Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the reasons for changes to the number of private school pupils between the 2024-25 and 2025-26 academic year.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
The latest school census data, as at January 2025, reveals pupil numbers remain firmly within historical patterns seen for over 20 years. This information can be accessed at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2024-25.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what estimate she has made of the potential impact of changes to the VAT status of independent schools on the number of children enrolled in state schools in September 2025.
Answered by Olivia Bailey - Parliamentary Under-Secretary of State (Department for Education) (Equalities)
HM Treasury published a Tax Information and Impact Note on applying VAT to independent school fees, which includes the government’s estimates of the number of pupils expected to enter the state sector as a result of this policy. This is available here: https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees#who-is-likely-to-be-affected.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the value for money to students of each UK university.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recognises the vital role universities play in driving economic growth, producing world-leading research, and delivering value for money to students. Frameworks like the Research Excellence Framework (REF) and Knowledge Exchange Framework (KEF) help ensure accountability for public research funding and demonstrate the quality and value of the research and knowledge exchange delivered by UK universities.
For each £1 of publicly funded research income, the UK higher education (HE) sector’s research and knowledge exchange activities generate approximately £9.9 in economic impact across the UK (2021/22). For every £1 of public funding for its teaching activities, the UK HE sector generates approximately £13 in economic impact from these activities across the UK (2021/22).
For students, the Office for Students (OfS) monitors outcomes including continuation, completion, progression and graduate earnings, helping ensure that public investment in HE delivers high quality outcomes for both individuals and society.
The department continues to work closely with the OfS and other bodies to support universities in delivering positive impacts for students and the wider economy.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the value for money of the (a) economic growth contribution and (b) research output provided by each university.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department recognises the vital role universities play in driving economic growth, producing world-leading research, and delivering value for money to students. Frameworks like the Research Excellence Framework (REF) and Knowledge Exchange Framework (KEF) help ensure accountability for public research funding and demonstrate the quality and value of the research and knowledge exchange delivered by UK universities.
For each £1 of publicly funded research income, the UK higher education (HE) sector’s research and knowledge exchange activities generate approximately £9.9 in economic impact across the UK (2021/22). For every £1 of public funding for its teaching activities, the UK HE sector generates approximately £13 in economic impact from these activities across the UK (2021/22).
For students, the Office for Students (OfS) monitors outcomes including continuation, completion, progression and graduate earnings, helping ensure that public investment in HE delivers high quality outcomes for both individuals and society.
The department continues to work closely with the OfS and other bodies to support universities in delivering positive impacts for students and the wider economy.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what proportion of student visa holders attending universities are in the (a) top and (b) bottom quartile of education standards.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The department does not hold data on the proportion of student visa holders attending English universities who are in the top and bottom quartile of education standards. This data is not reported to the department by universities.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Health and Social Care on reducing funding for Level 7 apprenticeships.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
This government has a driving mission to break down barriers to opportunity.
From January 2026, the government will no longer fund level 7 apprenticeships, equivalent to master’s degree level, except for young apprentices under the age of 22. This will enable apprenticeship opportunities to be rebalanced towards young people, whose rate of apprenticeship starts has fallen by almost 40% over the last decade.
This decision was informed by a wide range of evidence, including analysis by Skills England of official apprenticeship statistics and engagement with relevant stakeholders, including other government departments such as the Department of Health and Social Care.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, pursuant to the Answer of 16 July 2025 to Question 63763 on Technical Excellence Colleges: Apprentices, if she will provide funding for Level 7 apprenticeships undertaken by people over 22 at Technical Excellence Colleges.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
I refer the hon. Member for Mid Bedfordshire to the answer of 13 June 2025 to Question 57098.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help improve adult literacy.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
The government recognises the importance of adult literacy skills. That is why the department supports participation in English through our ‘essential skills’ entitlements funded through the adult skills fund (ASF). This provides the opportunity for fully funded study up to and including level 2 for eligible adults aged 19+ who do not have essential literacy skills.
Furthermore, the department supports adults aged 19+ in England who speak English as a second or additional language to access English for speakers of other languages (ESOL) provision, funded through the ASF, subject to the eligibility requirements laid out in the ASF and local rules on the provision of adult education.
As part of the ASF, Tailored Learning funding can also be used to support learners to improve their essential skills if they are not ready to study for a qualification or would benefit from learning in a more informal way.
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her Department's press release entitled Thousands of children with SEND to benefit from assistive tech, published on 27 June 2025, which local authorities will receive that funding.
Answered by Georgia Gould - Minister of State (Education)
Digital assistive technology (AT) is an umbrella term that includes any device, software or system used to support individuals with special educational needs and disabilities (SEND). When used effectively, AT can play a vital role in supporting pupils with SEND to achieve and thrive in mainstream education.
That is why we are investing over £1.6 million to pilot assistive technology lending libraries through the SEND and alternative provision Change Programme. In participating areas, this will allow up to 3,800 mainstream schools to borrow and trial technology on a temporary basis, to identify the right products to support their pupils.
The local authorities that will be participating in the trial of assistive technology lending libraries are:
Asked by: Blake Stephenson (Conservative - Mid Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of teaching assistants on the provision of SEND support within schools.
Answered by Georgia Gould - Minister of State (Education)
Teaching assistants (TAs) play a vital role in children’s education, including for pupils with special educational needs and disabilities (SEND).
A departmental survey in 2023, ‘The use of teaching assistants in schools’, found that TAs across all school settings most commonly support pupils with SEND, including those with education, health and care (EHC) plans. Half (50%) spent most of their time delivering interventions for pupils with additional needs.
The Education Endowment Foundation (EEF) has highlighted that research suggests evidence based, structured interventions, delivered by TAs, can have a positive impact on pupil outcomes. The EEF’s guidance report, ‘Deployment of Teaching Assistants’, makes a number of recommendations to help schools make decisions about how to deploy their TAs to ensure they are used effectively.
This government also recognises that the availability of training and career progression opportunities for TAs helps ensure schools have the skilled staff they need to deliver high-quality education.