Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support young people pursuing apprenticeships who are unable to obtain English and Maths GCSEs; and what assessment he has made of the potential impact of the requirement to obtain English and Maths GCSEs when irrelevant to their chosen vocation on young people's confidence and self belief.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
Young people are not required to hold GCSE qualifications in English and/or maths before starting an apprenticeship.
Apprentices under the age of 19 are funded to achieve up to a level 2 qualification in English and/or maths (where they do not already hold one) before the end of their apprenticeship, putting them in the best position to progress in their life and career. This can be a GCSE or functional skills qualification.
Further flexibility is in place for apprentices with a learning difficulty and/or disability, where there is evidence this is likely to be a barrier to them completing their apprenticeship. In these cases, they are able to achieve an entry level 3 functional skills qualification to complete. Since August 2024, this flexibility has been available to apprentices with a learning difficulty and/or disability but without an Education Health and Care Plan.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of the requirement to have GCSEs to enter apprenticeships on young people with disabilities, learning difficulties and neurodivergence.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
Young people are not required to hold GCSE qualifications in English and/or maths before starting an apprenticeship.
Apprentices under the age of 19 are funded to achieve up to a level 2 qualification in English and/or maths (where they do not already hold one) before the end of their apprenticeship, putting them in the best position to progress in their life and career. This can be a GCSE or functional skills qualification.
Further flexibility is in place for apprentices with a learning difficulty and/or disability, where there is evidence this is likely to be a barrier to them completing their apprenticeship. In these cases, they are able to achieve an entry level 3 functional skills qualification to complete. Since August 2024, this flexibility has been available to apprentices with a learning difficulty and/or disability but without an Education Health and Care Plan.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what assessment he has made of the potential impact of delays in Access to Work decision-making on the ability of people with learning disabilities to enter and remain in employment.
Answered by Stephen Timms - Minister of State (Department for Work and Pensions)
We are committed to reducing waiting times in Access to Work so that people can access the support they need. We have increased the number of staff processing Access to Work applications and prioritise cases where someone is about to start a job or needs to renew existing support.
Through the Pathways to Work Green Paper, we have consulted on how to improve Access to Work so it can support more disabled people. All elements of the scheme are now being reviewed as we develop plans for future reform.
Asked by: James McMurdock (Independent - South Basildon and East Thurrock)
Question to the Department for Environment, Food and Rural Affairs:
To ask the Secretary of State for Environment, Food and Rural Affairs, with reference to her Department’s press release entitled UK leads global efforts to help communities save the ocean and beat poverty, published on 26 January 2026, if she will set out how her Department evaluates whether Ocean Community Empowerment and Nature Grants Programme-funded projects are inclusive of (a) marginalised and (b) indigenous communities.
Answered by Mary Creagh - Parliamentary Under-Secretary (Department for Environment, Food and Rural Affairs)
The OCEAN Grants Programme has been designed to ensure that Gender equality, disability and social inclusion (GEDSI) is at its heart. OCEAN's approach goes beyond gender equality alone to include disability and wider social inclusion, explicitly covering marginalised groups and Indigenous Peoples and Local Communities (IPLCs). All applications are assessed for social inclusivity by an external Expert Committee and GEDSI specialist and must ensure equitable access, active participation, and appropriate roles in decision-making, with safeguards to prevent intentional or unintentional harm.
Projects are monitored and evaluated during delivery to track progress and embed learning. In Round Two, 54% of successful projects explicitly target IPLCs and/or other ethnic or religious minority groups and 100% of successful projects are expected to work with marginalised communities.
Asked by: Jim Shannon (Democratic Unionist Party - Strangford)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, how many people in the prison population are deemed to have a learning difficulty.
Answered by Jake Richards - Assistant Whip
The data we hold is for public sector prisons in England only (education in Wales is a devolved responsibility) and is limited to prisoners who have undertaken an assessment of educational standard prior to enrolment on an education course, rather than the population as a whole. It can be found via the following link:
Asked by: Luke Evans (Conservative - Hinckley and Bosworth)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what assessment he has made of the adequacy of the current provision for young adults with cerebral palsy but with no diagnosed learning disability.
Answered by Ashley Dalton - Parliamentary Under-Secretary (Department of Health and Social Care)
The Department recognises the importance of ensuring that young adults with cerebral palsy, including those without a diagnosed learning disability, can access appropriate, high‑quality services that meet their individual needs.
Integrated care boards (ICBs) are responsible for assessing the health needs of their local populations and for commissioning the necessary services, including specialist neurodisability, therapy, community rehabilitation, and wider support for people with cerebral palsy.
The National Institute for Health and Care Excellence (NICE) has published a guideline for adults with cerebral palsy, reference code NG119. The guideline recommends regular reviews of clinical and functional needs, clear care pathways, and access to multi-disciplinary teams and specialist neurology services. The guideline is available at the following link:
https://www.nice.org.uk/guidance/ng119
ICBs are expected to take full account of NICE guidance when designing and commissioning services for their local populations. NICE guidelines provide authoritative, evidence‑based recommendations on best practice, including clinical and cost‑effectiveness considerations. NHS England ensures that ICBs follow NICE guidance through a combination of statutory oversight frameworks, annual performance assessments, and local clinical governance requirements.
The 10-Year Health Plan sets out a vision for a health and care system that delivers more personalised, integrated, and proactive care for people with long-term and complex conditions, including those with cerebral palsy but no diagnosed learning disability. By 2027, 95% of people with complex needs should have an agreed personal care plan. These will promote shared decision-making and access to personal health budgets, giving individuals more choice and control over therapies, equipment, and support tailored to their needs. Additionally, integrated neighbourhood health teams will bring together professionals across disciplines to deliver joined-up care for people with cerebral palsy.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what assessment his Department has made of the potential impact of the requiring claimants to score four points in a single daily living activity to be eligible for the Personal Independence Payment on people with learning disabilities.
Answered by Stephen Timms - Minister of State (Department for Work and Pensions)
As I set out to the House on 1 July 2025, the Government listened to concerns and withdrew its proposal to introduce an additional requirement to score a minimum of 4 points in a single activity to be eligible for the daily living element of PIP.
Instead, we launched the Timms Review, the first full review of PIP since its introduction in 2013. The Review is being co-produced with disabled people, the organisations that represent them, and other experts, and aims to ensure that PIP is fair and fit for the future.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department of Health and Social Care:
To ask His Majesty's Government what proposals they intend to take forward in the 10 Year Health Plan for England in relation to services for autistic people.
Answered by Baroness Merron - Parliamentary Under-Secretary (Department of Health and Social Care)
The 10-Year Health Plan sets out to make the National Health Service fit for the future, by delivering three big shifts, from hospital to care in community, from analogue to digital, and from sickness to prevention. The plan will help to address health inequalities for disabled and autistic people by improving access to care, delivering care closer to home, and supporting the development of holistic care plans for those whose needs may require support from multiple health and care providers. We want autistic people’s access to, and experience of, healthcare services to be equitable, effective, and responsive to their needs.
The plan sets out the core principle of early intervention and support, including without the need for diagnosis, including specifically for children and young people, such as those with special educational needs and disabilities (SEND). It is clear about the importance of health services working in partnership with education settings and providing children and young people with early intervention and support to avoid needs escalating, where possible, building on learning from programmes such as Early Language Support for Every Child. We will set out our proposals for SEND reform in the upcoming Schools White Paper.
NHS England continues to support local systems to use a national framework and operational guidance to deliver improved outcomes in all-age autism assessment pathways. It has published national guidance on meeting the needs of autistic adults in mental health services and, to address physical health inequalities, is currently testing a combined health check in primary care for autistic people, those with a severe mental health condition and/or those people with a learning disability.
Asked by: Lord Scriven (Liberal Democrat - Life peer)
Question to the Department for Work and Pensions:
To ask His Majesty's Government what specific reasonable adjustments are embedded in the digital benefit application interface to accommodate claimants with learning disabilities; and what percentage of those who failed (1) the identity verification, and (2) the work capability, online application stages in the past 12 months were identified as having a learning disability.
Answered by Baroness Sherlock - Minister of State (Department for Work and Pensions)
The Department is committed to ensuring that its digital benefit services, including the Universal Credit online claim, are accessible to all, in line with our duties under the Equality Act 2010. This includes making reasonable adjustments for people with learning disabilities so that they are not placed at a substantial disadvantage when applying for support.
Universal Credit is designed as a modern digital service, with the online application structured in clear steps and using plain English, informed by user research and feedback. The questions presented are built dynamically based on the information the customer provides, so people only see the screens that are relevant to their circumstances, reducing complexity for those who may find long forms or highly technical language difficult to manage.
An Accessibility Statement link is also available at the bottom of each Universal Credit page. This explains how to access the service if extra support is needed, including how to ask for information in alternative formats or for additional help with managing the digital journey.
Customers who are unable to use the digital service can make a claim by telephone, and where they are unable to attend the jobcentre, a home visit can be arranged to undertake verification. Customers may also give explicit consent for a trusted third party to help manage their claim, or an appointee can be formally appointed to act on their behalf, with these arrangements recorded within the digital service.
The Department keeps the Universal Credit service under regular review and continues to work with stakeholders, disability organisations and people with lived experience to identify further improvements, including for customers with learning disabilities, to ensure that our services remain accessible and responsive to all.
With reference to the statistics requested, these are not readily available based on the requested parameters.
Asked by: Baroness Shawcross-Wolfson (Conservative - Life peer)
Question to the Department for Work and Pensions:
To ask His Majesty's Government what assessment they have made of the reasons why the number of child recipients of the Disability Living Allowance is increasing.
Answered by Baroness Sherlock - Minister of State (Department for Work and Pensions)
There have been steady increases over the last two decades in the number of children in receipt of Disability Living Allowance (DLAc), from 230,000 in May 2002 to 840,000 in May 2025, excluding Scotland claims. These increases are driven primarily by increases in the number of claimants with learning difficulties (including Autism Spectrum Disorder), hyperkinetic syndrome (including Attention Deficit Hyperactivity Disorder) and behavioural disorders which have increased from 48% of the caseload in May 2002 to 83% in May 2025.