Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the impact of student loan interest rates on graduates’ financial outcomes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This government recognises the concerns caused by high student loan account balances and interest rates, resulting from loan plans designed by previous governments. That is why we are capping the maximum interest rates on Plan 2 and Plan 3 student loans at 6% for the 2026/27 academic year, protecting students and graduates from the risk of short-term inflationary pressures.
Interest rates affect lifetime repayments for those who repay in full, which includes borrowers with small balances as well as higher earners. Monthly repayments depend solely on earnings above the repayment threshold, and those earning below this level are not required to make any repayments. Outstanding balances are cancelled at the end of the loan term.
The government publishes annual forecasts for student loans in England. These include statistics on borrower repayments. The latest publication can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/student-loan-forecasts-for-england/2024-25.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the equity of the different student loan interest rate structures in (a) Plan 2 and (b) Plan 5.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Decisions on Plan 2 and Plan 5 conditions were made by the previous government. This government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers. Over time, this has led to reforms being made to student loan terms. Such reforms consider factors such as macroeconomic conditions, demographic trends and the participation rate in higher education at the time. Therefore, this leads to different plans having different terms and conditions.
When comparing Plan 2 and Plan 5 loans it is important to compare the terms in the round. Whilst Plan 5 will ask graduates to repay for longer, and from a lower annual income threshold of £25,000, it also increases certainty for borrowers by reducing their interest rate to match inflation only.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, for what reasons her Department applies different interest rates to different student loan repayment plans.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Decisions on Plan 2 and Plan 5 conditions were made by the previous government. This government keeps the student finance system under continuous review to ensure that it delivers good value for both students and taxpayers. Over time, this has led to reforms being made to student loan terms. Such reforms consider factors such as macroeconomic conditions, demographic trends and the participation rate in higher education at the time. Therefore, this leads to different plans having different terms and conditions.
When comparing Plan 2 and Plan 5 loans it is important to compare the terms in the round. Whilst Plan 5 will ask graduates to repay for longer, and from a lower annual income threshold of £25,000, it also increases certainty for borrowers by reducing their interest rate to match inflation only.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for the quality of education of the use of digital tablets for learning in (a) primary and (b) secondary schools in Surrey Heath constituency.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Technology plays an important role in broad, rich learning experiences in classrooms across the country, and it is essential that children learn to use technology confidently and safely, so they are prepared for a rapidly evolving world of work.
Equally, we understand concerns about excessive screen time and agree that unmonitored or unlimited personal use can carry risks and recognise that we must get the balance right. That’s why we are consulting on how we can deliver a safer digital childhood, developing screen time guidance for children and taking touch action against online harms – in addition to ensuring schools are always phone free. We have also committed to publishing guidance on early years screentime shortly.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of improved early intervention and diagnostic methodologies for children with special educational needs on levels of SEND provision in local authorities.
Answered by Georgia Gould - Minister of State (Education)
Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.
As set out in the SEND reform consultation document “Putting Children and Young People First”, the department will develop National Inclusion Standards. These will set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs, before those needs escalate. By 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.
In addition, government-backed research delivered by UK Research Innovation in partnership with the department will aim to develop and roll out approaches for the early identification, strengths and needs assessment, and support of children and young people with special educational needs.
The department and NHS England continue to track the progress that the Surrey Local Area Partnership is making following its Ofsted/CQC SEND inspection in September 2023, which found inconsistent experiences and outcomes for children and young people with SEND, alongside providing on-going advice, support and challenge.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of improving methodologies for (a) early intervention and (b) diagnosis of children with special educational needs in (i) Surrey and (ii) Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
Effective early identification and intervention is critical in improving the outcomes of children and young people with special educational needs and disabilities (SEND). Access to support should not be dependent on a child or young person having a diagnosis, and a diagnosis alone does not help a teacher know what strategies to use to support that child in the classroom.
As set out in the SEND reform consultation document “Putting Children and Young People First”, the department will develop National Inclusion Standards. These will set out evidence-informed tools, strategies and approaches for educators to draw on to identify and support children and young people with additional needs, before those needs escalate. By 2028, we will have invested up to £15 million to build the evidence base for, and then provide, National Inclusion Standards.
In addition, government-backed research delivered by UK Research Innovation in partnership with the department will aim to develop and roll out approaches for the early identification, strengths and needs assessment, and support of children and young people with special educational needs.
The department and NHS England continue to track the progress that the Surrey Local Area Partnership is making following its Ofsted/CQC SEND inspection in September 2023, which found inconsistent experiences and outcomes for children and young people with SEND, alongside providing on-going advice, support and challenge.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what support is available to schools following serious violent incidents affecting pupils in their local area.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Following a serious violent incident, the department works closely with the police, other government departments and local authorities to ensure schools and trusts receive appropriate support.
Although such incidents are rare, the department places high importance on safeguarding the health and safety of staff, children and young people, with particular focus on vulnerable groups and on minimising educational disruption. Support after an incident can include directing leaders to relevant guidance or specialist services and connecting schools with experienced leaders who can provide advice and support.
The department also helps coordinate with safeguarding partners, local authorities and police, while advising leadership teams on managing disruption, safeguarding issues and communications.
The department offers comprehensive security guidance for schools, covering incident management, emergency planning, recovery and site security. In partnership with the Home Office’s Victims of Terrorism Unit, the department provides guidance and resources to help staff handle difficult conversations following traumatic events.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment has been made of the effectiveness of financial support schemes for pupils pursuing specialist (a) musical or (b) dance training in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps are being taken to ensure that all pupils are able to pursue (a) creative or (b) vocational education pathways in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.
Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of access to (a) specialist arts or (b) vocational training for young people in Surrey Heath constituency.
Answered by Georgia Gould - Minister of State (Education)
The government will consult shortly on an improved version of Progress 8 that balances a strong academic core with breadth and student choice. It will recognise the value of subjects, including the arts, which strengthen our economy and society, and the importance of a broad pre-16 curriculum.
The Post-16 Education and Skills White Paper sets out our vision for a world-leading skills system that breaks down barriers to opportunity, meets student and employers’ needs, widens access to high quality education and training, supports innovation, research, and development, and improves people’s lives.
We plan to introduce V-Levels, which will become the only pathway for vocational qualifications at level 3 for 16-19 year olds and two clear post-16 pathways at level 2, alongside technical and academic pathways. We have launched a consultation on these measures, which will close on 12 January 2026.
The department is providing £36.5 million for the Music and Dance Scheme this academic year, with future funding to be announced in due course. The scheme provides access for all students in the UK to high quality training in music and dance, such as at the Yehudi Menuhin School in Surrey and the Royal Ballet School in Richmond upon Thames.