I believe this is a very sensitive area and we should not make assumptions about directions of employment from particular courses that students take. It is important to recognise that universities are being asked to look at the quality of the education they provide and destination studies from their students are critical. We are determined to link all this to our priorities and objectives for growth and for those areas where we need a talented workstream coming forward.

The department has conducted an Equality Impact Assessment on this policy change and has identified the risk that this decision may have a negative impact on some disabled students who might prefer paid-for spelling and grammar software is mitigated by the availability of free versions of spelling and grammar software that provide equivalent functionality for the types of support that are in scope of the Disabled Students' Allowance (DSA). The DSA will still fund spelling and grammar software in exceptional circumstances where there is specific need and a robust disability-related justification is provided.

The department conducted a detailed review of the spelling and grammar functionality available in Microsoft Office, computer operating systems, free software products and paid-for software products. This review concluded that the spelling and grammar functionality available in products that students can access for free was similar to that available in paid-for products. While some of the paid-for products had additional features such as plagiarism checkers, these are not in scope for DSA funding, given they are of potential benefit to all students.

Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through DSA.

The department engaged with disability experts who support disabled students to gather their feedback and insights on the decision to remove non-specialist spelling and grammar software from Disabled Students’ Allowance (DSA) funding.

The department does not expect that students will be negatively impacted by the changes, because specific technology packages will no longer be funded where free-to-access versions, with the required functionality, are available to meet students’ disability-related support needs. Specialist spelling and grammar software will continue to be funded where a robust disability-related justification is provided. Assistive technology training and aftercare support for any non-specialist basic spelling and grammar software agreed in a student’s needs assessment report will continue to be funded through the DSA.

I think the noble Lord is aware that there is a cap on the interest rate, but I remind the House that interest rates do not impact on the income of borrowers. Repayments are a percentage of income above a repayment threshold, irrespective of interest rates.

69,000 of the children and young people in attendance on Thursday 7 May were classed by schools as vulnerable. Of these, around 20,800 were children and young people with special educational needs who have an Education, Health and Care (EHC) plan, and 35,000 were children in need (reported by schools as having a social worker). The remainder were unknown, where schools either did not provide this information or the children were classed vulnerable for other reasons.

The department is working with educational settings and local authorities to improve our understanding of the total number of vulnerable children for whom continued attendance at educational establishments would be beneficial and appropriate. We are asking local authorities to work with educational providers, families and the child or young person to carry out a risk assessment to judge whether the child or young person’s needs cannot be met safely at home. Many children and young people with EHC plans can have their needs safely met in the home environment. Attendance may not be appropriate for some children, including because of health considerations for them and their family. Full guidance on the definition of vulnerable children and options for continued attendance can be found at the following link: https://www.gov.uk/government/publications/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people/coronavirus-covid-19-guidance-on-vulnerable-children-and-young-people.

Higher Education Providers (HEPs) are responsible for providing reasonable adjustments for disabled students under the Equality Act 2010, and since September 2016 expected to deliver, as reasonable adjustments, less specialist non-medical help (NMH) previously funded through Disabled Students’ Allowances (DSAs) NMH Bands 1 and 2.

The government expects all HEPs to meet their Equality Act responsibilities and to be making reasonable adjustments for all disabled students, not just those in receipt of DSAs. HEPs are entirely responsible for ensuring the support they offer disabled students meets any legal requirements to which they are subject.

Students who enter into dispute with their HEP over the support provided by their HEP as a recommended reasonable adjustment have access to the Exceptional Case Process, which provides interim funding to support DSAs-eligible students whilst the dispute is being resolved.

The Teaching Excellence and Student Outcomes Framework (TEF) recognises and rewards high quality teaching in higher education. Its purpose is to give all students clear information about where teaching quality is best, and to hold higher education providers to account for the quality of their teaching, learning environment and student outcomes. The TEF recognises the needs of all students, including students with disabilities, for high quality teaching and outcomes.

The TEF metrics used in the assessment process are benchmarked to take account of the entry qualifications and characteristics of students, and the subjects studied at each university or college. These benchmarks include disability. The TEF assessment is therefore based on what each college or university achieves for its particular students. The contextual information provided to assessors to help them interpret the metrics for a provider includes information about disabled students at that institution.

Higher education providers, in the submissions that support their assessments, can also highlight aspects of their provision, which might include support for their students with specific needs. Assessors will consider the whole range of factors before arriving at a final TEF rating.

Higher education (HE) providers are independent and autonomous bodies, and as such are responsible for fulfilling their duties under both acts. Recent changes to Disabled Students’ Allowances sought to encourage all HE providers to fulfil their responsibilities under the Equality Act 2010. However, it is for higher education institutions to ensure adherence. The Higher Education Funding Council for England recently published a review of the provision of support to disabled students, which contains examples of good practice from across the sector. It also contains recommendations that give clear indications of actions that can help HE providers improve their offer to disabled students.

The Equality and Human Rights Commission provides technical guidance on the Equality Act, and the Office of the Independent Adjudicator outlines good practice guidance for universities to consider when supporting disabled students. The Equality Challenge Unit supports equality and diversity for staff and students in HE, and also publishes technical guidance on the Equality Act.

The noble Lord is right that a graduate tax was considered as part of the reforms of several years ago. We do not think this is the right approach but we do think it right that students be able to take out loans, which, I am sure the noble Lord will agree, further the aim of having more disadvantaged people at universities.

The evaluation of Disabled Students’ Allowances (DSA) will address a range of factors relating to the efficacy of support for disabled students, including the effect of recent changes to DSA policy.

The evaluation of Disabled Students’ Allowances (DSA) will address a range of factors relating to the efficacy of support for disabled students, including the effect of recent changes to DSA policy.

The evaluation of Disabled Students’ Allowances (DSA) will address a range of factors relating to the efficacy of support for disabled students, including the effect of recent changes to DSA policy.

There are no data available that differentiate completion and attainment rates between students in receipt of Disabled Students’ Allowances (DSAs) who have taken up their full DSAs entitlement and those who have not. There are, however, completion and attainment data that are differentiated between disabled students in receipt of DSAs (regardless of level of entitlement take-up) and disabled students not in receipt of DSAs. The Higher Education Funding Council for England has published analysis of the non-continuation rates and degree outcomes for disabled students in receipt of DSA and disabled students who are not in receipt of DSA here: http://www.hefce.ac.uk/analysis/HEinEngland/students/disability/.

A document containing the same information is also attached.

The Equality and Human Rights Commission (EHRC) published an ‘easy read’ for students of higher and further education that explains the rights students have under the Equality Act 2010 and gives clear, specific advice for disabled students. This can be found in the attached Annex A or via the following link: https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read.

The EHRC also provides comprehensive advice on its website regarding disabled people’s rights when using a service. Further information can be found at: https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users.

The Disabled Students’ Sector Leadership Group’s (DSSLG) ‘Inclusive Teaching’ guidance aims to share practical approaches and interventions to developing inclusive practice in higher education, and makes helpful suggestions for a strategic approach to making ‘reasonable adjustments’ under the Equality Act 2010. Further information is available in the attached Annex B or via the following link: https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education.

The Office of the Independent Adjudicator in Higher Education (OIA) has published a framework for complaints and academic appeals. It recently held a public consultation on supporting disabled students, which makes particular reference to removing obstacles to learning for all disabled students. The OIA plans to issue revised guidance shortly.

Other groups such as that National Union of Students also publish advice for disabled students: https://www.nusconnect.org.uk/liberation/disabled-students.

A detailed guidance document on ‘What Equality Law Means for You as an Education Provider’ is available from the EHRC via the attached Annex C as well as via the below link: https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales.

The Government has published general guidance on the Equality Act at: https://www.gov.uk/guidance/equality-act-2010-guidance. This is supported by further specific guidance to higher education providers (HEPs) regarding their legal obligations under the Equality Act 2010, which is published by the EHRC at: https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance.

The Equality Challenge Unit, which has a specific role to support equality and diversity for staff and students in HEPs across the UK, also publishes specific advice for providers. This includes guidance on accessibility on campus to help providers understand barriers created by the physical environment, and how to alleviate them: http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/.

The Equality and Human Rights Commission (EHRC) published an ‘easy read’ for students of higher and further education that explains the rights students have under the Equality Act 2010 and gives clear, specific advice for disabled students. This can be found in the attached Annex A or via the following link: https://www.equalityhumanrights.com/en/publication-download/your-rights-if-you-are-further-or-higher-education-easy-read.

The EHRC also provides comprehensive advice on its website regarding disabled people’s rights when using a service. Further information can be found at: https://www.equalityhumanrights.com/en/advice-and-guidance/guidance-service-users.

The Disabled Students’ Sector Leadership Group’s (DSSLG) ‘Inclusive Teaching’ guidance aims to share practical approaches and interventions to developing inclusive practice in higher education, and makes helpful suggestions for a strategic approach to making ‘reasonable adjustments’ under the Equality Act 2010. Further information is available in the attached Annex B or via the following link: https://www.gov.uk/government/publications/inclusive-teaching-and-learning-in-higher-education.

The Office of the Independent Adjudicator in Higher Education (OIA) has published a framework for complaints and academic appeals. It recently held a public consultation on supporting disabled students, which makes particular reference to removing obstacles to learning for all disabled students. The OIA plans to issue revised guidance shortly.

Other groups such as that National Union of Students also publish advice for disabled students: https://www.nusconnect.org.uk/liberation/disabled-students.

A detailed guidance document on ‘What Equality Law Means for You as an Education Provider’ is available from the EHRC via the attached Annex C as well as via the below link: https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-education-provider-wales.

The Government has published general guidance on the Equality Act at: https://www.gov.uk/guidance/equality-act-2010-guidance. This is supported by further specific guidance to higher education providers (HEPs) regarding their legal obligations under the Equality Act 2010, which is published by the EHRC at: https://www.equalityhumanrights.com/en/advice-and-guidance/higher-education-providers-guidance.

The Equality Challenge Unit, which has a specific role to support equality and diversity for staff and students in HEPs across the UK, also publishes specific advice for providers. This includes guidance on accessibility on campus to help providers understand barriers created by the physical environment, and how to alleviate them: http://www.ecu.ac.uk/guidance-resources/inclusive-environment/accessible-campus/.

Non-medical support, provided by a higher education institution as a reasonable adjustment under the Equality Act, falls outside the scope of Disabled Students’ Allowances. Therefore, it falls outside the remit of the Disabled Students’ Allowances Quality Assurance Group. As independent, autonomous organisations, higher education institutions are responsible for quality assuring the support they provide.

The Equality Act specifically prohibits Higher Education Institutions (HEIs) from refusing to enroll students as a result of their disability. The Department does not hold information on whether HEIs comply with this requirement in particular instances.

All higher education institutions (HEIs) have a duty to make reasonable adjustments under the Equality Act 2010, and for ensuring they comply with the Equality Act’s provisions in respect of disabled students. The Department is facilitating a sector- led group, the Disabled Students Sector Leadership Group, to provide information to HEIs to help them to respond effectively to the changes. This Group expects to publish guidance shortly.

Student Finance England issued guidance on Disabled Students’ Allowances for the academic year 2016/17 in February 2016.

My Department has been working with the Higher Education sector to develop guidance on good practice in inclusive provision for disabled students, which will be issued shortly.

As independent, autonomous bodies, higher education institutions are responsible for ensuring they comply with the Equality Act 2010’s provisions in respect of disabled students.

Guidance on the Act’s requirements is available from the Equality and Human Rights Commission; and guidance on managing reasonable adjustments in higher education under the Act is available from the Equality Challenge Unit.