Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to promote skills development regionally.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The government is developing a comprehensive strategy for post‐16 education and skills, to break down barriers to opportunity, support the development of a skilled workforce and drive economic growth through our Industrial Strategy across all areas of the country. In doing so, we recognise the importance of having a coherent national vision for skills that is supported by a clear and robust system architecture through which local areas can deliver purposeful and responsive post-16 skills provision.
We have established Skills England to ensure we have the highly trained workforce needed to deliver the national, regional and local skills needs of the next decade. Skills England will work together with regional and local governments, employers, education providers, trade unions and regional organisations to ensure that regional and national skills needs are met.
Local skills improvement plans (LSIPs) support the department’s long term priority to drive local economic growth by reshaping the skills system to better align provision of post-16 technical education and training with local labour market needs. By covering all areas of England and identifying opportunities for local innovation and growth, LSIPs support learners to gain the skills they need to get good jobs and are helping to ensure every part of the country can succeed in its own unique way.
LSIPs were placed on a legislative footing through the Skills and Post-16 Education Act 2022 and the department will continue to review the policy on LSIPs and update its statutory guidance to ensure the plans remain relevant and complement other strategic plans, including the National Industrial Strategy and Local Growth Plans. LSIP intelligence will also provide an accurate and timely flow of information from the local and regional level through to Skills England and the department, thus helping shape Skills England’s assessment of regional and national skills needs, as well as influence policy making across the department and government, including the Get Britain Working plans.
Devolution of skills provision is a key enabler for delivering more effective and locally tailored solutions to meet regional needs. By transferring powers to strategic authorities, the department aims to ensure that skills investment is aligned with the specific economic, social and environmental priorities of each region. The department has already devolved 62% of the Adult Skills Funding budget to nine Mayoral Strategic Authorities and the Greater London Authority and in the English Devolution White Paper, we outlined government’s enhanced skills devolution offer to Strategic Authorities (SAs) which included consolidating adult skills funding into a single pot, strengthening the role of SAs in the LSIP through joint ownership of the LSIP model with employer representative bodies and signalling our desire for Mayors to play a greater role for 16-19 to help shape provision that includes clear pathways of progression from education into further/higher education or local employment opportunities.
The government has also committed to widening the apprenticeships offer into a levy-funded growth and skills offer, with apprenticeships at the heart. This will offer greater flexibility to learners and employers across all areas of the country. As a first step, this will include shorter duration and foundation apprenticeships in targeted sectors, helping more people learn new high-quality skills at work, fuelling innovation in businesses across the country and providing high-quality entry pathways for young people.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what consideration they have given to moving to a risk-led approach to school inspection.
Answered by Baroness Smith of Malvern - Minister of State (Education)
This is a matter for His Majesty’s Chief Inspector, Sir Martyn Oliver. I have asked him to write to the noble Lady directly and a copy of his reply will be placed in the Libraries of both Houses.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to support Institutes of Technology in future.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The department values the collaborative approach between further education, higher education and employers developed by Institutes of Technology (IoT) which has allowed them to develop and deliver a curriculum that is responsive to the needs of employers in the area they serve. The work of IoTs looks to address both immediate skills gaps and also create sustainable pathways for talent development, which are essential for economic resilience.
We will continue to work with the IoT Network as we develop our strategy for post-16 education and skills.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether the condition B3 continuation metric used by the Office for Students will be reviewed ahead of the rollout of the Lifelong Learning Entitlement.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The Office for Students (OfS) strategy sets out their plans to develop a new integrated approach to quality regulation following recommendations in the OfS Public Bodies Review. It is considering how to integrate B3 student outcomes data into the system and will engage with institutions and students as it develops its new approach. It is also considering measures for student outcomes from modular provision as part of wider work to prepare for the implementation of the Lifelong Learning Entitlement.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of retraining existing teachers to add an additional specialism in physics.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.
Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.
‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.
For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.
The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.
The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.
The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.
The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to recruit more physics teachers other than by providing retention payments for early career physics teachers.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.
Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.
‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.
For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.
The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.
The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.
The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.
The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of alternative routes into teaching physics other than recruiting physics graduates.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.
Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.
‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.
For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.
The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.
The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.
The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.
The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what steps they are taking to recruit engineers into the teaching profession.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The within-school factor that makes the biggest difference to a young person’s educational outcome is high-quality teaching. This government has inherited a system with critical shortages of teachers, especially in physics, with numbers not keeping pace with demographic changes. In 2023/24, we recruited 31% of our postgraduate initial teacher training (ITT) target for physics trainees compared to 17% the year before. This demonstrates the significant work we need to do to reset the relationship with the sector and restore teaching’s status as a valued and respected profession, one that new graduates want to join and one that existing staff wish to remain in and thrive.
Recruiting and retaining more qualified, expert teachers is therefore critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child. Our measures will include getting more teachers into shortage subjects, supporting areas that face recruitment challenges and tackling retention issues.
‘Engineers teach physics’ is an established national ITT course. The department continues to work closely with sector experts, representative bodies and academic institutions, such as the Institute of Physics (IOP), Engineering UK, the University of Birmingham and the Gatsby Foundation, to ensure that this course reflects best practice and includes the most up-to-date industry knowledge.
For the 2025 recruitment cycle, the department awarded the IOP a grant agreement worth around £200,000 as part of the two-year Initial Teacher Training Scholarship Programme, enabling the IOP to offer 175 scholarships to talented individuals with a passion for physics and the potential to become inspirational teachers. Between 2022 and 2024, the IOP has recruited 256 scholars who received a bursary uplift, currently £2,000, on top of the standard £29,000 ITT bursary for physics.
The department has extended bursary and scholarship eligibility to all non-UK national trainees in physics and languages. We are also piloting an international relocation payment, worth up to £10,000, which will be available to teachers of languages and physics in the 2024/25 academic year.
The department also supports physics recruitment through government-funded Subject Knowledge Enhancement courses.
The department’s ‘School Teacher Recruitment’ marketing campaign inspires and attracts candidates to consider a career in teaching, including physics. It promotes the profession and directs people to the Get Into Teaching service, which exists to make teaching a career of choice and supports candidates to apply for teacher training in the most effective and efficient way possible. Get Into Teaching is also facilitating paid teaching internships for, physics, mathematics, chemistry, languages and computing undergraduates and master’s students.
The government continues to fund and support the science, technology, engineering and mathematics (STEM) Ambassadors programme, which aims to inspire young people, often from underrepresented groups, into STEM career opportunities. More than 28,000 volunteers have registered from over 7,500 employers, reaching over three million young people every year. These volunteers engage with young people to spark interest in STEM subjects.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of special educational needs and disabilities (SEND) pupils’ access to education following the concerns of the Special Education Needs and Disabilities Transport Operators Group that the increase in National Insurance contributions will affect their ability to take children to school every day.
Answered by Baroness Smith of Malvern - Minister of State (Education)
Home-to-school travel is an integral part of the school system. It provides a valuable service on which many families rely. The department is grateful to the many transport operators for the crucial role they play in ensuring that children receive the education that they need to help them thrive.
Departmental officials engage regularly with local authorities to understand the challenges they face and will continue to monitor this situation. We do not expect there to be a significant impact on home-to-school travel for children with special educational needs and disabilities. Local authorities are responsible for arranging home-to-school travel and deliver this through a range of in-house services and external providers.
The government recognises the need to protect the smallest employers. It has more than doubled the Employment Allowance to £10,500 which means that more than half of businesses with National Insurance liabilities will either gain or see no change next year. Businesses will still be able to claim employer National Insurance contributions relief, where eligible.
Asked by: Baroness Barran (Conservative - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they will set out a timeline for completing and publishing the Department for Education's work with the National Workload Action Group to consider "drivers of unnecessary workload" for social workers; and if so, when.
Answered by Baroness Smith of Malvern - Minister of State (Education)
The National Workload Action Group will provide its final report to the department no later than January 2025, with insights and considerations for reducing unnecessary workload for social workers. Ministers will then consider the best way to take forward findings from the report and next steps.