Asked by: Lord Stevens of Birmingham (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government which scientific criteria they apply in deciding whether an educational institution can describe itself as a Health Sciences University; whether these criteria could apply to an institution teaching homeopathy and other alternative therapies; and which peer-reviewed research or externally-assessed teaching the Office for Students relied upon in deciding to allow the Anglo-European College of Chiropractic and University College of Osteopathy to rebrand themselves as the Health Sciences University.
Answered by Baroness Smith of Malvern - Minister of State (Education)
When a provider requests to change its name, a strict criteria and assessment process is followed. The provider will already have undergone considerable scrutiny when being awarded Degree Awarding Powers (DAPs), including input from quality experts, drawn from the sector, to test the provider against multiple criteria. Indefinite DAP’s status is the main eligibility test for providers to be able to go through the title process.
In this instance, the provider gained degree awarding powers in 2016 and so was able to apply for university title as per the rules set out in the Office for Students’ (OfS) ‘Regulatory advice 13: how to apply for university college and university title’, which is attached and also available at: https://www.officeforstudents.org.uk/publications/regulatory-advice-13-how-to-apply-for-university-college-and-university-title/#:~:text=and%20university%20title-,Regulatory%20advice%2013%3A%20How%20to%20apply%20for%20university%20college%20and,as%20part%20of%20their%20name.
The department and the OfS were notified in September 2023 regarding the provider changing its name. When considering the proposed new name for a provider, the OfS must have due regard to the need to avoid names that are, or may be, confusing. In addition, in the instance of the newly named Health Sciences University, the OfS operated an open consultation on the proposed name. This ran from 22 February 2024 to 21 March 2024, and determined the regulator's final decision. The OfS approach is set out in their case report ‘Approval of proposed new name for AECC University College - Office for Students’, which is attached and can also be found at: https://www.officeforstudents.org.uk/publications/approval-of-proposed-new-name-for-aecc-university-college/.
In addition to the OfS process, regulations brought into force under the Companies Act 2006 means that the department has responsibility for confirming that it has no objection to the use of the sensitive word ‘university’ in a business name. The OfS published approval of the proposed new name from ‘AECC University College' to 'Health Sciences University’ in July 2024. The department then considered the request from the provider to change its name to ‘Health Sciences University’ and was satisfied that the use of the word ‘university’ was appropriate in this context. The department had no objection to the use of the term ‘university’ in the proposed business name ‘Health Sciences University’ and issued the provider with a non-objection letter on 18 July 2024.
During this consultation the OfS did not receive any responses questioning the merit of the subject area(s) of the provider.
Asked by: Lord Alton of Liverpool (Crossbench - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they have investigated reports that China lobbied for the removal of references to Taiwan from material used in schools in connection with GCSE examinations.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The content of textbooks is a matter for individual publishers. The department does not play a role in prescribing or authorising the books that schools can use. It is for schools to determine what curriculum resources they use, and to use their judgement in assessing their content.
Asked by: Joy Morrissey (Conservative - Beaconsfield)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the decision to stop implementation of the Higher Education (Free Speech) Act 2023, whether she received representations that informed that decision (a) on the potential impact of that Act on universities' (i) operations and (ii) revenues in non-democratic states and (b) from academics or academic groups on matters relating to academic freedoms; and if she will publish the (A) minutes of meetings and (B) written representations received relating to that matter.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The decision to pause the implementation of the Higher Education (Free Speech) Act 2023 took account of views from across the higher education (HE) sector, including universities and academics, who felt that the Act is disproportionate, burdensome and damaging to the welfare of students and that it would expose HE providers to costly legal action, and that the fear of sanction could push providers to overlook the safety and wellbeing of minority groups.
The government does not routinely publish details of meetings and correspondence that inform policy making, as this risks undermining the ability of Ministers to hear free-spoken views.
Asked by: Steve Race (Labour - Exeter)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the provision of SEND services.
Answered by Catherine McKinnell - Minister of State (Education)
The Conservatives have left a trail of devastation across education and that is made clear by current SEND provision. That is what this Labour government inherited.
We recognise that the current special educational needs and disabilities (SEND) system is not working and that, for far too long, too many children and families have been failed by it.
This government is determined to address the problems and restore parents’ trust that their children will get the support they need. The department has been restructured so that SEND is now treated as part of mainstream schooling, but the government knows that this is only a small step on the road to fixing the system.
The department will listen to and work with families to fix the foundations and deliver long-term renewal.
The department will work with families and sector partners to improve the system, improving inclusivity in mainstream schools, and ensuring special schools work for children and young people with the most complex needs.
Asked by: Anna Dixon (Labour - Shipley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to reform children's care services to improve outcomes for (a) children in care and (b) care leavers.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Reforming children’s social care is critical to deliver the government’s Opportunity Mission, to ensure that no child or young person’s background limits their ambition or life chances.
The department recognises that children in care and care leavers have poorer outcomes than their peers across all aspects of their lives, and wants all those who are in care or leaving care to have stable homes, access to health services, support to build lifelong loving relationships, and help to engage in education, employment and training.
In the King’s Speech, the government committed to introduce a Children’s Wellbeing Bill, which will allow the government to take forward the legislative changes needed to improve the children’s social care system for children in care and care leavers, including through a clearer focus on improving the support provided by government departments and relevant public bodies.
Asked by: Calvin Bailey (Labour - Leyton and Wanstead)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she plans to hold discussions with (a) parents of children with SEND and (b) specialist charities that support parents on reforms to the SEND system.
Answered by Catherine McKinnell - Minister of State (Education)
The department is committed to ensuring that co-production with parents and carers of children with special educational needs and disabilities (SEND) and with the specialist charities that support them is a priority.
The department has two contracts which enable it to talk directly to both parents and carers of children with SEND and the specialist charities who support them in order to get their input into its policy development. The department uses these contracts to regularly discuss policy development and delivery with parents, carers and with the SEND sector. The department also presents, and hold workshops, at regular events coordinated by SEND specialist charities, such as the Council for Disabled Children, throughout the year.
The department recognises the importance of, and will continue to work together, with parents and carers, specialist organisations, children and young people with SEND, so that they get the right support to succeed in education, lead happy and healthy lives.
Asked by: Chris Vince (Labour (Co-op) - Harlow)
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 the unsuccessful module building project on students at Sir Frederick Gibberd school in Harlow.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department has not completed a formal assessment of the impact of the Caledonian building works on pupils. However, the department is aware of the significant disruption for the school and pupils. The department continues to work closely with the trust and local authority to ensure all pupils at Sir Frederick Gibberd College receive an excellent education in a safe and secure environment.
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 estimate of the total number of (a) children whose parents or guardians have applied for them from independent to state sector schools and (b) independent schools that (i) closed and (ii) have announced their closure since 29 July 2024, broken down by constituency.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
The department does not hold data on the total number of children whose parents or guardians have applied for them to move from independent to state sector schools.
The Get Information about Schools website shows that five private schools across four constituencies have closed since 29 July 2024. These are shown in the table below and are also available at the following link: https://get-information-schools.service.gov.uk/.
Constituency | Number of schools closed |
Cities of London and Westminster | 2 |
Ealing Central and Acton | 1 |
North Dorset | 1 |
South West Norfolk | 1 |
The department does not routinely gather information on potential private school closures.
Since 29 July 2024, 15 private schools have opened.
Asked by: Paula Barker (Labour - Liverpool Wavertree)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will pause the defunding of applied general qualifications scheduled for 2025 and 2026.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
In July 2024, my right hon. Friend, the Secretary of State for Education announced a short pause to the defunding of qualifications to enable a review of 16-19 qualification reforms at Level 3 and below. This ensured that 95 qualifications set to lose funding this summer continue to be available to students, in accordance with the decisions of awarding organisations. This was followed by a Written Ministerial Statement by Baroness Smith, on 25 July, which is available here: https://questions-statements.parliament.uk/written-statements/detail/2024-07-25/hlws20.
The department is now working to review defunding decisions and qualifications available at level three and it will set out the position before Christmas.
The department has not announced any defunding for 2026.
Asked by: Richard Fuller (Conservative - North Bedfordshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of trends in the levels of A Level results by county; and what steps she is planning to take to improve standards in areas with lower attainment.
Answered by Catherine McKinnell - Minister of State (Education)
Data on local authority attainment at A level is published in the ‘A level and other 16 to 18 results’ statistical release. The latest data relates to the 2022/23 academic year and data for the 2023/24 academic year will be published in November 2024. For example, A level headline measures can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/13ce6b93-cebf-43e0-b4e4-08dccb80a395.
Ofqual also publish data from A level results day by county, which may be found here: https://analytics.ofqual.gov.uk/apps/Alevel/County/.
High and rising standards are at the heart of this government’s mission to break down barriers to opportunity and improve the life chances for every child and young person, no matter their background. The department want an education system in which all children and young people can achieve and thrive and develop the skills to seize the opportunities they need to succeed in work and life.
The quality of teaching and leaders are the biggest determinants of outcomes for learners within schools and colleges. This government has moved quickly to start driving up standards by beginning work to recruit an additional 6,500 expert teachers and have already launched an independent, expert-led curriculum and assessment review. Spanning from age 5 through to age 18, the review will look closely at the key challenges to attainment for young people, and the barriers which hold children back from the opportunities and life chances they deserve. The government is also determined to continue to strengthen school and college leadership and development opportunities for staff across the profession.
Regional improvement teams, to be launched early 2025, will help drive high and rising standards. These teams will encourage and foster improvement across the system enabling schools and trusts to support each other, learn from their peers and share best practice. To drive up standards across the country, all state-funded schools will be able to draw on these new regional improvement teams for help accessing and understanding the array of available improvement programmes proven to make a real impact.
Regional improvement teams will also work with schools to utilise new school report cards for schools to identify where they are performing well and where there are areas of improvement.