Every parliamentary written question tabled by Saqib Bhatti this session, with the full answer and department. Back to the MP page.
Showing 41–60 of 81 · Department for Education
How many independent schools closed in 2024 compared with 2025.
There were 129 private school closures between 1 January 2024 and 31 December 2025. In 2024, there were 58 closures and in 2025 there were 71 closures.The government does not collect pupil-level data from private schools.
How many pupils left independent schools in 2024 compared with 2025, and how this compares with the estimated figure of 3,000 pupils.
There were 129 private school closures between 1 January 2024 and 31 December 2025. In 2024, there were 58 closures and in 2025 there were 71 closures.The government does not collect pupil-level data from private schools.
What assessment has her Department made of potential the impact of the proposed Level 3 and below reforms on progression to higher education.
V Levels are designed to be 360 guided learning hours to enable them to be taken alongside A Levels or other V Levels to form broad study programmes, enabling breadth of study for young people who want to keep their options open. For young people who know what broad career path they want to follow, and want to study a single large qualification focused on that area, T Levels provide a great option for progression. In specific and limited cases, we will allow a partnered set of V Levels, which will enable overall depth of study in a linked area.The department will support providers to transition to V Levels and new Level 2 pathways through comprehensive guidance, exemplar materials, working with awarding organisations on providing teaching resources, and the establishment of a sector-led qualification pioneers group to test, refine, and inform effective implementation.The department has undertaken an equality impact assessment for the government consultation response and does not anticipate any negative impacts of introducing the new pathways on any groups with protected characteristics. We will carefully consider the impacts on different groups of young people as we design new qualifications.We are working closely with higher education institutions and UCAS to ensure wide recognition of V Levels, tariff points parity with other qualifications and to clearly communicate progression pathways ahead of first teaching.Further information on the rollout of 16 to 19 qualifications reform is set out in the government response and the equalities impact assessment, published here: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
What evidence supports the proposal to restrict all V Level qualifications to 360 guided learning hours: and what assessment has been made of the potential impact of this restriction on progression to higher education and skilled employment in sectors where greater breadth or depth of study is required.
V Levels are designed to be 360 guided learning hours to enable them to be taken alongside A Levels or other V Levels to form broad study programmes, enabling breadth of study for young people who want to keep their options open. For young people who know what broad career path they want to follow, and want to study a single large qualification focused on that area, T Levels provide a great option for progression. In specific and limited cases, we will allow a partnered set of V Levels, which will enable overall depth of study in a linked area.The department will support providers to transition to V Levels and new Level 2 pathways through comprehensive guidance, exemplar materials, working with awarding organisations on providing teaching resources, and the establishment of a sector-led qualification pioneers group to test, refine, and inform effective implementation.The department has undertaken an equality impact assessment for the government consultation response and does not anticipate any negative impacts of introducing the new pathways on any groups with protected characteristics. We will carefully consider the impacts on different groups of young people as we design new qualifications.We are working closely with higher education institutions and UCAS to ensure wide recognition of V Levels, tariff points parity with other qualifications and to clearly communicate progression pathways ahead of first teaching.Further information on the rollout of 16 to 19 qualifications reform is set out in the government response and the equalities impact assessment, published here: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
What assessment she has made of the adequacy of the capacity of further education providers to deliver the proposed Level 2 and Level 3 reforms within the planned timetable, including workforce, facilities and employer-placement capacity.
V Levels are designed to be 360 guided learning hours to enable them to be taken alongside A Levels or other V Levels to form broad study programmes, enabling breadth of study for young people who want to keep their options open. For young people who know what broad career path they want to follow, and want to study a single large qualification focused on that area, T Levels provide a great option for progression. In specific and limited cases, we will allow a partnered set of V Levels, which will enable overall depth of study in a linked area.The department will support providers to transition to V Levels and new Level 2 pathways through comprehensive guidance, exemplar materials, working with awarding organisations on providing teaching resources, and the establishment of a sector-led qualification pioneers group to test, refine, and inform effective implementation.The department has undertaken an equality impact assessment for the government consultation response and does not anticipate any negative impacts of introducing the new pathways on any groups with protected characteristics. We will carefully consider the impacts on different groups of young people as we design new qualifications.We are working closely with higher education institutions and UCAS to ensure wide recognition of V Levels, tariff points parity with other qualifications and to clearly communicate progression pathways ahead of first teaching.Further information on the rollout of 16 to 19 qualifications reform is set out in the government response and the equalities impact assessment, published here: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
What assessment has the Department made of the potential impact of the proposed Level 3 and below reforms on participation by students with protected characteristics; and whether an equality impact assessment will be published before any funding decisions are implemented.
V Levels are designed to be 360 guided learning hours to enable them to be taken alongside A Levels or other V Levels to form broad study programmes, enabling breadth of study for young people who want to keep their options open. For young people who know what broad career path they want to follow, and want to study a single large qualification focused on that area, T Levels provide a great option for progression. In specific and limited cases, we will allow a partnered set of V Levels, which will enable overall depth of study in a linked area.The department will support providers to transition to V Levels and new Level 2 pathways through comprehensive guidance, exemplar materials, working with awarding organisations on providing teaching resources, and the establishment of a sector-led qualification pioneers group to test, refine, and inform effective implementation.The department has undertaken an equality impact assessment for the government consultation response and does not anticipate any negative impacts of introducing the new pathways on any groups with protected characteristics. We will carefully consider the impacts on different groups of young people as we design new qualifications.We are working closely with higher education institutions and UCAS to ensure wide recognition of V Levels, tariff points parity with other qualifications and to clearly communicate progression pathways ahead of first teaching.Further information on the rollout of 16 to 19 qualifications reform is set out in the government response and the equalities impact assessment, published here: https://www.gov.uk/government/consultations/post-16-level-3-and-below-pathways.
What steps she is taking to engage (a) disabled students and (b) sector representatives when developing policy.
The department regularly engages with a range of stakeholders, including organisations representing disabled students, disability experts, higher education providers and the Student Loans Company, to gather feedback and insights that inform policy development. These contributions help ensure that the needs and experiences of disabled students are reflected in the department’s policymaking processes.
Whether she has plans to review the Disability Student 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.
If she will publish the full list of members of her Department’s SEND Development Group and the criteria for membership.
I refer the hon. Member for Solihull East to the answer of 21 April 2026 to Question 104812.
If she will publish a list of all the dates on which her Department’s SEND Development Group has met and the minutes of each of those meetings.
I refer the hon. Member for Solihull East to the answer of 21 April 2026 to Question 104812.
If she will publish the terms of reference for her Department’s SEND Development Group.
I refer the hon. Member for Solihull East to the answer of 21 April 2026 to Question 104812.
What steps her Department will take to provide dedicated funding for schools to deliver enrichment activities.
I refer the hon. Member for Meriden and Solihull East to the answer of 27 November 2025 to Question 93212.
What steps her Department will take to set accountability measures to guarantee equitable access to the enrichment entitlement across all regions.
Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.
Whether her Department plans to publish a timetable and delivery framework to ensure that the enrichment entitlement becomes a universal offer for all pupils.
Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.
What steps her Department will take to scale provision of the enrichment entitlement beyond the 400 schools covered by the £22.5 million enrichment expansion programme.
Almost all schools offer some form of enrichment activity to pupils. Ofsted inspects provision as part of its personal development judgement.To support all schools to develop, improve and widen access to their offers, the department is developing an Enrichment Framework which will include benchmarks for how schools and colleges can build a strategic and intentional offer of enrichment that can benefit all children and young people. The Framework will be published in early 2026.Our ambition is that all schools should provide an enrichment offer to all pupils that meets the new benchmarks. This includes access to civic engagement, arts and culture, nature, outdoor and adventure, sport and physical activities, and developing wider life skills. We will consult on how enrichment is embedded in School Profiles, ensuring they are co-designed with the input of schools and frontline expertise. To provide more targeted support, we are working closely with the Department for Culture, Media and Sport on the design of the enrichment expansion programme, and more details will be provided shortly. This will go alongside wider support such as £132.5 million of Dormant Assets funding to support the provision of services, facilities, and opportunities to young people, particularly those from disadvantaged and underrepresented backgrounds.
What steps her Department is taking to help ensure continuity of local provision and specialist staffing be during transition, in the context of the number of colleges providing the Level 3 BTEC Forensic and Criminal Investigation.
On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.
What assessment her Department has made of the potential impact of changes to the level of funding for standalone Level 3 BTEC Forensic and Criminal Investigation on (a) progression and (b) employer outcomes in forensic roles.
On 20 October 2025, alongside the publication of the Post-16 Education and Skills White Paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.
What steps her Department is taking to protect learners (a) in and (b) planning to enter the BTEC pipeline before first teaching in September 2025.
On 20 October 2025, alongside the publication of the Post-16 Education and Skills white paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.
Whether the Availability, Accessibility, Acceptability and Quality framework will ensure that scene-based competencies including scene management, evidence recovery, contamination control, forensic photography are (a) delivered and (b) assessed at Level 3.
On 20 October 2025, alongside the publication of the Post-16 Education and Skills White Paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. The reforms set out in the consultation simplify the level 3 qualifications landscape into 3 pathways: T Levels, V Levels and A levels. They also reform the level 2 landscape so that it better supports students to progress to level 3 or into employment.V Levels will focus on core knowledge and skills linked with occupational standards, enabling progression to higher education, apprenticeships, or employment. T Levels combine sector-specific core content with a specialist component that develops competence in an occupation.As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.The department is working with awarding organisations, training providers, Skills England and sector representative organisations to develop these new qualifications, which will go through a series of checks for their quality and appropriateness for learners before being approved for funding.The UNICEF Availability, Accessibility, Acceptability and Quality framework is used primarily in humanitarian, healthcare, gender-based violence, and child protection settings to assess barriers to service access, rather than qualification content design. As with all new policies the department needs to meet the Public Sector Equality Duty, and the consultation included an equality and diversity impact assessment.The information requested on participation and regional access is not held centrally.
Whether an Equality Impact Assessment been completed and published for changes to scene-based competencies; and what assessment she has made of the potential impact of those changes on (a) participation and (b) regional access.
On 20 October 2025, alongside the publication of the Post-16 Education and Skills White Paper, the department published a consultation on Post-16 level 3 and below pathways, which closed on the 12 January. The reforms set out in the consultation simplify the level 3 qualifications landscape into 3 pathways: T Levels, V Levels and A levels. They also reform the level 2 landscape so that it better supports students to progress to level 3 or into employment.V Levels will focus on core knowledge and skills linked with occupational standards, enabling progression to higher education, apprenticeships, or employment. T Levels combine sector-specific core content with a specialist component that develops competence in an occupation.As part of our consultation, we have been engaging with the sector on transition arrangements. We will set out our response to the consultation in due course.The department is working with awarding organisations, training providers, Skills England and sector representative organisations to develop these new qualifications, which will go through a series of checks for their quality and appropriateness for learners before being approved for funding.The UNICEF Availability, Accessibility, Acceptability and Quality framework is used primarily in humanitarian, healthcare, gender-based violence, and child protection settings to assess barriers to service access, rather than qualification content design. As with all new policies the department needs to meet the Public Sector Equality Duty, and the consultation included an equality and diversity impact assessment.The information requested on participation and regional access is not held centrally.