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Written Question
Journalism: Cerebral Palsy and Disability
Monday 15th January 2024

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with the National Council for the Training of Journalists on the potential impact of the requirement for a shorthand proficiency of 100 words per minute to achieve the National Qualification in Journalism on (a) disabled people and (b) people with cerebral palsy.

Answered by Robert Halfon

The department has not discussed the impact of the requirements needed for the National Qualification in journalism with the National Council for the Training of Journalists (NCTJ), newspapers or other media organisations. Higher education (HE) courses are designed and delivered by individual institutions, such as universities and colleges, according to their own academic standards and quality assurance processes. The government does not have a direct role in the development of the HE curriculum or the content of the courses. The government's role is to provide a regulatory framework for HE in England, which aims to protect the interests of students.

The government recognises that shorthand is a valuable skill for journalists, and that the NCJT sets the industry standard for journalism training and qualifications. The department acknowledges that some disabled people may face difficulties or barriers in acquiring or demonstrating shorthand proficiency, and that this may affect their access to and progression in the journalism profession.

The department wants to ensure people of all ages and backgrounds can study at universities.

Under the Equality Act 2010 and Disability Discrimination Act, universities have the same responsibilities as all other service providers. Universities must make reasonable adjustments to make sure students with disabilities, or physical or mental health conditions, are not substantially disadvantaged.


Written Question
Journalism: Cerebral Palsy and Disability
Monday 15th January 2024

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has had discussions with (a) newspapers and (b) other media organisations on the potential impact of shorthand proficiency requirements for journalism-related jobs on (a) disabled people and (b) people with (i) cerebral palsy and (ii) disabilities related to fine motor function.

Answered by Robert Halfon

The department has not discussed the impact of the requirements needed for the National Qualification in journalism with the National Council for the Training of Journalists (NCTJ), newspapers or other media organisations. Higher education (HE) courses are designed and delivered by individual institutions, such as universities and colleges, according to their own academic standards and quality assurance processes. The government does not have a direct role in the development of the HE curriculum or the content of the courses. The government's role is to provide a regulatory framework for HE in England, which aims to protect the interests of students.

The government recognises that shorthand is a valuable skill for journalists, and that the NCJT sets the industry standard for journalism training and qualifications. The department acknowledges that some disabled people may face difficulties or barriers in acquiring or demonstrating shorthand proficiency, and that this may affect their access to and progression in the journalism profession.

The department wants to ensure people of all ages and backgrounds can study at universities.

Under the Equality Act 2010 and Disability Discrimination Act, universities have the same responsibilities as all other service providers. Universities must make reasonable adjustments to make sure students with disabilities, or physical or mental health conditions, are not substantially disadvantaged.


Written Question
Special Educational Needs: Sign Language
Monday 13th November 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, how many Education Health and Care Plans include (a) courses and (b) other forms of training in British Sign Language for (i) children and (ii) family members.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The department does not hold the data requested.

The department collects data from local authorities on the number of children and young people with an Education, Health and Care Plan, but this does not include information on the contents of the plan.


Written Question
Pupils: Autism
Monday 25th September 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has issued guidance to schools on making adjustments to support pupils who are on the waiting list for an autism assessment.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

All those working with, or commissioning services for children and young people, must have regard to the statutory Special Educational Needs and Disabilities (SEND) Code of Practice: 0-25 years. This sets out clearly that early years settings, schools and colleges must use their best endeavours to make sure that a child or young person with Special Educational Needs (SEN) gets the support they need. This includes autistic children and young people. This support should be put in place at the earliest opportunity when a child or young person with SEN has been identified. There is no need to wait for a medical assessment or diagnosis.

The Code states that, where it has been identified that a child or young person needs SEN support, the early years setting, school or college should work with the child or young person and the family to agree the adjustments, interventions and support to be put in place.

Where an assessment of needs indicates that support from specialist services is required, it is important that children and young people receive it as quickly as possible. Agencies across education, health and care should work together to support children and young people.

In the SEND and Alternative Provision Improvement Plan, the department set out its vision to improve mainstream education through setting standards for early and accurate identification of need, including timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings, who is responsible for securing the support and from what budgets.

The department will also develop new practice guides to support frontline professionals. The first three practice guides will be published by the end of 2025, focusing on advice for mainstream settings, and will include a practice guide on autism.


Written Question
Department for Education: Disability
Friday 30th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the National Disability Strategy published on 28 July 2021, which of her Department’s commitments in that strategy that have not been paused as a result of legal action have (a) been fully, (b) been partially and (c) not been implemented.

Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero

I refer the hon. Member for Lewisham, Deptford to the answer of 21 June 2023 to Question 189780.


Written Question
Further Education: Buildings
Wednesday 14th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to conduct a full survey of the condition of specialist post-16 college buildings; and what support is available to redress potential deficiencies in those buildings.

Answered by Robert Halfon

The further education (FE) Condition Data Collection and Condition Data Collection covers the statutory FE sector, namely FE corporations and sixth form college corporations. Specialist post-16 institutions (SPIs) are not part of the statutory FE sector and therefore are not covered by Condition Data Collection surveys.

The department allocates condition funding to SPIs with ESFA-funded students to support them in keeping their buildings safe and well-maintained. In 2023/24, eligible SPIs were allocated £4,685,201 in school condition allocations (SCA) to invest in the condition of their buildings, and £831,874 in devolved formula capital for smaller capital projects.

To receive SCA, an SPI must be in receipt of revenue funding from ESFA for the relevant financial year. SPIs can choose how they spend their school condition allocations on improving and maintaining the condition of their buildings.

In 2022 to 2023, eligible schools and sixth-form colleges received an allocation from an additional £447 million of capital funding to improve buildings and facilities, prioritising energy efficiency. This was part of an additional £500 million of capital funding for schools and further education institutions in England. This funding was for institutions, including SPIs, that were eligible for devolved formula capital in 2022 to 2023.

The Spending Review 2021 announced a £2.8 billion capital investment in skills to improve the condition of post-16 estate, provide new places in post-16 education, provide specialist equipment and facilities for T Levels and deliver the commitment to 21 Institutes of Technology across England. Future FE capital funding is subject to the next Spending Review. The department keeps the capital needs of all post-16 education providers under review.


Written Question
Further Education: Finance
Wednesday 14th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to include specialist post-16 colleges in future FE capital funding schemes.

Answered by Robert Halfon

The further education (FE) Condition Data Collection and Condition Data Collection covers the statutory FE sector, namely FE corporations and sixth form college corporations. Specialist post-16 institutions (SPIs) are not part of the statutory FE sector and therefore are not covered by Condition Data Collection surveys.

The department allocates condition funding to SPIs with ESFA-funded students to support them in keeping their buildings safe and well-maintained. In 2023/24, eligible SPIs were allocated £4,685,201 in school condition allocations (SCA) to invest in the condition of their buildings, and £831,874 in devolved formula capital for smaller capital projects.

To receive SCA, an SPI must be in receipt of revenue funding from ESFA for the relevant financial year. SPIs can choose how they spend their school condition allocations on improving and maintaining the condition of their buildings.

In 2022 to 2023, eligible schools and sixth-form colleges received an allocation from an additional £447 million of capital funding to improve buildings and facilities, prioritising energy efficiency. This was part of an additional £500 million of capital funding for schools and further education institutions in England. This funding was for institutions, including SPIs, that were eligible for devolved formula capital in 2022 to 2023.

The Spending Review 2021 announced a £2.8 billion capital investment in skills to improve the condition of post-16 estate, provide new places in post-16 education, provide specialist equipment and facilities for T Levels and deliver the commitment to 21 Institutes of Technology across England. Future FE capital funding is subject to the next Spending Review. The department keeps the capital needs of all post-16 education providers under review.


Written Question
Further Education: Special Educational Needs
Tuesday 13th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, whether she plans to support transition out of education for young college leavers with complex special educational needs or disabilities; and what steps she plans to take to help improve collaboration between education, adult social care and health for those young people.

Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero

Well-planned transitions are key to setting children and young people up for success. On 2 March 2023, the department published the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan, in response to the SEND and AP Green Paper published in March last year. The Plan outlines the government’s mission for the SEND and AP system to fulfil children and young people’s potential, build parent’s trust, and provide financial sustainability.

The department has committed to developing good practice guidance to support consistent, timely and high-quality transitions for children and young people with SEND and in AP. This will ultimately look at transitions between all stages of education from early years and will focus initially on transitions into and out of post-16 settings, including transitions into employment and adult services.

We are working closely with colleagues from the Department of Health and Social Care as we develop this guidance, in order to improve collaboration between services and smooth transitions. This is also in line with the commitments set out in the Building the Right Support action plan.

The SEND Code of Practice is clear that all children and young people with SEND should be prepared for adulthood and supported with that transition. Further education providers must use their best endeavours to secure the special educational provision called for by the student’s special educational needs.


Written Question
Further Education: Special Educational Needs
Tuesday 13th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the commitments in the SEND and alternative provision improvement plan to review her Department's (a) definitions and (b) management of specialist further education and integrate specialist colleges within the wider further education sector, what steps she plans to take to deliver this commitment.

Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero

The further education (FE) sector plays a crucial role in delivering special educational needs provision through a range of courses.

On 2 March 2023, the department published the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Improvement Plan in response to the SEND and AP Green Paper.

As set out in the Improvement Plan, we propose to work with the sector to review the way the department defines and manages specialist FE and consider what changes, if any, are needed. The department aims to involve the FE sector in this process, ensuring any changes needed are carefully considered.


Written Question
Childcare
Monday 12th June 2023

Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the seriousness of the barrier posed by childcare for people pursuing a career in scientific research.

Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero

The department knows that for families with younger children, childcare costs are often a significant part of their household expenditure, which is why we are committed to improving the cost, choice, and availability of childcare.

The department is removing one of the biggest barriers to parents working by vastly increasing the amount of free childcare that working families can access. Over £4.1 billion will be provided by 2027/28 to fund 30 hours of free childcare per week (38 weeks per year) for working parents with children aged nine months to three years in England. This new offer will empower parents, allowing them to progress their careers and support their families. The department will invest £204 million in 2023/24 to uplift the rates for existing entitlements, rising to £288 million in 2024/25, with further uplifts beyond this.

We believe all parents should have access to childcare before and after the school day to help them work. That is why we are also launching a new national wraparound childcare pilot scheme. A total of £289 million will be provided in start-up funding to enable schools and local areas to test flexible ways of providing childcare. This will include, for example, exploring models such as partnerships between schools and working with private providers on-site. The department expects that this means most schools will have built up the demand to be able to deliver their own before and after school provision (8am-6pm) by September 2026.

Our proposals in the Spring Statement represent the single biggest investment in childcare in England ever. By 2027/28, this Government expects to be spending in excess of £8 billion every year on free hours and early education, helping families with young children with their childcare costs.

Postgraduate stipends are not classified as income for tax purposes by HM Revenue and Customs, meaning that neither PhD students, nor their university, pay income tax or National Insurance Contributions on their stipend. Because the stipend is not income from work, PhD students are therefore not eligible for free childcare support.