Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make a statement on how the decision to cut funding for Assistive Technologies within the Disabled Students’ Allowance was made.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department made the decision to remove non-specialist spelling and grammar (SPAG) software from the Disabled Students’ Allowance (DSA) funding on the grounds that there are now free-to-access versions available with the required functionality to meet students’ disability-related support needs. It is therefore not an effective use of public money to continue to fund this type of software through DSA.
The department conducted a detailed review of the SPAG functionality available in computer operating systems, free software products and paid-for software products. This review concluded that the SPAG functionality available in products that students can access for free was like that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.
The department engaged with disability experts to gather their feedback. An Equality Impact Assessment was also conducted, which identified that there is a risk that this decision may have a negative impact on some disabled students who might prefer paid-for SPAG software. However, this impact will be mitigated by the availability of free versions that provide equivalent functionality for the types of support that are in scope of DSA. DSA will still fund SPAG software in exceptional circumstances where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic SPAG software agreed in a student’s needs assessment report will continue to be funded.
While the SPAG software change took effect from March 2025 for new students, including those starting courses in September 2025, the department does not generally expect that these students will be negatively impacted by the changes as they will be able to access free versions with the required functionality to meet their disability-related needs.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will take steps to ensure that the decision to cut funding for Assistive Technologies within the Disabled Students’ Allowance will not affect students starting university in September.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department made the decision to remove non-specialist spelling and grammar (SPAG) software from the Disabled Students’ Allowance (DSA) funding on the grounds that there are now free-to-access versions available with the required functionality to meet students’ disability-related support needs. It is therefore not an effective use of public money to continue to fund this type of software through DSA.
The department conducted a detailed review of the SPAG functionality available in computer operating systems, free software products and paid-for software products. This review concluded that the SPAG functionality available in products that students can access for free was like that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.
The department engaged with disability experts to gather their feedback. An Equality Impact Assessment was also conducted, which identified that there is a risk that this decision may have a negative impact on some disabled students who might prefer paid-for SPAG software. However, this impact will be mitigated by the availability of free versions that provide equivalent functionality for the types of support that are in scope of DSA. DSA will still fund SPAG software in exceptional circumstances where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic SPAG software agreed in a student’s needs assessment report will continue to be funded.
While the SPAG software change took effect from March 2025 for new students, including those starting courses in September 2025, the department does not generally expect that these students will be negatively impacted by the changes as they will be able to access free versions with the required functionality to meet their disability-related needs.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of introducing dog bite prevention to the school curriculum.
Answered by Catherine McKinnell - Minister of State (Education)
Dog bite prevention is not taught within the statutory curriculum at present. Schools have the flexibility to include it within their local curriculum if they wish, for example in relationships, sex and health education or citizenship.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of the recommendations made in the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.
Answered by Catherine McKinnell - Minister of State (Education)
The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.
The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.
I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.
The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025, whether she plans to accept that report's recommendations.
Answered by Catherine McKinnell - Minister of State (Education)
The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.
The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.
I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.
The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to publish a formal response to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.
Answered by Catherine McKinnell - Minister of State (Education)
The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.
The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.
I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.
The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, when she plans to respond to the Children's Commissioner's report entitled Growing up in a low-income family: Children’s experiences, published in July 2025.
Answered by Catherine McKinnell - Minister of State (Education)
The Child Poverty Taskforce, of which my right hon. Friend, the Secretary of State for Education is co-chair, is committed to listening to the voices of children and families and bringing in the voices of these families directly into our work. The Office of the Children’s Commissioner’s report ‘Growing up in a low-income family: Children's experiences’ was commissioned by the Child Poverty Taskforce to provide evidence on children’s lived experience of poverty to support the development of an ambitious child poverty strategy. This valuable research forms part of the department’s ongoing wider work to ensure those voices are a central part of strategy development.
The Child Poverty Unit, based in the Cabinet Office, worked closely with the Office of the Children’s Commissioner on the report, including at research design and reporting stages, and the findings have already been considered as part of our strategy development.
I am planning to meet with the Children's Commissioner for England to discuss the report in detail and I will also be co-chairing a Children’s Commissioners roundtable with the Minister for Employment in September to bring together all four Children’s Commissioners for a broader discussion on child poverty.
The government is considering the report’s recommendations in advance of publication of the strategy in the autumn.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of job losses at (a) Bournemouth University and (b) the wider higher education sector on the (i) quality of education and (ii) range of courses available to (A) existing and (B) future students.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The department recognises that some higher education (HE) providers are making difficult decisions around staffing in order to safeguard their financial sustainability. Ultimately the sector is independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.
However, we expect providers to work with staff, using their knowledge and experience to help identify how best to operate efficiently. All efficiency measures taken by the sector should provide a better long-term future for students, staff and the country.
The government provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students in HE. This includes funding to support teaching of expensive-to-deliver subjects such as science and engineering, access and participation of students from under-represented groups, and world-leading specialist providers. The total SPG for the 2025/26 financial year will be £1.348 million in recurrent programme grant and £84 million for capital to support teaching and learning.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the implications for his Department’s policies of the report entitled Missing Chapter by Parentkind, published in March 2025.
Answered by Catherine McKinnell - Minister of State (Education)
Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.
The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.
The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.
The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.
The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.
Asked by: Neil Duncan-Jordan (Independent - Poole)
Question to the Department for Education:
To ask the Secretary of State for Education, whether reducing the cost of school will be considered as part of the Child Poverty Strategy.
Answered by Catherine McKinnell - Minister of State (Education)
Tackling child poverty is at the heart of the government’s mission to break down barriers to opportunity and improve the life chances for every child. For too many children, living in poverty robs them of the opportunity to learn and to prosper.
The Child Poverty Taskforce, which is co-chaired by my right hon. Friend, the Secretary of State for Education and my right hon. Friend, the Secretary of State for Work and Pensions, will harness all available levers to drive forward action across government to reduce child poverty. The Taskforce is progressing urgent work to publish the Child Poverty Strategy as soon as possible.
The Taskforce is listening to experts and campaigners and engaging with families, charities, campaigners and leading organisations across the UK to shape and inform these plans. To date, the department has had over 200 engagements with stakeholders, including through over 50 events across the UK. This has included the Cabinet Office’s Child Poverty Unit, supporting the Taskforce, meeting with Parentkind on a number of occasions, including as part of the panel at the launch event for their report, in Parliament, on 25 February.
The Taskforce recognises that the costs of attending school can cause financial pressures for low-income families and it is one of the essential costs that are being considered in the Child Poverty Strategy.
The department is already taking steps to reduce the cost of the school day through action on the high cost of branded school uniforms and commitment to roll out free breakfast clubs for primary school-aged children from the start of this summer term.