Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of discontinuing BTEC qualifications on the number of young people not in education, employment or training.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
On 20 October 2025, the department set out plans to introduce V Levels, a third, vocational pathway at level 3 that will sit alongside A levels and T Levels, and offer a vocational alternative to these academic and technical routes. They will blend applied learning with practical assessment, with content linked to occupational standards set by Skills England. We have launched a consultation on post-16 level 3 and below pathways : https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
This government is fully committed to T Levels, which are out-performing other large qualifications in T Level areas. In line with this, funding for qualifications of 720 guided learning hours and over in T Level areas will be removed in 2026 and 2027.
We are keeping funding for most existing qualifications in place until new V levels and other qualifications come in.
As detailed in the Post-16 Education and Skills white paper, we will transform our approach to supporting young people who are not in education, employment, or training (NEET) or at risk of becoming NEET by reforming how they are identified, tracked and supported. The Youth Guarantee will guarantee young people aged 18 to 21 access to education, training and/or help to get into work.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of trends in the number of students studying (a) BTECs and (b) other level 3 qualifications.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
On 20 October 2025, the department set out plans to introduce V Levels, a third vocational pathway at level 3. V Levels will sit alongside A levels and T Levels and will offer a vocational alternative to these academic and technical routes. They will blend applied learning with practical assessment, with content linked to occupational standards set by Skills England. We launched a consultation on post-16 level 3 and below pathways, closing on 12 January 2026. The consultation is available at: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
This government is fully committed to T Levels. Where a student wishes to study a large qualification (those with 720 guided learning hours or more) and a T Level exists, they should undertake the T Level. T Levels are outperforming large qualifications in T Level areas of study. In line with this, funding for other qualifications of 720 guided learning hours and over in T Level areas of study will be removed in 2026 and 2027.
The department is keeping funding for most existing qualifications in place until new V Levels and other qualifications come in.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions her Department has had with further education sector professionals during the development of its plans to replace BTECs.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Officials and Ministers from the department regularly meet with stakeholders, including further education sector professionals and their representative bodies.
During the Review of Qualifications Reform in 2024, we held an extensive programme of engagement, to ensure that the views of colleges, schools, teachers and wider stakeholders fed into the review. We spoke to over 250 people through the more than 40 hours of engagement, including over 100 teachers, practitioners, and college leaders.
The department held a Ministerial chaired round table with key leaders in the college sector and undertook a series of focus groups and interviews with colleges, schools and other organisations to ensure that the views of stakeholders were fully considered.
We will continue to work closely with the sector, drawing on their insight to ensure future reforms deliver high quality qualifications for young people.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, what her Department's timetable is for the completion of its review of post-16 qualifications.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Through our Plan for Change, the government is building a skills system that will drive forward opportunity and deliver the growth that our economy needs. Students deserve high quality qualifications, and we must continue to develop and improve qualifications, so that they provide for the needs of students and employers. Qualifications are being reformed so that they are better quality and deliver improved outcomes.
The outcomes from the Review of Post-16 Qualifications Reform were published in December 2024. The Curriculum and Assessment Review published its interim report earlier this year and aims to ensure meaningful, rigorous and high-value pathways for all learners aged 16-19. The Review will publish their final recommendations in autumn 2025.
The Review’s interim report said that they were interested in developing a third pathway at level 3 alongside A levels and T Levels and noted the absence of 'vocational' options in the reformed system. The department is working with the Review panel on the approach to qualifications at levels 2 and 3 and will set out further detail shortly.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department plans to introduce a third route for level 3 qualifications.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Through our Plan for Change, the government is building a skills system that will drive forward opportunity and deliver the growth that our economy needs. Students deserve high quality qualifications, and we must continue to develop and improve qualifications, so that they provide for the needs of students and employers. Qualifications are being reformed so that they are better quality and deliver improved outcomes.
The outcomes from the Review of Post-16 Qualifications Reform were published in December 2024. The Curriculum and Assessment Review published its interim report earlier this year and aims to ensure meaningful, rigorous and high-value pathways for all learners aged 16-19. The Review will publish their final recommendations in autumn 2025.
The Review’s interim report said that they were interested in developing a third pathway at level 3 alongside A levels and T Levels and noted the absence of 'vocational' options in the reformed system. The department is working with the Review panel on the approach to qualifications at levels 2 and 3 and will set out further detail shortly.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the National Council for the Training of Journalists on the potential impact of the requirement for a shorthand proficiency of 100 words per minute to achieve the National Qualification in Journalism on (a) disabled people and (b) people with cerebral palsy.
Answered by Robert Halfon
The department has not discussed the impact of the requirements needed for the National Qualification in journalism with the National Council for the Training of Journalists (NCTJ), newspapers or other media organisations. Higher education (HE) courses are designed and delivered by individual institutions, such as universities and colleges, according to their own academic standards and quality assurance processes. The government does not have a direct role in the development of the HE curriculum or the content of the courses. The government's role is to provide a regulatory framework for HE in England, which aims to protect the interests of students.
The government recognises that shorthand is a valuable skill for journalists, and that the NCJT sets the industry standard for journalism training and qualifications. The department acknowledges that some disabled people may face difficulties or barriers in acquiring or demonstrating shorthand proficiency, and that this may affect their access to and progression in the journalism profession.
The department wants to ensure people of all ages and backgrounds can study at universities.
Under the Equality Act 2010 and Disability Discrimination Act, universities have the same responsibilities as all other service providers. Universities must make reasonable adjustments to make sure students with disabilities, or physical or mental health conditions, are not substantially disadvantaged.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with (a) newspapers and (b) other media organisations on the potential impact of shorthand proficiency requirements for journalism-related jobs on (a) disabled people and (b) people with (i) cerebral palsy and (ii) disabilities related to fine motor function.
Answered by Robert Halfon
The department has not discussed the impact of the requirements needed for the National Qualification in journalism with the National Council for the Training of Journalists (NCTJ), newspapers or other media organisations. Higher education (HE) courses are designed and delivered by individual institutions, such as universities and colleges, according to their own academic standards and quality assurance processes. The government does not have a direct role in the development of the HE curriculum or the content of the courses. The government's role is to provide a regulatory framework for HE in England, which aims to protect the interests of students.
The government recognises that shorthand is a valuable skill for journalists, and that the NCJT sets the industry standard for journalism training and qualifications. The department acknowledges that some disabled people may face difficulties or barriers in acquiring or demonstrating shorthand proficiency, and that this may affect their access to and progression in the journalism profession.
The department wants to ensure people of all ages and backgrounds can study at universities.
Under the Equality Act 2010 and Disability Discrimination Act, universities have the same responsibilities as all other service providers. Universities must make reasonable adjustments to make sure students with disabilities, or physical or mental health conditions, are not substantially disadvantaged.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, how many Education Health and Care Plans include (a) courses and (b) other forms of training in British Sign Language for (i) children and (ii) family members.
Answered by David Johnston
The department does not hold the data requested.
The department collects data from local authorities on the number of children and young people with an Education, Health and Care Plan, but this does not include information on the contents of the plan.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has issued guidance to schools on making adjustments to support pupils who are on the waiting list for an autism assessment.
Answered by David Johnston
All those working with, or commissioning services for children and young people, must have regard to the statutory Special Educational Needs and Disabilities (SEND) Code of Practice: 0-25 years. This sets out clearly that early years settings, schools and colleges must use their best endeavours to make sure that a child or young person with Special Educational Needs (SEN) gets the support they need. This includes autistic children and young people. This support should be put in place at the earliest opportunity when a child or young person with SEN has been identified. There is no need to wait for a medical assessment or diagnosis.
The Code states that, where it has been identified that a child or young person needs SEN support, the early years setting, school or college should work with the child or young person and the family to agree the adjustments, interventions and support to be put in place.
Where an assessment of needs indicates that support from specialist services is required, it is important that children and young people receive it as quickly as possible. Agencies across education, health and care should work together to support children and young people.
In the SEND and Alternative Provision Improvement Plan, the department set out its vision to improve mainstream education through setting standards for early and accurate identification of need, including timely access to support to meet those needs. The standards will clarify the types of support that should be ordinarily available in mainstream settings, who is responsible for securing the support and from what budgets.
The department will also develop new practice guides to support frontline professionals. The first three practice guides will be published by the end of 2025, focusing on advice for mainstream settings, and will include a practice guide on autism.
Asked by: Vicky Foxcroft (Labour - Lewisham North)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the National Disability Strategy published on 28 July 2021, which of her Department’s commitments in that strategy that have not been paused as a result of legal action have (a) been fully, (b) been partially and (c) not been implemented.
Answered by Claire Coutinho - Shadow Minister (Equalities)
I refer the hon. Member for Lewisham, Deptford to the answer of 21 June 2023 to Question 189780.