Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what oversight her Department has of the Student Loans Company's handling of (a) complaints and (b) disputed overpayments; and what safeguards are in place to ensure that (i) customers are provided with an itemised calculation of alleged overpayments, (ii) disputed debts are not referred to third-party debt collection agencies before complaints have been resolved, (iii) complaints and requests for reassessment are not prejudiced by delays attributable to the Student Loans Company and (iv) third parties are not contacted about a customer's debt without an appropriate legal basis.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department oversees the Student Loans Company (SLC) through regular performance monitoring and governance arrangements covering customer service, complaints handling and debt management.
Where the SLC identifies an overpayment, it provides borrowers with information about the amount owed and an opportunity to challenge the assessment or request further information. Complaints and requests for a reassessment are considered in line with the SLC’s established procedures.
The SLC has processes to review disputed cases before further recovery action is pursued and considers relevant circumstances when handling complaints, including where delays have occurred. SLC takes corrective action where errors are identified.
Information relating to a borrower’s account may only be disclosed where there is a lawful basis to do so, and activity involving third parties must be undertaken in accordance with the relevant legal and regulatory framework.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the extent to which non-traditional educational pathways affect access to (a) academic careers and (b) leadership positions within higher education institutions.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The English higher education (HE) sector is independent of government, and institutional autonomy is a defining principle of our world-class sector. This autonomy protects academic freedom and means that decisions regarding staff appointment and selection rightly sit with providers, not ministers.
Nevertheless, the government’s view is that a diverse workforce is essential to supporting innovation and creating the right conditions for debate and challenge. Moreover, young people from diverse communities should be inspired to see excellent role models in the academic sector.
The Higher Education Statistics Agency (HESA) publishes data on staff within the sector. This data can be found here: https://www.hesa.ac.uk/data-and-analysis/staff.
The department continues to monitor published sector data, while recognising that responsibility for staff recruitment, support and career progression ultimately rests with HE providers.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of whether career progression outcomes differ for neurodivergent academics between highly selective universities and the wider higher education sector.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The English higher education (HE) sector is independent of government, and institutional autonomy is a defining principle of our world-class sector. This autonomy protects academic freedom and means that decisions regarding staff appointment and selection rightly sit with providers, not ministers.
Nevertheless, the government’s view is that a diverse workforce is essential to supporting innovation and creating the right conditions for debate and challenge. Moreover, young people from diverse communities should be inspired to see excellent role models in the academic sector.
The Higher Education Statistics Agency (HESA) publishes data on staff within the sector. This data can be found here: https://www.hesa.ac.uk/data-and-analysis/staff.
The department continues to monitor published sector data, while recognising that responsibility for staff recruitment, support and career progression ultimately rests with HE providers.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to address inequalities in career progression among academics from ethnic minority backgrounds who are also (a) disabled or (b) neurodivergent.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The English higher education (HE) sector is independent of government, and institutional autonomy is a defining principle of our world-class sector. This autonomy protects academic freedom and means that decisions regarding staff appointment and selection rightly sit with providers, not ministers.
Nevertheless, the government’s view is that a diverse workforce is essential to supporting innovation and creating the right conditions for debate and challenge. Moreover, young people from diverse communities should be inspired to see excellent role models in the academic sector.
The Higher Education Statistics Agency (HESA) publishes data on staff within the sector. This data can be found here: https://www.hesa.ac.uk/data-and-analysis/staff.
The department continues to monitor published sector data, while recognising that responsibility for staff recruitment, support and career progression ultimately rests with HE providers.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to issue guidance to higher education providers on reasonable adjustments for neurodivergent academic staff throughout recruitment, promotion and disciplinary processes.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The English higher education (HE) sector is independent of government, and institutional autonomy is a defining principle of our world-class sector. This autonomy protects academic freedom and means that decisions regarding staff appointment and selection rightly sit with providers, not ministers.
Nevertheless, the government’s view is that a diverse workforce is essential to supporting innovation and creating the right conditions for debate and challenge. Moreover, young people from diverse communities should be inspired to see excellent role models in the academic sector.
The Higher Education Statistics Agency (HESA) publishes data on staff within the sector. This data can be found here: https://www.hesa.ac.uk/data-and-analysis/staff.
The department continues to monitor published sector data, while recognising that responsibility for staff recruitment, support and career progression ultimately rests with HE providers.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential barriers faced by neurodivergent academics in higher education institutions to progressing through academic career pathways.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The English higher education (HE) sector is independent of government, and institutional autonomy is a defining principle of our world-class sector. This autonomy protects academic freedom and means that decisions regarding staff appointment and selection rightly sit with providers, not ministers.
Nevertheless, the government’s view is that a diverse workforce is essential to supporting innovation and creating the right conditions for debate and challenge. Moreover, young people from diverse communities should be inspired to see excellent role models in the academic sector.
The Higher Education Statistics Agency (HESA) publishes data on staff within the sector. This data can be found here: https://www.hesa.ac.uk/data-and-analysis/staff.
The department continues to monitor published sector data, while recognising that responsibility for staff recruitment, support and career progression ultimately rests with HE providers.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment the Department has made of the potential impact of the Government’s proposed reforms to post‑16 qualifications on (a) skills development in the creative industries, (b) access to music and creative arts education for students from disadvantaged backgrounds and (c) the future sustainability of specialist creative schools and colleges.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recently consulted on the post-16 level 3 and below pathways reforms and have considered views from specialist institutions on what is best for qualifications and building skills in the creative sector.
The department intends to develop V Levels and Level 2 qualifications in the creative sectors for first-teach in 2030/31.
Working with the Department for Culture, Media and Sport, we are engaging with employers and providers in the creative sectors, who will be invited to contribute to the design and development of these qualifications and all content will be consulted on before it is confirmed.
The department are conducting exploratory work on content for potential creative T Levels, with extensive engagement with employers, providers and higher education institutions, including specialist performing arts providers, as well as testing delivery models to support the sector.
The reforms will have a positive impact on disadvantaged students, as these qualifications will better support progression into relevant work and study, and make the qualification landscape simpler to navigate.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that media and digital literacy education is accessible to children with additional needs.
Answered by Georgia Gould - Minister of State (Education)
Following publication of the independent Curriculum and Assessment Review’s final report on 5 November 2025, vital applied knowledge and skills in media and digital literacy will be embedded into the revised curriculum.
There will be a public consultation on the updated curriculum Programmes of Study to seek views on the content before they are finalised, and we will consider how best to make this content accessible to children with additional needs.
We will develop evidence-led resources to support teachers in adapting the curriculum for all children and young people, including those with Children with special educational needs and disabilities (SEND), and Oak National Academy will continue to develop digital resources that are easily adaptable by teachers to meet the specific needs of their pupils, ensuring inclusive access to learning for all.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the impact of SATS on students’ mental health and wellbeing.
Answered by Olivia Bailey
I refer the hon. Member for Stratford-on-Avon to the answer of 22 May 2026 to Question 1462.
Asked by: Manuela Perteghella (Liberal Democrat - Stratford-on-Avon)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of SATs on Y6 pupils’ mental health and wellbeing.
Answered by Olivia Bailey
The government believes pupils should both achieve and thrive in education. While schools should encourage pupils to do their best, the department does not recommend excessive preparation for primary assessments and certainly not at the expense of wellbeing. We know schools work hard to ensure SATs are conducted in a supportive and non-stressful manner, with pupil wellbeing prioritised.
Statutory tests and assessments at primary school help measure the attainment of pupils in relation to the standards set out in the national curriculum and help teachers and parents identify where pupils may need additional support in a certain subject area. The tests are developed through robust processes, including input from teachers and special educational needs experts, and trials with year 6 pupils. Schools can use access arrangements where appropriate, and alternative assessments exist for pupils working below expected standards. The independent Curriculum and Assessment Review, led by Professor Becky Francis, concluded that the primary assessment system is generally working well and remains important for evaluating progress.