Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has she made of the performance of her Department's Behaviour and Attendance Ambassadors Programme, with reference to absence and exclusions of pupils with SEND or mental ill health.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.
The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.
As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.
As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment has she made of potential conflicts of interest for individuals and companies awarded contracts to deliver the Behaviour and Attendance Ambassador's Programme.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.
The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.
As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.
As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish the Equality Impacts Assessment made of the Behaviour and Attendance Ambassador's Programme.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The regional improvement for standards and excellence Attendance and Behaviour Hubs programme launched in September 2025. The department is appointing up to 90 lead schools with excellent attendance and behaviour practice who will work closely with other schools to help them improve.
The department has also appointed two new ambassadors to work with the sector to shape the programme, ensure that their views are captured and that the programme has maximum impact.
As part of the development of the Attendance and Behaviour Hubs programme, an Equalities Impact Assessment was conducted. The department does not routinely publish Equalities Impact Assessments and has no plans to do so in this case.
As part of the Invitation to Tender for the role of Attendance and Behaviour ambassador and for the school recruitment process, all bidders and applicants were required to declare any and all conflicts of interest prior to responding. The department is satisfied that this process was followed correctly.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the adequacy of levels of provision for blind and partially sighted students in further education (a) with and (b) without education, health and care plans (i) during the transition from school to further education and (ii) at other times; and what steps she is taking to improve accountability for ensuring (A) timely and (B) effective reasonable adjustments are (1) identified, (2) funded and (3) implemented.
Answered by Georgia Gould - Minister of State (Education)
Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).
All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.
Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.
The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.
The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that blind and partially sighted students in further education (a) with and (b) without education, health and care plans are able to access (i) specialist vision impairment support and (ii) associated (A) trained professionals and (B) appropriate assistive technology; and what guidance her Department has to ensure that students without education, health and care plans are able to access that support.
Answered by Georgia Gould - Minister of State (Education)
Support for people with visual impairments in and transitioning into, further education is guided by legal duties under the Equality Act 2010 and the special educational needs and disabilities (SEND) Code of Practice, with tailored provisions depending on the needs of the individual. This applies to those with or without education, health and care plans (EHCPs).
All education and training providers have a duty to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Reasonable adjustments can include adapting teaching methods, using assistive technology, modifying assessments, and offering personalised support services.
Ensuring that support is provided in a timely and effective manner is the responsibility of the local authority.
The new Ofsted handbook requires further education providers to embed inclusion across all aspects of provision. Providers must identify their learners’ needs and demonstrate measurable impact on progress and wellbeing.
The department tracks the progress and attainment of learners with SEND and participation and retention rates for learners with EHCPs or special educational needs support and are determined that our reforms to the system should improve experiences and outcomes for learners and their families.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of schools' compliance with the School Food Standards.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
It is important that children eat nutritious food at school and that schools comply with the school food standards.
School governors and trustees have a responsibility to ensure compliance with the school food standards and should work with the headteacher and the senior leadership team to ensure the school is meeting its obligations.
In November 2024, the department and National Governance Association launched an online training course on school food for governors and trustees. This training is designed to improve understanding of the school food standards and give governing boards confidence to hold their school leaders to account on their whole-school approach to food.
We continue to work with the Food Standards Agency following the findings of the compliance pilot run by the department and the Food Standards Agency during the 2022/23 academic year.
Additionally, to ensure the quality and nutritional value of meals, we are working with experts across the sector to revise the school food standards, so every school is supported with the latest nutrition guidance. As we revise the School Food Standards, we will consider approaches to compliance to ensure children get the healthy, nutritious meals they need.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she is taking steps to prevent branches of fast food brands opening in (a) sixth-forms and (b) colleges.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The department is committed to raising the healthiest generation ever. We encourage a whole-school approach to healthy eating and would not expect fast food brands to be opening within sixth forms or colleges.
All sixth forms which are part of a secondary school must follow the school food standards. The standards apply even if the sixth form section of the school is located in a separate building or on a separate site. Schools are responsible for the provision of school meals and may enter individual contracts with suppliers and caterers to meet this duty, and we would expect food provided in the sixth form sections to follow the standards.
Further education colleges in England are autonomous institutions, but local planning policies and college governance often restrict or discourage fast food outlets, especially if they conflict with health promotion efforts. The National Planning Policy Framework is clear that local planning authorities should refuse applications for hot food takeaways and fast food outlets within walking distance of schools and other places where children and young people congregate, unless the location is within a designated town centre.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department encourages schools to request a debriefing from their local ambulance service after a defibrillator or CPR resuscitation attempt.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
In 2023, the department provided defibrillators to state-funded schools in England, where existing provision was not in place.
The department recognises that individuals may need support following a resuscitation attempt. Our defibrillator guidance advises that should a rescuer require support after an incident, they may be able to request a debriefing from their local ambulance service, or they can seek support from their GP. More information is available at: https://www.gov.uk/government/publications/automated-external-defibrillators-aeds-in-schools.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to press release entitled Young Futures Hubs to launch offering vulnerable young people lifeline, published on 15 July 2025, whether her Department is now leading on the design and implementation of Young Futures Hubs; and which other departments are involved in discussions.
Answered by Janet Daby
The government is committed to rolling out a network of Young Futures Hubs. These will bring together services to help improve children and young people’s access to support to reduce crime and improve mental health and careers opportunities.
The design and implementation of hubs is a cross-government endeavour. Expertise has been brought together from across departments, particularly the Department for Education, Department for Culture, Media and Sport, Home Office, Department of Health and Social Care, Ministry of Justice and Department for Work and Pensions, to deliver on this manifesto commitment.
The government will be engaging with national and local partners, local communities and children and young people to explore options for the design and delivery of the hubs, ahead of the first hubs becoming operational this year.
Asked by: Helen Hayes (Labour - Dulwich and West Norwood)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the average difference between (a) maintenance loan and (b) living costs for university students.
Answered by Janet Daby
Through the student loan system, the highest levels of maintenance support are paid to students from the lowest income families, while those from more affluent families receive a smaller contribution towards their living costs. In addition to support for living costs from Student Finance England, students may be eligible for additional financial assistance from their university.
The Student Income and Expenditure Survey 2021/22 reported on the average living costs for full-time and part-time English undergraduate students and across different demographic groups for the 2021/22 academic year. The survey, including all income and expenditure tables, can be found here: https://www.gov.uk/government/publications/student-income-and-expenditure-survey-2021-to-2022.