Asked by: Damien Moore (Conservative - Southport)
Question to the Department for Digital, Culture, Media & Sport:
To ask the Secretary of State for Culture, Media and Sport, what steps her Department has taken to support (a) small and (b) independent theatres.
Answered by Julia Lopez - Minister of State (Department for Science, Innovation and Technology)
His Majesty’s Government is committed to supporting the arts and cultural sector, including theatres. This is primarily through the Arts Council England whose funding for National Portfolio Organisations has increased to £444.6 million per annum, funding a record 985 organisations, including 214 new organisations outside of London.
Arts Council England invests in nearly 200 theatres or theatre companies that produce, commission, and present theatre, in addition to arts centres, festivals and outdoor theatre companies. These range from large theatres in cities - Liverpool Theatres, Manchester Royal Exchange, Sheffield Theatres - to smaller theatres and theatre companies often with a particular specialism, such as theatre for children, theatre with a disability focus, theatre companies that co-create with different communities or theatre companies that are designed to tour. Overall investment in theatre has increased through the current round of the Arts Council’s National Portfolio programme – both in terms of the number of organisations supported, and the volume of funding which is now more than £110 million per annum.
A number of theatres are also regularly supported through the Arts Council’s open access National Lottery Project Grants programme which has a budget of £116.8 million a year. This is a rolling programme and is open to artists and companies across the country.
Asked by: Oliver Heald (Conservative - North East Hertfordshire)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, how many claims for (a) Disability Living Allowance and (b) the Personal Independence Payment were made for children in the last 12 months.
Answered by Mims Davies - Minister of State (Department for Work and Pensions)
There were 199,000 new claims made in the last 12 months (Apr 2023 to March 2024 inclusive), for DLA Child in Great Britain. This figure includes claims made under normal rules and special rules, rounded to the nearest 1,000. The figure is sourced from unpublished internal data, and therefore have been quality assured to a different standard compared to official data publications by DWP.
The latest available data on Personal Independence Payment claims can be found here. The requested data can be found in the ‘PIP Clearances’ dataset by going to ‘Age (bands and single year)’ and selecting the relevant age range.
Children are not eligible to claim PIP until they are 16 years old. Disability Living Allowance (DLA) is available for those under 16.
Guidance on how to use Stat-Xplore can be found here. An account is not required to use Stat- Xplore, the ‘Guest Login’ feature gives instant access to the main functions.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that changes to parent fines for missing school do not unintentionally impact children who are absent from school due to prolonged illness.
Answered by Damian Hinds - Minister of State (Education)
Legislation and the government’s ‘Working together to improve school attendance’ guidance state that a penalty notice can only be issued when the absence constitutes an offence under section 444 of the Education Act 1997. Where a pupil cannot attend due to illness, this is not an offence and so legal enforcement action cannot be taken. This position will not change when the new rules for penalty notices come into force on 19 August 2024. The full guidance can be found here: https://assets.publishing.service.gov.uk/media/65f1b048133c22b8eecd38f7/Working_together_to_improve_school_attendance__applies_from_19_August_2024_.pdf.
More generally, the department expects schools and local authorities to take a ‘support first’ approach to improving attendance, only using penalty notices for absence that is classed as unauthorised and when support has already been provided and not worked or been engaged with, or in the case of holidays taken in term-time, is not appropriate. The vast majority of penalty notices for unauthorised absence (89% in the 2022/2023 academic year) are issued for term time holidays.
Whatever the cause of absence from school, school staff should work with families and pupils to understand the barriers to attendance and provide support where possible. This might include providing pastoral support or making reasonable adjustments where a pupil has a disability. In the case of prolonged illness, as soon as it is clear that a child will be away from school for 15 school days or more because of their health needs, the local authority should arrange suitable alternative provision. It is important that all pupils’ right to a full-time education is protected, whilst acknowledging that some pupils require more support than others.
The department is providing a series of training events and webinars throughout the summer term for schools and local authorities to ensure that the new rules regarding penalty notices are understood and implemented in line with the ‘support first’ approach.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the guidance entitled Mobile phones in schools, published on 19 February 2024, what steps her Department is taking to ensure that students with special educational needs and disabilities who rely on mobile phones and technology for learning are not disproportionately affected by that guidance.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken with schools to ensure that they differentiate their approach to mobile phone restrictions for students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for (i) communication and (ii) learning support.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has put provisions in place to accommodate the needs of students with special educational needs and disabilities who rely on (a) mobile phones and (b) other technology for learning.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Matt Hancock (Independent - West Suffolk)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce mechanisms for students with special educational needs and disabilities to request exemptions from mobile phone bans based on their educational needs.
Answered by Damian Hinds - Minister of State (Education)
All schools should have a behaviour policy which is aligned with the school’s legal duties and standards relating to the welfare of children. As part of this policy, schools should develop a mobile phone policy that prohibits the use of mobile phones and other smart technology with similar functionality to mobile phones.
Exemptions may be required for children with specific special educational needs or disabilities, including users of assistive technology. Schools have a duty under the Equality Act 2010 to take such steps as is reasonable to avoid substantial disadvantage to a disabled pupil caused by the school’s policies or practices. Allowing a disabled pupil access to their mobile phone during the school day, where it is necessary due to the nature of their disability, may be considered a reasonable adjustment and a failure to do so may be a breach of the school’s duty.
Headteachers remain responsible for deciding how to implement a mobile phone policy, taking into account the unique context of each school and its pupils. Headteachers should assess each case for adjustments and adaptations on its own merits.
The ‘Mobile phones in schools’ guidance contains practical advice for schools, including case studies, which consider how to ensure that the needs of all children are met while continuing to remove distractions in lessons and create an environment where children can focus on learning and building friendships.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the implications for her policies of the findings of the study funded by the Nuffield Foundation entitled A generation at risk: Rebalancing education in the post-pandemic era, published in April 2024.
Answered by Damian Hinds - Minister of State (Education)
Predicting GCSE results is very difficult as there are many drivers that can interact in unforeseen ways. However, as the Nuffield Foundation’s report indicates, the pandemic deprived children of the advantages of studying together within the safety and support of their schools.
The pandemic created a unique challenge for teachers, staff, students and families. Minimising its impact on education and tackling the challenges has been the department’s priority from the start. Almost £5 billion was made available specifically for education recovery, with support focussed on those who needed it most, while giving education providers as much flexibility as possible to tailor-make help for their own circumstances. This includes the National Tutoring Programme (NTP), which focuses on disadvantaged pupils and those who have fallen behind, and has seen nearly five million tutoring courses start since it launched in November 2020.
The department knows that disadvantaged children and pupils with a special educational need or disability were disproportionately impacted by the pandemic. The department continues to take a range of steps to give priority support and deliver programmes to help them, including improving the quality of teaching and curriculum resources, strengthening the school system and providing targeted support where needed. The department is also supporting disadvantaged pupils through the pupil premium, which is rising to almost £2.9 billion in 2024/25, which is the highest in cash terms since this funding began.
Further to this, latest results from 2023 show that over 45% of pupils sitting GCSEs achieved a grade 5 or higher in both English and mathematics, which is an increase of more than two percentage points compared with pre-pandemic 2019 levels and almost three percentage points when compared with 2017.
England recently came fourth in primary reading out of 43 countries which tested pupils of the same age in the Progress in International Reading Literacy Study (PIRLS). Despite disruption from the pandemic, England’s score remained stable and well above the international and European averages.
Furthermore, the department has committed to making schools safe, calm and supportive environments, which promote and support mental wellbeing alongside delivering an excellent education.
Enrichment activities can deepen children’s in-school experience while supporting them to develop their socio-emotional skills. The department is now delivering the vision set out in its Schools White Paper, which states that every child and young person will have access to high-quality extra-curricular provision, including an entitlement to take part in sport, music and cultural opportunities.
Monitoring and measuring wellbeing in schools strengthens this, which is why the department’s guidance on promoting a whole-school approach to pupil wellbeing includes this as one of its eight key principles. You can find out more here: https://assets.publishing.service.gov.uk/media/614cc965d3bf7f718518029c/Promoting_children_and_young_people_s_mental_health_and_wellbeing.pdf.
The department is supporting all state schools and colleges with a grant to train a senior mental health lead. To date 15,100 settings have claimed a grant so far, including more than 7 in 10 state-funded secondary schools.
Intervening early is critical. To expand access to early mental health support, the department is continuing to roll out Mental Health Support Teams (MHSTs) to schools and colleges. MHSTs deliver evidence-based interventions for mild to moderate mental health issues, support the senior mental health lead (where established) in each school or college to introduce or develop whole school or college approaches and give timely advice to school and college staff, and liaise with external specialist services, to help children and young people get the right support to stay in education. The department is extending coverage of MHSTs to cover at least 50% by the end of March 2025.
Asked by: Angela Eagle (Labour - Wallasey)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what percentage of new Jobseeker’s Allowance claims have been completed within the planned processing timescales by (a) nation and (b) region in each year since 2010.
Answered by Paul Maynard - Parliamentary Under-Secretary (Department for Work and Pensions)
Table 1 - Percentage of new claims that have been completed within the planned processing timescales by benefit.
| 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
Jobseekers Allowance | 88.6% | 86.8% | 80.6% | 53.1% | 82.5% | 87.1% | 67.8% | 58.7% |
Employment and Support Allowance | 84.6% | 85.3% | 73.3% | 96.1% | 70.9% | 42.5% | 47.4% | 39.5% |
State Pension | 87.9% | 73.7% | 86.8% | 86.7% | 76.2% | 45.6% | 72.0% | 96.2% |
Pension Credit | 71.0% | 55.2% | 53.4% | 44.8% | 88.2% | 74.3% | 45.7% | 77.7% |
Disability Living Allowance (child) | 96.8% | 96.5% | 96.2% | 91.3% | 92.1% | 35.6% | 4.6% | 3.5% |
Personal Independence Payment | 85.1% | 77.2% | 72.3% | 40.4% | 23.0% | 6.8% | 38.4% | 51.7% |
Child Maintenance Service | 82.8% | 87.4% | 88.3% | 91.6% | 84.3% | 84.3% | 79.4% | 79.6% |
Universal Credit |
|
| 80.4% | 85.2% | 90.9% | 85.7% | 84.4% | TBC |
Comments to note:
Service Performance Context:
Jobseekers Allowance
Employment and Support Allowance
State Pension
Pension Credit
Disability Living Allowance (Child)
Personal Independence Payment
Child Maintenance Service
Universal Credit
Table 2: Planned Timescales for new claims (current methodology)
Jobseekers Allowance | Within 10 working days |
Employment and Support Allowance | Within 10 working days |
State Pension | Within 20 working days of State Pension entitlement date or 20 working days of Initial date of claim if claiming after entitlement has started. |
Pension Credit | Within 50 working days |
Disability Living Allowance (Child) | Within 40 working days |
Personal Independence Payment | Within 75 working days |
Child Maintenance Service | Payment within 12 weeks |
Universal Credit | % Full Payment 1st Assessment Period |
Notes: The planned timescales detailed above relate to those used for the 23/24 financial year. The timescales and methodologies to calculate them have changed over time to reflect new processes, technology and demands on our services.
Asked by: Angela Eagle (Labour - Wallasey)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what percentage of new Disability Living Allowance claims have been completed within the planned processing timescales by (a) nation and (b) region in each year since 2010.
Answered by Paul Maynard - Parliamentary Under-Secretary (Department for Work and Pensions)
Table 1 - Percentage of new claims that have been completed within the planned processing timescales by benefit.
| 2016-17 | 2017-18 | 2018-19 | 2019-20 | 2020-21 | 2021-22 | 2022-23 | 2023-24 |
Jobseekers Allowance | 88.6% | 86.8% | 80.6% | 53.1% | 82.5% | 87.1% | 67.8% | 58.7% |
Employment and Support Allowance | 84.6% | 85.3% | 73.3% | 96.1% | 70.9% | 42.5% | 47.4% | 39.5% |
State Pension | 87.9% | 73.7% | 86.8% | 86.7% | 76.2% | 45.6% | 72.0% | 96.2% |
Pension Credit | 71.0% | 55.2% | 53.4% | 44.8% | 88.2% | 74.3% | 45.7% | 77.7% |
Disability Living Allowance (child) | 96.8% | 96.5% | 96.2% | 91.3% | 92.1% | 35.6% | 4.6% | 3.5% |
Personal Independence Payment | 85.1% | 77.2% | 72.3% | 40.4% | 23.0% | 6.8% | 38.4% | 51.7% |
Child Maintenance Service | 82.8% | 87.4% | 88.3% | 91.6% | 84.3% | 84.3% | 79.4% | 79.6% |
Universal Credit |
|
| 80.4% | 85.2% | 90.9% | 85.7% | 84.4% | TBC |
Comments to note:
Service Performance Context:
Jobseekers Allowance
Employment and Support Allowance
State Pension
Pension Credit
Disability Living Allowance (Child)
Personal Independence Payment
Child Maintenance Service
Universal Credit
Table 2: Planned Timescales for new claims (current methodology)
Jobseekers Allowance | Within 10 working days |
Employment and Support Allowance | Within 10 working days |
State Pension | Within 20 working days of State Pension entitlement date or 20 working days of Initial date of claim if claiming after entitlement has started. |
Pension Credit | Within 50 working days |
Disability Living Allowance (Child) | Within 40 working days |
Personal Independence Payment | Within 75 working days |
Child Maintenance Service | Payment within 12 weeks |
Universal Credit | % Full Payment 1st Assessment Period |
Notes: The planned timescales detailed above relate to those used for the 23/24 financial year. The timescales and methodologies to calculate them have changed over time to reflect new processes, technology and demands on our services.