Every parliamentary written question tabled by Nadia Whittome this session, with the full answer and department. See how every department answers, or back to the MP page.
Showing 1–20 of 40 · Department for Education
What assessment she has made of the adequacy of funding and capacity in mainstream schools for children and young people with SEND; and what steps her Department is taking to ensure that mainstream schools have the resources required to deliver high-quality SEND provision.
Awaiting answer.
Whether the Office for Students has had discussions with the University of Nottingham on its compliance with conditions E1 and E2 of its conditions of registration following the approval by the University's Cou
The Office for Students (OfS) is an independent regulator and is responsible for determining how and when to use its regulatory powers, including when and how to engage with registered providers on compliance with conditions of registration.The department...
What assessment she has made of the potential merits of making education on antisemitism mandatory in schools.
There is no place for antisemitism in our society.The department supports teachers through our Educate Against Hate website, which provides teachers with a range of free, quality-assured resources, including on building resilience to antisemitism, teachin...
What assessment she has made of the potential implications for her policies of increases in deaths of unaccompanied asylum-seeking young people, in the context of the findings of the report 'Deaths of unaccompa
The government is determined to address the shockingly high number of early deaths among care experienced young people, including unaccompanied asylum- seeking children and care leavers, who can be some of the most vulnerable people in our society due to ...
What steps she is taking to a) support High Level Need funding and b) support local authorities to meet statutory SEND duties.
High needs funding for children and young people with complex needs is continuing at an increased level of over £12 billion in the 2026/27 financial year, following an increase of 11% in 2025/26. Of that total, Nottingham City Council is being allocated over £70 million.The Schools white paper set out additional funding for both schools and local authorities to drive forward reform of the special educational needs and disabilities (SEND) system, with £4 billion over the next three years, including an inclusive mainstream fund of £1.6 million and £1.8 million for Experts at Hand to provide specialist support to mainstream settings. This will reverse the trend of late intervention and escalation in needs.It remains important that every local authority meets its statutory SEND duties while ensuring robust controls as they, other local partners and the department work together to reform the SEND system. We will support authorities in this work through their Local SEND Reform Plans.
What assessment she has made of the potential impact of generative AI on academic standards in higher education.
Universities are independent, autonomous bodies responsible for designing and implementing their own artificial Intelligence (AI) policies. They are already responding to the opportunities and challenges AI presents.The Office for Students (OfS) set out its approach to the use of AI in higher education (HE) in June 2025. The approach can be found here: https://www.officeforstudents.org.uk/news-blog-and-events/blog/embracing-innovation-in-higher-education-our-approach-to-artificial-intelligence/.Providers are responsible for detecting and preventing academic misconduct, including misuse of AI, in line with the OfS’ regulatory framework. Providers that fall below these standards could be subject to regulatory action.The government is committed to ensuring that AI is not used to undermine high academic standards in HE. As set out in the Post-16 education and skills white paper, the department will support the OfS to assess the impact of artificial intelligence, including how students are using it in assessments, to ensure the integrity of HE assessments and qualifications is not compromised.
What assessment she has made of the potential merits of introducing mandatory nutrition and practical cooking education in all schools.
Mandatory nutrition and practical cooking education is already included within the national curriculum. Additional elements of nutrition education can also be covered within science and relationships, sex and health education. The national curriculum aims to teach children how to cook and how to apply the principles of healthy eating and nutrition. Schools also have flexibility within the broad framework of the national curriculum to tailor curriculum subjects to meet the needs of their pupils.In response to the Curriculum and Assessment Review, the department has set out that we will enhance the identity of food education by clearly distinguishing cooking and nutrition, which will be renamed food and nutrition, as a distinct strand within design and technology. We are also legislating through the Children’s Wellbeing and Schools Bill to require academies to follow the national curriculum, to ensure that pupils in academy schools also benefit from these changes alongside those in maintained schools.
If she plans to put in place measures to safeguard the (a) mental health and wellbeing and (b) ability to enrol in multi-year course programmes of children who be subject to temporary refugee status reviews every 30 months.
The department will work with the Home Office as they carefully consider the appropriate pathways and wider provision for asylum-seeking families with children. We will continue to focus on ensuring vulnerable children are protected and their welfare safeguarded.
What assessment she has made of the potential impact of the proposed asylum policy changes on the continuity of education for children in families facing relocation or deportation.
The department will work with the Home Office as they carefully consider the appropriate pathways and wider provision for asylum-seeking families with children. We will continue to focus on ensuring vulnerable children are protected and their welfare safeguarded.
What assessment she has made of the potential merits of providing ringfenced funding for school counselling services.
School-based counselling services can play an important role in supporting pupil mental wellbeing, and many schools already provide access to counselling support.However, counselling is not suitable for all needs, and many pupils benefit from other in-school support, including from trained pastoral staff, NHS-funded mental health support teams, school nurses, educational psychologists and other professionals. It is important that schools retain the freedom to decide what pastoral support to offer pupils based on their specific needs, making the best use of their funding. School funding increased by £3.7 billion in 2025/26, taking total core school funding to £65.3 billion.The government has also committed to provide access to mental health support teams (MHSTs) in every school. By April 2026, we estimate that 60% of pupils in schools and learners in further education in England will be covered by an MHST, up from 52% in April 2025.
If her Department a) has recently made and b) plans to make changes to the eligibility criteria for Disabled Students Allowance.
The department has not recently made changes to the eligibility criteria for Disabled Students’ Allowance and has no current plans to do so.As part of wider reforms set out in the government’s post-16 education and skills white paper, the department is committed to improving access and support for all students in higher education, including those with disabilities.
What steps she is taking improve the financial position of universities.
Higher education (HE) providers are autonomous institutions and, as such, the government does not intervene in industrial disputes or negotiations between employers and trade unions. However, we remain committed to constructive engagement with both the unions and the employer representative body to help address the broader challenges facing the sector.The government has taken steps to secure the future for our world-leading universities so they can deliver for students, taxpayers, workers and the economy. We made the difficult decision to increase tuition fees in line with inflation for the 2025/26 academic year, and appointed Professor Edward Peck as Chair of the Office for Students (OfS). We will set out our plans for HE reform as part of the Post-16 Skills White Paper, and will work with the sector and the OfS to deliver the change that the country needs.
What steps she is taking to help resolve industrial disputes between universities and the University and Colleges Union.
Higher education (HE) providers are autonomous institutions and, as such, the government does not intervene in industrial disputes or negotiations between employers and trade unions. However, we remain committed to constructive engagement with both the unions and the employer representative body to help address the broader challenges facing the sector.The government has taken steps to secure the future for our world-leading universities so they can deliver for students, taxpayers, workers and the economy. We made the difficult decision to increase tuition fees in line with inflation for the 2025/26 academic year, and appointed Professor Edward Peck as Chair of the Office for Students (OfS). We will set out our plans for HE reform as part of the Post-16 Skills White Paper, and will work with the sector and the OfS to deliver the change that the country needs.
What assessment her Department has made of the potential impact of using tablets for the Reception Baseline Assessment on children's (a) cognitive and (b) social development; and what guidance her Department has issued to schools on ensuring that the use of tablets in the classroom is balanced with traditional learning methods.
The digital elements of the reception baseline assessment (RBA) have been in development since 2019 and subject to extensive trials with teachers and pupils, using the Standards and Testing Agency’s internationally recognised assessment development approach. This has included item validation trials in 2020, 2021 and 2023 involving 2,801 pupils across 277 schools, and a technical pre-test trial in 2022 where 2,406 assessments were completed across a nationally representative sample of 254 schools. In November and December 2024, a voluntary trial involving over 1,000 schools took place, and participating schools undertook key activities needed to administer the assessment, including completing a sample assessment with three pupils. Input from the trials and extensive review by early years experts and teachers has helped shape the content and the digital platform to meet the needs of schools and pupils.The revised RBA remains interactive and play-based, retaining the use of small toys and verbal responses for other questions. Pupils can respond verbally to on-screen questions if they do not wish to interact with the screen, and a paper-based alternative is available where this is more suitable for the pupil.Schools, trusts, and local authorities are responsible for making decisions that best meet their educational and operational needs regarding the use of technology in the classroom. The department does not set specific requirements for how often schools should use tablets. To help schools make informed decisions when procuring technology, the department has published advice and guidance to schools through the digital and technology standards and the plan technology for your school service.
What assessment her Department has made of the potential impact of her Department's changes to the eligibility criteria for funding for master’s degree-level apprenticeships on (a) disabled adults and (b) people whose education has been delayed or interrupted by (i) health, (ii) social and (iii) economic circumstances.
I refer my hon. Friend, the Member for Nottingham East to the answer of 13 June 2025 to Question 57823.
If she will make an assessment of the proportionality of data return requirements placed on small higher education providers compared to large universities.
Whilst the department recognises that effective regulation brings a certain amount of data burden to those being regulated, we must ensure that English higher education (HE) remains world class, financially stable and good value for students.The department continues to work with the Office for Students to reduce unnecessary data burden, ensure a proportionate and risk-based approach to regulation, and to ensure the HE regulatory system is clearer, more effective, and more accountable.
What assessment she has made of the potential merits of introducing a tiered Office for Students registration fee structure that reflects the size and turnover of higher education providers.
In line with the recommendation set out in the Independent Review of the Office for Students (OfS), led by former Interim Chair of the OfS David Behan, the government plans to consult on the structure of fees charged to the sector by the OfS. The consultation will allow us to work with the sector to ensure that the system is fair, proportionate, and sustainable. We will be inviting views from across the sector as part of this process. An assessment of financial impacts upon all types of providers will be made as part of this work.
If she will make an assessment of the financial impact of Office for Students regulatory fees on small higher education providers.
In line with the recommendation set out in the Independent Review of the Office for Students (OfS), led by former Interim Chair of the OfS David Behan, the government plans to consult on the structure of fees charged to the sector by the OfS. The consultation will allow us to work with the sector to ensure that the system is fair, proportionate, and sustainable. We will be inviting views from across the sector as part of this process. An assessment of financial impacts upon all types of providers will be made as part of this work.
What recent assessment she has made of the financial sustainability of the higher education funding model.
Higher education (HE) providers are independent from government and as such are responsible for making the financial decisions that support their long-term sustainability.To support providers in stabilising their finances, the Office for Students (OfS) continues to dedicate significant resources to ensuring the sector's financial sustainability. We have appointed Professor Edward Peck as OfS Chair, and he will play a key role in strengthening this commitment while also expanding opportunities in HE.Additionally, we have made the difficult decision to increase tuition fee limits by 3.1%, in line with inflation, from the 2025/26 academic year.The government also provides funding through the Strategic Priorities Grant (SPG) on an annual basis to support teaching and students. This includes funding to support teaching of expensive-to-deliver subjects such as science and engineering, access and participation of students from under-represented groups, and world-leading specialist providers. The total SPG for the 2025/26 financial year will be £1,348 million in recurrent (programme) grant and £84 million for capital to support teaching and learning.We aim to publish our plans for HE reform soon as part of the Post-16 Skills White Paper, and will work with the sector and the OfS to deliver the change that the country needs.
What assessment she has made of the potential impact of reducing the Adoption and Special Guardianship Support Fund on children.
I refer my hon. Friend, the Member for Nottingham East to the answer of 13 May 2025 to Question 49523.