Disabled Students Allowance

Jim Hood Excerpts

Wednesday 2nd July 2014 Westminster Hall

[Mr Jim Hood (in the Chair)]

Before I call Dr Julian Huppert, I inform hon. Members that I already have 12 speakers on my list, plus the two Front Benchers, and I will be calling the Front Benchers at 20 minutes to 4. After Dr Huppert has made his speech, I will then work out a time limit and advise hon. Members of it. I hope that interventions, if they are taken, will be brief, and I may have to remind Members of that if they try to make speeches in their interventions.

[Dr Julian Huppert (Cambridge) (LD)]

It is a pleasure to serve under your chairmanship, Mr Hood. I will do my best to abbreviate my speech in deference to the large number of Members who have shown up. It is good to see everybody who has come here. We are united by a belief that everybody, regardless of who they are, should be able to aspire to go to university. Regardless of disability, whether it is physical or mental, visible or invisible, there should not be a barrier as a result of it. There have been improvements on widening participation. At the university of Cambridge, where I used to be and which I now have the pleasure to represent, in 2007, only 4% of students were disabled. That has gone up to 10% now, and it is a trend that we see across the country. Universities have worked very hard to try to get disabled applicants to apply, to support them and to get rid of barriers. As a former director of studies and supervisor, I have seen some of that work and engaged in some of it to try to support students.

We have to ensure that the progress continues, because there are challenges. In general, life costs more for people who are disabled, and the same applies to student life. The disabled students allowance is a lifeline for many students with disabilities. That is why I sought the debate and why I am pleased to have secured it, after having seen the Minister’s proposals and heard the concerns that many people have expressed to me.

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[Several hon. Members]

rose—

[Mr Jim Hood (in the Chair)]

Order. As I said earlier, there are 12 hon. Members on the list of speakers, and I would like to get through everyone, so I will begin with a four-minute limit on speeches. I may have to cut that down if there are too many interventions.

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On resuming—

[Mr Jim Hood (in the Chair)]

Before I call the Minister, I remind right hon. and hon. Members that 15 minutes extra—the time taken for the Division—will be added to this debate. The debate that was supposed to start at 4 pm will start 15 minutes later.

[Mr Willetts]

I am not sure that this extra time will be as good as that in the Belgium versus United States match, but I will do my best. I welcome hon. Members who have come for the next debate and apologise to them.

I was starting to wind up the debate, explaining why it is legitimate to carry out the review and why the term “modernisation” is legitimate. One argument in that regard was about technical change. I was also saying that there is a genuine issue about obligations under the Equality Act, whereby universities have a duty to make reasonable adjustments for students who are disabled. We have to get the balance right between the institutional obligation on the university and personal financial support for the individual student. I was giving an example of how a library should function, saying that the obligation could be discharged by a library properly training its staff to help people with a range of disabilities. That may be a more effective way of delivering support for disabled people than individual disabled students turning up at the library with a personal assistant to help them. It is legitimate to try to get the individual versus institution balance reviewed in the light of the equalities duties.

The right hon. Member for Sheffield, Brightside and Hillsborough did not like the fact that I referred to the funding available for universities, but several hon. Members, beginning with my hon. Friend the Member for Cambridge but not only him, specifically asked, “How will universities pay, given that you are expecting them to discharge these institutional obligations?” There are two genuine points to be made in response, although more could be made.

First, with regard to the equalities duties that the House has introduced under successive Governments, by and large we do not say, “We therefore need an extra stream of funding for the NHS”, any more than we say that there should be extra public support for Marks & Spencer. Hon. Members should remember that, legally, universities are independent institutions outside the public sector. The general view across the House, when we have imposed equality duties, has been that that is just part of the proper functioning of an institution.

Secondly, it is fortunate that our universities are in a healthy financial position. I will not stray from the point, as happened in the argument a few minutes ago between the hon. Member for Huddersfield (Mr Sheerman) and my hon. Friend the Member for Cambridge, but the sums going to universities for teaching—the combination of the grant income and the fee income that they receive—is rising substantially as a result of the controversial changes that we introduced, going from £7.9 billion total income in 2011-12 to £9.9 billion in 2015-16.

To be frank with hon. Members who voted against the £9,000 fee—I suspect that the majority of those in this Chamber did so—it is inconceivable that universities would have enjoyed a £2 billion increase in teaching income in the life of this Parliament under any other model of financing universities, especially one that depended on public expenditure through grant. There is a genuine increase in their financial resource. Several hon. Members expressed concern that our proposal comes at a bad time, when universities have not got any money, but in fact they have had an increase in their cash resource.

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[Mr Willetts]

That will be the last intervention that I take, because time is tight.

We are consulting, and we will produce guidance that will help make the crucial distinction between what institutions can legitimately be expected to do and where individual funding is required.

We are talking about education, and I want to come back to that, because several Members raised the topic. It is a distinct responsibility. We are consulting, and we will continue to meet a whole range of groups representing disabled people. We have already discussed the policy changes with, for example, the National Union of Students, Universities UK and the Office for Fair Access, and there will be many further such meetings in the future.

Institutions will be expected to have reasonable adjustments in place by September 2015. We believe that the time scales provide sufficient time for us to work with institutions and stakeholders to ensure that changes are introduced effectively, but I understand that some institutions are concerned that they will be disproportionately affected due to their high numbers of disabled students. Several Members have made that point, which will be considered before guidance is issued to the sector in the autumn. The guidance will help institutions understand better the role that DSA will play, enabling them to consider the support they will need to provide. We will also provide regular updates for the HE sector over the coming months.

Student information and guidance, which will include information on DSA changes as well as on the wider student support package, will be available in September in the normal way. Once we conclude our consultation meetings, we will be in a position to issue draft guidance in early autumn on what DSA will cover. That guidance will benefit higher education institutions and assessment centres in particular. Stakeholders will have the chance to review it and ensure that it is sufficiently clear and understandable before it goes live. I undertake to lay the relevant regulations at that time, which will allow Members to see the regulations and the draft guidance in parallel. Before adopting either, the Government will continue to have due regard to the impact of the changes on the aims set out in the Equality Act 2010. We will publish our analysis on that at the same time.

A point was raised about existing students and DSA students beginning university in 2014-15. They will remain on the current arrangements in 2015-16. I have already announced that the maximum available DSA amounts will not be changing. We are not adopting a blunt approach to the provision of non-medical help. We realise that non-medical help will be the responsibility of higher education institutions, but we recognise that in certain areas, perhaps as a result of the impact or severity of a disability, DSA has an additional role to play once reasonable adjustment has been made. In the case of complex needs, we will assess the severity of the impact on the education of the student. It will not be a simple physical assessment of their disability; it will be an assessment of how the disability challenges they face affect their ability to benefit from higher education. That is the assessment that has to be made. We will focus on the educational impact and the severity of their educational needs. I would also like to—[Interruption.]

[Mr Jim Hood (in the Chair)]

Order. When the Chairman can hear conversations at the back of the room, someone is out of order. I urge Members to pay attention to the Minister’s contribution.

[Mr Willetts]

Thank you, Mr Hood. I was trying to go almost too fast, because there is so much material to cover. I was trying to clarify the issue of specific learning difficulties and dyslexia, which has arisen in the debate. My announcement used the term “complex needs”, and I wish to make it clear that DSA will support those for whom the impact on their higher education needs is most severe. That is the approach we propose to take.

We are in consultation on technology with groups such as the British Assistive Technology Association. I assure Members that the Government are committed to supporting disabled students in accessing higher education. Students are right to expect support from their higher education institution, and DSA has been available to complement that support for nearly 25 years. That is not changing. What is changing is the balance between the two types of support, and that balance should be struck in the light of the Equality Act 2010. I conclude by assuring Members that over the summer, the Government and officials will continue to develop thinking, engage on policy issues and consolidate our work. We will, of course, continue to consult and keep the House informed as our proposals develop.