Every parliamentary written question tabled by Ian Sollom this session, with the full answer and department. Back to the MP page.
Showing 1–20 of 103 · Department for Education
When he plans to announce Music and Dance Scheme funding for the 2026-27 academic year; and what assessment he has made of the potential impact of a lack of announcement on potential funding on schools' ability to plan for future cohorts.
Awaiting answer.
What assessment she has made of the impact of Teachers’ Pension Scheme contribution rates on the ability of post-1992 higher education institutions to compete with pre-92 institutions for staff.
Awaiting answer.
What assessment she has made of the potential merits of offering funding support for those universities affected by the costs of the Teachers Pension Scheme contributions, in line with support provided for further education colleges and schools.
Awaiting answer.
With reference to her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, whether an Impact Assessment has been conducted on the potential impact of the proposed changes to Disabled Students’ Allowance support for assistive software.
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
With reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence supports the proposed policy position that assistive software is readily available to students; what assessment her Department has made of the adequacy of the accessibility and suitability of commonly available software for students with different disabilities; and if she will set out how it will be determined that a student’s disability-related needs cannot be met by assistive software before specialist provision is funded.
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
With reference to page 11 of her Department's consultation document entitled Assistive software funded through Disabled Students’ Allowance, published on 26 March 2026, what evidence underpins the statement that anecdotal feedback has indicated students are being recommended excessive assistive software, including the stakeholders or sources that provided this anecdotal feedback and the number of cases that contributed to this assessment; and what assessment her Department has made of the extent to which students feel overwhelmed by the volume of recommended support.
The anecdotal feedback referenced in the consultation document reflects issues raised through routine engagement activities, including meetings and discussions with delivery partners, sector bodies and other stakeholders. It would not be appropriate to identify individual contributors, and no quantified count of cases has been compiled. No assessment has yet been made of the extent to which students feel overwhelmed by the volume of recommended support because the department is currently gathering the evidence that would be required to support such an assessment.The rationale underpinning the proposed policy position that assistive software is widely available is explained in the consultation document, which is available here: https://consult.education.gov.uk/disabled-students-allowance-team/assistive-software-funded-through-disabled-student/supporting_documents/assistive_software_funded_through_dsa_consultation_march_2026pdf.It also sets out proposals relating to considerations around the accessibility and suitability of commonly available software for students with different disabilities. Decisions on how it would be determined that a student’s disability-related needs cannot be met by such software before specialist provision is funded would be made following the conclusion of the consultation process.An initial equality impact assessment of the proposed changes is included in the consultation document, and the department intends to develop and refine this further as the consultation progresses.
What data her Department holds on the cost of overpayments by the Student Loans Company to students; the reasons for the overpayments being made; and the cost of the overpayment per reason.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
What is the cost of (a) overpayments per academic year by the Student Loans Company to students and (b) reclaimed overpayments per academic year by the Student Loans Company since 2000.
It has not proved possible to respond to the hon. Member in the time available before Prorogation.
What assessment her Department has made of the adequacy of the availability of Communication Support Workers for deaf (a) school, (b) college and (c) university students.
The department does not hold information or data on the availability of Communication Support Workers, or their qualification levels in British Sign Language.However, all education and training providers, as well as other related service providers, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage.
What information her Department holds on the qualification levels in British Sign Language of Communication Support Workers working with deaf (a) school, (b) college and (c) university students.
The department does not hold information or data on the availability of Communication Support Workers, or their qualification levels in British Sign Language.However, all education and training providers, as well as other related service providers, have duties under the Equality Act 2010 towards individual disabled children and young people. They must make reasonable adjustments, including the provision of auxiliary aids and services for disabled children, to prevent them being put at a substantial disadvantage.
What assessment her Department has made of the adequacy of access to post-18 information for deaf pupils.
We are improving careers advice in schools and colleges through the adoption of updated Gatsby Benchmarks into statutory guidance. The benchmarks put more focus on inclusion, making sure all pupils – including those in specialist settings – get personalised support and good quality, up-to-date information about future pathways, study options and labour market opportunities. We are funding training for careers leaders, Special Educational Needs Coordinators and other educators to help implement these benchmarks.Young people who are deaf can also use the National Careers Service to get clear information about post‑18 options, along with careers and education advice designed for those with special educational needs or disabilities. The Service’s Accessibility Statement sets out how it supports people who face barriers in accessing information.As they move into adulthood, deaf young people can receive more in‑depth, one‑to‑one guidance from community-based advisers. This enhanced support is prioritised for several groups, including individuals with SEND.
What assessment her department has made of access to Communication Support Workers for post-18 year old deaf students.
As set out under section 20 of the Equality Act 2010, all education and training providers, and other related service providers, have a duty to make reasonable adjustments for disabled people, including those with a hearing impairment, so they are not placed at a substantial disadvantage compared to non-disabled students.Education and training providers should assess the individual needs of the student and put in place the appropriate assistance. Where necessary, an education and training provider can arrange for a student to be supported by a Communication Support Worker.University students can be supported by Disabled Students Allowance (DSA) which covers disability‑related study costs and ensure hearing impaired students have equal access to learning. Feedback from stakeholders shows that British Sign Language (BSL) interpreters are more suitable in a higher education setting. Therefore, DSA funds BSL interpreters rather than Communication Support Workers.
If she will make an assessment of the potential implications for her policies of the report by the National Association of Disability Practitioners entitled Critical Response to the Equality Impact Assessment and Decision-Making in the Removal of DSA support for Students who are Disabled by Higher Education Academic Practices Involving Spelling and Grammar; and whether she plans to respond to this report.
The department is aware of the report produced by the National Association of Disability Practitioners in December 2025 concerning the decision to remove Disabled Students’ Allowance (DSA) funding for nonspecialist spelling and grammar software from March 2025, except in exceptional circumstances. The department considers that the current policy ensures DSA funding is managed appropriately, with support still available where there is a clear disability related need. The department has considered the report carefully but is not intending to make any changes to this policy as a result.
Pursuant to the answer of 29 January 2026 to Question 101938, how many meetings her Department has held with commercial lenders where the financial position of a specific named university was discussed since 2020.
As set out in our response on 29 January 2026, the department meets with a variety of stakeholders, including commercial lenders, to hear their views on the higher education sector. Where individual providers experience financial difficulties, the department engages with them to understand the pressures they face. This has included meeting commercial lenders to hear their position. The department keeps records of its engagements with external stakeholders, including meetings with commercial lenders. However, any discussions relating to the financial position of providers would be commercially sensitive and therefore inappropriate to discuss publicly. As My noble Friend, the Minister for Skills told the Education Select Committee in November 2025, the government does not intervene in the interests of providers. However, if a provider was at risk of unplanned closure, the department would work with the OfS, the provider and other government departments to ensure students' and taxpayers’ best interests were protected. This might involve supporting the transfer of students, exploring potential partnerships, or addressing relevant operational issues, such as how student loan payments are administered. Higher education providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.
Whether her Department has indicated to commercial lenders that the Government would take steps to prevent the failure of a financially distressed university since 2020.
As set out in our response on 29 January 2026, the department meets with a variety of stakeholders, including commercial lenders, to hear their views on the higher education sector. Where individual providers experience financial difficulties, the department engages with them to understand the pressures they face. This has included meeting commercial lenders to hear their position. The department keeps records of its engagements with external stakeholders, including meetings with commercial lenders. However, any discussions relating to the financial position of providers would be commercially sensitive and therefore inappropriate to discuss publicly. As My noble Friend, the Minister for Skills told the Education Select Committee in November 2025, the government does not intervene in the interests of providers. However, if a provider was at risk of unplanned closure, the department would work with the OfS, the provider and other government departments to ensure students' and taxpayers’ best interests were protected. This might involve supporting the transfer of students, exploring potential partnerships, or addressing relevant operational issues, such as how student loan payments are administered. Higher education providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.
Pursuant to the answer of 29 January 2026 to Question 101938, for what reasons are meetings between her Department and commercial lenders on the higher education sector are kept confidential.
As set out in our response on 29 January 2026, the department meets with a variety of stakeholders, including commercial lenders, to hear their views on the higher education sector. Where individual providers experience financial difficulties, the department engages with them to understand the pressures they face. This has included meeting commercial lenders to hear their position. The department keeps records of its engagements with external stakeholders, including meetings with commercial lenders. However, any discussions relating to the financial position of providers would be commercially sensitive and therefore inappropriate to discuss publicly. As My noble Friend, the Minister for Skills told the Education Select Committee in November 2025, the government does not intervene in the interests of providers. However, if a provider was at risk of unplanned closure, the department would work with the OfS, the provider and other government departments to ensure students' and taxpayers’ best interests were protected. This might involve supporting the transfer of students, exploring potential partnerships, or addressing relevant operational issues, such as how student loan payments are administered. Higher education providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.
Pursuant to the answer of 29 January 2026 to Question 101939, whether her Department keeps records of meetings with commercial lenders on higher education institutions.
As set out in our response on 29 January 2026, the department meets with a variety of stakeholders, including commercial lenders, to hear their views on the higher education sector. Where individual providers experience financial difficulties, the department engages with them to understand the pressures they face. This has included meeting commercial lenders to hear their position. The department keeps records of its engagements with external stakeholders, including meetings with commercial lenders. However, any discussions relating to the financial position of providers would be commercially sensitive and therefore inappropriate to discuss publicly. As My noble Friend, the Minister for Skills told the Education Select Committee in November 2025, the government does not intervene in the interests of providers. However, if a provider was at risk of unplanned closure, the department would work with the OfS, the provider and other government departments to ensure students' and taxpayers’ best interests were protected. This might involve supporting the transfer of students, exploring potential partnerships, or addressing relevant operational issues, such as how student loan payments are administered. Higher education providers are independent from government and as such must continue to make the necessary and appropriate financial decisions to ensure their long-term sustainability.
Whether her Department plans to review its policy on the Disabled Students' Allowance.
The department keeps all support funded through the Disabled Students’ Allowance under regular review to ensure that it continues to meet the needs of disabled students. Any future changes will be communicated publicly.
Whether her Department keeps records of meetings with commercial lenders on the finances of higher education institutions.
The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.
For what reason her Department holds meetings with commercial lenders to discuss the finances of higher education institutions.
The department meets regularly with a variety of stakeholders to hear their views on the English higher education sector. This includes commercial lenders, given that the sector’s external borrowing totalled £13.3 billion in 2023/24.