To ask the Secretary of State for Education, what assessment has her Department made of potential the impact of the proposed Level 3 and below reforms on progression to higher education.

To ask the Secretary of State for Education, 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.

To ask the Secretary of State for Education, 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.

To ask the Secretary of State for Education, 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.