The Education Committee will examine boys’ educational attainment and engagement.

Question to the Department for Education:

To ask the Secretary of State for Education, what her planned timetable is for informing schools of the arrangements for reimbursement of the increased contributions they are required to make for teachers pensions.

Answered by Damian Hinds - Minister of State (Education)

On 11 March 2024, the department announced an additional £1.1 billion in the 2024/25 financial year to support schools with the increased Teachers’ Pension Scheme employer contribution rate.

The £1.1 billion will mean over £920 million for mainstream schools and over £135 million for high needs settings. Additional funding will also be provided to local authorities in respect of centrally employed teachers.

This additional funding will be distributed via the new teachers’ pension employer contribution grant (TPECG) 2024. Further details can be found here: https://www.gov.uk/government/publications/teachers-pension-employer-contribution-grant-2024-for-schools-high-needs-settings-and-local-authorities-2024-to-2025. To help with planning, the department has published a ready reckoner for mainstream schools and academies to estimate what their TPECG 24 allocation for 2024/25 will be. The ready reckoner can be found here: https://view.officeapps.live.com/op/view.aspx?src=https%3A%2F%2Fassets.publishing.service.gov.uk%2Fmedia%2F65f2cf0eff117048966159fc%2FTPECG_2024-25_Calculator.ods&wdOrigin=BROWSELINK.

With the extra funding for pension contributions, overall school funding is rising by £2.9 billion in 2024/25 compared to 2023/24, which takes the total to £60.7 billion and the highest ever level in real terms per pupil.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the phased removal of the tolerance of students who do not meet the 16 to 19 maths and English condition of funding from 5% to 0%, starting in academic year 2026-27, on (a) further education colleges and (b) independent training providers.

Answered by Luke Hall - Minister of State (Education)

This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.

The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.

As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has undertaken an assessment of the impact of the 16 to 19 maths and English condition of funding on (a) student experience of learning at and (b) staffing levels in (i) further education colleges and (ii) independent training providers.

Answered by Luke Hall - Minister of State (Education)

This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.

The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.

As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to help improve adult (a) numeracy and (b) literacy skills.

Answered by Luke Hall - Minister of State (Education)

This government recognises the importance of literacy and numeracy skills in both work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.

That is why the department is continuing to support participation in English and mathematics provision through its essential skills entitlements which provide the opportunity of free study for adults who do not have essential literacy and numeracy skills up to and including Level 2.

This allows learners who have not previously attained a GCSE grade 4 or higher to undertake a range of courses fully funded through the Adult Education Budget (AEB) including GCSEs, Functional Skills and other relevant qualifications from entry level to Level 2.

The department also supports adults in England who are non-native speakers to access English for Speakers of Other Languages (ESOL) provision, which is funded through the AEB.

Further training for adults is available in community settings through the AEB. Prioritised for disadvantaged learners, Community Learning can provide a stepping stone for those adults who are not ready for formal accredited learning or who would benefit from learning in a more informal way.

Currently approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities (MCAs) and delegated to the Mayor of London acting through the Greater London Authority (GLA). These authorities are responsible for the provision of adult education and the allocation of the AEB in their local areas.

The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas where colleges and training providers have the freedom and flexibility to determine how they use their AEB to meet the needs of their communities.

​​In addition, the department funds all apprentices, including adults, to achieve up to a Level 2 in English and maths by the end of their apprenticeship, where they do not already hold a suitable equivalent qualification. In January, the department increased funding by a minimum of 54%, from £471 to £724, for new apprentices to help them gain these vital skills.

The department have also launched the Multiply Programme to improve adult numeracy. The programme is funded through the UK Shared Prosperity Fund, which is the government’s flagship fund for supporting people and places across the UK. Up to £270 million is directly available for local areas in England to deliver innovative interventions to improve adult numeracy. Delivery is now well underway. Multiply Programme provision is available across the country, with over 113,000 course starts in England since the programme began to the end of January 2024.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to the Spring Budget 2024, whether her Department has made an assessment of the potential merits of locating one of the 15 new special free schools in Bournemouth.

Answered by Damian Hinds - Minister of State (Education)

The department received a total of 85 applications from local authorities to open a special free school in the most recent, very competitive application round, including two applications from Bournemouth, Christchurch, and Poole Council.

The department plans to select 15 successful applications from the pool of applications. This will remain a competitive process. The approach means the department can move quickly to appoint trusts to run these schools.

The department plans to announce those local authorities which have been successful for the additional special free schools by May 2024.

Question to the Department for Education:

To ask the Secretary of State for Education, in reference to the Office for Students consultation on proposed regulatory advice and other matters relating to freedom of speech, announced on 26 March 2024, what discussions (a) she and (b) the Office for Students have had on this with (i) the Secretary of State for Business and Trade, (ii) other Ministers in the Department for Business and Trade, (iii) Officials in that Department, (iv) the Secretary of State for Foreign, Commonwealth, and Development Affairs, (v) other Ministers in the Foreign, Commonwealth and Development Office and (vi) officials in that Department.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Officials regularly speak on matters of mutual importance across government, particularly on cross-cutting policy and new legislation. The department’s officials continue to engage with both the Office for Students (OfS) and other governmental departments (OGDs) surrounding the Higher Education (Freedom of Speech) Act 2023 (the Act).

Officials will continue to engage with the OfS and OGDs ahead of the Act coming into force, currently planned for 1 August 2024 for the main provisions, including the complaints scheme. The content of the consultation published on 26 March 2026 is a matter for the OfS.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure all children and young people attending alternative provision settings are provided with access to high-quality physical education.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.

Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.

The department does not hold information on dedicated space for indoor physical education in AP settings.

Question to the Department for Education:

To ask the Secretary of State for Education, what requirements are placed on alternative provision settings to deliver physical education.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.

Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.

The department does not hold information on dedicated space for indoor physical education in AP settings.

Question to the Department for Education:

To ask the Secretary of State for Education, how many and what proportion of alternative provision settings have dedicated space for (a) indoor and (b) outdoor physical education.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

Although alternative provision (AP) settings are not required to follow the national curriculum, there is an expectation that they should aim to deliver a high-quality, broad and balanced curriculum, including physical education that responds to the needs and ambitions of all children to give them the foundations and resilience to succeed in education and in their future life.

Data on the amount and type of outdoor space for all schools, including state-funded AP schools can be found here: https://depositedpapers.parliament.uk/depositedpaper/2285521/files.

The department does not hold information on dedicated space for indoor physical education in AP settings.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of introducing non-repayable maintenance grants for higher education students from the least advantaged backgrounds.

Answered by Luke Hall - Minister of State (Education)

The government believes that income contingent student loans are a fair and sensible way of financing higher education (HE). It is only right that those who benefit from the system should make a fair contribution to its costs. The government have continued to increase maximum loans and grants for living and other costs for undergraduate and postgraduate students each year, with a 2.8% increase for the 2023/24 academic year and a further 2.5% increase announced for 2024/25.

In addition, the government have frozen maximum tuition fees for the 2023/24 and 2024/25 academic years. By 2024/25, maximum fees will have been frozen for seven successive years. The department believe that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer, and reducing debt levels for students in real terms.

The government understands the pressures people have been facing with the cost of living and has taken action to help. The government have already made £276 million of student premium and mental health funding available for the 2023/24 academic year to support successful outcomes for students including disadvantaged students.

The government have also made a further £10 million of support available to help student mental health and hardship funding for the 2023/24 academic year. This funding will complement the help universities are providing through their own bursary, scholarship and hardship support schemes. For the 2024/25 financial year, the government have increased the Student Premium (full-time, part-time, and disabled premium) by £5 million to reflect high demand for hardship support. Further details of this allocation for the academic year 2024/25 will be announced by the Office for Students in the summer.

Overall, support to households to help with the high cost of living is worth £108 billion over 2022/23 to 2024/25, which is an average of £3,800 per UK household. The government believes this will have eased the pressure on family budgets, which will in turn enable many families to provide additional support to their children in HE to help them meet increased living costs.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the number of schools that recorded zero young carers in their most recent school census return; and what steps her Department is taking to improve the identification of young carers in schools.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.

You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.

As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.

Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.

The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.

The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.

The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Question to the Department for Education:

To ask the Secretary of State for Education, how many schools recorded zero young carers in their most recent school census return.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.

You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.

As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.

Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.

The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.

The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.

The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 21 March 2024 to Question 17725 on Academic Freedom, whether she has had recent discussions with the Office for Students on whether (a) higher education institutions and (b) students’ unions will have enough time to implement the guidance on securing free speech within the law before those obligations enter into force.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

My right hon. Friend, the Member for East Sussex, and former Minister for Children, Families and Wellbeing with responsibility for freedom of speech in the department, met with Professor Arif Ahmed in 2023 following his appointment, and discussed plans for implementation of the Higher Education (Freedom of Speech) Act (the Act) over the next two years. I also met with Arif Ahmed on 16 January 2024. The intention has always been for the Office for Students (OfS) to publish any guidance within good time of the Act coming into force to allow the sector sufficient time to consider it. The expectation expressed was that any guidance pertaining to the provisions that come into force on 1 August 2024 would be published by summer 2024, giving the sector the summer period to implement it into their practices.

The department understands that the OfS continues to work towards these timelines as set out on their website here: https://www.officeforstudents.org.uk/advice-and-guidance/quality-and-standards/freedom-of-speech/changes-to-regulation/, although precise timings are a matter for the OfS.

A draft version of the guidance that the OfS intend to issue following consultation has already been published for the sector to consider here: https://www.officeforstudents.org.uk/media/fsvjdljh/regulatory-advice-24-guidance-related-to-freedom-of-speech.pdf.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to encourage more people to consider a career as a (a) SEND teacher and (b) member of support staff in a SEND school.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

High-quality, well-supported teaching is the single most important in-school factor in improving outcomes for children, and it is particularly important for pupils from disadvantaged backgrounds and those with special educational needs and disabilities (SEND). That is why, on top of last years’ teacher pay award of 6.5%, which was the highest in over thirty years, the department ensures that an additional SEND allowance of up to £5,009 per year must be paid to teachers in a SEND post that requires a mandatory special educational needs qualification and involves teaching pupils with SEND.

The department is further encouraging people to consider becoming teachers, including teachers of SEND, through its Get into Teaching service and marketing campaign. The campaign provides inspiration and support to explore a career in teaching and directs people to the Get into Teaching service’s website.

Through the website, prospective trainees can access support and advice through expert one-to-one Teacher Training Advisers, a contact centre, and a national programme of events. The long-standing campaign has established a strong brand identity for teaching over time and continues to do so across the teacher lifecycle, supporting initial teacher training (ITT) recruitment whilst aiming to raise the status and improve perceptions of the profession over time.

The department has put in place a range of measures, including bursaries worth £28,000 tax-free and scholarships worth £30,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, a £15 million increase on the last cycle.

The department is also offering a Levelling Up Premium worth up to £3,000 after tax for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. For 2024/25 and 2025/26, the department will be doubling the rates of the Levelling Up Premium to up to £6,000 after tax. This will support recruitment and retention of specialist teachers in these subjects and in the schools and areas that need them most.

The department has published a range of resources to help address teacher workload and wellbeing and support schools to introduce flexible working practices. Similarly, it has convened a workload reduction taskforce to explore how the department can go further to support trust and school leaders to minimise workload for teachers and leaders.

The government values and appreciates the dedication, professionalism and hard work of support staff, and knows that they play a key role in supporting children and young people with SEND. The department’s education reforms gave schools the freedom to make their own decisions about recruitment, pay, conditions, and use of support staff. Schools should have this freedom as they are best placed to understand their pupils’ needs. To support schools recruit and train teaching assistants, schools can access up to £7,000 in levy funding through the recently revised Level 3 Teaching Assistant apprenticeship.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to ensure that children with autism are adequately supported at school.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

In the special educational needs and disabilities (SEND) and alternative provision Improvement Plan, the department set out a vision to improve mainstream education by setting standards for the early and accurate identification of need and the timely provision of access to support. The standards will clarify the types of support that should be ordinarily available in mainstream settings and who is responsible for securing the support. This will give parents confidence and clarity on how their child’s needs will be met.

As part of this, the department has committed to developing practitioner standards, which were known as practice guides in the Improvement Plan, to provide advice to education professionals. At least three practitioner standards will be published by the end of 2025, one of which will be focused on autism. The department will build on existing best practice and will include guidance on how an education environment may be adapted to better support the needs of autistic pupils.

The department's Universal Services contract brings together SEND-specific continuous professional development and support for the school and further education workforce to improve outcomes for children and young people, including those who are autistic.

The contract offers autism awareness training and resources delivered by the Autism Education Trust (AET). Over 135,000 education professionals have undertaken autism awareness training as part of AET's ‘train the trainer’ model since the Universal Services programme commenced in May 2022.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of mandating regular welfare checks for home educated children.

Answered by Damian Hinds - Minister of State (Education)

The government supports the right of parents to educate their children at home. The department knows that many who do so are very committed and educate their children well, sometimes in difficult circumstances.

However, this government is committed to ensuring local authorities ensure all of these children are in receipt of suitable education.

The government is committed to legislating for statutory registers. Thanks to my honourable friend, the member for Meon Valley, for her work on her Children Not in School (Registers, Support and Orders) Bill, which the department is supporting as it progresses through Parliament.

The bill will introduce statutory, local authority-maintained registers of children not in school and help local authorities undertake their existing duties to ensure all children receive a suitable education and are safe, regardless of where they are educated.

It is important to note that elective home education in itself is not considered an inherent safeguarding risk. Most parents who take up the weighty responsibility of home education do a great job, and many children benefit from being educated at home. It is the government’s view that, when used correctly and in line with guidance, local authorities have sufficient existing powers to investigate and take action in cases where there is concern for the welfare of any child, including those who are educated at home. The department therefore does not have any plans to introduce regular mandatory welfare checks for these children.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to establish a register of children who are home educated.

Answered by Damian Hinds - Minister of State (Education)

The government supports the right of parents to educate their children at home. The department knows that many who do so are very committed and educate their children well, sometimes in difficult circumstances.

However, this government is committed to ensuring local authorities ensure all of these children are in receipt of suitable education.

The government is committed to legislating for statutory registers. Thanks to my honourable friend, the member for Meon Valley, for her work on her Children Not in School (Registers, Support and Orders) Bill, which the department is supporting as it progresses through Parliament.

The bill will introduce statutory, local authority-maintained registers of children not in school and help local authorities undertake their existing duties to ensure all children receive a suitable education and are safe, regardless of where they are educated.

It is important to note that elective home education in itself is not considered an inherent safeguarding risk. Most parents who take up the weighty responsibility of home education do a great job, and many children benefit from being educated at home. It is the government’s view that, when used correctly and in line with guidance, local authorities have sufficient existing powers to investigate and take action in cases where there is concern for the welfare of any child, including those who are educated at home. The department therefore does not have any plans to introduce regular mandatory welfare checks for these children.

Question to the Department for Education:

To ask the Secretary of State for Education, what progress her Department has made in implementing the objectives of the International Education Strategy to increase the (a) value of education exports and (b) number of international higher education students studying in the UK.

Answered by Luke Hall - Minister of State (Education)

The International Education Strategy (IES) is a UK wide strategy which commits to growing the value of education exports. An update to the department’s IES was published on 26 May 2023. This is the third annual progress update to the original 2019 IES. A link to the 2023 update can be found here: https://www.gov.uk/government/publications/international-education-strategy-2023-update.

The UK has met the IES international student ambition of 600 thousand per year by 2030 for two years running in both 2020/21 and 2021/22. The department is on track and will continue working towards the IES education export ambition of £35 billion per year by 2030 with £27.9 billion revenue in 2021. Data used to track progress against these two ambitions is published annually.

As the International Education Champion, Professor Sir Steve Smith continues to promote UK education export growth and supports ministers to engage in strategic discussions on progress on implementing the strategy with the education sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department is taking to (a) promote and (b) protect education exports.

Answered by Luke Hall - Minister of State (Education)

The International Education Strategy (IES) is a UK wide strategy which commits to growing the value of education exports. An update to the department’s IES was published on 26 May 2023. This is the third annual progress update to the original 2019 IES. A link to the 2023 update can be found here: https://www.gov.uk/government/publications/international-education-strategy-2023-update.

The UK has met the IES international student ambition of 600 thousand per year by 2030 for two years running in both 2020/21 and 2021/22. The department is on track and will continue working towards the IES education export ambition of £35 billion per year by 2030 with £27.9 billion revenue in 2021. Data used to track progress against these two ambitions is published annually.

As the International Education Champion, Professor Sir Steve Smith continues to promote UK education export growth and supports ministers to engage in strategic discussions on progress on implementing the strategy with the education sector.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment with Cabinet colleagues of the potential (a) merits of extending eligibility for Disabled Students’ Allowance to international students and (b) impact of the existing eligibility criteria on educational inequalities in higher education.

Answered by Luke Hall - Minister of State (Education)

The government appreciates the significant economic and cultural contribution that international students make to UK higher education (HE). The department’s offer to international students remains very competitive and the department is committed to ensuring the UK remains a destination of choice for the brightest and best international students from across the globe.

To be eligible for Disabled Students Allowance, students must: (a) meet the personal eligibility criteria for student finance within the Education (Student Support) Regulations 2011 and be studying a course designated for student support; and (b) have a disability as defined in the Equality Act 2010.

Entitlement to student support and home fee status is limited to eligible students who are undertaking HE courses offered by UK institutions that are designated for support. This is to ensure that the HE student finance system remains financially sustainable. The government has no plans to extend home fee status and student support to international students.

All HE providers must fulfil their responsibilities under the Equality Act 2010 in their support for all disabled HE students regardless of whether they are home or international students.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the level of (a) qualification and (b) experience of staff employed through teacher supply agencies on educational standards.

Answered by Damian Hinds - Minister of State (Education)

Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.

The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:

• Trainee teachers working towards QTS.
• Overseas trained teachers who have been in the UK less than four years.
• Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).

Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.

Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.

In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.

The deal has established a list of preferred suppliers that schools can access, all of which:

• Will be transparent with schools about the rates they charge.
• Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.
• Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.
• Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.

The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.

Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the potential impact of the decision to create 43 Hub Lead Organisations by Arts Council England on the future of (a) Music Education Hubs and (b) the wider music provision at schools.

Answered by Damian Hinds - Minister of State (Education)

Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.

This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:

• Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.
• Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.
• Greater access to more advanced ensembles and a wider range of progression opportunities.
• Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.
• More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.
• Access to greater resources, capacity and capability to use government funding to leverage further investment.
• An increased profile with wider musical stakeholders and a stronger connection with the music industry.

Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.

The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.

The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.

On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.

There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps she is taking to support schools to offer high quality music provision for all children (a) in the curriculum and (b) through (i) local authority-run and (ii) independent Music Education Hubs.

Answered by Damian Hinds - Minister of State (Education)

Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.

This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:

• Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.
• Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.
• Greater access to more advanced ensembles and a wider range of progression opportunities.
• Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.
• More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.
• Access to greater resources, capacity and capability to use government funding to leverage further investment.
• An increased profile with wider musical stakeholders and a stronger connection with the music industry.

Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.

The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.

The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.

On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.

There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.

Question to the Department for Education:

To ask the Secretary of State for Education, how the Government’s Music Hub Investment Programme will support independent Music Education Hubs to provide free music education to all children.

Answered by Damian Hinds - Minister of State (Education)

Music Hubs are partnerships co-ordinated by a Hub Lead Organisation (HLO) and made up of schools and academy trusts, local authorities, music and wider arts and education organisations and charities, community or youth organisations and more. Having 43 HLOs working across a wider set of music education partnerships from September 2024 should bring significant benefits to children, young people and schools, as HLOs will be able to be more strategic, building stronger partnerships with those they work with, resulting in high-quality support in every local area and to ensure there are no local ‘cold spots’ where access to provision is limited.

This should also support a more consistent high-quality approach to music education for all children regardless of where they live or go to school, by offering:

• Improved and more equitable access to a diverse range of musical activities, opportunities, teachers, instruments and equipment.
• Greater consistency of provision and ability to scale up effective programmes and ways of working for children and young people and schools.
• Greater access to more advanced ensembles and a wider range of progression opportunities.
• Greater access to the cultural capital centred around urban centres, thus improving connections and reducing isolation for rural communities.
• More strategic leadership and governance, plus a wider range of employment opportunities and progression routes for the music education workforce.
• Access to greater resources, capacity and capability to use government funding to leverage further investment.
• An increased profile with wider musical stakeholders and a stronger connection with the music industry.

Schools alone cannot provide the range of services needed for a good quality music education and Music Hubs provide many services that contribute to schools delivering high-quality music provision. Furthermore, Music Hubs will play a critical role in supporting schools who opt to implement the Model Music Curriculum published in 2021 and for schools implementing their Music Development Plans from September 2024. In time, Music Hubs will also support schools opting to use music curriculum resources from Oak National Academy, who will publish their full suite of key stage 3 and 4 resources in the summer and who recently announced a partner to produce a suite of key stages 1 and 2 resources.

The government has a long-standing commitment to high-quality music education and this is reflected in the government’s National Plan for Music Education published in June 2022. This sets out the vision to enable all children and young people to learn to sing, play an instrument and create music together, and have the opportunity to progress their musical interests and talents, including professionally by 2030. The department believes that Music Hubs play a vital role in ensuring children and young people across the country can access high-quality music education and this government values the many achievements that the existing Music Hub network has made since 2012.

The department has invested around £380 million of funding into Music Hubs between 2016 and 2021. As part of the National Plan for Music Education 2022, the department also announced £79 million of funding per year for the Music Hub programme, up to and including the 2024/25 academic year, to provide assurance and stability in music education. The department is also providing £25 million capital funding for musical instruments as part of the programme. The department will consider future funding for the next spending review in due course.

On average, the grant funding has consistently provided around 40% of a hub’s total income and hubs have historically used this to leverage other income streams over the lifespan of the programme. This co-funding approach will continue when the new programme is in place from September 2024. As set out in the investment programme, the department also expects organisations to have evidenced, as part of their applications to become one of the new HLOs, how at least 50% of a hub’s total income will come from other sources other than the revenue grant provided by the department by the end of the funding period.

There is no expectation on Music Hubs to provide free music tuition to all children. As part of the Music Hubs Investment Programme, bidders were required to submit plans detailing their strategic approach to ensure music education is inclusive of all children and young people with a range of needs, including how the Music Hub would ensure inclusion and widening opportunity will be embedded across all activity, plans and policies. This includes specific support and resources, including access to musical instruments, that will be made available for children and young people who are eligible for pupil premium, including looked-after children and/or those who are care experienced and those who have an identified special educational need or disability.

Question to the Department for Education:

To ask the Secretary of State for Education, for what reason additional funding to cover increases in employers’ pension contributions will not be provided to existing non-local authority Music Education Hubs beyond the current academic year.

Answered by Damian Hinds - Minister of State (Education)

As part of the ongoing Music Hubs investment programme, Arts Council England informed potential bidders on 15 June 2023 that Department for Education funding from September 2024 would be made up of the revenue and capital grants only, and that there would be no additional ring-fenced top-up funding to support teacher pensions from this point on. Indicative allocations for both revenue and capital were also published for the 2024/25 academic year as part of the investment programme information.

The department understands that this will be an adjustment for music education organisations that have received top-up funding in the past and that is why the department has given both incumbent and potential new Hub Lead Organisations (HLOs) over 12 months’ notice of this intention so that this can be carefully planned for well in advance.

Following the conclusion of the current Music Hubs competition, due to be announced next month, the department will work with Arts Council England to set final grant allocations for the newly competed HLOs that take over from September 2024. As part of this work, due consideration will be given to additional pension pressures due to the forthcoming increase in employer contribution to the Teacher Pension Scheme.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department has issued guidance to independent music education hubs on the removal of additional top-up funding for pension contributions from September 2024.

Answered by Damian Hinds - Minister of State (Education)

As part of the ongoing Music Hubs investment programme, Arts Council England informed potential bidders on 15 June 2023 that Department for Education funding from September 2024 would be made up of the revenue and capital grants only, and that there would be no additional ring-fenced top-up funding to support teacher pensions from this point on. Indicative allocations for both revenue and capital were also published for the 2024/25 academic year as part of the investment programme information.

The department understands that this will be an adjustment for music education organisations that have received top-up funding in the past and that is why the department has given both incumbent and potential new Hub Lead Organisations (HLOs) over 12 months’ notice of this intention so that this can be carefully planned for well in advance.

Following the conclusion of the current Music Hubs competition, due to be announced next month, the department will work with Arts Council England to set final grant allocations for the newly competed HLOs that take over from September 2024. As part of this work, due consideration will be given to additional pension pressures due to the forthcoming increase in employer contribution to the Teacher Pension Scheme.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the (a) adequacy of the level of experience of cover supervisors in schools and (b) potential impact of the use of cover supervisors on (i) student safety and (ii) educational outcomes.

Answered by Damian Hinds - Minister of State (Education)

Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.

The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:

• Trainee teachers working towards QTS.
• Overseas trained teachers who have been in the UK less than four years.
• Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).

Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.

Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.

In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.

The deal has established a list of preferred suppliers that schools can access, all of which:

• Will be transparent with schools about the rates they charge.
• Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.
• Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.
• Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.

The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.

Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential merits of regulating the qualifications and experience of staff made available to schools through teacher supply agencies.

Answered by Damian Hinds - Minister of State (Education)

Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.

The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:

• Trainee teachers working towards QTS.
• Overseas trained teachers who have been in the UK less than four years.
• Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).

Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.

Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.

In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.

The deal has established a list of preferred suppliers that schools can access, all of which:

• Will be transparent with schools about the rates they charge.
• Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.
• Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.
• Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.

The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.

Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps her Department plans to take to support schools in low income areas that may experience challenges in securing qualified supply teachers.

Answered by Damian Hinds - Minister of State (Education)

Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.

The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:

• Trainee teachers working towards QTS.
• Overseas trained teachers who have been in the UK less than four years.
• Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).

Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.

Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.

In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.

The deal has established a list of preferred suppliers that schools can access, all of which:

• Will be transparent with schools about the rates they charge.
• Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.
• Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.
• Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.

The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.

Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, whether her Department plans to take steps to assess the adequacy of qualifications held by people recruited to teacher supply agencies.

Answered by Damian Hinds - Minister of State (Education)

Supply teachers perform a valuable role and make an important contribution to the smooth running of schools by filling posts on a temporary basis and by covering teacher absences.

The type of school a supply teacher works in determines the qualifications required. In local authority-maintained schools, maintained special schools and non-maintained special schools, anyone who teaches is legally required to hold qualified teacher status (QTS), subject to the following exceptions:

• Trainee teachers working towards QTS.
• Overseas trained teachers who have been in the UK less than four years.
• Instructors, where special qualifications and/or experience are required and teaching assistants (provided they are directed and supervised by a qualified teacher).

Academies, free schools and independent schools are not subject to these requirements and have the freedom to appoint teachers with alternative qualifications.

Headteachers are ultimately responsible for the educational performance in their schools and the governing body carries out certain checks on supply staff, and the department trusts them to take decisions about the right mix of qualifications, skills, and experience that they expect teachers in their schools to have.

In August 2018, in conjunction with the Crown Commercial Service, the department launched the agency supply deal. A link to the guidance can be found here: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers. ​The deal supports schools to get value for money when hiring agency supply teachers and other temporary school staff.

The deal has established a list of preferred suppliers that schools can access, all of which:

• Will be transparent with schools about the rates they charge.
• Will agree to not charge finder’s fees for workers who have been in post for 12 weeks, when four weeks’ notice is given.
• Will conduct consistent, rigorous background screening checks in line with the statutory guidance ‘Keeping children safe in education’.
• Will be accredited by an approved accreditation body, that will audit suppliers for compliance with robust recruitment principles and the terms of the framework.

The department strongly recommends that schools consider using preferred suppliers first for their agency staffing needs.

Schools can learn more about the deal at: https://www.gov.uk/guidance/deal-for-schools-hiring-supply-teachers-and-agency-workers.

The department commissioned a research project last year into the use of supply staff in schools. This research has surveyed and interviewed supply teachers and school leaders and will improve understanding of the supply market. Publication of the report is due in the summer.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will update guidance for schools on mitigating poor air quality.

Answered by Damian Hinds - Minister of State (Education)

The department takes the health, safety and wellbeing of school users very seriously. ‘Building Bulletin 101’, published by the department, provides non-statutory guidance on ventilation, thermal comfort and indoor air quality in schools. This is available at: https://www.gov.uk/government/publications/building-bulletin-101-ventilation-for-school-buildings.

Further guidance on ventilation is included in the ‘Good Estate Management for Schools’ guidance, which is available at: https://www.gov.uk/guidance/good-estate-management-for-schools/health-and-safety. The department has also produced operational guidance on using CO2 monitors and managing ventilation, which is available at: https://www.gov.uk/guidance/using-co-monitors-and-air-cleaning-units-in-education-and-care-settings.

The department regularly reviews its guidance to ensure that it aligns with best practice and industry standards, to deliver high-quality school environments.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will hold discussions with (a) local authorities and (b) academy trusts on increasing the level of pay above the statutory minimum wage for non-teaching staff in schools.

Answered by Damian Hinds - Minister of State (Education)

The government has given schools the freedom to set pay and conditions for support staff according to their own circumstances.

Local government employees, including school support staff, are covered by the National Joint Council terms and conditions, known as the Green Book. Most schools, including academies, use the local government pay scales in conjunction with the Green Book.

The pay scales are set through negotiations between the Local Government Association, which represents the employer, and local government trade unions (UNISON, Unite, and the GMB), which represent the employee. Central government does not have any formal role in these matters.

For the lowest pay scale, there has been an increase of 22% over the two years since April 2021, to £11.59 an hour. This is above the current national living wage of £10.42 an hour.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the implications for her policies of the reasons for which some disabled children cannot (a) eat and (b) access free school meals; and whether she plans to make reasonable adjustments to free school meals to help disabled children to access them.

Answered by Damian Hinds - Minister of State (Education)

All schools have duties under the Equality Act 2010 towards individual disabled children and young people, and they must make reasonable adjustments to prevent them being put at a substantial disadvantage. This means that a school cannot treat a pupil unfairly as a consequence of their disability.

As it relates to school food, the duty to make reasonable adjustments requires schools to tailor their provision to ensure that it is accessible to disabled pupils. Furthermore, this duty is anticipatory, and so schools need to actively consider whether any reasonable adjustments are needed in order to avoid any disadvantage that may otherwise occur.

The department has updated its existing guidance on free school meals to clarify schools’ duties to make reasonable adjustments for disabled children, and to support productive conversations between schools and parents about suitable food provision. The guidance can be found here: https://assets.publishing.service.gov.uk/media/65fdad5965ca2f00117da947/Free_school_meals.pdf.

Question to the Department for Education:

To ask the Secretary of State for Education, what funding her Department has allocated to support teachers through (a) subject knowledge enhancement courses for trainees, (b) Oak National Academy Resources (i) planned and (ii) existing, (c) subject hubs, (d) support for level 3 provision and (d) bursaries and other support for continuing professional development for (A) maths and numeracy, (B) English and literacy, (C) science, (D) music, (E) history and (F) Religious Education in the last five years.

Answered by Damian Hinds - Minister of State (Education)

Teachers are the foundation of the education system; there are no great schools without great teachers. The quality of teaching is the single most important in-school factor for improving pupil outcomes. This is particularly important for pupils from disadvantaged backgrounds.

The department is creating a world class teacher development system, which builds from Initial Teacher Training (ITT), through to early career support, specialisation, and onto school leadership. The funding breakdown requested over the last five years is included in the attached table. The department is providing support across a range of subjects via a network of hubs that help build teacher capability and pupil access to subjects. This focuses on support for teachers in schools and extends to sixth form provision in some schools.

In addition to this funding, in 2021, as part of the government’s long term recovery plan, £184 million of new funding was allocated to enable teachers employed at state-funded organisations to access fully funded training scholarships for National Professional Qualifications (NPQs) for three years until the end of the 2023/24 academic year. This includes two specialist NPQs in Leading Literacy (NPQLL) and the NPQ in Leading Primary Mathematics (NPQLPM). In March 2024, the government announced scholarship funding for NPQs for the October 2024 cohort. This includes a guarantee that the NPQLPM will be fully funded until October 2025 to further expand teaching of mathematics mastery approaches through primary education.

Question to the Department for Education:

To ask the Secretary of State for Education, what information his Department holds on the number of threatening calls that were made to schools in (a) Romford constituency and (b) the UK in the last 12 months.

Answered by Damian Hinds - Minister of State (Education)

Schools in England do not have a legal requirement to report to the department threats that are received via phone calls. However, schools are expected to have policies and procedures in place to handle these situations. The procedures may include reporting threats to local authorities and the police, this depends on the nature and severity of the threat. Schools may also choose to inform the relevant authorities as a precautionary measure to ensure the safety and security of students and staff.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will review the School Admissions Code.

Answered by Damian Hinds - Minister of State (Education)

The School Admissions Code (the Code) exists to ensure that places in all state-funded schools are allocated in a fair and transparent manner. Admission authorities for all state-funded schools are required to comply with the requirements of the Code and related admissions law.

The latest version of the Code came into force on 1 September 2021. The department keeps the provisions of the Code under review to ensure they continue to remain fit for purpose, however there are currently no plans to change the Code.

Question to the Department for Education:

To ask the Secretary of State for Education, what estimate she has made of the number of childminders on the (a) Early Years Register and (b) Childcare Register in (i) each region and (ii) each local authority in each year since 2018.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the hon. Member and a copy of his reply will be placed in the Libraries of both Houses.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 19 February 2024 to Question 13342 on Special Educational Needs, if she will allocate additional funding to Stockport Metropolitan Borough Council to help increase its capacity to conduct education health and care plan assessments.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The cost of local authorities’ Education, Health and Care (EHC) needs assessment and planning function is paid from authorities’ general fund from, for example, council tax, business rates or the Revenue Support Grant provided by the Department for Levelling Up, Housing and Communities (DLUHC). Any increase in capacity for the EHC needs assessment team must be met from the local authority’s general fund.

Stockport special educational needs and disabilities (SEND) Local Area Partnership’s Accelerated Progress Plan (APP), which has been in place since the Ofsted and Care Quality Commission (CQC) joint area SEND revisit in September 2022, includes actions to address the quality of EHC plans in the area. Department for Education officials and NHS (England) SEND advisers have been providing support, challenge and advice in monitoring the progress of the APP.

Stockport is also one of the 55 local areas which have been invited to join the government’s £85 million Delivering Better Value Programme to support local areas to achieve maximum value for money in delivering SEND provision, whilst maintaining and improving the outcomes they achieve. One of the workstreams being funded by this grant is ‘Governance and Accountability of SEN Support and EHC Needs Assessments’ through which the department is assisting Stockport to improve their EHC plan processes and the quality of plans.

The department wants to ensure that EHC needs assessments, where required, are conducted as quickly as possible, so that children and young people can access the support they need. In March 2023, the government set out its plans to reform and improve the SEND system through its SEND and alternative provision (AP) Improvement Plan. The plan commits to establishing a single national system that delivers for every child and young person with SEND so that they enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment.

In the short term, the department is working hard to improve the current EHC plan system through a range of measures to improve the SEND system. The department is investing heavily in the SEND system. Examples of the department’s investments include: improving specialist capacity by investing over £21 million to train 400 more educational psychologists from 2024, investing £2.6 billion between 2022 and 2025 to fund new special and AP places and improve existing provision (including announcing 41 new special free schools and 38 special free schools that are currently in the pipeline), investing £30 million to develop innovative approaches for short breaks for children, young people and their families over three years and investing over £7 million to fund extension of the Alternative Provision Specialist Taskforce pilot programme, (delivering now in 22 local authorities) to run until 2025.

The department is also putting in place measures to improve the SEND system in the longer term, so that where an EHC plan is needed they can be issued as quickly as possible, so that children and young people can access the support they need.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 19 February 2024 to Question 13342 on Special Educational Needs, what steps her Department is taking to help Stockport Council (a) increase its capacity to undertake and (b) improve the quality of its education, health and care plan assessments.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The cost of local authorities’ Education, Health and Care (EHC) needs assessment and planning function is paid from authorities’ general fund from, for example, council tax, business rates or the Revenue Support Grant provided by the Department for Levelling Up, Housing and Communities (DLUHC). Any increase in capacity for the EHC needs assessment team must be met from the local authority’s general fund.

Stockport special educational needs and disabilities (SEND) Local Area Partnership’s Accelerated Progress Plan (APP), which has been in place since the Ofsted and Care Quality Commission (CQC) joint area SEND revisit in September 2022, includes actions to address the quality of EHC plans in the area. Department for Education officials and NHS (England) SEND advisers have been providing support, challenge and advice in monitoring the progress of the APP.

Stockport is also one of the 55 local areas which have been invited to join the government’s £85 million Delivering Better Value Programme to support local areas to achieve maximum value for money in delivering SEND provision, whilst maintaining and improving the outcomes they achieve. One of the workstreams being funded by this grant is ‘Governance and Accountability of SEN Support and EHC Needs Assessments’ through which the department is assisting Stockport to improve their EHC plan processes and the quality of plans.

The department wants to ensure that EHC needs assessments, where required, are conducted as quickly as possible, so that children and young people can access the support they need. In March 2023, the government set out its plans to reform and improve the SEND system through its SEND and alternative provision (AP) Improvement Plan. The plan commits to establishing a single national system that delivers for every child and young person with SEND so that they enjoy their childhood, achieve good outcomes and are well prepared for adulthood and employment.

In the short term, the department is working hard to improve the current EHC plan system through a range of measures to improve the SEND system. The department is investing heavily in the SEND system. Examples of the department’s investments include: improving specialist capacity by investing over £21 million to train 400 more educational psychologists from 2024, investing £2.6 billion between 2022 and 2025 to fund new special and AP places and improve existing provision (including announcing 41 new special free schools and 38 special free schools that are currently in the pipeline), investing £30 million to develop innovative approaches for short breaks for children, young people and their families over three years and investing over £7 million to fund extension of the Alternative Provision Specialist Taskforce pilot programme, (delivering now in 22 local authorities) to run until 2025.

The department is also putting in place measures to improve the SEND system in the longer term, so that where an EHC plan is needed they can be issued as quickly as possible, so that children and young people can access the support they need.

Question to the Department for Education:

To ask the Secretary of State for Education, what the annual budget is for regional schools commissioners, per commissioner per region in each financial year since 2014-15; and how many staff were employed by each commissioner on average in each financial year since 2014-15.

Answered by Damian Hinds - Minister of State (Education)

The department has identified the costs as the workforce costs and the General Administration Expenditure for the Regional Schools Commissioners (RSCs) and their teams up to 2022, and for Regional Directors and their teams from 2022 onwards. RSCs were replaced in 2022 by Regional Directors with an expanded remit.

The department's policy of retaining financial records for seven years limits access to data before the 2016/17 financial year.

In 2019 the department underwent re-organisation to align its delivery work in relation to academies, free schools and school improvement, bringing together functions that were previously delivered in different parts of the department. This data for 2019/2022 is therefore not directly comparable to previous years, as the functions delivered by the RSC teams expanded.

The RSC Staff programme budget, represented in the table below, was held centrally until the 2020/2021 financial year and then was split and allocated to the individual regions from 2021/2022. This was a change in where the budget sat rather than a change in staffing levels.

Workforce actual spend data for Regional Schools Commissioner teams 2016/2022

Full Time Equivalent staffing data for Regional Schools Commissioner teams 2016/2022

In July 2022, the creation of Regions Group within the department led to the replacement of the RSC role with Regional Directors, with a broader remit for the delivery of special educational needs and disabilities support and children’s social care improvement and interventions in their regions alongside their role in relation to academies and free schools. The regional structures were also re-organised to align with geographical boundaries of English regions. This data is therefore not directly comparable to the previous years.

Workforce actual spend data for Regional Director teams 2022/2024

Full Time Equivalent staffing data for Regional Director teams 2022/2024

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make it her policy to publish additional non-statutory guidance on religious education syllabus content in schools.

Answered by Damian Hinds - Minister of State (Education)

Religious education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social, and academic development. When done well, it can develop children’s knowledge of British values and traditions, help them better understand those of other countries, and refine pupils’ ability to construct well-informed, balanced, and structured arguments. This is why RE remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.

The department has no plans to publish additional non-statutory guidance on RE syllabus content in schools. The department’s policy is to allow RE curricula to be designed at a local level, whether this is through a locally agreed syllabus conference or by individual schools and academy trusts developing their own curricula. The department feels this is the most appropriate way for local demographics to be accounted for.

The department does however welcome the work that the Religious Education Council has done to assist curriculum developers by publishing its National Content Standard for RE in England.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of employing veterans in schools to provide courses on leadership and resilience for (a) teachers and (b) students.

Answered by Damian Hinds - Minister of State (Education)

A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools and the department trusts them to take decisions about the right mix of qualifications, skills and experience that they expect teachers in their schools to have.

The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.

Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.

The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.

Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:

• A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.
• Training to teach secondary biology, chemistry, computing, languages, maths or physics.
• Doing an undergraduate degree leading to qualified teacher status (QTS) in England.

Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.

More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing veteran awareness training for teachers.

Answered by Damian Hinds - Minister of State (Education)

A key principle behind the government's plan for education is to give teachers and school leaders the freedom to use their professional judgement to do what works best for their pupils. As such, headteachers are ultimately responsible for employment in their schools and the department trusts them to take decisions about the right mix of qualifications, skills and experience that they expect teachers in their schools to have.

The department recently reviewed the Initial Teacher Training (ITT) Core Content Framework (CCF) and Early Career Framework (ECF) alongside each other and revised the ITT CCF and the ECF into the combined and updated Initial Teacher Training and Early Career Framework (ITTECF). This now covers the first three years or more at the start of a teacher’s career, and sets out the entitlement of every trainee and early career teacher (ECT) to the core body of knowledge, skills and behaviours that define great teaching. The ITTECF is universal and designed to work for all teachers, across all phases and subjects.

Beyond this, school leaders are responsible for ensuring their workforce has appropriate training to meet the needs of all pupils, which is in line with the department’s position on school autonomy and school leaders being best placed to assess the needs of their pupils and workforce.

The government remains committed to supporting veterans with a passion for teaching to enter the profession, both in schools and the further education sector. The department is working with the Ministry of Defence to ensure veterans are aware of the range of programmes and support available through the department’s services and bursaries.

Veterans are eligible for a tax-free undergraduate bursary of £40,000 if they are:

• A veteran who has left full-time employment with the British Army, Royal Air Force or Royal Navy no more than 5 years before the start of the teacher training course.
• Training to teach secondary biology, chemistry, computing, languages, maths or physics.
• Doing an undergraduate degree leading to qualified teacher status (QTS) in England.

Graduate veterans may also be eligible for a postgraduate scholarship or bursary if they are training to teach priority subjects.

More information on how the department support veterans to become teachers, including the offer of one-to-one support from a teacher training advisor, can be found here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to paragraph 3.15 of the Spring Budget 2024, HC 560, what weighting was given to (a) average earnings growth, (b) changes in the National Living Wage and (c) the (i) consumer price index and (ii) other measures of inflation when estimating that there would be £500 million of additional funding in the 2025-26 and 2026-27 financial years.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The last economic data available at the time funding rates are set will be used to determine the proportions allocated in the 2025/6 and 2026/7 financial years.

The department estimates the changing costs to providers by using the annual results of the Survey of Childcare and Early Years Providers and the department’s cost pressures model, which also takes account of the different ages of children, as both reported staff-child ratios and the relative proportion of entitlement hours delivered by different provider types vary by child age. Separate calculations are therefore performed in respect of the different entitlements.

Question to the Department for Education:

To ask the Secretary of State for Education, pursuant to the Answer of 15 March 2024 to Question 17304 on Teachers: Veterans, how many people applied for the undergraduate veteran teaching bursary in the academic years (a) 2022-23 and (b) 2023-24; and what steps he is taking to increase the number of undergraduate veteran teachers.

Answered by Damian Hinds - Minister of State (Education)

Initial teacher training (ITT) providers are responsible for the management and administration of bursary payments, including assessment of eligibility. Trainees do not need to apply for a bursary and will automatically receive this from their ITT provider if eligible.

The undergraduate veteran teaching bursary is paid over the final two years of the course, with £20,000 payable in each year. In the 2022/23 and 2023/24 academic years, five individual trainees received the undergraduate veteran teaching bursary, three of whom received a bursary in both years. Figures may be subject to change due to ongoing data collection and assurance.

The department supports veterans into teaching in primary, secondary, and further education through its broad support services and bursaries. Since the publication of its commitments in the ‘Veterans Strategy Action Plan 2022 to 2024’, the department has tailored support and communications for the veteran community including dedicated teacher training advisers, webpages, case study blogs on the ‘Get Into Teaching’ website and information in Civvy Street publications. More information from Get Into Teaching is available here: https://getintoteaching.education.gov.uk/funding-and-support/if-youre-a-veteran and here: https://getintoteaching.education.gov.uk/blog/from-the-army-to-teacher-training. More information from Civvy Street can be found here: https://civvystreetmagazine.co.uk/2023/05/bring-your-unique-perspective-to-the-classroom-get-into-teaching-2/.

Also available are bespoke webinars, and the opportunity to attend regional employer fairs with the Career Transition Partnership (CTP) and British Forces Resettlement Service (BFRS). More information about the CTP can be found here: https://www.ctp.org.uk/job-finding/directory/get-into-teaching. More information about the BFRS can be found here: https://www.bfrss.org.uk/profiles/companies/986419/.

Question to the Department for Education:

To ask the Secretary of State for Education, what recent assessment she has made of the prevalence of schools (a) educating pupils on organ donation and (b) using resources produced by NHS Blood and Transplant.

Answered by Damian Hinds - Minister of State (Education)

Schools have flexibility over how they deliver the curriculum and cover important topics within it in a way that works for their context and communities. The department does not have data on how and whether schools are teaching about organ donation, but there are plenty of opportunities within the national curriculum for them to do so.

The teaching of blood, tissue and organs is covered in the biology national curriculum to pupils in England between the ages of 11 and 14 in key stage 3. While organ donation is not specifically mentioned in the national curriculum, schools may choose to cover it here.

At primary level, schools can talk about organ donation more generally in an age-appropriate way as part of the relationships, sex and health education (RSHE) curriculum, which includes content on physical health and mental wellbeing. The Oak National Academy, an arm's length public body responsible for creating free curriculum resources, has produced a lesson that can be taught to pupils between the ages of 7 and 11 in key stage 2. This includes a section on organs, the transplant waiting list and relevant legislation.

Organ donation can be covered in more detail in RSHE for pupils aged 14 to 16 in key stage 4 within the context of healthy lifestyles and the choices that individuals make in adulthood.

Departmental officials are working with NHS Blood and Transplant to arrange to signpost schools to education resources on organ donation developed by NHS Blood and Transplant and its charity partners.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to paragraph 3.15 of the Spring Budget 2024, HC 560, how much and what proportion of the estimated £500 million of additional funding she plans to allocate in the (a) 2025-26 and (b) 2026-27 financial year.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The last economic data available at the time funding rates are set will be used to determine the proportions allocated in the 2025/6 and 2026/7 financial years.

The department estimates the changing costs to providers by using the annual results of the Survey of Childcare and Early Years Providers and the department’s cost pressures model, which also takes account of the different ages of children, as both reported staff-child ratios and the relative proportion of entitlement hours delivered by different provider types vary by child age. Separate calculations are therefore performed in respect of the different entitlements.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment she has made of the impact of trends in the level of funding of Adult and Community Education since 2010 on that sector; and whether she plans to restore funding to 2010 levels.

Answered by Luke Hall - Minister of State (Education)

The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), the Multiply programme and Skills Bootcamps.

The AEB is worth £1.34 billion in 2023/24 and approximately 60% of the AEB is devolved to nine Mayoral Combined Authorities (MCA) and the Greater London Authority (GLA). These authorities are now responsible for the provision of AEB-funded adult education for their residents. The Education and Skills Funding Agency (ESFA) is responsible for the remaining AEB in non-devolved areas.

In ESFA AEB areas, the department applied a 2.2% increase to the final earnings for all AEB formula-funded provision, excluding associated learner and learning support, in 2022/23 and 2023/24. The department also applied a 20% boost on top of earnings for all AEB formula-funded provision in six sector subject areas: Engineering, Manufacturing Technologies, Transport Operations and Maintenance, Building and Construction, ICT for Practitioners, and Mathematics and Statistics. Additionally, in 2024/25, as part of the AEB transition to the Adult Skills Fund, the department will introduce five new funding rates that will apply to the ESFA Adult Skills Fund with 78% of qualifications seeing a funding increase.

Prior to devolution, the Community Learning portion of the AEB amounted to approximately £230 million in 2018/19. The department does not collect data on what MCAs and the GLA currently spend on Community Learning.

In 2024/25, as part of the Adult Skills Fund, the term Tailored Learning brings together what was the AEB Community Learning, formula-funded AEB non-regulated learning, which was previously delivered through the adult skills, and new employer-facing innovative provision that is not qualification based.

The department is also providing up to £270 million directly to local areas in England to deliver innovative interventions to improve adult numeracy through the Multiply programme. The department is also building the evidence base on what works to improve adult numeracy, including through randomised control trials.

Skills Bootcamps are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills, with an offer of a job interview upon completion. This is supported by £550 million over the current Spending Review period as well as £170 million in grant funding to MCAs and local areas in 2024/25.

Spend by the department on further education is reported through publication of the Annual Report and Accounts. This can be found here: https://www.gov.uk/government/collections/dfe-annual-reports.

Question to the Department for Education:

To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of changes to the graduate visa route on (a) the financial sustainability of the university sector and (b) local economies.

Answered by Luke Hall - Minister of State (Education)

The Migration Advisory Committee (MAC) has been commissioned to provide further evidence to support the government’s understanding of how the Graduate Route is operating in practice. The focus of the Graduate Route review will be to prevent abuse and ensure the integrity and quality of our world-leading UK higher education (HE) sector is protected. No decisions have been made on the future of the Graduate Route and the department awaits the report of the MAC in May.

​

​The Office for Students (OfS), as the independent regulator of HE in England, is responsible for monitoring and reporting on the sustainability of HE providers. The department works closely with the OfS to understand the impact of international student recruitment on HE provider financial sustainability.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the impact of the tuition fee-based funding model on the financial stability of the higher education sector.

Answered by Luke Hall - Minister of State (Education)

As autonomous organisations, higher education (HE) providers have a high degree of financial independence and it is for them to make appropriate and necessary decisions around income, funding, spending and borrowing which ensure their continued financial viability and sustainability.

The department believes that the current fee freeze achieves the best balance between ensuring that the system remains financially sustainable, offering good value for the taxpayer and reducing debt levels for students in real terms.

The Office for Students (OfS), as the regulator of HE in England, is responsible for monitoring the financial sustainability of registered HE providers. The department continues to work closely with the OfS and other parties including providers, mission groups and other government departments to understand the ongoing impacts and changing landscape of financial sustainability across the sector.

Question to the Department for Education:

To ask the Secretary of State for Education, what is the projected budget deficit for maintained nursery schools in England in the financial year (a) 2023-24, (b) 2024-25 and (c) 2025-26 by local authority.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The data you requested for the 2021/22 financial year can be found here: https://www.gov.uk/government/statistics/la-and-school-expenditure-2021-to-2022-financial-year.

The data for the 2022/23 financial year can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

This data can be found on GOV.UK in Local Authority and School Expenditure data. In summary: https://explore-education-statistics.service.gov.uk/data-tables/permalink/09ae561f-1997-46da-4c66-08dc5d297e6b.

The latest available data is for the 2022/23 financial year and therefore the department is unable to answer the questions related to 2023/24 and 2024/25.

Question to the Department for Education:

To ask the Secretary of State for Education, what is the projected budget deficit for maintained nursery schools in England in the financial year (a) 2023-24, (b) 2024-25 and (c) 2025-26.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The data you requested for the 2021/22 financial year can be found here: https://www.gov.uk/government/statistics/la-and-school-expenditure-2021-to-2022-financial-year.

The data for the 2022/23 financial year can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

This data can be found on GOV.UK in Local Authority and School Expenditure data. In summary: https://explore-education-statistics.service.gov.uk/data-tables/permalink/09ae561f-1997-46da-4c66-08dc5d297e6b.

The latest available data is for the 2022/23 financial year and therefore the department is unable to answer the questions related to 2023/24 and 2024/25.

Question to the Department for Education:

To ask the Secretary of State for Education, what was the budget deficit for maintained nursery schools in England in the financial year (a) 2021-22 and (b) 2022-23 by local authority.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The data you requested for the 2021/22 financial year can be found here: https://www.gov.uk/government/statistics/la-and-school-expenditure-2021-to-2022-financial-year.

The data for the 2022/23 financial year can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

This data can be found on GOV.UK in Local Authority and School Expenditure data. In summary: https://explore-education-statistics.service.gov.uk/data-tables/permalink/09ae561f-1997-46da-4c66-08dc5d297e6b.

The latest available data is for the 2022/23 financial year and therefore the department is unable to answer the questions related to 2023/24 and 2024/25.

Question to the Department for Education:

To ask the Secretary of State for Education, what was the total budget deficit for maintained nursery schools in England in the financial year (a) 2021-22 and b) 2022-23.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The data you requested for the 2021/22 financial year can be found here: https://www.gov.uk/government/statistics/la-and-school-expenditure-2021-to-2022-financial-year.

The data for the 2022/23 financial year can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/la-and-school-expenditure.

This data can be found on GOV.UK in Local Authority and School Expenditure data. In summary: https://explore-education-statistics.service.gov.uk/data-tables/permalink/09ae561f-1997-46da-4c66-08dc5d297e6b.

The latest available data is for the 2022/23 financial year and therefore the department is unable to answer the questions related to 2023/24 and 2024/25.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of encouraging veterans to become school governors.

Answered by Damian Hinds - Minister of State (Education)

The department recognises the valuable skills, experience and perspectives that former military personnel can bring to schools and academy trusts. The department will continue to encourage schools and academy trusts, and the organisations that support them, to look for volunteers with a broad range of backgrounds, so that pupil outcomes can benefit from the best possible governance.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing a veteran awareness day in schools.

Answered by Damian Hinds - Minister of State (Education)

The department wants all children to leave school with the knowledge, skills, and values that will enable them to understand the world around them and prepare them to be active and responsible citizens in modern Britain. This could include activities focusing on the role of the armed forces and learning from the experiences of veterans.

It is important for schools to have flexibility over the design of their curriculum to ensure that it meets the needs of their pupils and the local context. Schools are able to use this flexibility to include a veterans awareness day or to teach about British veterans and the armed forces through subjects within the national curriculum, such as citizenship, history or English literature, or as part of wider remembrance activities.

Question to the Department for Education:

To ask the Secretary of State for Education, what proportion of her Department’s (a) advertising and (b) marketing expenditure was on (i) local newspapers in print and online, (ii) national newspapers in print and online, (iii) social media, (iv) search engines, (v) broadcast and on-demand television and (vi) other channels in the most recent year for which data is available.

Answered by Damian Hinds - Minister of State (Education)

In 2022/23, the department continued to deliver communications activity in support of ministerial priorities and the wider government communications plan across its remit of skills, schools and families. This included campaigns to support the government’s ambitious skills reform programme, maximising take up of childcare entitlements, inspiring more people to teach in schools and a new campaign to attract professionals to share their skills by becoming teachers in further education.

Most communications continue to be delivered in–house at no additional cost, as part of cross-government campaigns or at low cost by supporting and co–ordinating partners’ activity. Government marketing plays a crucial role in achieving operational and policy objectives, as well as driving behaviour change. Where paid-for communications are used, these are subject to the Cabinet Office’s advertising, marketing and communications spending controls. These controls ensure that, where taxpayer money is being spent on government communications, it is cost-effective, co-ordinated and reflects functional standards and professional best practices. Paid-for communications also comply with government and departmental procurement or governance policies and processes.

The latest period for which final and consolidated total spend across all Department for Education campaigns is available for the 2022/23 financial year. Spend across the channels requested is outlined below:

We think that children with disabilities should be entitled to free transport to school. Change legislation so that 16 to 18 year old disabled children are treated the same way as 5 to 16 year old disabled children with regard to school transport.

We want the Government to mandate the use of body cameras for social workers during meetings with families, to help protect all individuals involved, and promote trust and integrity within the profession.

We want the Government to make it so parents of SEND children can take their child out of school once a year without facing any penalty. This would enable parents to take SEND children on holiday outside of school holidays, when everyone being on holiday can be overwhelming.

We ask that the Safety Valve programme, which gives funding to local authorities who put plans in place to reduce school deficits, be suspended. We believe it incentivises cutting support for vulnerable children, and we want funding to cover local authority deficits to be provided without condition.

We want a new body to monitor senior leaders in all schools and intervene in any toxic environments created by senior leaders. Allow frontline staff to approach this body directly with concerns. There should be an investigation if a certain % of staff off sick or high staff turnover.

I’m calling for the Government to require resilience sessions which can equip students with vital skills such as stress management, emotional regulation, problem-solving abilities, and positive thinking strategies - all crucial tools for navigating life's challenges.

I think the Government should ban schools being able to give pupils detentions.

We want the Government to require universities to offer compensation to students that had terms with zero contact teaching hours during the COVID-19 pandemic. Offering £3,000 per term without a single contact hour.

Limit the ability of universities to accept more students than there is rental capacity for students in their university city. This should include both dedicated student accommodation and private rental accommodation for all years of study.

We think the Government should require schools to add 1 additional week to the existing 2 week-long holiday at Easter, and remove 1 week holiday from the holiday in July - September.

Found: The National Plan for Music Education was jointly published by the Department for Education and the

Found: We have also set up the committee between us, DfE and DCMS. Tammy can remember the title.

Found: During the Easter 2023 incident, many operators found themselves unable to comply with Department for

Found: [the Department for Levelling Up, Housing and Communities ] are working in partnership with the Department

Found: We also invest £76m a year from the Department for Education (DfE) in Music Hubs across the country

Found: Correspondence from Landex, regarding updates on its work with the Department for Education and Higher

Found: centred support for all children and young people.4 We are working with the Home Office and the Department

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, what steps she is taking to help ensure that (a) young and (b) vulnerable people have access to free contraception.

Answered by Andrea Leadsom - Parliamentary Under-Secretary (Department of Health and Social Care)

Local authorities across England are responsible for commissioning comprehensive, openly accessible sexual and reproductive health services, which includes the provision of free contraception to meet local demand. Local authorities decide on commissioning arrangements based on an assessment of local need, including the needs of young and vulnerable people. Contraception is also widely available free of charge through general practices (GPs).

The Government is committed to improving access to contraception, and reducing reproductive health inequalities. The Women’s Health Strategy sets out our 10-year ambition and the actions we are taking to improve disparities in access to services, experiences of services, and outcomes for all women and girls.

As part of our work to deliver the Women’s Health Strategy we have launched a dedicated women’s health area on the National Health Service website as a first port of call for women’s health information, including contraception. We have also worked closely with NHS Digital to create a new YouTube series on contraception, which has been designed to help answer common questions often found in search engines, as well as more detailed information on the range of contraceptive methods available.

In 2023 we also introduced the NHS Pharmacy Contraception Service. This service offers greater choice in how people can access contraception services. It will also create additional capacity in GPs and sexual health clinics, to support meeting the demand for more complex assessments.

We are working with the Women’s Health Ambassador and others to provide health information to diverse groups of women, across their life course. We know that young people who receive effective relationships and sex education are more likely to use contraception and condoms, and less likely to have an unplanned pregnancy as a teenager, and in later life.

The 2020 roll-out of statutory relationships and sex education in all schools means that more young people receive support to prevent early unplanned pregnancy through learning about the full range of contraceptive choices and sexual health services available. The statutory guidance is available at the following link:

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-and-health-education

As set out in the Women's Health Strategy, the Department of Health and Social Care and the Department for Education are working to understand women’s health topics that teachers feel less confident in teaching, and we will work to improve provision of high-quality teaching resources.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, with reference to the Sixth-Fifth Report of the Committee on Public Accounts of Session 2022-23 on Progress in improving NHS mental health services, HC 1000, if she will make an assessment of the reasons for the reported shortage of mental health professionals in the NHS workforce.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

We are committed to attracting, training, and recruiting the mental health workforce of the future, as well as retaining and developing our current workforce. Since 2016, we have expanded and diversified the types of roles that are available, as well as upskilling and transforming the workforce to deliver innovative models of care. However, while there have been significant increases, we acknowledge that the rise in demand for services means that more growth is needed to improve and expand services, to keep in line with this. The NHS Long Term Workforce Plan sets out the need to grow the overall mental health and learning disability workforce the fastest of all care settings, at 4.4% per year up to 2036/37.

To support this ambition, the plan sets out a number of targeted interventions for the mental health workforce, including increasing mental health training places by 13% by 2025/26 and 28% by 2028/29. These interventions will be delivered via partnerships working across the Department of Health and Social Care, integrated care systems and providers, as well as with wider partners such as the Department for Education and Office for Students.

Question to the Department for Science, Innovation & Technology:

To ask the Secretary of State for Science, Innovation and Technology, with reference to the Answer of 15 July 2022 to Question 33838 on Digital Technology and Internet: Disadvantaged, what steps she is taking to help tackle digital exclusion; and whether her Department plans to take steps to help individuals with the cost of personal internet.

Answered by Saqib Bhatti - Parliamentary Under Secretary of State (Department for Science, Innovation and Technology)

The Government has been clear that ensuring that no one is left behind in the digital age is a key priority and continues to take steps to offer the support needed.

Digital inclusion is a cross-cutting issue that spans social engagement, education, employment, access to services and many more elements of everyday life. Responsibility for relevant policies and activities, including monitoring and evaluation, sit across government.

The Government has worked closely with the telecoms industry to ensure households across the country can access fast, reliable digital infrastructure. Superfast broadband is now available in over 97% of the UK, over 80% of households can access gigabit broadband, and 4G mobile is available to 99% of the population from at least one network provider. The Government is also investing £5 billion through our flagship Project Gigabit programme to bring gigabit broadband to reach hard-to-reach communities.

The Government established a cross-Whitehall ministerial group in response to a recommendation from the House of Lords Communication and Digital Committee’s report on ‘Digital Exclusion’, published in June 2023. The ministerial group aims to drive progress and accountability on digital inclusion priorities across Government.

The group has met twice, in September 2023 and March 2024, with attendance from the Cabinet Office, Department for Levelling Up, Housing and Communities, Department for Culture, Media & Sport, Department for Work and Pensions, Department for Education, and His Majesty's Treasury.

To support those for whom cost may be a barrier, the Government has worked closely with the telecoms industry to ensure market provision of broadband and mobile social tariffs. These low-cost, commercial products are available from 28 different providers, across 99% of the UK and start at just £10 per month.

Question to the Department for Digital, Culture, Media & Sport:

To ask the Secretary of State for Culture, Media and Sport, what steps her Department is taking to (a) enable partnership working and (b) increase collaboration between schools, youth organisations and sport providers.

Answered by Stuart Andrew - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The Government recognises the importance of encouraging partnership working between schools, youth organisations, and sports providers to provide opportunities for young people. Our current Enrichment Partnerships pilot, which was a joint bid with the Department for Education, is working closely with schools, youth organisations, councils and enrichment and sports providers to test whether greater coordination locally can enhance school enrichment offers and remove barriers to participation, create efficiencies (reducing the burden on school staff resources) and unlock existing funding and provision.

The Government-funded network of 450 School Games Organisers (SGO) works directly with local schools and sports providers to coordinate inclusive sport competitions across 40 different sports and activities. In the 2022/23 academic year, the SGO network provided over 2.2 million opportunities for children to take part in local, inclusive sport and physical activity.

Our updated statutory guidance and peer review programme for Local Authorities aims to encourage best practice of local youth provision and advice on how to create a sufficient and unified approach to out of school provision for young people. We also are providing £320,000 to Regional Youth Work Units across England (RYWUs) over the next two years, to build upon their current practices and ensure a consistent minimum level of regional leadership. The funding will support RYWUs to influence youth policy, develop partnerships, support and grow the youth workforce, ensure young people's voices are heard, and improve collaboration across the regions.

Working with the Young People Foundation Trust, DCMS also encourages and supports local youth partnerships through the Local Partnerships Fund. The fund is designed to encourage productive connections between youth services and councils, schools, local sporting and smaller community based organisations, as well as local businesses and funders so they can provide a more holistic experience for young people.

Question to the Department of Health and Social Care:

To ask the Secretary of State for Health and Social Care, with reference to The national strategy for autistic children, young people and adults: 2021 to 2026, published in July 2021, how many additional children have received diagnoses of autism and related support as a result of the expansion of the school-based identification programme.

Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)

Through the Opportunity Area scheme, in 2021/22 the Department of Health and Social Care and the Department for Education invested £600,000 into a pilot in Bradford through the Born in Bradford programme, which looked to improve early identification of autism and other neurodiverse conditions. This was subsequently adopted by four other Opportunity Areas as Early Identification of Autism Projects.

Information on how many additional children have received diagnoses of autism, and related support as a result of the programme, is not centrally held. The University of Manchester was commissioned to evaluate the Early Identification of Autism Projects, and their report will be published in due course.

Question to the Ministry of Justice:

To ask the Secretary of State for Justice, what steps he is taking to reduce delays in the family courts.

Answered by Mike Freer - Parliamentary Under-Secretary (Ministry of Justice)

In the Spring Budget, we announced an additional £55 million to improve productivity, support earlier resolution of family disputes and reduce the number of cases coming to court. This includes creating a digital advice tool for separating couples, piloting early legal advice and supporting the expansion of the private law Pathfinder model.

We are also investing up to £23.6 million in the family mediation voucher scheme, which we intend will allow for its continuation up to March 2025. As of March 2024, over 26,000 families have successfully used the scheme to attempt to resolve their private law disputes outside of court.

In addition, we are working with the Department for Education and other partners on the Family Justice Board to tackle the longest running cases and increase the proportion of public law proceedings that conclude within the 26-week timeline. The Department for Education is also investing an extra £10 million to deliver new initiatives to address the longest delays in public law.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help encourage individuals out of work to undertake (a) digital and (b) IT qualifications.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

Jobcentre Plus Work Coaches will engage with customers to better understand the steps needed to support their work search ambitions. Where digital skills are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision. For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education provision via the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address claimant skills needs in line with Labour Market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to customers in the devolved nations is aligned.

In addition, Work Coaches in England can use the additional flexibility available through DWP Train and Progress to signpost claimants to the Department for Education’s Digital Skills Bootcamps, which can last up to 16 weeks.

For digitally excluded working age out-of-work and in-work Universal Credit customers, Work Coaches can also use the Flexible Support Fund (FSF) to procure devices, dongle, talk time, and 6 months superfast broadband in the home where the Work Coach believes this will support Labour Market progression. DWP has also ensured that all operational staff in Jobcentres, Universal Credit service centres, Pension Centres, and partnership managers who engage with customers and stakeholders are able to signpost to information promoting broadband social tariffs made accessible to claimants through DWP’s Application Programme Interface.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help ensure that job centres work with Further Education colleges to support adult learners to gain skills and qualifications.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education via the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with stakeholders in the Scottish and Welsh Governments.

Local Jobcentre Plus partnership teams work directly with colleges and training providers in their area to ensure claimants have access to the right skills support. In England, this partnership is facilitated in part by the Department for Education’s employer representative body led Local Skills improvement Partnerships.

Question to the Department for Work and Pensions:

To ask the Secretary of State for Work and Pensions, what steps he is taking to help individuals out of work improve their (a) numeracy and (b) literacy skills.

Answered by Jo Churchill - Minister of State (Department for Work and Pensions)

Jobcentre Plus Work Coaches engage with customers to better understand the steps needed to support their work search. Where essential skills needs are identified as a barrier to securing or progressing in employment, customers can be referred to available local provision which can include essential maths and numeracy training available through Multiply, English (literacy and English as a Second Language, ESOL) and digital skills, as well as other key vocational focussed opportunities.

Through DWP Train and Progress the length of time Universal Credit (UC) customers can undertake work-focused training has been extended. UC claimants are now able to attend full-time work-related training for up to 16 weeks.

For customers in England, we have ongoing collaboration at a national and local level with the Department for Education who fund adult education through the Adult Education Budget (AEB). Learning providers, many of which are Further Education colleges, deliver training to address customer skills needs in line with labour market demand. As skills is a devolved matter, similar discussions take place with key stakeholders in the Scottish and Welsh Governments to help ensure the employment and skills support offered to claimants in the devolved nations is aligned.

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