Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the cost of student visas on the finances of UK universities; and what steps her Department is taking to support higher education institutions facing financial pressures.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department has not made an assessment of the potential impact of the cost of student visas on the finances of UK universities. However, the government continues to monitor the financial sustainability of the higher education (HE) sector and works closely with the Office for Students (OfS), to understand risks and pressures facing providers.
The OfS, as independent regulator of English HE providers, has statutory duties in relation to the financial sustainability of the sector. The government has a clear interest in understanding the level of risk across the sector and continues to work closely with the OfS to understand the sector’s changing financial landscape.
We increased tuition fee caps in line with inflation in 2025/26 and are also increasing tuition fee caps in line with forecast inflation in 2026/27 and 2027/28 and will legislate to increase tuition fee caps automatically for future academic years. Over the next five years, these uplifts could generate around £6 billion extra income for the sector.
HE providers are independent from government and as such must continue to make the necessary and appropriate decisions to ensure their long-term sustainability.
More broadly, the Post-16 Education and Skills White Paper sets out the government’s commitment to placing the sector on a more sustainable footing, supporting providers to drive efficiency, strengthen financial resilience, and adopt more effective operating models.
This government has taken a different stand on international students and we have spoken clearly about it. My right hon. Friend, the Secretary of State for Education has set out that we welcome international students who make a positive impact on the UK’s HE sector and our economy and society as a whole. The UK has a world class higher education sector with 4 universities in the top 10 and 17 in the top 100, alongside a wide array of high-quality institutions which can offer a fulfilling and enjoyable experience to international students from around the world.
The Immigration White Paper confirmed that we will retain the graduate visa but reduce its duration from 2 years to 18 months. This will maintain our competitive post-study offer whilst ensuring individuals on this route obtain employment in graduate level roles and contribute to the country’s skills needs more quickly.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of the fall in the number of students studying creative subjects on the level of youth mental health.
Answered by Georgia Gould - Minister of State (Education)
The department recognises the value of music and the arts in supporting wellbeing and engagement, and that participation in the arts can bring a range of benefits for children and young people. Furthermore, the Education Endowment Fund’s teaching and learning toolkit reports that it can have a positive impact on academic outcomes in other curriculum areas, as well as benefits to children’s wellbeing and attitudes to learning.
The government believes creative subjects like music, art and design, dance and drama are important elements of the rounded and enriching education every child deserves. We will revitalise arts education as part of the reformed national curriculum and through high-quality support for teachers of arts subjects.
For secondary schools, the reformed curriculum will strengthen pupils’ subject-specific skills, including critical thinking, creative thinking and problem solving. A strengthened key stage 3 curriculum, alongside a new secondary oracy, reading and writing framework and enrichment entitlement, will help pupils build confidence, develop communication skills and broaden their horizons.
The government's consultation on key stage 4 performance measures included proposals intended to increase recognition of creative subjects within the accountability system, reflecting the important contribution they make to a broad and balanced curriculum. The government is considering the consultation feedback and will publish its response in due course.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of (a) performing arts and (b) creative subjects on the achievement of soft skills; and what steps her Department is taking to improve (i) resilience, (ii) ambition, and (iii) communication in secondary schools.
Answered by Georgia Gould - Minister of State (Education)
The department recognises the value of music and the arts in supporting wellbeing and engagement, and that participation in the arts can bring a range of benefits for children and young people. Furthermore, the Education Endowment Fund’s teaching and learning toolkit reports that it can have a positive impact on academic outcomes in other curriculum areas, as well as benefits to children’s wellbeing and attitudes to learning.
The government believes creative subjects like music, art and design, dance and drama are important elements of the rounded and enriching education every child deserves. We will revitalise arts education as part of the reformed national curriculum and through high-quality support for teachers of arts subjects.
For secondary schools, the reformed curriculum will strengthen pupils’ subject-specific skills, including critical thinking, creative thinking and problem solving. A strengthened key stage 3 curriculum, alongside a new secondary oracy, reading and writing framework and enrichment entitlement, will help pupils build confidence, develop communication skills and broaden their horizons.
The government's consultation on key stage 4 performance measures included proposals intended to increase recognition of creative subjects within the accountability system, reflecting the important contribution they make to a broad and balanced curriculum. The government is considering the consultation feedback and will publish its response in due course.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of trends in the level of disparities in access to university preparation opportunities, including university taster days, residentials and personal statement support workshops, between London and (A) Leicester, (B) Leicestershire and (C) the East Midlands; and what targeted measures she is implementing to improve access to such opportunities for students outside of London.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Higher education (HE) should be available to all with the aptitude and desire to access it regardless of their background or where they live in the country. However, progression to HE is currently noticeably higher in London relative to other regions in England, including the East Midlands. We are determined to work with the sector to overcome barriers to access for those from different backgrounds.
Neutral outreach and attainment raising activities are being co-ordinated in different areas of the country, including the East Midlands, through Uni Connect partnerships, which are overseen by The Office for Students (OfS).
There is also a requirement for individual HE providers who wish to charge higher fees to have a plan approved by the OfS for addressing risks to equality opportunity in their institution. OfS guidance sets out that activities may include pre-entry outreach.
The Post 16 Education and Skills White Paper sets out our ambitions for going further. As part of this, we asked Professor Kathryn Mitchell, Vice Chancellor and Chief Executive of University of Derby to bring together sector experts, charities and students through a Task and Finish Group to look at regional disparities in access and barriers across the journey into HE. We are actively supporting the group in its work and look forward to it reporting with findings early next year.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Government is taking to ensure that residents in areas without a mayoral combined authority have equivalent access to skills funding as those in devolved areas.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Both the department and the Department for Work and Pensions fund skills provision. Most of these funding streams are not devolved and therefore the approach is consistent across both devolved and non-devolved areas. This includes 16-19 funding, Higher Education Funding, apprenticeships and apprenticeship units funded by the growth and skills levy.
The Adult Skills Fund (ASF) for eligible adults aged 19 is devolved to 12 Strategic Authorities and the Greater London Authority, which are responsible for the provision of the ASF to their residents and allocation to their learning providers. The Department for Work and Pensions is responsible for funding ASF learners in non-devolved areas. This may result in differences of provision across the country, through our commitments to combine and further devolve adult skills funding. Power is therefore given to those with local knowledge who need to make decisions that best support their communities.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support neurodivergent and SEND pupils with their studies in (a) Leicester, (b) the East Midlands and (c) England.
Answered by Georgia Gould - Minister of State (Education)
From September, the government is providing upfront investment for schools, colleges and early years providers to intervene early in meeting the needs of children and young people with special educational needs and disabilities (SEND), through the inclusive mainstream fund worth £1.6 billion over three years. Over time, this will be supported through the development of National Inclusion Standards, enabling teachers to draw on evidence-based strategies to identify and support children and young people with additional needs, including those with neurodivergent conditions such as autism and ADHD.
In addition, every local area is being funded to create a new Experts at Hand service, providing mainstream education settings with access to healthcare professionals like speech and language therapists and education experts such as educational psychologists to work directly with children and support staff to put in place appropriate support and interventions.
The department will roll out a new national training programme supporting educators to identify and respond to children’s needs backed by £200 million investment, to train staff across nurseries, schools and colleges with the first wave of training materials coming online from September.
This is supported by investment to create an additional 60,000 school places for children with SEND through inclusion bases, new special or alternative provision school places and adaptations to mainstream, ensuring appropriate education facilities for all our children. As part of this, we will publish inclusive design guidance to support local authorities and settings to use their estate to support inclusion, by improving accessibility for children with neurodivergence, disabilities, or other types of SEN.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether (a) payments, (b) fees, (c) gifts, (d) hospitality, or other benefit has been made to (i) Gemma Collins, (ii) TM Media PR, or (iii) any other agent or representative acting on her behalf, by or on behalf of her Department, since 1st January 2026.
Answered by Olivia Bailey
No payments, fees, gifts, hospitality, or any other benefits are being made from the department to Gemma Collins or TM Media PR or any other agent or representative on her behalf.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has entered into contracts or agreements with (a) Gemma Collins, (b) TM Media PR, or (c) any third party for the purpose of facilitating Gemma Collins’s participation in departmental communications, since 1st January 2026.
Answered by Olivia Bailey
The department has not entered into contracts or agreements with Gemma Collins or TM Media PR or any third party for the purpose of facilitating Gemma Collins’s participation in departmental communications.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential benefits of introducing provision for an embedded (a) mentor and (b) counsellor in every school in England through (i) internal staff and (ii) external providers.
Answered by Olivia Bailey
The department is currently working to provide access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs).
As at March 2025, 52% of pupils and learners were supported by MHSTs (70% of pupils in secondary schools). By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST. Latest data on MHST coverage as of March 2026 will be published in due course.
Schools need the freedom to decide which mix of support best meets their pupils’ needs, making best use of their funding. This is why many schools already provide mentoring and counselling, which can play an important role in supporting mental wellbeing. The department has published guidance providing practical, evidence-based advice on offering high-quality school counselling, available at: https://www.gov.uk/government/publications/counselling-in-schools.
Asked by: Shivani Raja (Conservative - Leicester East)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the effect of school workload on student mental health.
Answered by Olivia Bailey
This government is committed to improving mental health support for all children and young people. This is critical to breaking down barriers to opportunity, and helping pupils to achieve and thrive in education.
The government is providing access to specialist mental health professionals in every school by expanding Mental Health Support Teams (MHSTs), so every child and young person has access to early support to address problems before they escalate. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.