Asked by: Lord Bishop of Oxford (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the future use of artificial intelligence in education using national pupil data or learner records.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department has conducted research and has a work programme around artificial intelligence in education settings. To date, the department has not used national pupil data or learner records in setting the strategy for the department's work in this area.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the primary category of need for children in care aged (a) under one year, (b) one to four years, (c) five to nine years, (d) aged ten to 15 years and (e) 16 to 17 years in each of the last five years.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The figures requested can be found in the attached table.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that children with SEND are provided with the (a) educational and (b) wider support required by their education, health and care plan in school.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department shares the ambition that children with special educational needs and disabilities (SEND) should receive the vital support they need across Education, Health and Care (EHC). As set out in the Children and Families Act 2014, the local authority has a legal duty to ensure that the special educational provision specified in an EHC plan is delivered. The department also has a number of measures in place to ensure that children receive the educational and wider support they need.
Where local authorities are failing to deliver consistent outcomes for children and young people with SEND, the department works with them using a set of improvement programmes and SEND specialist advisors to address weaknesses. The department is also investing heavily in the SEND system, including £2.6 billion between 2022 and 2025 to fund new special and alternative provision (AP) places and improve existing support, including the announcement of 41 new special free schools.
The department is also taking steps to improve the SEND system in the longer term, so that EHC plans can be issued as quickly as possible when needed and enable children and young people to access the support they require. In March 2023, the government set out its plans to reform and improve the SEND system through its SEND and AP Improvement Plan. This plan commits to establishing a single national system that delivers for every child and young person with SEND so that they enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment. The department is currently testing measures which it believes will make the biggest improvements to both the quality of plans, the experience of getting a plan and the quality and speed with which support is put in place.
The department is strengthening accountability across the system so that everyone is held to account for supporting children and young people. This includes the new Ofsted and Care Quality Commission Area SEND inspection framework, which gives more prominence to the quality integration and commissioning of EHC services, and a national and local dashboard, which gives parents the opportunity to monitor the performance of their local systems.
If a child or young person does not receive the support detailed in their EHC plan, the young person or parent can raise their concern with the school or local authority directly. Families can appeal to the First-Tier SEND Tribunal if they are unhappy with a local authority’s decision regarding an EHC assessment or plan. The Tribunal can also hear appeals and make non-binding recommendations about health and social aspects of EHC plans.
Asked by: Taiwo Owatemi (Labour - Coventry North West)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the potential merits of introducing non-repayable maintenance grant funding for higher education students from the least advantaged backgrounds.
Answered by Luke Hall - Minister of State (Education)
The government believes that income-contingent student loans are a fair and sensible way of financing higher education. It is only right that those who benefit from the system should make a fair contribution to its costs. The department has continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year with a 2.8% increase for the current 2023/24 academic year and a further 2.5% increase announced for the 2024/25 academic year.
In addition, the department has frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believes that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer and reducing debt levels for students in real terms.
The government understands the pressures people have been facing with the cost of living and has taken action to help. The department has already made £276 million of student premium and mental health funding available for the 2023/24 academic year to support successful outcomes for students, including disadvantaged students. The department has also made a further £10 million of one-off support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year the department has increased the Student Premium, including the full-time, part-time and disabled premium, by £5 million to reflect high demand for hardship support. Further details of this allocation for the 2024/25 academic year will be announced by the Office for Students (OfS) in the summer.
Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The department believes this will have eased the pressure on family budgets and so will in turn enable many families to provide additional support to their children in higher education to help them meet increased living costs.
Asked by: Charlotte Nichols (Labour - Warrington North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of introducing non-repayable maintenance grants for higher education students from the least advantaged backgrounds.
Answered by Luke Hall - Minister of State (Education)
The government believes that income-contingent student loans are a fair and sensible way of financing higher education. It is only right that those who benefit from the system should make a fair contribution to its costs. The department has continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year with a 2.8% increase for the current 2023/24 academic year and a further 2.5% increase announced for the 2024/25 academic year.
In addition, the department has frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believes that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer and reducing debt levels for students in real terms.
The government understands the pressures people have been facing with the cost of living and has taken action to help. The department has already made £276 million of student premium and mental health funding available for the 2023/24 academic year to support successful outcomes for students, including disadvantaged students. The department has also made a further £10 million of one-off support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year the department has increased the Student Premium, including the full-time, part-time and disabled premium, by £5 million to reflect high demand for hardship support. Further details of this allocation for the 2024/25 academic year will be announced by the Office for Students (OfS) in the summer.
Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The department believes this will have eased the pressure on family budgets and so will in turn enable many families to provide additional support to their children in higher education to help them meet increased living costs.
Asked by: Dean Russell (Conservative - Watford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to provide training to teaching assistants on (a) autism and (b) other neuro-diverse conditions.
Answered by Damian Hinds - Minister of State (Education)
The government values and appreciates the dedication, professionalism and hard work of teaching assistants (TAs), and the department knows the valuable contribution they make to pupils’ education alongside excellent teachers, particularly when supporting children and young people with special educational needs and disabilities (SEND).
Reaching over 70% of schools and further education (FE) colleges, the Universal Services programme will help the school and FE workforce to identify and meet the needs of children and young people with SEND, earlier and more effectively.
The department’s Universal Services contract brings together SEND-specific continuous professional development (CPD) and support for the school and FE workforce to improve outcomes for children and young people. The contract offers autism awareness training and resources delivered by the Autism Education Trust (AET). Over 135,000 education professionals have undertaken autism awareness training as part of AET's ‘train the trainer’ model since the Universal Services programme commenced in May 2022.
School and college staff have completed over 7,000 online SEND CPD units to support them in delivering an inclusive experience for every learner. The Universal Services contract will run until spring 2025, with a budget of nearly £12 million.
On 22 November 2023, the department announced the Partnerships for Inclusion of Neurodiversity in Schools programme. This new programme, backed by £13 million of investment, will bring together integrated care boards, local authorities, and schools, working in partnership with parents and carers to support schools to better meet the needs of neurodiverse children.
The programme will deploy specialists from both health and education workforces to upskill school staff including TAs in around 1,680 (10%) mainstream primary schools and build their capacity to identify and meet the needs of children with autism and other neurodiverse needs.
Ultimately, schools are best placed to make decisions on the CPD that best meets the needs of their support staff, as they do for teachers' CPD.
Asked by: Caroline Lucas (Green Party - Brighton, Pavilion)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will issue guidance to schools not to include authorised medical absences related to diagnosed medical conditions in their calculations measuring persistent absence.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that children are in school is a top priority for the government.
The department promotes a ‘support first’ approach to school attendance and recognises that some pupils face greater barriers to attendance than their peers. These pupils can include pupils who suffer from long term medical conditions. Their right to an education is the same as any other pupil and therefore the attendance ambition for these pupils should be the same as they are for any other pupil.
The department’s guidance, titled ‘Supporting pupils at school with medical conditions’, makes clear that schools should not penalise pupils for their attendance record if their absences are related to physical or mental health conditions. The guidance can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/803956/supporting-pupils-at-school-with-medical-conditions.pdf.
In addition, the department’s guidance, titled ‘Working together to improve school attendance’ emphasises that schools and local authorities should be working with the child and their family to remove any barriers to attendance by building strong and trusting relationships and working together to put the right support in place. This includes having sensitive conversations and developing good support for pupils with physical and mental health conditions and establishing strategies for removing in-school barriers to attendance. More information can be found here: https://assets.publishing.service.gov.uk/media/63049617e90e0729e63d3953/Working_together_to_improve_school_attendance.pdf.
To help implement the ‘support first’ approach, schools should record their attendance data accurately. The department has a daily data scheme to understand the drivers for absence, including those related to illness. Participation in the daily data scheme will become mandatory for all state-funded schools from September 2024.
Asked by: Philip Davies (Conservative - Shipley)
Question to the Department for Education:
To ask the Secretary of State for Education, what data her Department holds on the number of Ofsted reports that were amended under the (a) internal and (b) external review process.
Answered by Damian Hinds - Minister of State (Education)
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to my hon. Friend, the Member for Shipley, directly and a copy of his reply will be placed in the Libraries of both Houses.
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 - Parliamentary Under-Secretary (Department for Education)
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: Holly Mumby-Croft (Conservative - Scunthorpe)
Question to the Department for Education:
To ask the Secretary of State for Education, what progress her Department has made on the roll out of the Championing Kinship Care strategy; and what her planned timetable is for deploying it nationally.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
In December 2023, the department published 'Championing Kinship Care', which is the first ever national kinship care strategy. The department is investing £20 million of funding in the 2024/25 financial year for Championing Kinship Care to help move towards a children’s social care system with kinship at its heart.
Since the publication of Championing Kinship Care, the department has:
The department will provide an update on the financial allowance pathfinder programme in the coming months.