Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
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 increases in employer National Insurance contributions on the viability of SEND transport provision in Hertfordshire.
Answered by Catherine McKinnell
I refer the hon. Member for Harpenden and Berkhamsted to the answer of 29 January 2025 to Question 26397.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of special schools that have shortened school (a) days and (b) weeks for funding reasons; and what steps her Department is taking to ensure that children with special educational needs and disabilities receive a full education.
Answered by Catherine McKinnell
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.
The department does not hold data on reasons why special schools have changed their school day or week.
To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26. Of this total, Hertfordshire County Council is being allocated over £207 million through the high needs funding block of the dedicated schools grant (DSG), to support SEND provision in Hertfordshire. This is an increase of £17.6 million on their 2024/25 DSG high needs block, calculated using the high needs national funding formula (NFF), and a 9.8% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of providing additional funding to support SEND provision in Hertfordshire.
Answered by Catherine McKinnell
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.
The department does not hold data on reasons why special schools have changed their school day or week.
To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26. Of this total, Hertfordshire County Council is being allocated over £207 million through the high needs funding block of the dedicated schools grant (DSG), to support SEND provision in Hertfordshire. This is an increase of £17.6 million on their 2024/25 DSG high needs block, calculated using the high needs national funding formula (NFF), and a 9.8% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of providing ringfenced funding for statutory vision impairment services in further education.
Answered by Catherine McKinnell
The government’s approach to supporting young people with special educational needs and disabilities (SEND) in further education (FE) aims to ensure that all students with SEND receive appropriate support tailored to their needs.
All education and training providers have a duty under Section 20 of the Equality Act 2010 to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Section 20 of the Equality Act 2010 can be read in full here: https://www.legislation.gov.uk/ukpga/2010/15/section/20.
Local authorities receive high needs funding which they distribute to FE colleges to support students with SEND. However, the allocation and use of this funding is flexible, allowing colleges to address the diverse needs of their student population, rather than being restricted to specific disability types. Providers should keep both funding levels and methodologies under consideration to ensure value for money.
To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential merits of preserving full funding for Level Seven apprenticeships for (a) people from disadvantaged backgrounds, (b) career changers and (c) people returning to work after career breaks.
Answered by Janet Daby
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, or those aged 22 to 24 who have an education, health and care plan or have been in local authority care. This will enable apprenticeship opportunities to be rebalanced towards young people and create more opportunities for those entering the labour market, who need skills and training to get on in their careers.
This decision was informed by a wide range of evidence, including Skills England’s analysis of official apprenticeship statistics and engagement with a wide range of stakeholders. Skills England’s analysis found that level 7 apprenticeships have a higher proportion of older learners than other apprenticeships, a higher proportion of learners who already hold higher level qualifications, and a significant proportion are less likely to be deprived than those in apprenticeships at lower levels. It also suggested there was unlikely to be a significant or unavoidable fall in the supply of these skills in the long term, post-defunding.
We are encouraging more employers to invest in upskilling their staff over 22 to level 7 where it delivers a benefit to the business and the individual. It will be for employers to determine the most appropriate training. There are alternative training options available to employers at level 7, including non-apprenticeship routes.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
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 removing funding for Level Seven apprenticeships for people aged 22 and above on (a) gender equality and (b) social mobility.
Answered by Janet Daby
This government has a driving mission to break down barriers to opportunity. That is why we are moving funding away from level 7 apprenticeships for learners aged 22 and over, to ensure that funding is prioritised for learners at lower levels, who need the skills and training to progress in their careers.
This decision was informed by a wide range of evidence, including Skills England’s analysis of official apprenticeship statistics and engagement with a wide range of stakeholders. Skills England’s evidence suggested there was unlikely to be a significant or unavoidable fall in the supply of these skills in the long term, post-defunding, and alternative routes are well supplied. A significant proportion of level 7 apprentices are from non-deprived backgrounds and are significantly less likely to be deprived than apprentices at lower levels.
Women are slightly less likely to be represented in the 16 to 21-year-old cohort of level 7 apprenticeships starts than those aged 22 and over. This is likely to be due to the recruitment norms in the standards that have a higher proportion of starts in the 16-21 age group, such as accountancy. The department will monitor trends over time and consider how this gap could be narrowed.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of planned changes to international student recruitment on the financial sustainability of universities.
Answered by Janet Daby
This government’s position on international students has been clear. We are committed to a United Kingdom that is outward looking and welcomes international students who make a positive impact on the UK’s higher education (HE) sector, our economy and society as a whole.
The government expects the UK to remain a highly attractive study destination. The UK has a world class HE sector with 4 universities in the top 10 and 15 in the top 100 worldwide, according to the latest QS World University Rankings, alongside a wide array of high-quality institutions which can offer a fulfilling and enjoyable experience to international students from around the world.
In order to put the sector on a firmer financial footing, Professor Edward Peck has been appointed as substantive Chair of the Office for Students to continue its focus on financial sustainability and increasing opportunities in HE. We have also taken the difficult decision to increase tuition fee limits by 3.1% in the 2025/26 academic year, in line with inflation.
The department will publish its plans for HE reform as part of the Post-16 Education and Skills White Paper this summer.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, if her Department will take steps to improve training for disabled children’s social care professionals in local authorities.
Answered by Janet Daby
Every day, children’s social care professionals provide a vital service to children in need of support, including disabled children. Whilst it is the employer’s responsibility to ensure that their social care workforces are well-equipped for the roles they perform, the department is focused on supporting continued improvements in practice. All qualified children’s social workers must register with the professional regulator Social Work England and meet the professional standards. These include practising in line with the requirements of the Equality Act, which includes disability as a protected characteristic.
The department sets the professional standards that new children’s social workers should attain through the post-qualifying standards. The department is currently consulting on a new set of standards which include a greater focus on disability. Subject to the spending review, the department plans to introduce a new two-year social worker induction programme based on the new standards, to strengthen support for new children’s social workers.
In addition, the Law Commission are currently undertaking an independent review of social care legislation relating to disabled children. They are due to report their final recommendations to government in summer 2025, at which point the department will consider proposals for reforms to the disabled children’s social care system.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help reduce regional differences in social care provision for disabled children.
Answered by Janet Daby
On Thursday 20 March I announced the launch of the national Families First Partnership programme, backed by over £500 million in grant funding to support rollout. This includes the publication of the Families First Programme guide, which can be found here: https://www.gov.uk/government/publications/families-first-partnership-programme.
The department’s goal for this programme is to improve access to support for families, including families with disabled children, right across the country. The aim is to rebalance the system of support away from crisis intervention and towards earlier help, delivering on the government’s mission to provide children with the best start in life, keep children safe and break down barriers to opportunity.
The department recognises there is geographical variation for a range of reasons. Through the rollout of this programme, local areas will co-design services with partners and families to better understand local need and services, to inform future delivery. We will work to support local authorities throughout the transformation period.
Asked by: Victoria Collins (Liberal Democrat - Harpenden and Berkhamsted)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to increase access to assessments for Special Educational Needs in (a) Harpenden and Berkhamsted constituency and (b) England.
Answered by Catherine McKinnell
The department wants to drive a consistent and inclusive approach to supporting children and young people with special educational needs and disabilities (SEND) to achieve and thrive in mainstream settings through early identification, effective support, high quality teaching and effective allocation of resources.
Through a graduated approach, teachers are responsible for monitoring the progress of all pupils and putting support in place where needed. Where a child who has SEND needs more support than their school can usually provide, schools, parents or carers can ask the local authority to carry out an education, health and care (EHC) needs assessment.
The department recognises the critical role of educational psychologists within the SEND system, including their statutory contribution to EHC assessments. The department is investing over £21 million to train 400 more educational psychologists from 2024, building on the £10 million currently being invested in a cohort of over 200 trainees who began their training in 2023. Trainees will join the workforce to support the capacity of local authority educational psychology services, including in delivering assessments.
The department provides support and challenge to the Hertfordshire local area partnership by monitoring progress against its priority action plan and improvement plan and by providing advice and guidance via a SEND expert advisor. The partnership has also established a SEND Improvement Board, independently chaired by Dame Christine Lenehan, to oversee progress and provide appropriate challenge.
The department expects all local authorities to meet their statutory duties and we will continue to monitor and challenge Hertfordshire County Council’s EHC plan 20 week timeliness.