Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment he has made of the performance of the Student Loan Company’s eQuote portal in (a) securing high quality student support services and technology from assistive technology service providers, (b) evaluating the extent that the quality of services both achieves and exceeds the minimum standards required to be allowed to bid and (c) adequately weighting the incorporation of factors aside from price in terms of the contracts recommended through the portal to customers.
Answered by Michelle Donelan
The e-quote system has been introduced as an interim measure to increase transparency of pricing and provide the department and the Student Loans Company (SLC) with improved access to data and information on the costs and supply of assistive technology. This is particularly important considering the concerns made public by the Competition and Markets Authority last year in relation to allegations of price-fixing of supplies to disabled students.
There are a number of quality measures in place for the equipment and associated services procured through SLC’s e-quote portal. All equipment procured through the e-quote portal must meet the relevant specification set by SLC and the department. The department has also set out its expectations for the standards that assistive technology service providers should meet in a guidance document published here: https://www.practitioners.slc.co.uk/exchange-blog/2021/march/02032021-guidance-for-assistive-technology-service-providers-atsps/.
In addition to this, SLC conducts a regular student satisfaction survey to identify any issues that students may experience so that they can be addressed.
On the question of factors other than price, it is an essential criterion that the package of support quoted for meets the student’s needs and the relevant specification. Quotes are sourced only from suppliers who are registered with the department and are therefore required to comply with the standards referenced above. The system selects the most cost-effective solution once these requirements have been met, in line with SLC’s responsibilities for securing value for money for Disabled Students’ Allowance expenditure.
On the question of the timeframe for the procurement, SLC is due to publish a Prior Information Notice on 4 February 2022 which will set out further details.
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment he has made of the adequacy of the indicative thresholds for numbers of infection set by his Department in its contingency framework, in the context of the latest data on transmission of covid-19 in schools and other educational settings.
Answered by Robin Walker
The department has worked with the UK Health Security Agency (UKSHA) to develop the thresholds outlined in the contingency framework. These are designed to help schools identify when it might be sensible to seek public health advice. It is not mandatory to seek public health advice when these thresholds are reached, and the thresholds alone do not guarantee that there is an ‘outbreak’ in the school. They are intended as a guide to indicate where there may be a substantial increase in transmission within the school.
Schools should continue to use their reasonable judgement when it appears that COVID-19 might be spreading between people who closely mix and seek advice from the department’s helpline or through locally agreed support if they have any concerns. We believe that the protective measures in place in schools continues to strike the right balance between managing the transmission risk and reducing disruption to education.
The department remains prepared to step measures up or down in response to the latest epidemiological data. The department will continue to monitor it closely and will not hesitate to amend or update policy and guidance if it is necessary to help protect people’s health and support maximising face-to-face education.
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment he has made of the effect of the removal of the Government's recommendation for students, staff and visitors in schools and other educational settings to (a) socially distance or stay in bubbles and (b) wear face coverings on transmission of covid-19 in those settings.
Answered by Robin Walker
The department’s priority is for all nurseries, schools, colleges, and universities to deliver face-to-face, high-quality education to all pupils and students and to minimise disruption to education. We have worked closely with the UK Health Security Agency (UKSHA) throughout our response to the COVID-19 outbreak, including to revise our guidance from step 4 when the government relaxed most restrictions across all parts of society.
At step 4, the Department removed the recommendation for schools and colleges to keep pupils and students in consistent groups (‘bubbles’). Face coverings are also no longer recommended in nurseries, schools, colleges and universities. The control measures that remain in place in nurseries, schools, colleges and universities aim to strike a balance between managing transmission risk and reducing disruption to education. These include maintaining good hygiene, keeping spaces well ventilated, and following public health advice on testing, self-isolation and managed confirmed cases.
All nurseries, schools, colleges and universities should have contingency plans in place describing what they would do if children, pupils, students, or staff test positive for COVID-19, or how they would operate if they were advised to reintroduce any additional measures. The contingency framework sets out the measures that all nurseries, schools, colleges, and universities should be prepared for if they were advised to take extra measures to help break chains of transmission. It also sets out thresholds for managing COVID-19 cases and when nurseries, schools, colleges, and universities should consider seeking public health advice. The contingency framework can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-local-restrictions-in-education-and-childcare-settings/contingency-framework-education-and-childcare-settings.
There has been an increase in case rates amongst children since the return of schools, but evidence continues to show that children and young people remain at a very low risk of serious illness from COVID-19. Following the success of the vaccine rollout amongst older and more vulnerable populations, the department is now focusing on maximising the number of children and young people in face-to-face education and minimising the disruption that control measures can cause.
The department continues to closely review data, analysis, and advice from a number of different sources, including UKSHA, the Scientific Advisory Group for Emergencies, and the Office for National Statistics. We also continue to work closely with local authorities and their Directors of Public Health to inform our planning and response. The department will continue to keep all measures under review in partnership with health experts and informed by the latest scientific evidence and advice.
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to university tuition fees for prospective students starting courses in the academic year 2021-22 who have been granted settled status under the EU Settlement Scheme, whether the three-year residency rule relating to eligibility for home fee status excludes those ordinarily resident for the purpose of receiving full-time education in the last three years; what determines the main purpose of residence for a person who has been ordinarily resident in the UK to live with family or a partner as well as receiving full-time education during that same time period; and if his Department will expand the section entitled Settled status on page 4 to 5 of its document entitled, New eligibility rules for home fee status and student finance for the 2021-22 academic year, published in December 2020, to ensure that information on that matter is clear for prospective students.
Answered by Michelle Donelan
EU, other European Economic Area (EEA) and Swiss nationals, and their family members who are covered by the Withdrawal Agreements will continue to have access to home fee status and student financial support on broadly the same basis as now, subject to meeting the usual residency requirements, which are unchanged. Generally, this covers those who:
Such persons will generally have applied for pre-settled or settled status under the EU Settlement Scheme (EUSS) before 30 June 2021, apart from Irish citizens, who are not required to apply as their rights will be protected as a result of Common Travel Area arrangements.
From 1 July 2021, a person eligible for the EUSS will be able to make a late application where there are reasonable grounds why they missed the 30 June 2021 deadline.
Those covered by the Withdrawal Agreement, and who have been granted settled status under the EU Settlement Scheme, will generally be eligible for home fee status, tuition fee, and maintenance support if they have been ordinarily resident in the UK and Islands for at least 3 years.
In a case where that person's ordinary residence in the UK and Islands was wholly or mainly for the purpose of receiving full-time education, they must have been ordinarily resident in the UK, Gibraltar, the European Economic Area or Switzerland immediately beforehand.
The requirement that ordinary residence be not wholly or mainly for the purpose of education is not a new requirement. It formed part of the previous rules which have been retained post-exit for those with EU settled status.
Student Finance England will determine on a case-by-case basis whether an applicant has been resident in the UK wholly or mainly for the purpose of receiving full-time education. However, generally a student would not be prevented from qualifying for support simply because they have been receiving full-time education during some or all of the 3 year prescribed period where, for example, the main purpose of their residence in the UK is to be with their family.
All settled persons who are not covered by the Withdrawal Agreement, including British citizens, must meet the requirement to have been ordinarily resident in the UK and Islands for at least 3 years, and not wholly or mainly for the purposes of education.
The department regularly reviews its guidance and will publish updates in due course.
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, whether his Department consulted functional skills qualifications professionals prior to taking the decision of April 2021 that functional skills qualifications should resume based on examination wherever possible while in line with covid-19 public health measures rather than using coursework and/or teacher assessed grades.
Answered by Gillian Keegan
The department and Ofqual launched a joint consultation in January 2021, seeking the views of teachers, students, parents, schools and colleges. We set out our proposals on exams and assessments for vocational and technical qualifications, including for Functional Skills qualifications, and the alternative arrangements that would be used where exams do not take place. We also conducted an equality impact assessment as part of the consultation. The majority of respondents agreed that all efforts should be made to allow learners to take a Functional Skills assessment, in line with public health measures or remotely. Where the learner is ready, but assessments cannot take place in centres on public health grounds, teacher assessed grades are available.
As set out in the consultation, the size, structure, assessment, and teaching practices of Functional Skills differ from other qualifications. Many are taken on-demand and by a wide range of learners including 16-19 year olds, adults and apprentices, in a wide range of contexts. Learners will take assessments when they are ready. This approach was designed to give the maximum opportunity to progress in learning or employment, as it allows learners to engage with live exams now or results based on teacher assessment where these are necessary and appropriate.
We recognise the challenges suffered by many students who will feel apprehensive about taking assessments and we are incredibly grateful for the tremendous efforts that teachers have made to continue to provide high quality education throughout the COVID-19 outbreak. Awarding organisations have long-established arrangements for mitigating the effect of issues such as those relating to mental health. This year, Ofqual has required awarding organisations to review those arrangements to ensure they are fit for purpose. Those students who are able to take assessments but are concerned about the impact of mental health affecting their performance should speak to their centres and awarding organisation to understand the special consideration process.
Additionally, remote invigilation has offered the opportunity to take assessments at home and some providers have reported that this has helped with anxiety. Together with Ofqual, we have supported the roll out of remote invigilation by awarding organisations to give more options to learners and centres for taking assessments. We have seen an increase in volumes of assessments taken via remote invigilation and also live assessments as settings have re-opened.
The department will monitor and review the impact of disruption to learning in vocational and technical qualifications (including Functional Skills qualifications) and General Qualifications (including GCSEs and A levels).
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the decision of April 2021 that assessment by examination should resume wherever possible while in line with covid-19 public health measures for functional skills qualifications (FSQ), what the evidential basis is that those students affected will be as able to receive grades that reflect their ability under normal circumstances; and what comparative assessment his Department has made of the effect of disruption to learning following the covid-19 outbreak on (a) those students studying for FSQs and (b) students studying for (i) vocational training qualifications, (ii) GCSEs and (iii) A Levels.
Answered by Gillian Keegan
The department and Ofqual launched a joint consultation in January 2021, seeking the views of teachers, students, parents, schools and colleges. We set out our proposals on exams and assessments for vocational and technical qualifications, including for Functional Skills qualifications, and the alternative arrangements that would be used where exams do not take place. We also conducted an equality impact assessment as part of the consultation. The majority of respondents agreed that all efforts should be made to allow learners to take a Functional Skills assessment, in line with public health measures or remotely. Where the learner is ready, but assessments cannot take place in centres on public health grounds, teacher assessed grades are available.
As set out in the consultation, the size, structure, assessment, and teaching practices of Functional Skills differ from other qualifications. Many are taken on-demand and by a wide range of learners including 16-19 year olds, adults and apprentices, in a wide range of contexts. Learners will take assessments when they are ready. This approach was designed to give the maximum opportunity to progress in learning or employment, as it allows learners to engage with live exams now or results based on teacher assessment where these are necessary and appropriate.
We recognise the challenges suffered by many students who will feel apprehensive about taking assessments and we are incredibly grateful for the tremendous efforts that teachers have made to continue to provide high quality education throughout the COVID-19 outbreak. Awarding organisations have long-established arrangements for mitigating the effect of issues such as those relating to mental health. This year, Ofqual has required awarding organisations to review those arrangements to ensure they are fit for purpose. Those students who are able to take assessments but are concerned about the impact of mental health affecting their performance should speak to their centres and awarding organisation to understand the special consideration process.
Additionally, remote invigilation has offered the opportunity to take assessments at home and some providers have reported that this has helped with anxiety. Together with Ofqual, we have supported the roll out of remote invigilation by awarding organisations to give more options to learners and centres for taking assessments. We have seen an increase in volumes of assessments taken via remote invigilation and also live assessments as settings have re-opened.
The department will monitor and review the impact of disruption to learning in vocational and technical qualifications (including Functional Skills qualifications) and General Qualifications (including GCSEs and A levels).
Asked by: Rebecca Long Bailey (Labour - Salford)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the decision of April 2021 that functional skills qualifications should resume based on examination wherever possible while in line with covid-19 public health measures rather than using coursework and/or teacher assessed grades, what assessment his Department has made of the potential effect of that decision on the mental health of students affected, including those wishing to enter further or higher education based on those grades in autumn 2021.
Answered by Gillian Keegan
The department and Ofqual launched a joint consultation in January 2021, seeking the views of teachers, students, parents, schools and colleges. We set out our proposals on exams and assessments for vocational and technical qualifications, including for Functional Skills qualifications, and the alternative arrangements that would be used where exams do not take place. We also conducted an equality impact assessment as part of the consultation. The majority of respondents agreed that all efforts should be made to allow learners to take a Functional Skills assessment, in line with public health measures or remotely. Where the learner is ready, but assessments cannot take place in centres on public health grounds, teacher assessed grades are available.
As set out in the consultation, the size, structure, assessment, and teaching practices of Functional Skills differ from other qualifications. Many are taken on-demand and by a wide range of learners including 16-19 year olds, adults and apprentices, in a wide range of contexts. Learners will take assessments when they are ready. This approach was designed to give the maximum opportunity to progress in learning or employment, as it allows learners to engage with live exams now or results based on teacher assessment where these are necessary and appropriate.
We recognise the challenges suffered by many students who will feel apprehensive about taking assessments and we are incredibly grateful for the tremendous efforts that teachers have made to continue to provide high quality education throughout the COVID-19 outbreak. Awarding organisations have long-established arrangements for mitigating the effect of issues such as those relating to mental health. This year, Ofqual has required awarding organisations to review those arrangements to ensure they are fit for purpose. Those students who are able to take assessments but are concerned about the impact of mental health affecting their performance should speak to their centres and awarding organisation to understand the special consideration process.
Additionally, remote invigilation has offered the opportunity to take assessments at home and some providers have reported that this has helped with anxiety. Together with Ofqual, we have supported the roll out of remote invigilation by awarding organisations to give more options to learners and centres for taking assessments. We have seen an increase in volumes of assessments taken via remote invigilation and also live assessments as settings have re-opened.
The department will monitor and review the impact of disruption to learning in vocational and technical qualifications (including Functional Skills qualifications) and General Qualifications (including GCSEs and A levels).