con) [V]]

In 2018, just 12.3% of the most disadvantaged pupils in England were accepted into higher education institutions. The Minister’s passion and mine is to ensure that more people from disadvantaged backgrounds attend higher education, but does she agree that the proposal by Hull University to drop the requirement for students to demonstrate a high-level proficiency in written and spoken English is entirely the wrong way to go about that? It is patronising and counterproductive. Is it not better for universities to work with schools and colleges to ensure that all pupils reach the required standards of literacy to secure places on quality degree courses and degree apprenticeships?

[Michelle Donelan]

I agree with my right hon. Friend; I am appalled by the decision of some universities to drop literacy standards in assessments—that is misguided and it is dumbing down standards. That will never help disadvantaged students. Instead, the answer is to lift up standards and provide high-quality education. I assure him that we will act on this, in line with our manifesto commitments on quality.

[Matt Western (Warwick and Leamington) (Lab)]

Last week, there was an exam-room silence from the Government on when universities would return, with students, their families and university staff learning from newspapers what was only announced to this House days later: that many students would not return to campus until 17 May. Why has this announcement come so late, and why was it briefed to the newspapers instead of being announced to those affected? Does the Minister not see that this is deeply disrespectful to the students and staff alike? For weeks, we have had students studying technical and creative subjects safely, thanks to the incredible work of universities and staff, and for many weeks students have been back in further education settings, so will the Minister explain why further and higher education settings have been treated so differently? Her written statement ignored the work of universities and the existing situation in colleges, and offered no evidence to support this approach. So will she tell us what the scientific basis was for this decision, and will she commit to publishing this advice today, so that she is at least forthcoming with students and the sector?

The Minister announced a further £15 million this year for hardship funding. Further support is clearly needed, but, once again, the Government are simply not working to the scale of the challenge. The funding offered to students in England is far smaller than that offered by the Labour Government in Wales. Will the Minister tell us why her Government believe that students in England need so much less than those elsewhere? At every stage of this pandemic, children, young people and students have been an afterthought for this Government, let down time and again. Will the Minister finally admit that these young people have been failed and tell the House what she will do to address it?

[Michelle Donelan]

I agree with the hon. Gentleman that it has been an extremely challenging and disruptive year for students, and I assure him that students have never been and will never be an afterthought for this Government. In fact, this week we made a statement regarding the details of the plan for the remainder of students returning. We conducted a review over the Easter holidays, as we had publicly announced we would do, and we wanted to maximise the amount of time we had to review the data. The announcement made on 5 April was regarding the things that would open up in step 2.

On further education and schools, the difference is that these youngsters do not go and form new households, nor do they travel across the country. On the data we have reviewed, we have considered the latest epidemiology data, alongside public health, economic, educational and other implications of the return. A wealth of data, papers and evidence is and will continue to be published.

[David Simmonds (Ruislip, Northwood and Pinner) (Con) [V]]

I thank my hon. Friend for the extensive time that I know she has personally devoted to ensuring that students from my constituency get a fair deal from their universities, on a case-by-case basis. But given that universities are autonomous and independent of Government, does she agree that the example set by the best universities, which have been very proactive in ensuring students are treated appropriately, should be seen as an example for the others to follow, so that we ensure that all students who have not received the services in education or accommodation they paid for are fairly dealt with by those institutions?

[Michelle Donelan]

University staff have worked exceptionally hard over the past year to enable students to continue learning, and I want to take this opportunity to once again thank them for that. If students do have concerns, they should raise them with their university, which has a duty, under consumer rights, to have a transparent and timely complaints process. They can then escalate that to the Office of the Independent Adjudicator if they remain unsatisfied

[Cat Smith (Lancaster and Fleetwood) (Lab)]

I wonder whether the Universities Minister can help me respond to a query I have had this morning from a constituent, who asks me why his siblings can return to in-person teaching in school and college, he can get a haircut and he can return to his part-time job in non-essential retail, but he cannot return to his university to continue his studies in person until after this academic year of teaching has finished. Student debt after graduating from an undergraduate degree is, on average, £40,000. Peter asks me why he is paying £9,250 a year for in-person teaching that has not materialised this year.

[Michelle Donelan]

I assure the hon. Member that we are confident that in-person teaching and learning can be delivered in covid-secure environments, but the area of concern has and always will be the movement of students and the formation of new households, which does not occur in schools and further education colleges. Many of the things that we are opening up in stage 2 focus on being outside. Social mixing remains focused on being outside. The key thing is that they do not involve the formation of a new household. Throughout the entire process, we have been clear that students should still expect the quality of education, the quantity of provision and for it to be accessible for all.

[Joy Morrissey (Beaconsfield) (Con)]

As university courses remain primarily online until the middle of next month to control the spread of coronavirus, will the Minister confirm that universities continue to be expected to deliver the same quality and quantity of online learning as they have throughout the year? Will she encourage universities to extend their teaching and reviews so that students may experience classroom learning before their exams?

[Michelle Donelan]

The Government do indeed expect the quantity and quality of teaching to be maintained and to continue to be accessible for all, whether it is delivered in person or online. Quality is in fact an Office for Students registration condition, and students who have concerns may notify the OfS. I thank all higher education staff, who have worked tirelessly throughout, enabling students to continue their learning.

[Mr Tanmanjeet Singh Dhesi (Slough) (Lab)]

Laura Halliwell and Isaac Grinnell are two university students on student placement schemes in my office. They have both raised concerns about their peers’ experiences during this academic year about lost teaching, mental health pressures and accommodation rent payments. As many students have been unable to go to their universities this year, missing out on teaching and the many other opportunities such as student societies and mental health services, why does the Minister think it is okay to charge £9,250 for university tuition fees this year?

[Michelle Donelan]

I would like to clarify that the Government do not charge £9,250 for tuition fees; universities do, as autonomous institutions. The Government set the maximum level at which universities may continue to charge. Every university has opted to do that and, in return, we have said that we expect the quantity and quality of provision to be maintained, and for that to be accessible for all. If students have concerns, they should take it to their university and, if they remain unsatisfied, go to the OIA, which can lead and has led to fee refunds. No one, however, is doubting how challenging and different the past year has been for students.

[Greg Clark (Tunbridge Wells) (Con)]

Professor Whitty has said that the risk to 19 to 22-year-olds is very low. Professor Valance has said that the return of universities in the previous wave was not associated with transmission into the towns in which they are located. We know that universities are some of the best settings in the country for rigorous testing. Ten million pupils at schools and colleges went back on 8 March without incident. So why are these precious weeks for university students being lost to them, despite the evidence that we now have? Will my hon. Friend think again about this date? Every week is precious in the limited periods that people have at university. There are questions about careers guidance for people about to graduate. Will she look again at the evidence and if, as I suspect it justifies doing so, bring forward the return date?

[Michelle Donelan]

We have continued to review the evidence. We did a comprehensive review over Easter, taking advice from the likes of the Deputy Chief Medical Officer and the Chief Medical Officer and looking at the advice from SAGE, the Scientific Advisory Group for Emergencies. I agree with my right hon. Friend that it is disappointing that we cannot get students back earlier and it is a very difficult situation for the students involved, but we cannot move too fast, too soon. That would risk a resurgence in infections, hospitalisations and deaths. We are talking about the mass movement of, potentially, up to 500,000 students forming new households.

[Jim Shannon (Strangford) (DUP)]

I thank the Minister for her reply to the urgent question. Are there plans to ensure that the help towards bills that students studying in Northern Ireland were able to access under the covid study disruption payment scheme rolled out by the Department for the Economy in Northern Ireland will be replicated in mainland UK for Northern Ireland students studying here, so that they have financial aid to offset their huge bills for minimal interaction and teaching?

[Michelle Donelan]

The scheme in Northern Ireland has aimed to support those in financial hardship, as we have, but what we have done is slightly different. We have distributed £70 million and now an additional £15 million—a total of £85 million—of hardship money to universities to help those most in need, including international and postgraduate students. That is the process we have used to get money into the pockets of those most in need.

[Jonathan Gullis (Stoke-on-Trent North) (Con) [V]]

I have been contacted by some university students from Stoke-on-Trent North, Kidsgrove and Talke who have felt the closure of universities more acutely from the additional costs of alternative accommodation, loss of employment and the extra costs of accessing teaching online. Can my hon. Friend assure me that the £85 million in total support being made available will deliver tangible help to those left financially struggling?

[Michelle Donelan]

I agree with my hon. Friend, and that is why we are focused on getting money into the pockets of the students who need it now. Universities have flexibility in how they distribute this funding in a way that will best prioritise those in need, but it must be spent on supporting students, including international students, postgraduate students and domestic undergraduate students. My message to any student listening is that if they need help, they should approach their university and ask for it. There is no stigma attached.

[Catherine West (Hornsey and Wood Green) (Lab)]

I have been inundated with messages from students and their families who are really worried about the impossible position they are in, having suffered huge restrictions to their education and social life and facing a mountain of student debt. Do the Government have a proper plan to address that? Can we put some energy into fighting for these young people?

[Michelle Donelan]

I assure the hon. Member that I have put energy into fighting for these students. That is exactly why I prioritised ensuring that they can graduate on time, in creative and practical subjects, and that we can support them financially, particularly those who are in hardship. Again, I urge any student who is facing hardship to approach their university. These are really difficult times for students and their families, and as we navigate through the pandemic, we hope that there is light at the end of the tunnel and that next year will be much easier for students.

[Mr Steve Baker (Wycombe) (Con)]

Bucks New University in Wycombe will want to be in a position to address the logical inconsistency that has come up several times in the House, which is that students cannot return to university but can go to non-essential retail, including to work in it. I have listened carefully to what my hon. Friend has said. Is the heart of the matter that students returning to university form new households? Is that what the Government are really worried about?

[Michelle Donelan]

We had to make this decision on balance in relation to all the things that we were relaxing, because everything—even something with the slightest risk—could impact our pathway out of the pandemic. My hon. Friend is right: one of our key concerns was the mass movement of students—potentially up to 500,000 additional students—across England and the UK and the formation of new households.

[Chi Onwurah (Newcastle upon Tyne Central) (Lab) [V]]

Last month, I held an open meeting with students in my constituency. They raised issues including financial hardship—current funding is wholly inadequate—and mental wellbeing, lack of planning, tuition fees, rent, professional accreditation and digital exclusion. This is not a question of consumer rights, as the Minister suggests; it is a question of students’ futures after the pandemic. I have written to the Secretary of State, but what does the Minister say to students in Newcastle upon Tyne Central who feel wholly abandoned by this Government?

[Michelle Donelan]

Once again, I reiterate that the Government appreciate how difficult and challenging this has been for students. It has not been the university experience that any of us would have wanted for them, and that is why we are working with universities to build back on the student experience as soon as they return. We are also working on a package of support for those who are graduating this year.

I have asked universities throughout the pandemic to prioritise mental health, setting up Student Space with the OfS, which is a £3 million additional platform, and setting up a working group and a Department for Education action group co-chaired by the Minister for Children and Families. We have now dedicated an additional £50 million to mental health via the OfS through the teaching grant next year. This is a priority for the Government, and we recognise the impact that the pandemic has had on the wellbeing and mental health of students.

[Derek Thomas (St Ives) (Con) [V]]

Every MP will have heard from constituents that, compared with previous years, the quality and quantity of provision for students since March 2020 has not be maintained. That is certainly my experience. The Government have done a remarkable and world-leading job in supporting businesses, families and all sorts of people across the country through the pandemic. Surely they can find a way simply to write off the student loans borrowed in 2020-21. It will not solve the whole of the problem, but it is a significant step that will support students and remind them that we are on their side and that we have hope for their future.

[Michelle Donelan]

I would like to remark on the resilience of students during this pandemic. University staff have worked tirelessly to ensure that students did not have to put their academic journeys or their lives on hold. We have seen some fantastic and innovative examples of this approach, but the Government have been clear throughout that we expect the quality, quantity and accessibility of tuition to be maintained. We have targeted our financial support to those in hardship and in getting cash into the pockets of those who need it. Any loan rebates would not achieve that.

[Daniel Zeichner (Cambridge) (Lab)]

We all understand the need for caution, but we have heard that the problem seems to be about the formation of new households and so on. May I urge the Minister to talk to universities, because not all universities are the same? The timings of terms and the patterns of accommodation are not all the same. Rather than have this fixed, hard “No, it can’t be done until 17 May”, can we not try to look for some solutions? Will she talk to Universities UK about what can be done to help?

[Michelle Donelan]

I regularly engage with universities. Just yesterday, I spoke to Universities UK and also held a taskforce with university sector representatives. We need an approach that is fair across the board to students, and also that is workable and deliverable. The hon. Member is quite right, every university and higher education institution is slightly different, so it would be impossible to create a bespoke, detailed model. Our goal has always been to get all of the student population back as quickly as we possibly can.

[Andrew Griffith (Arundel and South Downs) (Con) [V]]

Students across Arundel and South Downs have told me of their disappointment with this week’s announcement. Will the Minister confirm that those students with inadequate study space or mental health or wellbeing issues may return now to their term-time address and that universities have been asked to open facilities such as libraries, catering and gyms to support those who have returned?

[Michelle Donelan]

My hon. Friend is correct. Universities should support the return of students for mental health reasons and those who have inadequate study spaces. Universities can now reopen a number of facilities, so we have asked them to allow access to all students who are back in term-time accommodation, to safeguard both student wellbeing and to prevent isolation.

[Paul Blomfield (Sheffield Central) (Lab) [V]]

The inquiry of the all-party parliamentary group for students in January received testimony from hundreds who felt that they had been overlooked: losing the income on which they depend from casual jobs that have disappeared and ineligible for the support available to other workers; paying rent for accommodation that they cannot use; and missing learning experiences despite the best efforts of universities and their staff. The Minister knows that the Government’s response in February and again on Tuesday fell far short of what was needed. Students in Northern Ireland have received support worth more than £500 each, in Wales £300, in Scotland £80, and in England just £43.70. Does she understand why students describe themselves as being forgotten?

[Michelle Donelan]

The difference is that we have started from a position of unlocking £256 million so that universities can support hardship. That is on top of the new money of £85 million that we have now dedicated. We cannot look at it on a per-student basis. We are very open and honest that this is not a per-student calculation; this is a targeted fund to support those most in need. Universities UK has estimated, and its studies show, that, on average, hardship funding is about £1,000 for each student. I do not want any student in England to feel forgotten. This Government have certainly not forgotten them, and we wholeheartedly accept how difficult and challenging the past year has been for them.

[Selaine Saxby (North Devon) (Con) [V]]

North Devon is the first place in England to record no covid cases for a week this year, and our students are keen to return to campus. Will my hon. Friend detail what measures are in place to ensure that they can do so safely, as they will inevitably be travelling to an area with higher rates of infection?

[Michelle Donelan]

Universities continue to make significant investments in student and staff safety—including updated risk assessments, assessments of adequate ventilation and covid-secure measures such as mandatory social distancing, hand washing and face coverings—and testing is available to all students, who should currently be tested twice a week at their university test centre. From 17 May, we will move to home testing, with students first asked to take three PCR tests at their university test centre.[Official Report, 20 April 2021, Vol. 692, c. 4MC.]

[Dr Rupa Huq (Ealing Central and Acton) (Lab) [V]]

For my constituent Harry Wild, who faces finals in June, May is too late. Given that pubs, shops, barbers and gyms are now open, why is he still forking out £9,250, plus accommodation, for no direct staff contact? Doing a head of highlights requires far more close contact than distanced content delivery, which is happening in the Chamber as we speak. Is Harry being penalised for studying in England? In Labour Wales, hybrid blended learning is already happening on campus.

[Michelle Donelan]

We are confident that in-person teaching and learning can be delivered in a covid-secure environment; the area of concern has been and always will be the mass movement of students and the formation of new households. As the hon. Member pointed out, many things are indeed opening up, but most of them are outside and involve social mixing outside, and the key thing is that they do not involve the formation of new households.

[Jacob Young (Redcar) (Con)]

I thank the Minister for her work throughout the pandemic to support students from Redcar and Cleveland and those studying at Teesside University. Just like in all walks of life, regular testing will be vital to getting life at universities back to normal. Can she confirm that no student will have to pay for covid tests to return to their studies?

[Michelle Donelan]

I can indeed. I agree with my hon. Friend that testing plays an important part in mitigating the risk of transmission and assure him that under no circumstances will any student have to incur financial costs as a result of participating in our testing programme.

[Felicity Buchan (Kensington) (Con)]

I am very concerned about the mental health of students who are still not back at university. I am conscious that the university experience is about way more than lectures and tutorials—at least, it was for me. Will my hon. Friend please update the House on what we are doing to support the mental health of students who are not yet back at university?

[Michelle Donelan]

My hon. Friend is right: the wider student experience has been extremely impacted over the last year, despite the hard work of universities and student unions. UUK is sharing best practice and ideas to support universities to prioritise and enrich the student experience on return, and we are working with UUK on that.

Throughout the pandemic, I have reiterated to universities the importance of prioritising mental health and wellbeing and worked with them to enable that, including by convening a mental health working group. We have also worked closely with the OfS and launched Student Space, a £3 million mental health platform through which students can access support during the pandemic.

[Janet Daby (Lewisham East) (Lab) [V]]

Time spent away from in-person learning has had a particularly damaging impact on students from deprived and disadvantaged backgrounds. Goldsmiths, University of London has raised with me its concerns about the widening gap between students from wealthy backgrounds, who have networks to help them to find jobs beyond university, and those from low-income families, who do not. To ensure that the gap in social mobility does not hold students back in the job market, what steps will the Minister take to make sure that tailored careers support and advice are provided?

[Michelle Donelan]

We are currently working with universities and sector representatives on a package of support for those who will graduate this year. It is important to note that we have already done a number of things, including putting an additional £32 million into the national careers service. The number of work coaches in this country is now up to 27,000, and we have the skills toolkit, which is a fantastic free resource that enables students or graduates to access courses that will add to their employability.

[Bob Stewart (Beckenham) (Con)]

Has the Minister’s Department done any assessment of the impact on the levels of attainment and grades that might be achieved in finals this year? If it is less than normal, will some sort of gearing be put into the system to ensure that students are not penalised by the fact that they have had to do so much work away from the university, without the advantage of attending a library, for instance?

[Michelle Donelan]

Universities are autonomous institutions and all run their own assessments, so every single one of them is different in this respect. However, the Government are advocating that they introduce policies that mitigate some of the impact of the pandemic and that they are fair in doing so. Some have chosen to introduce no-detriment policies, for instance. However, this will not work in all cases—for example, if a university does not have enough information to do a no-detriment policy, or if the regulatory body that accredits the course is against that. My understanding from my work with universities is that they are on the whole being extremely flexible and accommodating for students and appreciate the sheer scale of the challenges that students have faced over the last year. I will continue to monitor the situation and work with universities on this.

[Lloyd Russell-Moyle (Brighton, Kemptown) (Lab/Co-op) [V]]

There is increasing concern from students who have not been able to take many of the part-time jobs that they would otherwise have been able to. They are not eligible for much of the Government support and they are having to continue to pay rent. Some universities have been good, of course, but the private sector has not been. Is it not now time for the Government to have serious plans to address this hardship, as we have seen in Wales, and not just the pittance that has been given, on a discretionary basis, to students, many of whom are not able to access it properly?

[Michelle Donelan]

It is important to remember that we have unlocked £256 million of taxpayers’ money for universities to access to support those in hardship, and we have allocated an additional £85 million. It is right that we have targeted that to those who are most in need, rather than allocating it as a blanket payment, which would have diluted the support available to those who genuinely need it at the moment. Once again, I reiterate my message to any student who is facing hardship: please come forward to your university and access that help. That includes international students and postgraduate students.

[Christian Wakeford (Bury South) (Con)]

I thank the Minister for literally being on call on evenings and weekends to answer any questions we have had on universities on a case-by-case basis. University should be some of the best days of your life. I know that the hon. Member for Lancaster and Fleetwood (Cat Smith) will join me in thinking the same, given our shared time in Lancaster. However, the past year has raised severe mental health issues for everyone, as we have heard. What conversations is the Minister having with education providers to support students’ health, mental health and wellbeing when they return?

[Michelle Donelan]

My hon. Friend touches on a really important point. Throughout this pandemic I have reiterated to universities and sector bodies the importance of prioritising student wellbeing and mental health and moving that provision online in tandem with academic provision. I convened a working group to enable this. I have worked with the OfS to launch Student Space—a £3 million mental health project. We continue to evaluate the situation. We have also launched an action group with the Under-Secretary of State for Education, my hon. Friend the Member for Chelmsford (Vicky Ford), looking at mental health across the spectrum of education, because these challenges are not going away and we need to continue to support students throughout this period.

[Florence Eshalomi (Vauxhall) (Lab/Co-op) [V]]

I have two privately run student accommodation blocks in my constituency, which in normal times are home to hundreds of students from London’s top universities. Because of the travel restrictions and physical closure, they have had to live elsewhere for most of the year, but they still continue to pay the rent. These students have exhausted all means, including discussions with their accommodation provider, and they have been looking at trying to terminate their contracts or to be offered a rent reduction, but to no avail. They have been put into an impossible position, having faced huge restrictions on their education and their social life, but they are still paying rent. All they want is a fair deal from their accommodation provider. What plans do the Government have to address this?

[Michelle Donelan]

We have urged accommodation providers to have students’ best interests at heart, to review their policies and to give refunds where they can, and a number have done so, including a plethora of universities and private providers such as Unite. The hardship money is there for those students who have faced a situation where they cannot access a refund. I again urge all students to access that, particularly if accommodation pressures are putting them in financial difficulties.

[Bob Blackman (Harrow East) (Con) [V]]

I congratulate my hon. Friend on the excellent work she has done in supporting students and universities across this very difficult period. Clearly, students are now consumers—consumers enabled to demand the best from their universities—and the key point here is getting value for money. I know that she is trying to do that. Can she also state the position in relation to international students? Many universities are wholly dependent now on the income from international students. What advice is being given to those students, who are equally consumers of our education?

[Michelle Donelan]

The Government’s expectations are clear: universities should maintain the quality, quantity and accessibility of provision. If a student, whether international or domestic, is unhappy, they can utilise the OfS notifications procedure to pre-empt a review, or make a formal complaint to their university. If they are still unsatisfied, they can go to the OIA, which can lead to fee refunds and has done in the past.

[Lilian Greenwood (Nottingham South) (Lab)]

The latest ONS statistics show that around three quarters of students are already back in their term-time accommodation. Does the Minister agree that the Government’s failure to provide any information or guidance whatsoever until so very late in the day meant that many students travelled unnecessarily in anticipation of starting back after Easter?

[Michelle Donelan]

We have continued to give guidance and advice to students throughout. We wanted to give the maximum period possible to review the data because our objective has always been to get students back as soon as we possibly can. At every stage, we have written to students and communicated with them via universities, but I do get how challenging it is and how disappointing it will be for some students not to be able to resume face-to-face teaching until 17 May.

[Duncan Baker (North Norfolk) (Con)]

It is telling that the first step on the roadmap was education, so we know how seriously the Government take that subject. Will the Minister confirm that the highest rates of transmission among students are in university halls of residence and house sharing, so, regrettable as it is to have to delay the recommencement, it is simply a fact that we have to ensure the safety of this nation and that case rates continue to be suppressed?

[Michelle Donelan]

The Government have committed to taking a cautious approach to easing restrictions, guided by the data instead of dates. Encouraging students on non-practical courses to return to in-person teaching will potentially lead to a significant number of students forming new households from across the country—up to 500,000—and enabling this to proceed too early may result in significant, higher numbers of infection and could increase the risk of students having to repeatedly self-isolate, which I am sure none of us would want.

[Mr Deputy Speaker (Mr Nigel Evans)]

I thank the Minister for responding to the urgent question; there were 29 questions in just over 40 minutes. We will now suspend for a short period.

11.12 am

Sitting suspended.

Higher Education

Michelle Donelan Excerpts

Tuesday 13th April 2021 Written Statements

[The Minister for Universities (Michelle Donelan)]

The Government recognise the disruption that covid-19 has caused for many students and their families because they have not yet been able to return to their university. Last academic term we advised that all students on practical and creative courses could return to in-person teaching from 8 March and committed to reviewing further returns by the end of the Easter holidays.

Today, my Department has announced that remaining students will be advised to return to in-person teaching alongside step 3 of the road map, when restrictions on social contact will be eased further and the majority of indoor settings can reopen. This will take place no earlier than 17 May, following a further review of the data against the four tests. As was announced in February, students and higher education providers will be given a week’s notice of any further easing of restrictions as it affects them in accordance with the timing of step 3. Until then all students should continue to learn remotely and remain where they are living, wherever possible.

Universities have a strong track record of delivering excellent remote learning, students in higher education are well equipped to study and meet their learning outcomes remotely. The Government remain clear that the quality and quantity of taught hours must be maintained and that all learning must be accessible.

The Government and I recognise just how difficult and disruptive the last year has been for students. However, the road map is designed to maintain a cautious approach to the easing of restrictions, to ensure that we can maintain progress towards full reopening. By step 3, more of the population will be vaccinated, and there is also more time to increase testing to reduce risk further.

The movement of students across the country poses a risk for the transmission of the virus—particularly because of the higher prevalence and rates of transmission of new variants. Students who have returned to higher education settings should not move back and forward between their permanent home and student home during term time unless they meet one of the exemptions.

Our advice remains that some students, such as those with inadequate study space and/or mental health and wellbeing issues, may need to return to their term-time address despite their teaching still being online. We have asked providers to consider opening facilities to support those who have returned to their term-time accommodation alongside those who have resumed in-person teaching and learning; this is to safeguard students’ wellbeing and to prevent isolation and mental ill health.

We are supporting universities to provide regular, twice-weekly, asymptomatic testing for all students residing in their term-time accommodation, or accessing university facilities, and to all staff. In May 2021, we will be making home test kits available to universities to supply to their staff and students as appropriate. In addition, staff and students can make use of the universal testing offer by ordering home tests online or visiting a pharmacy. Students returning to university should undertake three supervised tests at an on-site test facility. They should then test twice a week, either using home test kits or at an on-site facility. This is in line with the expectation in most other education settings and will help break chains of transmission of the virus. We strongly encourage all universities to ensure that all students and staff get tested regularly and report their result when testing at home.

I realise that a delay to a return to university may cause some students to face additional costs. With this in mind, I have now announced that we will be making a further £15 million of funding available for student hardship this academic year. This is in addition to the £70 million of funding already distributed in the previous financial year. As with the £70 million, international and postgraduate students will be eligible for this funding along with domestic undergraduates. We will work with the Office for Students to allocate these funds and will set out the details of this shortly.

I recognise that these unprecedented circumstances are also affecting student and staff mental health and wellbeing, and I am committed to addressing these concerns. The Mental Health in Education Action Group, which I convened with the Minister for Children and Families, Vicky Ford, will continue to prioritise the mental health and wellbeing of students and staff, alongside the HE Taskforce Mental Health and Wellbeing subgroup. We have continued to ask universities to prioritise mental health support and have worked with the Office for Students to provide Student Space, which is a mental health and wellbeing platform designed to work alongside existing services, to support students throughout the pandemic. I have asked the OfS to look at extending the platform and I am delighted it has done so for the 2020-21 academic year. This resource, which is funded by the OfS, provides dedicated one-to-one phone, text and webchat facilities as well as a collaborative online platform. In addition to this, the Office for Students has recently published its consultation on the distribution of the £15 million for student mental health support in the coming academic year, focusing on supporting transitions to university.

We are continuing to explore other ways to provide further support for students and particularly appreciate how vital it is that we support graduates and new students as they move into their next stage. We are working in parallel with Universities UK, the Association of Graduate Careers Advisory Services, the Institute of Student Employers, the Office for Students, and the wider sector to understand what we can do to complement their planned support. We know that providers are best placed to lead on this and have assured them that we will work with them to signpost students to useful resources, share good practice, and communicate effectively with schools, colleges, and employers.

More broadly, the Government are doing all they can to help people who are at the start of their career journey. The Department for Work and Pensions has successfully recruited over 13,500 new work coaches as of the end of March 2021. This will ensure that high-quality work search support is available to those who need it. We are also investing additional funding in the National Careers Service up to March 2022. This investment will support delivery of individual careers advice for those whose jobs/learning have been affected by the pandemic (by end of FY21-22).We have also added additional courses to the skills toolkit to develop “work readiness” skills that employers report they value in their new recruits.

I want to assure all students, staff and parents that student welfare continues to be a priority and I will continue to work closely with the sector to ensure that our additional hardship funding and our transition support reaches those who need it most. As always, I want to thank students for their resilience and university staff and student unions for their determination to ensure that students are supported at this challenging time.

[HCWS912]