Asked by: Mohammad Yasin (Labour - Bedford)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to support schools and colleges to adapt their curriculum offering following the withdrawal of the WJEC Level 3 qualification in criminology (a) where the qualification was a significant component of vocational education programmes and (b) generally.
Answered by Luke Hall - Minister of State (Education)
The intentions of the reforms to qualifications at Level 3 and below are to streamline the qualifications landscape, simplify choices for students, and only fund qualifications that are high-quality and lead to good progression outcomes. By ensuring that approved qualifications meet new, more rigorous criteria, young people can be confident that they will be able to progress to university and higher technical education and directly into apprenticeships and skilled employment.
Qualification reform puts A levels and T Levels at the heart of study programmes. Qualifications reforms are being undertaken in cycles.
Criminology qualifications will be considered in cycle 2 of the qualification’s reforms. An announcement, on which qualifications will be approved and which will see funding removed, will be made in 2025 and will be implemented from 1 August 2026. For students interested in the police, prison service, and other uniformed or emergency services, large applied general qualifications in uniformed protective services will remain funded until 2026. After this, qualifications in these subjects will either be approved as small alternative academic qualifications (AAQs), or technical qualifications mapped against relevant Level 3 occupational standards. Criminology is contained in the sector subject area of sociology and social policy. This sector subject area also contains a sociology A level which will serve students wishing to progress to higher education.
Students will have the option to choose A levels or a mixed study programme. A student aspiring to be a police constable for example, could study a small AAQ alongside appropriate A levels such as law, physical education, or sociology. Alternatively, they can study a relevant technical occupational entry qualification, which will be based on the Institute for Apprenticeships and Technical Education approved occupational standards. These have been designed by employers to give the skills, knowledge and behaviours needed for the occupations to which they pertain. Consequently, criminology has not been listed as an area where the department would accept a small AAQ.
Over the last six months the department has invited all providers to attend one of ten in-person events in five cities across England to support them in understanding the details and timeline for reform and to provide information to help planning and designing their curriculum offer. The department has launched a set of web pages that provide colleges with the information they need. These web pages can be found here: https://support.tlevels.gov.uk/hc/en-gb/sections/16829562632850-Qualifications-Review.
The department will continue to support schools and colleges through online information, future guides and events as the dates where the new qualifications landscape is introduced move closer.
Asked by: Seema Malhotra (Labour (Co-op) - Feltham and Heston)
Question to the Department for Education:
To ask the Secretary of State for Education, what discussions she has had with Mayoral Combined Authorities on Local Skills Improvements Plans.
Answered by Luke Hall - Minister of State (Education)
The department is delighted that across all areas of England, employer-led local skills improvement plans (LSIPs) have already helped engage thousands of local businesses and have brought them together with local providers and stakeholders, including the Mayoral Combined Authorities (MCAs) and the Greater London Authority (GLA), to collaboratively agree and deliver actions to address local skills’ needs. LSIPs were designed to support local innovation and growth so that every part of the country can succeed in its own unique way.
The department has purposely given employers the leading role in developing LSIPs, as they know their skills’ needs best. However, the department recognises the importance of the MCAs and GLA being involved in LSIPs, given their role as commissioners in their local areas and to support employer representative bodies (ERBs) to consider skills priorities within the broader context of economic growth and development. That is why the department placed a duty on the Secretary of State for Education to be satisfied, in approving LSIPs, that the views of the MCAs and the GLA had been considered in their development. The department also engaged MCAs and the GLA in the development of the LSIP statutory guidance in 2022, which clearly sets out the role they should play.
We welcome the positive engagement that took place between MCAs and the designated ERBs during the development of the plans and which is currently taking place as they are implemented. Indeed, each ERB will provide a public annual progress report in June 2024 and 2025 setting out progress made since publication of the plans.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, how many teachers there were in Warwick and Leamington constituency in (a) 2019 and (b) 2024.
Answered by Damian Hinds - Minister of State (Education)
Information on the school workforce, including the number of teachers in each school is published in the ‘School Workforce in England’ statistical publication here: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.
As of November 2022, which is the latest data available, there were over 468,000 full-time equivalent (FTE) teachers in state-funded schools in England, which is an increase of 27,000 (6%) since 2010. This makes the highest number of FTE teachers since the School Workforce Census began in 2010.
As of November 2019, there were 609.9 FTE teachers in state-funded schools in Warwick and Leamington constituency.
School workforce figures for 2024 have not been collected yet. In November 2022 there were 651.2 FTE teachers in state-funded schools in Warwick and Leamington constituency. Figures for November 2023 will be published in June 2024.
Asked by: Derek Thomas (Conservative - St Ives)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking with the Secretary of State for the Home Department to help prevent people (a) promoting, (b) encouraging and (c) glorifying terrorism at universities.
Answered by Luke Hall - Minister of State (Education)
Higher education (HE) providers must comply with the statutory Prevent duty to have 'due regard to the need to prevent people from being drawn into terrorism'. The statutory Prevent duty can be found here: https://www.gov.uk/government/publications/prevent-duty-guidance/prevent-duty-guidance-for-england-and-wales-accessible.
HE providers should have effective policies and procedures in place to safeguard individuals susceptible to radicalisation. This includes assessing the risk of learners becoming terrorists or supporting terrorism. The Office for Students has delegated responsibility from the Secretary of State for Education for monitoring compliance of the Prevent duty in Registered HE Bodies.
The department has a team of Prevent Regional Education Co-ordinators who work directly with HE institutions in England to provide advice, support and training to ensure providers are well equipped to prevent people from being drawn into or supporting terrorism. Further guidance, including bespoke training material for HE providers, can be found on GOV.UK.
In the 'Independent Review of Prevent: One year on' progress report, the department announced that it is committed to publishing research on the implementation of the Prevent duty in HE, and guidance for universities on managing external speakers on campus. The Independent Review of Prevent can be found here: https://www.gov.uk/government/publications/independent-review-of-prevents-report-and-government-response/independent-review-of-prevent-one-year-on-progress-report-accessible.
Asked by: Stella Creasy (Labour (Co-op) - Walthamstow)
Question to the Department for Education:
To ask the Secretary of State for Education, how many level 7 apprenticeship starts there have been in small and medium sized businesses in each of the last five years.
Answered by Luke Hall - Minister of State (Education)
The most recent statistics on apprenticeship starts by business size relate to the 2020/21 academic year and are available here: https://explore-education-statistics.service.gov.uk/find-statistics/apprenticeships-in-england-by-industry-characteristics.
The following table shows the number of apprenticeship starts at Level 6 and above by business size in the last five academic years for which data is available. Apprenticeships at Level 6 and 7 are not split out within published data so the figures are a combined total.
| 2016/17 | 2017/18 | 2018/19 | 2019/20 | 2020/21 |
Small (0-49 employees) | 240 | 1,430 | 2,880 | 3,870 | 5,540 |
Medium (50-249 employees) | 80 | 850 | 1,550 | 1,850 | 2,390 |
Data for 2021/22 will be published in July 2024.
Apprenticeship starts are defined as the count of apprenticeship programmes that begin in an academic year, showing the take-up of programmes. An apprentice is counted for each apprenticeship they start at a provider.
More details on the methodology can be found here: https://explore-education-statistics.service.gov.uk/methodology/apprenticeships-in-england-by-industry-characteristics-methodology#content-section-4-content-1.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of RAAC-related school closures at the beginning of the Autumn term in 2023 on pupils taking GCSE and A-level examinations this summer.
Answered by Damian Hinds - Minister of State (Education)
With thanks to the hard work of school and college leaders, all schools and colleges with confirmed RAAC are providing full time face-to-face education for all pupils. The department is supporting schools and colleges to keep any disruption to education to an absolute minimum.
Every school or college with confirmed RAAC has been assigned dedicated support from the department’s team of caseworkers. Each case is unique, and schools and colleges are being supported to put in place a bespoke plan based on their circumstances. In a matter of months, the department has completed its RAAC identification programme and announced funding to remove RAAC from schools and colleges for good.
Schools and colleges concerned about the potential impact of RAAC-related school closures on pupils due to take GCSE and A level exams in the summer should speak to the relevant awarding organisation. Only the relevant awarding organisation will be able to confirm what can be done in any specific context and the specific options available. Awarding organisations could, for example, offer a longer extension for coursework and non-exam assessment, so that schools and colleges have as much time as possible to complete this important part of pupils' learning and qualifications.
Asked by: Ranil Jayawardena (Conservative - North East Hampshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of Government subsidies for childcare on the cost of childcare for people who are not eligible for subsidies.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
For families with younger children, childcare costs are often a significant part of their household expenditure, which is why improving the cost, choice and availability of childcare for working parents is important to the government.
From April 2024, working parents of 2 year olds will be able to access 15 hours of free childcare per week for 38 weeks of the year. This transformative roll out will benefit the parents of up to 246,000 children who have been issued 2 year old funding codes, of which 195,000 have been validated to date.
From September 2024, this will be extended to working parents of children from nine months to 2 year olds. From September 2025, all working parents of children aged nine months up to 3 years will be able to access 30 hours of free childcare per week. The expansion of this entitlement will save eligible parents up to £6,900 per year per child helping even more working parents with the cost of childcare and making a real difference to the lives of those families.
The income eligibility criteria are applied on a per parent basis. To be eligible, parents will need to earn the equivalent of 16 hours a week at National Minimum or Living Wage, which is £183 per week or £9,518 per year in 2024-2025, and less than £100,000 adjusted net income.
For families with two parents, both must be working to meet the criteria, unless one is receiving certain benefits. In a single-parent household, the single parent must meet the threshold. The £100,000 level was chosen to correspond with income tax thresholds and to be easily understandable for parents. Only a very small proportion of parents, 3.1% in 2023, earn over the £100,000 adjusted net income maximum threshold.
The eligibility criteria apply to the existing entitlements and were debated in, and agreed by, Parliament. The maximum income limit applies to both Tax-Free Childcare and 30 hours free childcare, which allows parents to apply for both schemes through the same online application (Childcare Service).
However, the universal 15 hours of free childcare offer remains in place for all parents of 3 and 4 year olds, regardless of parental circumstances, including those who earn over £100,000.
Working families can also access support with the childcare costs through Tax Free Childcare worth up to £2,000 per year for children aged up to 11, or £4,000 per year for children aged up to 17 with disabilities. For every £8 paid into a Tax-Free Childcare account, the government tops it up with another £2.
There is a comprehensive evaluation programme underpinning the expansion of childcare entitlements. This includes a process evaluation which will explore how families not eligible for the new entitlements experience finding and accessing childcare, including the associated costs. Further, the impact evaluation will assess how the expansion has impacted upon the quality of childcare provision and children’s development, for all children, and wider family outcomes. As per Government Social Research guidelines, evaluation findings will be available within 12 weeks of the projects being finalised. The department expects the first to be available from spring 2026.
Asked by: Gen Kitchen (Labour - Wellingborough)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she takes to ensure that local authorities (a) adequately capture the needs of SEND children and (b) provide a local offer that adequately meets levels of demand for those needs.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The Children and Families Act 2014 requires all local authorities to publish a local offer of services for children and young people with special educational needs and disabilities (SEND) in their area. This helps families to be aware of services available in their area and provides a way for them to contribute to shaping provision to meet local needs.
As set out in the SEND Code of Practice, local authorities must consult children and young people with SEND and their parents and carers, in reviewing educational and training provision, social care provision and in preparing and reviewing the Local Offer.
In the SEND and alternative provision (AP) Improvement Plan, published in March 2023, the department has set out plans to build a consistent national SEND and AP system in which parents and carers can trust and have confidence, and which can be navigated easily.
Through the Change Programme, the department is testing Local Area Inclusion Plans (LAIPs). These are 3 year plans that explain how the needs of children and young people with SEND aged 0 to 25 in an area will be met. LAIPs will be monitored and reviewed by the department and be underpinned by strengthened accountabilities and improved use of data for all those responsible for local delivery of places.
Ofsted and Care Quality Commission also commenced a strengthened local inspection framework in January 2023. Where local authorities are failing, the department works with them using a range of improvement programmes and SEND specialist advisers to address weaknesses. Inspections under the new framework place greater emphasis on the outcomes that are being achieved for children and young people with SEND.
Asked by: Matt Western (Labour - Warwick and Leamington)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential impact of trends in the level of funding for subject knowledge enhancement programmes for (a) primary maths, (b) design and technology, (c) English, (d) biology and (e) religious education on the future recruitment of student teachers in those subjects.
Answered by Damian Hinds - Minister of State (Education)
The department reviews all policies, including subject knowledge enhancement (SKE) courses, on a regular basis to adapt its approach to attracting new teachers where needed and to ensure that interventions are focused where they will have the most positive impact for children and young people.
When reviewing the SKE package for the remainder of the 2023/24 academic year, factors including teacher supply needs, the volume of SKE participants associated with each subject and the relative recruitment to Initial Teacher Training (ITT) were all taken into account to ensure that the department is targeting funding where it is needed most.
The department remains committed to recruiting the teachers it needs. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle. Tax free ITT bursaries continue to be available in design and technology, English, biology and religious education for ITT 2024. The department will continue to review the SKE programme on a regular basis to ensure that its funding is targeted as effectively as possible.
Asked by: Nadia Whittome (Labour - Nottingham East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that universities uphold the right to freedom of expression for students campaigning on matters relating to the (a) war in Gaza and (b) rights of Palestinians.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The right to freedom of speech, freedom of expression and academic freedom in higher education (HE) is one this government takes very seriously, and one that it has legislated to further protect.
Universities should be places where academics, students and visiting speakers can express a diverse range of views without fear of repercussion. The Higher Education (Freedom of Speech) Act received Royal Assent on 11 May 2023 and is now an Act of Parliament. The main provisions in the Act will come into force on 1 August 2024.
The Act will strengthen HE providers’ duties to secure freedom of speech and will create a new duty to promote the importance of freedom of speech. The Act will also extend the duties to secure freedom of speech to students’ unions and will establish new routes of redress if the duties are breached.
It is important to note that the Act only covers speech that is within the law. The right to freedom of speech is not an absolute right and it does not include the right to harass others or incite them to violence or terrorism. Encouraging terrorism and inviting support for a proscribed terrorist organisation are criminal offences, and HE providers should not provide a platform for these offences to be committed. In addition, providers should be very clear that any antisemitic abuse or harassment will not be tolerated.