Asked by: Al Pinkerton (Liberal Democrat - Surrey Heath)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential implications for the quality of education of the use of digital tablets for learning in (a) primary and (b) secondary schools in Surrey Heath constituency.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
Technology plays an important role in broad, rich learning experiences in classrooms across the country, and it is essential that children learn to use technology confidently and safely, so they are prepared for a rapidly evolving world of work.
Equally, we understand concerns about excessive screen time and agree that unmonitored or unlimited personal use can carry risks and recognise that we must get the balance right. That’s why we are consulting on how we can deliver a safer digital childhood, developing screen time guidance for children and taking touch action against online harms – in addition to ensuring schools are always phone free. We have also committed to publishing guidance on early years screentime shortly.
Asked by: Lee Anderson (Reform UK - Ashfield)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure (a) primary and (b) secondary schools are able to support pupils with hearing difficulties.
Answered by Georgia Gould - Minister of State (Education)
The majority of children and young with hearing impairments are already taught in mainstream schools and we aim to improve inclusivity and expertise in these schools further. In addition to requiring those teaching children with sensory impairment to hold the relevant Mandatory Qualification in Sensory Impairment, the Institute for Apprenticeships and Technical Education has launched a Sensory Impairment apprenticeship route into the school workforce.
Early years settings, schools and colleges have clear legal duties under the Equality Act 2010 to make reasonable adjustments so that disabled children and young people, including those with hearing impairments, are not placed at a substantial disadvantage. Making these adjustments is central to ensuring full participation in school life and delivering high-quality, inclusive education.
To help schools meet these duties, we are improving the clarity and practicality of guidance on reasonable adjustments. This includes developing more accessible tools and examples with partners such as the Equality and Human Rights Commission.
Asked by: Ben Coleman (Labour - Chelsea and Fulham)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will introduce supplementary grants for students from disadvantaged backgrounds, as other associated countries provide.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government are committed to supporting the aspiration of every person who meets the requirements and wants to go to university.
The government currently provides three mean-tested dependants’ grants that low-income students with childcare and/or caring responsibilities can apply for in addition to the regular package of maintenance and tuition fee loans. These are intended to reflect the greater costs that recipients face when going to university, providing a level playing field for students who face additional barriers to study.
From 2028/29, we will also reintroduce maintenance grants to support full-time students from low-income households studying courses aligned with the government’s missions and Industrial Strategy. The grants will provide disadvantaged full-time students with up to £1,000 extra per year, on top of existing maintenance loans, increasing cash for students without increasing their debt.
Asked by: Alison Taylor (Labour - Paisley and Renfrewshire North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to provide financial provision to respond to potential legal challenges by students who did not fully understand the implications for repayment of interest for their student loans.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
Given the inherited fiscal situation, the government is making tough but necessary decisions to protect both taxpayers and students. The government continuously reviews student finance to ensure it remains fair, sustainable, and supportive of students from all backgrounds.
Prospective students have access to a wide range of information across a range of platforms before they submit their loan application. Student loan terms and conditions make clear that the conditions of the loan may change in line with the relevant regulations and students sign these terms and conditions before any money is paid to them. Having access to this information early in the process enables prospective borrowers to seek independent advice if they feel they do not understand aspects of the student loan process, or to better understand the longer-term commitment of a student loan.
Asked by: Ben Coleman (Labour - Chelsea and Fulham)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps the Department will take to ensure the Erasmus+ programme reaches less advantaged young people who are in further education or apprenticeships.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.
The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.
The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.
Asked by: Ben Coleman (Labour - Chelsea and Fulham)
Question to the Department for Education:
To ask the Secretary of State for Education, what specific mechanisms within Erasmus+ will be used to prioritise learners from disadvantaged backgrounds in a manner similar to the Turing Scheme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.
The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.
The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.
Asked by: Ben Coleman (Labour - Chelsea and Fulham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether grant levels for students from low-income households under Erasmus+ will be comparable to those of the Turing Scheme.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This iteration of Erasmus+ has a strong focus on inclusion, with diversity and inclusion set as a core priority. The UK’s association will support this commitment, continuing the ambition set by the Turing Scheme to prioritise mobilities involving participants from disadvantaged backgrounds.
The EU allocates dedicated budgets to support ‘people with fewer opportunities’ to take part in mobility activities, including those facing financial, social or health-related barriers. Grant rates are set out in the Erasmus+ Programme Guide for each year of the programme.
The department is working closely with all relevant sectors to maximise take up, particularly among disadvantaged groups. A UK National Agency will be appointed to administer the programme, with a dedicated website and guidance issued well-ahead of the 2027 funding call. Alongside this, there will also be a broad range of sector outreach activities to increase awareness and engagement, such as webinars and targeted communications to eligible organisations.
Asked by: Anna Dixon (Labour - Shipley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of including maintenance loans as part of a student loan on students from lower income backgrounds.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
We have future-proofed our maintenance offer by confirming that we will increase maintenance loans in line with forecast inflation every academic year. This will provide students with long-term financial certainty on the support they will receive while studying and ensure that students from the lowest income families receive the largest year-on-year cash increases in support. Maximum loans for living costs for undergraduate students will increase by 2.71% for the 2026/27 academic year.
From 2028/29, maintenance grants will support full-time students from low-income households studying courses aligned with the government’s missions. The grants will provide disadvantaged full-time students with up to £1,000 extra per year on top of existing maintenance loans, increasing cash for students without increasing their debt.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of additional powers for Ofsted to respond in cases where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.
Answered by Georgia Gould - Minister of State (Education)
Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).
As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.
Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.
We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.
The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what powers Ofsted have to respond where a school's SEN information report is not written in straightforward language that is accessible to young people and parents.
Answered by Georgia Gould - Minister of State (Education)
Ofsted’s school inspection toolkit makes clear that inspectors will consider the extent to which special educational needs (SEN) information reports are easily accessible when gathering evidence about special education needs and disabilities (SEND).
As set out in our proposals for SEND reform, schools will be required to detail the support they provide through a new duty to produce an inclusion strategy. This will ultimately replace the current duty to produce SEN information reports. Schools will be required to ensure this report is easily accessible, so that parents and local partners can understand how inclusion is being delivered.
Through its inspection framework, Ofsted will assess how leaders ensure the inclusion strategy is embedded in practice, and how staff are equipped to deliver it.
We have proposed the creation of new National Inclusion Standards for the first time, based on evidence, to inform best practice in identifying barriers and meeting needs. We will work with Ofsted to ensure that these standards inform its inspections in the future.
The consultation for these reforms is underway and we would encourage anyone with views on SEN information reports or our inclusion strategy proposals to participate.