Asked by: Andrew Cooper (Labour - Mid Cheshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to ensure that (a) support and (b) care workers who work with children and young people with SEN have access to adequate training before starting their roles.
Answered by Janet Daby
The training that care and support workers receive before working with children and young people with special educational needs and disabilities (SEND) will depend on who employs the worker, and the purpose for which they are employed. If workers are supporting children with specific medical conditions, the following guidance explains how staff should be supported and trained in line with this guidance: https://assets.publishing.service.gov.uk/media/5ce6a72e40f0b620a103bd53/supporting-pupils-at-school-with-medical-conditions.pdf
For social workers, Social Work England is the regulator for the social work profession in England. It sets the professional standards that all social workers must meet throughout their careers. These standards include promoting the rights, strengths, and wellbeing of individuals, families, and communities, including those with SEND.
The department has recently consulted on new Post Qualifying Standards, which give greater clarity on the knowledge and skills expected of child and family social workers, including in relation to children with SEND.
Asked by: Andrew Cooper (Labour - Mid Cheshire)
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 upcoming rise in undergraduate tuition fees on the take up of university courses by students from deprived backgrounds.
Answered by Janet Daby
In January 2025, the government published an Equality Impact Assessment of the impact of changes to fee limits and student support for the 2025/26 academic year on undergraduate students with protected characteristics and disadvantaged students. This is available here: https://www.legislation.gov.uk/ukia/2025/41/pdfs/ukia_20250041_en.pdf.
The department does not believe that the increase in tuition fee limits by forecast RPIX inflation of 3.1% for the 2025/26 academic year will significantly alter participation decisions for most students, as the value of tuition fees will remain unchanged in real terms and the corresponding increase in upfront tuition fee loans for the 2026/26 academic year will ensure that higher education remains free at the point of access for students eligible for support.
Asked by: Andrew Cooper (Labour - Mid Cheshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of trends in the number of university graduates currently in non-graduate roles; and what assessment she has made of the adequacy of careers service support in assisting graduates in accessing graduate roles.
Answered by Janet Daby
The department has not undertaken any specific assessment of trends of graduates in non-graduate roles. However, the Office for National Statistics have previously released data on numbers of graduates in non-graduate roles using one particular definition of graduate roles supplied by the Institute for Employment Research. The releases are for 2021 to 2022 and 2012 to 2020, and they show that the percentage of graduates in non-graduate roles has dropped from 37.2% in 2012 to 36.0% in 2020. The full 2021 to 2022 release is available here: https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/adhocs/1450onslocalgraduatesandnongraduatesemployedingraduateandnongraduaterolesnumbersandproportionsforukcountriesandregions2021and2022.
The full 2012 to 2020 release is available here: https://www.ons.gov.uk/employmentandlabourmarket/peopleinwork/employmentandemployeetypes/adhocs/13929employedgraduatesinnongraduaterolesincityregions2012to2020.
While most universities provide graduate careers support, the National Careers Service complements this by offering personalised, accessible and impartial advice to all adults, including recent graduates.
Careers service support should assist graduates in accessing graduate roles, ensuring that they contribute to the economy and society through the skills that they acquire. The department knows from Skills England’s September 2024 report ‘Driving Growth and Widening Opportunities’ that many of England’s businesses are dependent on graduate skills.
Asked by: Andrew Cooper (Labour - Mid Cheshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the (a) level of use of AI by students to complete assessments in (i) secondary, (ii) further and (iii) higher education and (b) the potential impact of use on the validity of academic qualifications.
Answered by Stephen Morgan - Government Whip, Lord Commissioner of HM Treasury
The department policy paper on generative artificial intelligence (AI) in education sets out some of the opportunities and risks education establishments should be aware of when considering generative AI technologies, including use of AI in assessments. The policy paper can be found here: https://www.gov.uk/government/publications/generative-artificial-intelligence-in-education/generative-artificial-intelligence-ai-in-education.
The department is working to ensure teachers are equipped and supported to promote safe and appropriate use of AI.
Schools, colleges and awarding organisations need to continue taking reasonable steps, where applicable, to prevent malpractice involving the use of generative AI. Teachers know their pupils best and are experienced in identifying their individual pupils’ work.
A new departmental group will advise on digital, AI and technology to prepare children and young people for an AI and tech-enabled world, as well as promoting the use of AI and Edtech for better teaching and learning. Expert and evidence-informed recommendations will be produced.
The Joint Council for Qualifications (JCQ) has published guidance on AI use in assessments. This guidance provides teachers and exam centres with information to help them prevent and identify potential malpractice involving the misuse of AI. The JCQ guidance can be found here: https://www.jcq.org.uk/exams-office/malpractice/artificial-intelligence/.
Ofsted and Ofqual both published policy papers in April 2024 outlining their approach to AI and Ofsted are currently updating their AI Strategy. The Office for Students will be including actions relating to AI in its upcoming 2025 to 2028 Strategy.
Asked by: Andrew Cooper (Labour - Mid Cheshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of including political education in the national curriculum.
Answered by Catherine McKinnell
For secondary schools, democracy and politics is currently taught through the national curriculum for citizenship at key stages 3 and 4, which covers parliamentary democracy, the key elements of the constitution of the United Kingdom, the power of government and how citizens and parliament hold it to account. Primary schools can choose to teach citizenship, using non-statutory programmes of study at key stages 1 and 2.
Support for curriculum delivery is available through optional, free and adaptable resources from Oak National Academy (Oak). Oak launched its new curriculum sequences for secondary citizenship earlier this academic year, with the full package of curriculum resources expected to be available by this autumn. Oak resources can be found here: https://www.thenational.academy/.
The government has established an independent Curriculum and Assessment Review chaired by Professor Becky Francis CBE.
The Review Group has now published its interim findings and clarified that its next phase of work will consider coverage of key knowledge and skills within every subject. The interim report can be found at: https://www.gov.uk/government/publications/curriculum-and-assessment-review-interim-report.
The government will respond to the review’s final recommendations in the autumn.