Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what evaluation, if any, they are undertaking of pilot projects by schools of extending the length of the school day.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
All schools have the autonomy to make decisions about the content, structure and duration of their school day to best support their pupils’ education. The government has however set a non-statutory expectation that all state-funded mainstream schools will deliver at least a 32.5 hour school week by September 2024. Most schools already meet this expectation.
Extending the compulsory school day, or offering enrichment activities around the school day, may help children, particularly the most disadvantaged, to improve attainment, social skills and raise aspirations. It may also help parents with childcare. Should a school be considering making changes to the duration of its day, it should act reasonably and consider the impact on those affected, including pupils, parents and teachers.
The government is not providing funding for, nor conducting evaluation of, pilot projects for schools looking to extend the length of the school day. The department is aware of schools taking innovative approaches to structuring their school day and is always interested to hear from schools who are trialling new approaches.
Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what funding they are providing for pilot projects for schools to assess the feasibility of extending the school day.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Education is a devolved matter, and the response outlines the information for England only.
All schools have the autonomy to make decisions about the content, structure and duration of their school day to best support their pupils’ education. The government has however set a non-statutory expectation that all state-funded mainstream schools will deliver at least a 32.5 hour school week by September 2024. Most schools already meet this expectation.
Extending the compulsory school day, or offering enrichment activities around the school day, may help children, particularly the most disadvantaged, to improve attainment, social skills and raise aspirations. It may also help parents with childcare. Should a school be considering making changes to the duration of its day, it should act reasonably and consider the impact on those affected, including pupils, parents and teachers.
The government is not providing funding for, nor conducting evaluation of, pilot projects for schools looking to extend the length of the school day. The department is aware of schools taking innovative approaches to structuring their school day and is always interested to hear from schools who are trialling new approaches.
Asked by: Baroness Royall of Blaisdon (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they plan to extend the deadline of 1 August for implementation of the provisions of the Higher Education (Freedom of Speech) Act 2023, given that the Office for Students has yet to publish guidance on the new complaints scheme relating to freedom of speech.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The main provisions of the Higher Education (Freedom of Speech) Act 2023 will come into force on 1 August 2024. Provisions surrounding the new regulatory framework and overseas funding will come into force on 1 September 2025. There is currently no intention to delay the commencement of these provisions, the department will lay the required secondary legislation to meet these implementation dates.
The department will work in collaboration with the Office for Students (OfS) to implement the Act, to allow time for the sector to update their policies and codes of practice. The department meets regularly with OfS to understand progress.
The OfS have already launched three consultations related to:
The proposed guidance is intended to help providers, constituent institutions and students’ unions to navigate the new free speech duties that the OfS expects to regulate from 1 August 2024. The department understands that the OfS intends to publish the final version on or before 1 August 2024.
A provisional implementation timetable is available on the OfS website: https://www.officeforstudents.org.uk/advice-and-guidance/quality-and-standards/freedom-of-speech/changes-to-regulation/.
Asked by: Alex Sobel (Labour (Co-op) - Leeds North West)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to help Leeds City Council increase its capacity to undertake its education, health and care plan assessments.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
Where local authorities are failing to deliver consistent outcomes for children and young people with special educational needs and disabilities (SEND), including failing to produce timely Education, Health and Care (EHC) assessments, the department works with them using a range of improvement programmes and SEND specialist advisors to address weaknesses. Leeds City Council is receiving support from a specialist SEND advisor and the department will continue to work with the local authority in order to monitor the issuing of completed plans.
High needs funding is increasing to over £10.5 billion this financial year, 2024/25, which is an increase of over 60% from the 2019/20 allocations. Of this, through their 2024/25 dedicated schools grant, Leeds City Council is due to receive a high needs funding allocation of £134.6 million in 2024/25. This is a cumulative increase of 36% per head over the three years from 2021/22. This funding will continue to help with the costs of supporting children and young people with SEND, including those with EHC plans.
The department’s ‘SEND and alternative provision Improvement Plan’ recognised the need to reduce delays in children and young people receiving timely assessments and support and has a clear focus on early intervention. Through the Change Programme, in which Leeds City Council is a supporting partner, the department is testing a range of reforms to improve the EHC plan process, including standardised templates and guidance, the use of multi-agency panels to improve decision-making, digital reforms and strengthened mediation arrangements.
The department is further investing over £21 million to train 400 educational psychologists from September 2024. This is in addition to the £10 million currently being invested in the training of over 200 educational psychologists who began their training last September. Since 2020, the department has increased the number of course places funded, from 160 to over 200 per year. As these cohorts begin to graduate, they will enter the workforce, supporting local authority educational psychology services and contributing to statutory assessments.
Asked by: Catherine West (Labour - Hornsey and Wood Green)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is taking steps to increase access to electrical appliance repair and reuse skills training.
Answered by Luke Hall - Minister of State (Education)
This government is committed to delivering a world-leading skills system which is employer-focused, high-quality, and fit for the future.
The government is investing £3.8 billion more in further education and skills over this Parliament to ensure people can access high-quality training and education that addresses skills gaps and boosts productivity. The department are working with industry to shape our training offers, creating more routes into skilled employment in key sectors, including green jobs.
The department’s high-quality employer-designed apprenticeships, including the Level 3 Digital Device Repair Technician standard, also continue to support employers and apprentices to develop the skills needed in the green economy.
Employer-led standards have shaped the design of T Levels, which are new level 3 qualifications for 16 to 19 year olds that reflect modern industrial practice and include a 45 day industry placement. Engineering and Manufacturing T Levels in Maintenance, Installation and Repair were introduced in 2022, where students can choose to specialise in electrical and electronics.
The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives and to improve national productivity.
The department is delivering reforms to increase uptake of high-quality higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs).
HTQs are new or existing Level 4 and 5 qualifications (such as Higher National Diploma’s, Foundation Degrees and Diploma HE) that have been approved by the Institute for Apprenticeships and Technical Education to indicate their alignment to employer-led occupational standards. These qualifications have been developed by awarding bodies in collaboration with employers and businesses so that students get the specific training, knowledge and skills required for their chosen career.
To date, 172 qualifications have been approved as HTQs across Digital, Construction and the Built Environment, Health & Science, Business and Administration, Education and Early Years, Engineering & Manufacturing and Legal, Finance and Accounting occupational routes, for first teach beginning between September 2022 and September 2024.
There are HTQs approved in science, technology, engineering and mathematics (STEM) related subjects, including Engineering and Manufacturing and Construction and the Built Environment that will help provide the skills needed for industries.
The department is investing up to £115 million of funding to help support the growth in higher technical provision across the country.
Asked by: Martyn Day (Scottish National Party - Linlithgow and East Falkirk)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent assessment she has made of the adequacy of the requirement for Academy schools to provide parents with an annual report of their child's progress.
Answered by Damian Hinds - Minister of State (Education)
Education is a devolved matter, and the response outlines the information for England only.
The department has not made any recent assessment of this requirement. The requirements on academies in relation to reporting on pupils’ progress to parents are set out in paragraph 24 of Schedule 1 to The Education (Independent School Standards) (England) Regulations 2010. These regulations can be accessed here: https://www.legislation.gov.uk/uksi/2010/1997/contents/made.
Asked by: Andy Slaughter (Labour - Hammersmith)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help ensure that (a) care leavers and (b) children in care are given placements as close as possible to (i) extended family members and (ii) others with whom they have important personal relationships.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.
Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb.
The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.
The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.
The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.
The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.
In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.
The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.
Asked by: Andy Slaughter (Labour - Hammersmith)
Question to the Department for Education:
To ask the Secretary of State for Education, how many children in care were moved more than 20 miles away from their home in the 2022-23 financial year; and what steps she is taking to help reduce this number in future years.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.
Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb.
The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.
The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.
The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.
The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.
In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.
The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.
Asked by: Andy Slaughter (Labour - Hammersmith)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to his Department's statistical publication of 16 November 2023, what information his Department holds on the reasons for which children in care were in a placement more than 20 miles from their home in 2023.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The number of new placements for children looked after over 20 miles from their homes during the reporting year ending 31 March 2023 was 18,720. This represents 21% of new placements for children looked after during the year, compared to 67% who were placed 20 miles or less, and 13% where distance was not known or not recorded. If a child has more than one new placement then each will be counted.
Further information on placement distance and locality has been published in the ‘Children looked after including adoptions’ statistical release. This data can be found here: https://explore-education-statistics.service.gov.uk/data-tables/permalink/aa5c9275-7f98-49e2-e5bb-08dc65d392eb.
The department does not collect data on the reasons for which a child may be placed more than 20 miles away from their home area.
The department wants to reduce out of area placements, however, they will always be part of the care landscape. Certain circumstances can make it the right decision for a child to be placed elsewhere, for example when they are at risk from sexual exploitation, trafficking or gang violence.
The department does recognise there are issues in the placement market, which is why the department has announced over £400 million in capital funding to help local authorities create more beds in their local areas helping to create an additional 560 placements across England.
The department is also investing £36 million this Parliament to deliver a fostering recruitment and retention programme so foster care is available for more children who need it. This will boost approvals of foster carers, as well as taking steps to retain the carers we have.
In addition to the support provided by local authorities, the government is providing over £250 million during this Spending Review period to support young people leaving care with housing, access to education, employment, and training, and to help them develop social connections and networks, to avoid loneliness and isolation.
The department has also committed to increasing the number of local authorities with family finding, befriending and mentoring programmes. Following a local authority grant funding application round, the department is now funding 50 programmes across 45 local authorities. These programmes will help children in care and care leavers to identify and connect with the important people in their lives and create safe, stable, loving relationships.
Asked by: Baroness Lister of Burtersett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the contribution of international students to the UK economy.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The government recognises the significant economic and cultural contribution that international students make to the UK’s higher education (HE) sector.
International tuition fee income at HE providers can be found on the Higher Education Statistics Agency (HESA) at: https://www.hesa.ac.uk/data-and-analysis/finances/income.