Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of (a) the prevalence of the use of large language models in the preparation of UCAS personal statements and (b) the potential impact of the use of large language models in UCAS personal statements on the likelihood of applications being successful.
Answered by Janet Daby
The personal statement is an opportunity for applicants to showcase their ambitions, skills and experiences. As such, it is important that students use their own words to accurately reflect their unique qualifications and suitability for the chosen course.
The department is in regular contact with UCAS and have been assured that plagiarism is taken seriously, with methods and guidance in place to caution against using artificial intelligence tools, including large language models, to write personal statements.
UCAS have also consulted on future reform of the personal statement, and have worked with students, teachers and universities to devise a new format. In splitting the statement into a series of sections, this reform is aimed to simplify the process for students, and to ensure that universities hear from students in their own words.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the prevalence of the use of large language models in the preparation of (a) GCSE and (b) A-Level course work; and whether she has made an assessment of the adequacy of coursework as an effective and fair means of assessing candidates’ attainment.
Answered by Catherine McKinnell
Ofqual is the independent regulator of qualifications and assessments for England and is responsible for setting relevant rules and guidance, including in relation to malpractice. Ofqual published its approach to regulating the use of artificial intelligence (AI) in the qualifications sector in 2024, including its approach to managing malpractice risks associated with coursework. The policy document is available here: https://www.gov.uk/government/publications/ofquals-approach-to-regulating-the-use-of-artificial-intelligence-in-the-qualifications-sector/ofquals-approach-to-regulating-the-use-of-artificial-intelligence-in-the-qualifications-sector.
The Joint Council for Qualifications has also published guidance to give clarity to schools and colleges about the role they play in securing the authenticity of students’ work. This guidance, last updated in April 2025, provides schools and colleges with recommendations for both secure delivery of assessments and approaches for detection of where AI may have been inappropriately used.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to improve (a) training provisions and (b) support for speech and language development professionals.
Answered by Catherine McKinnell
The department is continuing to improve access to speech and language therapy by funding the Early Language and Support for Every Child pathfinder project, in partnership with NHS England. This programme aims to improve capacity and knowledge in the workforce who support children in early years and school settings with mild to moderate speech, language and communication needs, by utilising therapy support assistants.
The department is also funding evidence based early-language interventions in primary schools. The Nuffield Early Language Intervention (NELI) is a programme for children needing extra support with their speech and language development. In July 2024, we announced that funded support for the 11,100 schools registered would continue for 2024/25 academic year. Since September 2020, over 35,000 individual practitioners from NELI schools have registered for one or more training course, of which more than 28,000 have completed one or more courses.
Finally, the department is continuing to build the pipeline of speech and language therapists. The speech and language degree apprenticeship is now in its third year and offers an alternative pathway to the traditional degree route into a successful career as a speech and language therapist.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the adequacy of the accessibility to people who are digitally excluded of the consultation on the Use of reasonable force and other restrictive interventions guidance: proposed amendments.
Answered by Catherine McKinnell
Consultation documents set out, within the first few pages, alternative ways that respondents can obtain copies in alternative formats, and how to respond through methods other than the online system.
The department can be contacted by post or email to request an alternative format of the form. For people who do not have easy access to digital devices, these consultations run for 12 weeks to give sufficient opportunity to respond if digital access is not readily available.
The government takes a digital-by-default approach to communication and participation but aims to mitigate risks faced by those considered to be digitally excluded.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the adequacy of the accessibility to people who are digitally excluded of the consultation entitled School accountability reform.
Answered by Catherine McKinnell
Consultation documents set out, within the first few pages, alternative ways that respondents can obtain copies in alternative formats, and how to respond through methods other than the online system.
The department can be contacted by post or email to request an alternative format of the form. For people who do not have easy access to digital devices, these consultations run for 12 weeks to give sufficient opportunity to respond if digital access is not readily available.
The government takes a digital-by-default approach to communication and participation but aims to mitigate risks faced by those considered to be digitally excluded.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment with the Secretary of State for Science, Innovation and Technology of the adequacy of the accessibility of the consultation entitled Improving the way Ofsted inspects education, published on 3 February 2025.
Answered by Catherine McKinnell
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member for Runnymede and Weybridge directly and a copy of his reply will be placed in the Libraries of both Houses.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the adequacy of the accessibility to people who are digitally excluded of the consultation on Franchising in higher education.
Answered by Janet Daby
The department’s consultation on franchising in higher education (HE) offers different alternatives to respond in order to meet the range of accessibility needs.
There is an option to respond via post by using a printed copy of the consultation document, for those who cannot respond online. A print-ready copy of the consultation document is also available to download on GOV.UK at: https://www.gov.uk/government/consultations/franchising-in-higher-education.
The consultation document also sets out that if anyone is having any difficultly responding online, they can contact the department using the contact details provided in the consultation document to request assistance or an alternative option to respond.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that (a) schools and (b) educators are adequately (i) informed and (ii) prepared for national curriculum reform.
Answered by Catherine McKinnell
The independent Curriculum and Assessment Review is being undertaken in close consultation with education professionals, and will pay attention to the practicalities of implementation and the avoidance of unintended consequences and additional workload for staff.
It will seek evolution not revolution and seek to identify and focus on addressing the most significant and pressing issues facing curriculum and assessment without destabilising the system.
The review group will publish an interim report in early spring setting out its interim findings and confirming the key areas for further work and will publish its final report with recommendations this autumn. The department will take decisions on what changes to make to the curriculum, and the practicalities and timing of the reforms, in light of these recommendations.
The department will ensure that we give schools, colleges and teachers sufficient time to plan and prepare for changes, particularly where they are significant. We will also consider how the reformed curriculum would affect schools as we develop it, to support innovation and implementation.
The review’s terms of reference are available here: https://www.gov.uk/government/groups/curriculum-and-assessment-review.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to paragraph 2.40 of the Autumn Budget 2024, HC 295, published on 30 October 2024, if she will make an assessment of the potential impact of changes to employer National Insurance contributions on special educational needs transport providers.
Answered by Catherine McKinnell
Home-to-school travel is an integral part of the school system. It provides a valuable service on which many families rely. The department is grateful to the many transport operators for the crucial role they play in ensuring that children receive the education that they need to help them thrive.
Departmental officials engage regularly with local authorities to understand the challenges they face and will continue to monitor this situation. The department does not expect there to be a significant impact on home-to-school travel for children with special educational needs and disabilities. Local authorities are responsible for arranging home-to-school travel and deliver this through a range of in-house services and external providers.
The government recognises the need to protect the smallest employers. It has more than doubled the Employment Allowance to £10,500, which means that more than half of businesses with National Insurance liabilities will either gain or see no change next year. Businesses will still be able to claim employer National Insurance contributions relief, where eligible.
Asked by: Ben Spencer (Conservative - Runnymede and Weybridge)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with school leaders on the effectiveness of individual healthcare plans in schools for children with (a) epilepsy, (b) asthma, (c) a history of anaphylaxis, (d) severe allegories and (e) type 1 diabetes.
Answered by Catherine McKinnell
Statutory guidance, ‘Supporting pupils at school with medical conditions’, recommends the use of individual healthcare plans as good practice. They can help schools support pupils with medical conditions, providing clarity about what needs to be done, when and by whom. The school, healthcare professionals and parents should agree, based on evidence, when a healthcare plan would be appropriate. ‘Supporting pupils at school with medical conditions’ can be found here: https://assets.publishing.service.gov.uk/media/5ce6a72e40f0b620a103bd53/supporting-pupils-at-school-with-medical-conditions.pdf.
The department will keep the statutory guidance under review as we take forward the commitment to delivering an inclusive mainstream system.
The department engages closely with school leaders and their representative organisations on a wide range of issues, including supporting pupils with medical conditions.