Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what the average response time was for complaints handled by Complaints Resolution Managers in the latest period for which data is available.
Answered by Lilian Greenwood - Parliamentary Under-Secretary (Department for Work and Pensions)
The Department does not measure complaints timings as described in the question (i.e. average response times). We recognise that response times to hon. Members’ enquiries on behalf of constituents have not been consistently adequate in recent months, as higher complaint volumes and increasingly complex cases have affected our response times. However, the Department is actively addressing these pressures and driving improvements in both timeliness and efficiency.
The Department is taking urgent action to reduce complaint backlogs and improve response times, with a clear focus on resolving issues as quickly as possible, including at the earliest point of contact where appropriate.
To support this, we have deployed additional resources to complaints and correspondence teams and prioritised activity to reduce outstanding volumes and strengthen performance monitoring to improve timeliness. We have introduced senior oversight and improving case management processes to support faster and more consistent responses.
Where a complaint requires formal investigation, the Department’s service standard aims to provide a full response within 15 working days. More complex cases may take longer; however, the Department seeks to keep customers informed of progress and expected timescales.
The Department is clear that hon. Members must be able to rely on timely and accurate information when representing their constituents. Improving response times remains a key operational priority, and these measures are intended to restore performance to the expected standard.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what quality assurance arrangements are in place for final complaint responses issued by the Department.
Answered by Lilian Greenwood - Parliamentary Under-Secretary (Department for Work and Pensions)
The Department does not measure complaints timings as described in the question (i.e. average response times). We recognise that response times to hon. Members’ enquiries on behalf of constituents have not been consistently adequate in recent months, as higher complaint volumes and increasingly complex cases have affected our response times. However, the Department is actively addressing these pressures and driving improvements in both timeliness and efficiency.
The Department is taking urgent action to reduce complaint backlogs and improve response times, with a clear focus on resolving issues as quickly as possible, including at the earliest point of contact where appropriate.
To support this, we have deployed additional resources to complaints and correspondence teams and prioritised activity to reduce outstanding volumes and strengthen performance monitoring to improve timeliness. We have introduced senior oversight and improving case management processes to support faster and more consistent responses.
Where a complaint requires formal investigation, the Department’s service standard aims to provide a full response within 15 working days. More complex cases may take longer; however, the Department seeks to keep customers informed of progress and expected timescales.
The Department is clear that hon. Members must be able to rely on timely and accurate information when representing their constituents. Improving response times remains a key operational priority, and these measures are intended to restore performance to the expected standard.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment his Department has made of the number of miscarriages a patient is required to experience before they are routinely offered care, tests and treatment to help prevent further pregnancy loss.
Answered by Alison McGovern - Minister of State (Department of Health and Social Care)
Miscarriage can have a devastating impact on women and their families, and we are determined that they receive the support they need.
My Rt Hon. Friend, the Secretary of State for Health and Social Care, is chairing the Maternity and Neonatal Taskforce to develop a national action plan that will reform maternity and neonatal services to deliver lasting change for women, families, and their babies.
The taskforce will consider all aspects of those current services, including miscarriage care. Within this, we will carefully assess the findings from the Tommy’s Graded Model of Miscarriage Care pilot study as committed to in the Renewed Women’s Health Strategy.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of establishing a standardised methodology for identifying special educational needs and disabilities, ahead of the roll-out of the Inclusive Mainstream Fund and other targeted SEND funding announced in the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure schools apply a consistent, nationally defined methodology for identifying and determining whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan, in the context of the Schools White Paper.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, whether the National Inclusion Standards being developed as part of the Schools White Paper will include a standardised, nationally defined methodology for schools to identify and determine whether a child has (a) special educational needs and (b) a disability, beyond those with an Education, Health and Care Plan.
Answered by Georgia Gould - Minister of State (Education)
The government recognises the importance of consistent identification of special educational needs and disabilities, so that children and young people receive the right support as early as possible. We are improving the evidence base for identifying needs, while emphasising that access to support in education should not depend on a diagnosis.
To support greater consistency across the system, we are working with an expert panel to develop National Inclusion Standards. These standards will provide educators with evidence-informed tools, strategies and approaches to help identify need and support children and young people with additional needs. By 2028, we will have invested up to £15 million to develop the Standards and strengthen the underpinning evidence base.
In addition, we are investing £4 million in research led by UK Research and Innovation to develop and roll out approaches to early identification, strengths and needs assessment, and support in education settings by 2028.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, what guidance her Department provides to schools on adapting physical and structured learning environments for pupils whose prefrontal cortex development has been impacted by trauma; and what steps she is taking to ensure that sensory and cognitive triggers do not lead to disciplinary action.
Answered by Georgia Gould - Minister of State (Education)
This government is committed to supporting local areas to create high-quality places that are suitable to meet the needs of children and young people with special educational needs and disabilities (SEND).
To support this, we are investing at least £3.7 billion in high needs capital funding between 2025/26 and 2029/30, to support local authorities to provide places for children and young people with SEND, or who require alternative provision, across early years settings, schools, and colleges.
This funding is expected to fund a transformative expansion of inclusion bases, as well as adaptations to improve the accessibility and inclusivity of mainstream settings. It can also be used to create special school places for pupils with the most complex needs.
We have published dedicated Inclusive Education Estates Guidance to support local authorities and settings to identify high-impact adaptations in mainstream settings and enhance the inclusivity and accessibility of the physical environment.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Energy Security & Net Zero:
To ask the Secretary of State for Energy Security and Net Zero, what steps her Department is taking to remove regulatory barriers while maintaining high safety standards for domestic battery technologies.
Answered by Michael Shanks - Minister of State (Department for Energy Security and Net Zero)
The Government is committed to ensuring that safety requirements for domestic battery systems are effective and proportionate. The Department is sponsoring the British Standards Institution's review of PAS 63100, the specification for domestic battery installations. The review will be guided by a steering group of industry, consumer, installer and safety representatives to help ensure that requirements remain evidence-based, proportionate and effective in maintaining safety.
Asked by: Luke Murphy (Labour - Basingstoke)
Question to the Department for Education:
To ask the Secretary of State for Education, how Ofsted’s new inspection framework will evaluate schools’ provision for vulnerable pupils, including those with Adverse Childhood Experiences; and whether inspectors will be required to consider the impact of behaviour and reward systems on pupil wellbeing and inclusion.
Answered by Georgia Gould - Minister of State (Education)
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Basingstoke directly and a copy of his reply will be placed in the Libraries of both Houses.
Asked by: Luke Murphy (Labour - Basingstoke)
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 school behaviour and reward systems on the needs of vulnerable pupils, including those affected by Adverse Childhood Experiences and neurodivergent conditions; and whether guidance will be issued to support more trauma informed approaches.
Answered by Paul Waugh - Parliamentary Under-Secretary (Department for Education)
The department recognises that behaviour and reward systems should meet the needs of all pupils, including vulnerable pupils, those affected by adverse childhood experiences, and pupils with special educational needs and disabilities or neurodivergent conditions. The department’s ‘Behaviour in schools’ guidance supports schools to develop lawful, proportionate and reasonable behaviour policies that promote good behaviour while reflecting pupils’ individual needs and circumstances. The guidance is available at: https://www.gov.uk/government/publications/behaviour-in-schools--2.
Schools must also comply with the Equality Act 2010 and the Education and Inspections Act 2006, including by making reasonable adjustments for disabled pupils and avoiding unlawful discrimination. Rewards and sanctions should be applied fairly and consistently, with appropriate adjustments for pupils with additional needs.
In the schools White Paper, ‘Every child achieving and thriving’, the department outlines plans to update the ‘Behaviour in schools’ guidance and publish refreshed, evidence-led behaviour resources, practical tools and case studies. This work provides an opportunity to consider how guidance can further support inclusive approaches to behaviour management.