Asked by: Dan Norris (Independent - North East Somerset and Hanham)
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 people with disabilities into work in North East Somerset and Hanham constituency.
Answered by Diana Johnson - Minister of State (Department for Work and Pensions)
Good work is good for health, so we want everyone to get work and get on in work, whoever they are and wherever they live. Backed by £240 million investment, the Get Britain Working White Paper launched in November 2024 is driving forward approaches to tackling economic inactivity.
Disabled people are a diverse group so access to the right work and health support, in the right place, at the right time, is key. We therefore have a range of specialist initiatives to support individuals to stay in work and get back into work, including those that join up employment and health systems.
Existing measures include support from Work Coaches and Disability Employment Advisers (DEAs) in Jobcentres and Access to Work grants, as well as joining up health and employment support around the individual through Employment Advisors in NHS Talking Therapies, Individual Placement and Support in Primary Care and WorkWell. We are also rolling out Connect to Work, our supported employment programme for anyone who is disabled, has a health condition or is experiencing more complex barriers to work.
DEAs in the Jobcentres supporting the constituency deliver in-depth Work Ability conversations, focusing on strengths, suitable work options, workplace adjustments and confidence building. Additionally, part of the constituency is served by the WorkWell West pilot in the NHS Bristol, North Somerset and South Gloucestershire Integrated Care Board.
We set out our plan for the “Pathways to Work Guarantee” in our Pathways to Work Green Paper and are building towards our guaranteed offer of personalised work, health and skills support for disabled people and people with health conditions on out of work benefits. The guarantee is backed by £1 billion a year of new, additional funding by the end of the decade. We anticipate the guarantee, once fully rolled out, will include: a support conversation to identify next steps, one-to-one caseworker support, periodic engagement, and an offer of specialist long-term work health and skills support.
Additionally, we have developed a digital information service for employers, oversee the Disability Confident Scheme and continue to increase access to Occupational Health. Bath Jobcentre organised a Disability Confident job fair which was held at the Guildhall in October with Disability Confident employers, further job fairs targeting disabled people are currently in planning.
In recognition of employers’ vital role in addressing health-related economic activity, we appointed Sir Charlie Mayfield to lead the independent Keep Britain Working Review. The Report was published on 5 November. In partnership with the Department for Business and Trade and the Department for Health and Social Care, we are rapidly designing the Vanguard phase to test new employer-led approaches to support individuals to stay in work and develop a Healthy Workplace Standard, putting Sir Charlie’s key recommendations into action.
The 10 Year Health Plan, published in July, builds on existing work to better integrate health with employment support and incentivise greater cross-system collaboration, recognising good work is good for health. The Plan also states the Government’s intention to break down barriers to opportunity by delivering the holistic support that people need to access and thrive in employment by ensuring a better health service for everyone, regardless of condition or service area. It outlines how the neighbourhood health service will join up support from across the work, health and skills systems to help address the multiple complex challenges that often stop people finding and staying in work.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
Question to the Department for Education:
To ask the Secretary of State for Education, what support she is providing to students who want to pursue a creative course for further education but cannot due to not obtaining English and Maths GCSEs despite resits.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
Asked by: Tom Morrison (Liberal Democrat - Cheadle)
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 requirement to resit Maths and English GCSEs until passing on young people starting their careers and pursuing vocational further education and apprenticeships.
Answered by Josh MacAlister - Parliamentary Under-Secretary (Department for Education)
Level 2 English and mathematics skills are essential for progression in work and further study, and providers are required to continue teaching English and/or mathematics to students aged 16 to 19 without these skills. Learners aged 16 to 18 at the start of their apprenticeship are required to achieve English and/or maths qualifications as an exit requirement.
The department does not set entry requirements for further education (FE) courses and guidance is clear that decisions to enter students into English and mathematics exams should be based on readiness to improve their grade.
The Post-16 Education and Skills White Paper outlined further support for providers to improve outcomes for all students, on study programmes. We have introduced teaching hours requirements and will also introduce new Level 1 preparation for GCSE qualifications. We are working with the FE Commissioner to share effective practice. Proposed reforms to level 2 and 3 vocational and technical pathways will also be designed to ensure there is sufficient time to continue studying English and mathematics.
Asked by: Josh Babarinde (Liberal Democrat - Eastbourne)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help support children in schools to develop their vocabulary, grammar, pronunciation and listening skills.
Answered by Georgia Gould - Minister of State (Education)
The department recognises the importance of speaking and listening skills, which has been very clearly set out by the recent Curriculum and Assessment Review. As part of our English curriculum reform, we will make sure that communication skills inherent in curriculum subjects are more clearly expressed through revised programmes of study. We will revise the English and drama programmes of study to add more clarity and specificity in speaking and listening, as well as ensuring that the reformed English language GCSE focusses on the features and use of language as a form of communication. We will also create a new oracy framework to sit alongside the national curriculum that will support primary teachers to help their pupils become confident, fluent speakers, as well as a new secondary oracy, reading and writing framework, which will enable secondary teachers to connect and embed all three of those vital skills in each of their subjects as part of a whole school strategy.
We are also considering whether and how the sequencing of grammatical content in the curriculum should be changed, to enable pupils to master concepts and use them in context.
Asked by: Terry Jermy (Labour - South West Norfolk)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to embed practical food, nature, and sustainability education across the national curriculum from EYFS to post-16, including T Levels.
Answered by Georgia Gould - Minister of State (Education)
The current national curriculum includes these topics, and there is a food preparation and nutrition GCSE, and science and geography are available at GCSE and A level.
In response to the Curriculum and Assessment Review, the department will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct subject within design and technology.
The department will also enhance the focus on climate education and sustainability that already exists in subjects such as geography, science, and citizenship. We will also include sustainability within design and technology.
The national curriculum will be taught in academies when it is implemented.
At post-16, the department is continuing to support adults to retrain and reskill in line with the needs of the green economy. We have a range of qualifications for older learners that provide training in green skills including apprenticeships, T levels, Skills Bootcamps and higher technical qualifications.
Asked by: Lee Dillon (Liberal Democrat - Newbury)
Question to the Department for Transport:
To ask the Secretary of State for Transport, whether she has made an estimate of the proportion of automotive technicians qualified to work on electric vehicles.
Answered by Keir Mather - Parliamentary Under-Secretary (Department for Transport)
The Government is committed to ensuring the UK has the right vehicle maintenance and repair skills to remain at the forefront of the transition to electric vehicles (EVs). According to the Institute of the Motor Industry there are 71,942 qualified EV technicians. This means 26% of all technicians in the country are qualified to work on EVs, which make up about 13% of all licensed vehicles in the UK.
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 Anderson (Reform UK - Ashfield)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps his Department is taking to help support adults who missed extended periods of education due to medical conditions they experienced as children.
Answered by Andrew Western - Parliamentary Under-Secretary (Department for Work and Pensions)
We are investing in education and skills training for adults through the Adult Skills Fund (ASF), spending £1.4 billion in the 2025/26 academic year. The ASF fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to level 3, to support them to gain the skills they need for work, an apprenticeship or further learning. This includes a statutory entitlement to fully funded qualifications for 19 to 23 year olds who don’t have either a level 2 or 3 qualification which may be relevant for learners who missed education due to medical conditions they experienced as children.
As of August 2025, approximately 68% of the ASF is devolved to 12 Strategic Authorities and the Greater London Authority. These authorities are responsible for the provision of ASF-funded adult education for their residents and allocation of the ASF to providers. For learners in Ashfield, the East Midlands Combined County Authority (EMCCA) decides how to make best use of their ASF to meet their local needs beyond four statutory entitlements, including which courses are funded and the eligibility criteria.
By honouring our commitments to combine and further devolve adult skills funding, we give those with local knowledge the power they need to make decisions that are best for their areas.
The ASF also funds learning providers to help adult learners to overcome barriers which prevent them from taking part in learning. This includes Learner Support, to support learners with a specific financial hardship, and Learning Support to meet the additional needs of learners with learning difficulties and/or disabilities.
In relation to access to higher education, all higher education providers registered with the Office for Students that intend to charge higher level tuition fees must have an Access and Participation Plan (APP) approved by the Office for Students. APPs articulate how higher education providers will improve equality of opportunity for underrepresented groups.
Asked by: Antonia Bance (Labour - Tipton and Wednesbury)
Question to the Department for Business and Trade:
To ask the Secretary of State for Business and Trade, what assessment his Department has made of the potential impact of the Motability Scheme on supporting the British automotive industry.
Answered by Chris McDonald - Parliamentary Under Secretary of State (Department for Energy Security and Net Zero)
Motability has stated that its aim is for 50% of all scheme vehicles leased from 2035 to be manufactured in the UK. We are committed to the growth of the automotive sector in the UK through investment in innovation, research & development and skills. Our flagship DRIVE35 (Driving Research and Investment in Vehicle Electrification) initiative will support the latest R&D in strategic vehicle technologies, accelerate their commercial scale-up, and unlock investment in their industrialisation. As part of this ambitious programme, we are committing £4 billion of capital and R&D funding to the British automotive industry through to 2035.