Written questions by Collins.

Whether her Department has made an assessment of the potential merits of providing additional funding to support SEND provision in Hertfordshire.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.The department does not hold data on reasons why special schools have changed their school day or week.To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26. Of this total, Hertfordshire County Council is being allocated over £207 million through the high needs funding block of the dedicated schools grant (DSG), to support SEND provision in Hertfordshire. This is an increase of £17.6 million on their 2024/25 DSG high needs block, calculated using the high needs national funding formula (NFF), and a 9.8% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

What information her Department holds on the number of special schools that have shortened school (a) days and (b) weeks for funding reasons; and what steps her Department is taking to ensure that children with special educational needs and disabilities receive a full education.

This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) receive the right support to succeed in their education and as they move into adult life.The department does not hold data on reasons why special schools have changed their school day or week.To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26. Of this total, Hertfordshire County Council is being allocated over £207 million through the high needs funding block of the dedicated schools grant (DSG), to support SEND provision in Hertfordshire. This is an increase of £17.6 million on their 2024/25 DSG high needs block, calculated using the high needs national funding formula (NFF), and a 9.8% increase per head of their 2 to 18 year-old population, on their equivalent 2024/25 NFF allocation.

What assessment her Department has made of the potential impact of increases in employer National Insurance contributions on the viability of SEND transport provision in Hertfordshire.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 29 January 2025 to Question 26397.

Whether her Department has made an assessment of the potential merits of providing ringfenced funding for statutory vision impairment services in further education.

The government’s approach to supporting young people with special educational needs and disabilities (SEND) in further education (FE) aims to ensure that all students with SEND receive appropriate support tailored to their needs.All education and training providers have a duty under Section 20 of the Equality Act 2010 to make reasonable adjustments for disabled people, including those with visual impairments, so they are not placed at a substantial disadvantage compared to non-disabled students. Section 20 of the Equality Act 2010 can be read in full here: https://www.legislation.gov.uk/ukpga/2010/15/section/20.Local authorities receive high needs funding which they distribute to FE colleges to support students with SEND. However, the allocation and use of this funding is flexible, allowing colleges to address the diverse needs of their student population, rather than being restricted to specific disability types. Providers should keep both funding levels and methodologies under consideration to ensure value for money.To support children with SEND in special schools, the department is providing an increase of £1 billion for high needs budgets in England in the 2025/26 financial year. Total high needs funding for children and young people with complex SEND is over £12 billion in 2025/26.

Whether her Department has made an assessment of the potential merits of developing a strategy to ensure the full participation of blind and partially sighted students in education through the use of (a) assistive and (b) mainstream technology.

Assistive technology (AT), such as dictation tools and screen readers, can break down barriers to opportunity for students with disabilities and is a key part of helping every child to achieve and thrive.With rapid improvements in the accessibility features built into standard devices, schools now have more access to AT than ever before. Evidence shows that, when used effectively, AT is a key component of high-quality teaching for pupils with special educational needs and disabilities (SEND)..An independent evaluation report of recent training found that effective AT use positively influences the independence, confidence, attainment, behaviour and engagement of students with SEND. Training participants also felt that effective AT use can positively impact the use of support staff and teacher time.The government is committed to helping teachers use technology to support their students with SEND. We are embedding evidence-based practice and broadening the effective use of AT. This includes commissioning brand new research to see how different agencies can best come together to encourage schools to use AT as effectively as possible, and ensuring the effective use of AT will become part of national training for all new teachers in 2025.

Whether her Department has made an assessment of the potential merits of a (a) national and (b) mandatory Code of Practice to tackle bullying in schools.

All schools are legally required to have a behaviour policy with measures to prevent all forms of bullying.The department has issued guidance to schools on how to prevent and respond to bullying as part of their overall behaviour policy. The guidance is available here: https://www.gov.uk/government/publications/preventing-and-tackling-bullying.The department is establishing up to 90 new regional improvement in standards and excellence Attendance and Behaviour Hubs, which will focus on supporting senior leaders to develop safe, supportive school cultures with high expectations for attendance and behaviour, including using data to identify and address areas of concern.In addition to this, the department has engaged with charities, academics, parents and young people, to understand the issues around bullying. We will use that input to inform ways of testing practice that can be shared through hubs.

What assessment her Department has made of the potential impact of removing funding for Level Seven apprenticeships for people aged 22 and above on (a) gender equality and (b) social mobility.

This government has a driving mission to break down barriers to opportunity. That is why we are moving funding away from level 7 apprenticeships for learners aged 22 and over, to ensure that funding is prioritised for learners at lower levels, who need the skills and training to progress in their careers.This decision was informed by a wide range of evidence, including Skills England’s analysis of official apprenticeship statistics and engagement with a wide range of stakeholders. Skills England’s evidence suggested there was unlikely to be a significant or unavoidable fall in the supply of these skills in the long term, post-defunding, and alternative routes are well supplied. A significant proportion of level 7 apprentices are from non-deprived backgrounds and are significantly less likely to be deprived than apprentices at lower levels.Women are slightly less likely to be represented in the 16 to 21-year-old cohort of level 7 apprenticeships starts than those aged 22 and over. This is likely to be due to the recruitment norms in the standards that have a higher proportion of starts in the 16-21 age group, such as accountancy. The department will monitor trends over time and consider how this gap could be narrowed.

What assessment her Department has made of the potential merits of preserving full funding for Level Seven apprenticeships for (a) people from disadvantaged backgrounds, (b) career changers and (c) people returning to work after career breaks.

This government has a driving mission to break down barriers to opportunity. From January 2026, the government will no longer fund level 7 apprenticeships, equivalent to master’s degree level, except for young apprentices under the age of 22, or those aged 22 to 24 who have an education, health and care plan or have been in local authority care. This will enable apprenticeship opportunities to be rebalanced towards young people and create more opportunities for those entering the labour market, who need skills and training to get on in their careers.This decision was informed by a wide range of evidence, including Skills England’s analysis of official apprenticeship statistics and engagement with a wide range of stakeholders. Skills England’s analysis found that level 7 apprenticeships have a higher proportion of older learners than other apprenticeships, a higher proportion of learners who already hold higher level qualifications, and a significant proportion are less likely to be deprived than those in apprenticeships at lower levels. It also suggested there was unlikely to be a significant or unavoidable fall in the supply of these skills in the long term, post-defunding.We are encouraging more employers to invest in upskilling their staff over 22 to level 7 where it delivers a benefit to the business and the individual. It will be for employers to determine the most appropriate training. There are alternative training options available to employers at level 7, including non-apprenticeship routes.

Whether she has made an assessment of the potential impact of planned changes to international student recruitment on the financial sustainability of universities.

This government’s position on international students has been clear. We are committed to a United Kingdom that is outward looking and welcomes international students who make a positive impact on the UK’s higher education (HE) sector, our economy and society as a whole. The government expects the UK to remain a highly attractive study destination. The UK has a world class HE sector with 4 universities in the top 10 and 15 in the top 100 worldwide, according to the latest QS World University Rankings, alongside a wide array of high-quality institutions which can offer a fulfilling and enjoyable experience to international students from around the world. In order to put the sector on a firmer financial footing, Professor Edward Peck has been appointed as substantive Chair of the Office for Students to continue its focus on financial sustainability and increasing opportunities in HE. We have also taken the difficult decision to increase tuition fee limits by 3.1% in the 2025/26 academic year, in line with inflation. The department will publish its plans for HE reform as part of the Post-16 Education and Skills White Paper this summer.

What steps her Department is taking to help reduce regional differences in social care provision for disabled children.

On Thursday 20 March I announced the launch of the national Families First Partnership programme, backed by over £500 million in grant funding to support rollout. This includes the publication of the Families First Programme guide, which can be found here: https://www.gov.uk/government/publications/families-first-partnership-programme.The department’s goal for this programme is to improve access to support for families, including families with disabled children, right across the country. The aim is to rebalance the system of support away from crisis intervention and towards earlier help, delivering on the government’s mission to provide children with the best start in life, keep children safe and break down barriers to opportunity.The department recognises there is geographical variation for a range of reasons. Through the rollout of this programme, local areas will co-design services with partners and families to better understand local need and services, to inform future delivery. We will work to support local authorities throughout the transformation period.

What steps her Department is taking to increase access to assessments for Special Educational Needs in (a) Harpenden and Berkhamsted constituency and (b) England.

The department wants to drive a consistent and inclusive approach to supporting children and young people with special educational needs and disabilities (SEND) to achieve and thrive in mainstream settings through early identification, effective support, high quality teaching and effective allocation of resources.Through a graduated approach, teachers are responsible for monitoring the progress of all pupils and putting support in place where needed. Where a child who has SEND needs more support than their school can usually provide, schools, parents or carers can ask the local authority to carry out an education, health and care (EHC) needs assessment.The department recognises the critical role of educational psychologists within the SEND system, including their statutory contribution to EHC assessments. The department is investing over £21 million to train 400 more educational psychologists from 2024, building on the £10 million currently being invested in a cohort of over 200 trainees who began their training in 2023. Trainees will join the workforce to support the capacity of local authority educational psychology services, including in delivering assessments.The department provides support and challenge to the Hertfordshire local area partnership by monitoring progress against its priority action plan and improvement plan and by providing advice and guidance via a SEND expert advisor. The partnership has also established a SEND Improvement Board, independently chaired by Dame Christine Lenehan, to oversee progress and provide appropriate challenge.The department expects all local authorities to meet their statutory duties and we will continue to monitor and challenge Hertfordshire County Council’s EHC plan 20 week timeliness.

If her Department will take steps to improve training for disabled children’s social care professionals in local authorities.

Every day, children’s social care professionals provide a vital service to children in need of support, including disabled children. Whilst it is the employer’s responsibility to ensure that their social care workforces are well-equipped for the roles they perform, the department is focused on supporting continued improvements in practice. All qualified children’s social workers must register with the professional regulator Social Work England and meet the professional standards. These include practising in line with the requirements of the Equality Act, which includes disability as a protected characteristic.The department sets the professional standards that new children’s social workers should attain through the post-qualifying standards. The department is currently consulting on a new set of standards which include a greater focus on disability. Subject to the spending review, the department plans to introduce a new two-year social worker induction programme based on the new standards, to strengthen support for new children’s social workers.In addition, the Law Commission are currently undertaking an independent review of social care legislation relating to disabled children. They are due to report their final recommendations to government in summer 2025, at which point the department will consider proposals for reforms to the disabled children’s social care system.

What steps her Department is taking to improve access to social care provision for disabled children in all areas.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 30 April 2025 to Question 45293.

Whether her Department plans to take steps to improve transparency in (a) fee structures and (b) pricing practices in private nurseries.

It is the government’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.This working parent entitlement aims to support parents to return to work or to work more hours if they wish. To be eligible, parents must expect to earn the equivalent of 16 hours a week at National Minimum Wage (£195 per week/£10,158 per year in 2025/26), and less than £100,000 adjusted net income per year.The government needs to use public funds in a way that provides value for money and considers it reasonable to target this funding at those individuals earning under £100,000 adjusted net income. Only a small proportion of parents (estimated to be 3.8% of parents of 3 and 4-year-olds in 2023/24) earn over the £100,000 adjusted net income maximum threshold. Further information can be found at the following address: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024.Parents who earn over maximum income threshold can still claim the universal 15 hours for 3 and 4-year-olds in England.The department has taken action to improve transparency and protect parents from additional charges on top of their entitlement, ensuring the funded hours remain accessible for parents. We updated our statutory guidance on 21 February 2025, reconfirming that there must be no mandatory additional charges associated with entitlement hours. The guidance also sets out the expectation that local authorities ensure providers have set out additional charges clearly and upfront on websites and invoices by January 2026.

Whether her Department has considered introducing a tapered withdrawal of the 30 hours of free childcare entitlement for households earning above £100,000.

It is the government’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.This working parent entitlement aims to support parents to return to work or to work more hours if they wish. To be eligible, parents must expect to earn the equivalent of 16 hours a week at National Minimum Wage (£195 per week/£10,158 per year in 2025/26), and less than £100,000 adjusted net income per year.The government needs to use public funds in a way that provides value for money and considers it reasonable to target this funding at those individuals earning under £100,000 adjusted net income. Only a small proportion of parents (estimated to be 3.8% of parents of 3 and 4-year-olds in 2023/24) earn over the £100,000 adjusted net income maximum threshold. Further information can be found at the following address: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024.Parents who earn over maximum income threshold can still claim the universal 15 hours for 3 and 4-year-olds in England.The department has taken action to improve transparency and protect parents from additional charges on top of their entitlement, ensuring the funded hours remain accessible for parents. We updated our statutory guidance on 21 February 2025, reconfirming that there must be no mandatory additional charges associated with entitlement hours. The guidance also sets out the expectation that local authorities ensure providers have set out additional charges clearly and upfront on websites and invoices by January 2026.

What recent assessment her Department has made of trends in levels of (a) suspensions and (b) exclusions among pupils with SEND.

The department publishes data from the school census on suspensions and permanent exclusions from state-funded schools in England. The most recent full release, for the 2022/23 academic year, is available at the following link: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england/2022-23. Published data include numbers and rates of suspensions and permanent exclusions by school phase and characteristics, including special educational needs provision, available here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/bc94278b-70fa-4ebb-7d62-08dd7ece5be0. Schools can use sanctions as a measure to improve behaviour and, in the most serious cases, exclusion may be necessary to protect other pupils from disruption and restore a safe environment. The ‘Suspension and permanent exclusion’ statutory guidance is clear that, in all cases, school leaders should consider early intervention strategies to address the underlying causes or contributing factors of a pupil’s disruptive behaviour, including unmet needs and special educational needs and disabilities before issuing an exclusion.

If her Department will make an assessment of the potential merits of uprating the income threshold for the free childcare entitlement in line with inflation.

It is the government’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.This working parent entitlement aims to support parents to return to work or to work more hours if they wish. To be eligible, parents must expect to earn the equivalent of 16 hours a week at National Minimum Wage (£195 per week/£10,158 per year in 2025/26), and less than £100,000 adjusted net income per year.The government needs to use public funds in a way that provides value for money and considers it reasonable to target this funding at those individuals earning under £100,000 adjusted net income. Only a small proportion of parents (estimated to be 3.8% of parents of 3 and 4-year-olds in 2023/24) earn over the £100,000 adjusted net income maximum threshold. Further information can be found at the following address: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024.Parents who earn over maximum income threshold can still claim the universal 15 hours for 3 and 4-year-olds in England.The department has taken action to improve transparency and protect parents from additional charges on top of their entitlement, ensuring the funded hours remain accessible for parents. We updated our statutory guidance on 21 February 2025, reconfirming that there must be no mandatory additional charges associated with entitlement hours. The guidance also sets out the expectation that local authorities ensure providers have set out additional charges clearly and upfront on websites and invoices by January 2026.

Whether her Department has made an assessment of the potential impact of the £100,000 threshold for entitlement to 30 hours of free childcare on affected families.

It is the government’s ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change.This working parent entitlement aims to support parents to return to work or to work more hours if they wish. To be eligible, parents must expect to earn the equivalent of 16 hours a week at National Minimum Wage (£195 per week/£10,158 per year in 2025/26), and less than £100,000 adjusted net income per year.The government needs to use public funds in a way that provides value for money and considers it reasonable to target this funding at those individuals earning under £100,000 adjusted net income. Only a small proportion of parents (estimated to be 3.8% of parents of 3 and 4-year-olds in 2023/24) earn over the £100,000 adjusted net income maximum threshold. Further information can be found at the following address: https://explore-education-statistics.service.gov.uk/find-statistics/education-provision-children-under-5/2024.Parents who earn over maximum income threshold can still claim the universal 15 hours for 3 and 4-year-olds in England.The department has taken action to improve transparency and protect parents from additional charges on top of their entitlement, ensuring the funded hours remain accessible for parents. We updated our statutory guidance on 21 February 2025, reconfirming that there must be no mandatory additional charges associated with entitlement hours. The guidance also sets out the expectation that local authorities ensure providers have set out additional charges clearly and upfront on websites and invoices by January 2026.

What steps her Department is taking to encourage (a) children in care and (b) care leavers to (i) progress into higher education and (ii) complete their course or placement.

Reforming children’s social care is critical to giving hundreds of thousands of children and young people the start in life they deserve.We are committed to ensuring that looked-after children are supported to succeed in education and achieve positive outcomes. Every local authority must appoint a Virtual School Head, who has a statutory duty to promote the educational achievement of all children in their care, wherever they live or are educated. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll.Looked-after children have highest priority in school admissions and attract Pupil Premium Plus funding of £2,630 per child, up to age 16. This is managed by the Virtual School Head, who works with the child’s education setting to deliver objectives in the child’s Personal Education Plan (PEP). The PEP should set out the support needed to help realise the short and long-term academic outcomes for each child, and should focus on the child’s strengths, weaknesses, and outcomes they want to achieve, including attaining a higher education (HE) placement.The government recognises the critical importance of continuity and stability throughout a looked-after child’s life. Under the Care Planning, Placement and Case Review guidance and regulations, the child’s allocated social worker should do everything possible to minimise disruption to their education. School changes should be minimised, and any necessary transitions well planned and supported. Where a change to a looked-after child’s educational arrangements is unavoidable, their PEP should set out arrangements to minimise disruption to education and training, especially during exam periods and other critical periods in their education.The government is committed to ensuring that looked-after children and care leavers are given the skills they need to succeed in life and recognises the important role that HE has in this. To ensure care experienced students are supported to gain the qualifications needed to access HE, the department provided £14 million of funding in 2024/25 to extend Pupil Premium Plus nationally to children in care and care leavers at post-16. This is managed by the Virtual School Head and can be used on a range of measures to raise attainment and engagement in education, employment, and training such as mentoring, tuition, and targeted careers advice. We will be continuing this funding to local authorities in 2025/26. We are also making the Virtual School Head role for children with a social worker statutory through the Children’s Wellbeing and Schools Bill, enabling earlier intervention to address the educational barriers these children can face.Care leavers who enter HE are entitled to a statutory bursary of £2,000 from their local authority and many universities offer additional support within their access and participation regimes. This includes things like additional financial support, pastoral support and 365 days per year housing whilst they are at university.

Whether increases to employer National Insurance contributions will impact transportation services for children with SEND.

I refer the hon. Member for Harpenden and Berkhamsted to the answer of 29 January 2025 to Question 26397.