Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has any plans to increase the yearly income threshold for postgraduate student loans to above £21,000.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The postgraduate loans schemes were introduced to help remove the financial barrier faced by those wishing to step up to achieve a postgraduate level qualification. They are part of the long-term commitment to make the UK more globally competitive by increasing the number of those with high level skills and knowledge. As part of the department’s ongoing work, we always consider a range of factors which can affect repayment thresholds and recognise the importance of ensuring that the system remains fair for borrowers, as well as being financially sustainable.
The department will announce the postgraduate loan threshold applicable from 2026/2027 financial year in due course.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to extend the funding for the Adoption and Special Guardianship Support Fund beyond this spending period.
Answered by Janet Daby
All funding after March 2026 is subject to the next spending review. This is no different from other grants and contracts. However, we recognise and value the positive impact of the Adoption and Special Guardianship Support Fund in supporting families and its importance to many. Therefore, we will be discussing further with key stakeholders the best approach to the management of funds in future years. We will announce next steps as soon as possible.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will publish a plan to support disabled children through education and social care.
Answered by Catherine McKinnell
The government’s ambition is that all children and young people with special education needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is working closely with experts on reforms, recently appointing a strategic advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.
The Law Commission are currently undertaking a review of disabled children’s social care legislation. The Law Commission are expected to submit their final recommendations to the government in summer 2025, at which point we will consider proposals for reforms to the disabled children’s social care system.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to reform the social care system for disabled children.
Answered by Catherine McKinnell
The government’s ambition is that all children and young people with special education needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is working closely with experts on reforms, recently appointing a strategic advisor for SEND, who will play a key role in convening and engaging with the sector, including leaders, practitioners, children and families, as we consider the next steps for the future of SEND reform.
The Law Commission are currently undertaking a review of disabled children’s social care legislation. The Law Commission are expected to submit their final recommendations to the government in summer 2025, at which point we will consider proposals for reforms to the disabled children’s social care system.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the SEND and alternative provision improvement plan published in March 2023, what steps she is taking to ensure families have confidence in the mediation process set out in that plan.
Answered by David Johnston
The reforms set out in the special educational needs and disabilities (SEND) and alternative provision Improvement Plan are geared towards making families’ overall experience of the SEND system more positive through more collaborative, consistent and transparent decision-making, thereby increasing parental confidence and leading to a less adversarial system.
The department wants to rebalance the SEND system through earlier identification of need and through support provided, where possible, in mainstream settings. The department is currently testing a range of measures through the Change Programme. The department believes the Change Programme will make the biggest improvements to the quality of Education, Health and Care (EHC) plans, and the experience of getting them. These measures include multi-agency panels to improve the quality of decision making and parental confidence in the EHC needs assessment process, a single national EHC plan template and guidance, advisory tailored lists and measures to resolve disagreements more quickly through the use of strengthened mediation procedures.
Strengthening mediation is key part of the departments proposals. This is because where effective mediation takes place, disputes can be resolved earlier, without the need to appeal to the Tribunal. The department is working closely with the Council for disabled children to develop bespoke mediation guidance for families so that they understand the process, their rights and the benefits of mediation.
Recognising the importance of families receiving high-quality mediation, the department is working with the Civil Mediation Council and the College of Mediators to review and build on their existing professional standards for SEND mediators, first published in 2018, which apply to their joint register of accredited mediators. The department has engaged parents/carers, children and young people in the drafting and testing of the guidance and standards.
The department are also developing and testing a good practice delivery model for SEND mediation to help improve the quality and consistency of mediation provision, as well as gathering more data on the impact and outcomes of mediation.
All of these things taken together should help improve family confidence in the overall SEND system, as well as in the mediation process.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made on accelerating the roll-out of mental health support teams in schools and colleges since publication of the SEND and alternative provision improvement plan.
Answered by David Johnston
Meeting children’s social, emotional and mental health (SEMH) needs is a crucial aspect of strong special educational needs and disabilities (SEND) provision. This is why the SEND and alternative provision Improvement Plan works to facilitate a more joined-up response between the department and NHS England to support children with SEMH needs. Schools and colleges can play a vital role in promoting and supporting pupil and student mental health and wellbeing, both in providing early support and intervention and through liaison with specialist services as required.
Mental health support teams (MHSTs) have achieved their NHS Long Term Plan coverage ambition a year early and more teams are coming. As of March 2023, 3.4 million pupils and learners were covered by mental health support teams in schools and colleges in England, which equates to 35% of pupils and learners in England. The department estimates that 498 MHSTs will be up and running by April 2024, covering at least 44% of pupils and learners. The department further estimates there will be 600 teams covering at least 50% of all pupils across primary and secondary schools by 2025. New coverage data will be published in due course.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure all children and young people attending alternative provision settings are provided with access to high-quality physical education.
Answered by David Johnston
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, what requirements are placed on alternative provision settings to deliver physical education.
Answered by David Johnston
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, how many and what proportion of alternative provision settings have dedicated space for (a) indoor and (b) outdoor physical education.
Answered by David Johnston
Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.
Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.
The department does not hold information on dedicated space for indoor physical education in AP settings.
Asked by: Olivia Blake (Labour - Sheffield Hallam)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools the Building schools for the Future programme had planned to rebuild or refurbish; how many schools marked for rebuild or refurbishment were completed under the (a) Building Schools for the Future programme and (b) Priority School Building Programme; and how many schools that were not selected for either programme have been identified as having reinforced autoclaved aerated concrete.
Answered by Nick Gibb
It has not proved possible to respond to the hon. Member in the time available before Prorogation.