Baroness Garden of Frognal

Further education outcomes are published annually and include information on the employment and further learning destinations of adult learners in the academic year after achieving their learning aim. The outcomes are available to view online at: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcome-based-success-measures. Earnings outcomes are also tracked in each of the five academic years after achievement of the learning aim. Users can break down the data to view the outcomes for learners achieving specific qualifications. The most recent published data relates to adult learners who achieved their qualification in the 2020/21 academic year and their destinations in the following academic year (2021/22).

For example, the following table shows the sort of learner outcome measures that can be found in the publication. The outcomes relate to the year after achievement of the qualification. Full methodology is available at: https://explore-education-statistics.service.gov.uk/methodology/further-education-outcomes.

c denotes where a figure has been suppressed for confidentiality reasons and z denotes where data is unavailable.

The department expects further education providers to ensure students are well informed about the world of work and their options for employment, and to tailor careers activities to the needs of their students. Providers should deliver support and advice on transitional pathways into further/higher education, training or into employment. These expectations are underpinned by funding agreements that require further education colleges and sixth form colleges to secure access to independent careers guidance for all students up to the age of 18 and to 19- to- 24-year-olds with an Education, Health and Care Plan. Further education colleges also have a statutory duty under the Education Act 1997 to provide persons attending the college with access to both guidance materials and reference materials relating to careers education and career opportunities.

Further education outcomes are published annually and include information on the employment and further learning destinations of adult learners in the academic year after achieving their learning aim. The outcomes are available to view online at: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-outcome-based-success-measures. Earnings outcomes are also tracked in each of the five academic years after achievement of the learning aim. Users can break down the data to view the outcomes for learners achieving specific qualifications. The most recent published data relates to adult learners who achieved their qualification in the 2020/21 academic year and their destinations in the following academic year (2021/22).

For example, the following table shows the sort of learner outcome measures that can be found in the publication. The outcomes relate to the year after achievement of the qualification. Full methodology is available at: https://explore-education-statistics.service.gov.uk/methodology/further-education-outcomes.

c denotes where a figure has been suppressed for confidentiality reasons and z denotes where data is unavailable.

The department expects further education providers to ensure students are well informed about the world of work and their options for employment, and to tailor careers activities to the needs of their students. Providers should deliver support and advice on transitional pathways into further/higher education, training or into employment. These expectations are underpinned by funding agreements that require further education colleges and sixth form colleges to secure access to independent careers guidance for all students up to the age of 18 and to 19- to- 24-year-olds with an Education, Health and Care Plan. Further education colleges also have a statutory duty under the Education Act 1997 to provide persons attending the college with access to both guidance materials and reference materials relating to careers education and career opportunities.

Apprenticeships provide a fantastic opportunity for people to acquire the knowledge and skills needed to progress into electrical occupations, and the department is increasing investment in apprenticeships to £2.7 billion by 2024/25 to support employers of all sizes to grow their apprenticeships workforce.

The department’s employer-designed apprenticeship standards ensure that apprentices are gaining relevant industry experience to progress in over 690 different occupations, including in electrical occupations such as Level 3 domestic electrician, Level 4 building energy management systems controls engineer and Level 6 electro-mechanical engineer.

The department has made it easier for smaller employers to recruit the next generation of talent removing the limit on the number of apprentices they can take on and cutting by a third the number of steps needed to register to take on an apprentice. The department continues to fund 95% of the cost of apprenticeships in small employers who do not pay the levy and meet 100% of the cost for the smallest employers (fewer than 50 staff) when they take on eligible young apprentices. The levy transfer system has also been simplified so smaller employers can more easily benefit from transferred funds.

The department offers bursaries worth up to £27,000 tax-free and scholarships worth up to £29,000 tax-free, to encourage talented trainee teachers in key subjects such as mathematics, physics, chemistry and computing.

The National Foundation for Educational Research has published independent research which corroborates the department’s analysis that a £1,000 increase in bursary value results in an approximately 3% increase in applicants on average, all other things being equal.

There is evidence that schools serving disadvantaged communities face greater teacher workforce challenges. This is why the department is also offering a Levelling Up Premium worth up to £3,000 tax-free 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. This will support the retention of specialist teachers in these subjects and in the schools and areas that need them most.

The Levelling Up Premium is informed by the previous maths and physics teacher retention payments pilot. A University College London evaluation of this found that teachers who received these £2,000 tax-free payments were 23% less likely to leave teaching, showing retention payments can help solve teacher shortages.

School and trust leaders decide how best to allocate their teacher timetables.

Teacher retention is key to ensuring effective teacher supply and quality, and the department is taking action to support teachers to stay in the profession. The department has published a range of resources to help address teacher workload and wellbeing, and support schools to introduce flexible working practices.

The department is offering a Levelling Up Premium worth up to £3,000 tax-free 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. This will support the retention of specialist teachers in these subjects and in the schools and areas that need them most.

Higher education (HE) providers are independent, autonomous institutions responsible for their own decisions on staffing issues, including how they structure themselves to deliver research and teaching priorities. Where it is necessary to reshape their activities, it is important that universities carefully consider the impact of job losses on staff and students, and the overall sustainability of teaching and research in this country.

The department will continue to work closely with the Office for Students (OfS) and various parties, including a variety of HE providers across the sector, mission groups and other Government departments, to understand the ongoing impacts and changing landscape of financial sustainability in the HE sector.

We want to provide a ladder of opportunity for everyone to get the education and skills they need for job security and prosperity and to support levelling up across the country. Access to HE should be based on a student’s attainment and their ability to succeed, rather than background.

The government has issued guidance to the OfS, asking it to refocus the entire access and participation regime to create a system that supports young people from disadvantaged backgrounds by ensuring students are able to make the right choices and to access and succeed on high quality courses that are valued by employers and lead to good graduate employment.

John Blake, as the Director for Fair Access and Participation, is driving forward this important change. Using his experience and expertise from the schools’ sector, he is supporting and challenging providers to identify what will ultimately help students progress on their course and obtain good outcomes from their degree, such as programmes of intervention in schools, summer schools, and targeted bursaries to assist with living costs.

The government is committed to cementing the UK’s status as a science and technology superpower, levelling up across the country.

To achieve this, the UK needs talented people with the right knowledge, skills, and experience. We are investing in programmes that do this at all levels of education, including through:

• My right hon. Friend, the Prime Minister‘s recently announced mission to ensure all pupils study some form of maths to 18.
• Investing an additional £750 million over the next three years to support high quality teaching and facilities including in science and engineering, subjects that support the NHS, and degree apprenticeships. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade.
• Several government strategies are in place to support our science and technology superpower ambition, in specific areas including the UK Innovation Strategy (2021), the National AI Strategy (2021), and the UK Digital Strategy (2022). They set out how we will strengthen our reserves of talent and skills in order to drive success.

Higher education (HE) providers are independent, autonomous institutions responsible for their own decisions on staffing issues, including how they structure themselves to deliver research and teaching priorities. Where it is necessary to reshape their activities, it is important that universities carefully consider the impact of job losses on staff and students, and the overall sustainability of teaching and research in this country.

The department will continue to work closely with the Office for Students (OfS) and various parties, including a variety of HE providers across the sector, mission groups and other Government departments, to understand the ongoing impacts and changing landscape of financial sustainability in the HE sector.

We want to provide a ladder of opportunity for everyone to get the education and skills they need for job security and prosperity and to support levelling up across the country. Access to HE should be based on a student’s attainment and their ability to succeed, rather than background.

The government has issued guidance to the OfS, asking it to refocus the entire access and participation regime to create a system that supports young people from disadvantaged backgrounds by ensuring students are able to make the right choices and to access and succeed on high quality courses that are valued by employers and lead to good graduate employment.

John Blake, as the Director for Fair Access and Participation, is driving forward this important change. Using his experience and expertise from the schools’ sector, he is supporting and challenging providers to identify what will ultimately help students progress on their course and obtain good outcomes from their degree, such as programmes of intervention in schools, summer schools, and targeted bursaries to assist with living costs.

The government is committed to cementing the UK’s status as a science and technology superpower, levelling up across the country.

To achieve this, the UK needs talented people with the right knowledge, skills, and experience. We are investing in programmes that do this at all levels of education, including through:

• My right hon. Friend, the Prime Minister‘s recently announced mission to ensure all pupils study some form of maths to 18.
• Investing an additional £750 million over the next three years to support high quality teaching and facilities including in science and engineering, subjects that support the NHS, and degree apprenticeships. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade.
• Several government strategies are in place to support our science and technology superpower ambition, in specific areas including the UK Innovation Strategy (2021), the National AI Strategy (2021), and the UK Digital Strategy (2022). They set out how we will strengthen our reserves of talent and skills in order to drive success.

The department thoroughly appreciates the work the teaching profession does to build a world class education system and offer an excellent education to all. The department acknowledges the dedication and passion of those within the sector.

By 2024/25 school funding will reach £58.8 billion. This investment will be funding schools, in real terms per pupil, at the highest ever level in history. In 2023/24 mainstream school funding will increase, on average, by 5.6% per pupil. The department implemented the School Teacher Review Body’s recommendation of a significant 8.9% pay uplift to teacher starting salaries outside London, keeping us on track to deliver the manifesto commitment of £30,000 starting salaries. We also implemented a 5% uplift for experienced teachers. This is the highest pay award for experienced teachers in 30 years and underlines the importance this government attaches to schools. On top of this, around 40% of teachers will get pay increases through progression or promotion of up to 15.9%.

Department officials and Ministers meet regularly with teaching unions and other representative bodies to discuss a wide range of school and college policy issues, including actions to improve the daily working lives of teachers. Since confirmation of a formal trade dispute, Ministers have met with unions on multiple occasions. The department will continue to engage going forwards.

The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:

• 2021/22 academic year: 131 schools applied, 114 were successful, 87% success rate, which equated to 5,139 individual student placements.
• 2022/23 academic year: 157 schools applied, 70 were successful, 45% success rate, which equated to 4,721 individual student placements.

All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.

The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.

The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.

Table 1: Placements by sector for the 2021/22 academic year

Table 2: Placements by sector for the 2022/23 academic year

A full breakdown is provided on the Turing Scheme website.

The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.

The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.

The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:

• 2021/22 academic year: 131 schools applied, 114 were successful, 87% success rate, which equated to 5,139 individual student placements.
• 2022/23 academic year: 157 schools applied, 70 were successful, 45% success rate, which equated to 4,721 individual student placements.

All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.

The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.

The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.

Table 1: Placements by sector for the 2021/22 academic year

Table 2: Placements by sector for the 2022/23 academic year

A full breakdown is provided on the Turing Scheme website.

The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.

The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.

The success rate of schools applying to participate in the Turing Scheme over the two years the scheme has operated are:

• 2021/22 academic year: 131 schools applied, 114 were successful, 87% success rate, which equated to 5,139 individual student placements.
• 2022/23 academic year: 157 schools applied, 70 were successful, 45% success rate, which equated to 4,721 individual student placements.

All applications were independently assessed by sector experts, who ensured all successful projects met the quality standards required. 70 applications failed on the levelling up criterion. Others had less well-developed projects. This could be due to some of those applicants having less experience in designing projects of this type and securing applying for funding for them. 67% of applicants for the 2022/23 academic year were new applicants, and 71% of applicants that failed were new applicants.

The Turing Scheme has a strong focus on supporting levelling up by providing opportunities for pupils from disadvantaged backgrounds. In the 2021/22 academic year, 48% of 41,000 approved placements for all sectors, which includes schools, further education/vocational education and training (FE/VET), and higher education (HE) were for participants from disadvantaged backgrounds. 52% of 38,000 approved placements for all sectors in the 2022/23 academic year are for participants from disadvantaged backgrounds. The Turing Scheme uses a range of measures based on sector standards across the UK to define what we mean by participants from disadvantaged backgrounds. These are listed in full on the Turing Scheme website and can be found here: https://www.turing-scheme.org.uk/about/widening-access/.

The tables below show the percentage of placements allocated for participants from disadvantaged backgrounds, by sector, for the 2021/22 and 2022/23 academic years.

Table 1: Placements by sector for the 2021/22 academic year

Table 2: Placements by sector for the 2022/23 academic year

A full breakdown is provided on the Turing Scheme website.

The application form for the Turing Scheme is framed around the main objectives of the scheme, requiring applicants to set out how their planned projects will support priorities, including Global Britain and levelling up. This year’s application form entailed fewer questions than last year’s, in response to feedback from applicants.

The department will keep engaging with stakeholders so that we can continue to develop the scheme in subsequent years, to ensure it delivers on its objectives, supports students to make the most of their international experiences, and is aligned with government priorities. This will include the application experience.

NEET (Not in Education Employment or Training) is a statistical measure agreed across government and the Office for National Statistics (ONS) and is not formally assessed or used as a condition to establish entitlement for free training for adults.

Anybody who is not participating in any forms of education or training and who is not in employment is considered to be NEET. This includes those not:

- Enrolled on an education course

- Still attending or waiting for term to (re)start

- Doing an apprenticeship

- On a government supported employment or training programme

- Working or studying towards a qualification

- On job-related training or education in the last 4 weeks

- In some form of paid work, including those working part-time

Under Raising the Participation Age, introduced in the Education and Skills Act 2008, 16- and 17-year-olds are under a statutory duty to particate in education or training. Aligned to this, local authorities are under a statutory duty to support 16- and 17-year-olds into education or training, a minimum of at least 280 planned qualification hours per year for those in full-time work or volunteering (20 hours per week) or 540 hours of planned learning for those in full-time education.

Published measures of NEET typically use the Labour Force Survey which is run by the ONS, using their definition of NEET and also aligns to the measure of employment as defined by the International Labour Organisation. This states a person in employment is defined as all those of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit. They comprise employed persons "at work", i.e. who worked in a job for at least one hour, and employed persons "not at work" due to temporary absence from a job, or to working-time arrangements (such as shift work, flexitime and compensatory leave for overtime).

NEET (Not in Education Employment or Training) is a statistical measure agreed across government and the Office for National Statistics (ONS) and is not formally assessed or used as a condition to establish entitlement for free training for adults.

Anybody who is not participating in any forms of education or training and who is not in employment is considered to be NEET. This includes those not:

- Enrolled on an education course

- Still attending or waiting for term to (re)start

- Doing an apprenticeship

- On a government supported employment or training programme

- Working or studying towards a qualification

- On job-related training or education in the last 4 weeks

- In some form of paid work, including those working part-time

Under Raising the Participation Age, introduced in the Education and Skills Act 2008, 16- and 17-year-olds are under a statutory duty to particate in education or training. Aligned to this, local authorities are under a statutory duty to support 16- and 17-year-olds into education or training, a minimum of at least 280 planned qualification hours per year for those in full-time work or volunteering (20 hours per week) or 540 hours of planned learning for those in full-time education.

Published measures of NEET typically use the Labour Force Survey which is run by the ONS, using their definition of NEET and also aligns to the measure of employment as defined by the International Labour Organisation. This states a person in employment is defined as all those of working age who, during a short reference period, were engaged in any activity to produce goods or provide services for pay or profit. They comprise employed persons "at work", i.e. who worked in a job for at least one hour, and employed persons "not at work" due to temporary absence from a job, or to working-time arrangements (such as shift work, flexitime and compensatory leave for overtime).

Mathematics remains the most popular A level subject, with entries up 19% since 2010. There have been increases in A level entries for both maths and further maths – of 3.8% and 7.1% respectively – since 2020.

The Department for Education funds a national network of 40 Maths Hubs across England to raise the standard of mathematics education to meet the standards achieved in top-performing jurisdictions. Through a school-led model, Maths Hubs aim to harness maths leadership and expertise to develop and spread excellent practice in the teaching of mathematics for the benefit of all students.

The Department funds the Advanced Mathematics Support Programme (AMSP) which aims to increase participation and attainment in level 3 mathematics through targeted support ensuring that students in all 16–19 state-funded schools and colleges can access AS/A level maths and AS/A level further mathematics and helping them to study these subjects to a higher level.

The government will nurture our country’s top mathematical talent by delivering its commitment to have a 16–19 maths school in every region. The principal aim of maths schools is to help prepare more of our most mathematically-able students to succeed in maths disciplines at top universities and to pursue mathematically-intensive careers.

This is part of a range of initiatives to improve maths provision, including the AMSP and additional funding via the Advanced Maths Premium to support providers to increase A level maths participation; it will also complement the work of Maths Hubs.

The AMSP also provides targeted support for students preparing for study in higher education.

Effective careers guidance and advice is key to supporting young people in their education and career choices, to learn and develop skills in the areas for which employers are looking. The government’s Careers Strategy sets out a long-term plan to build a world-class careers system to achieve this ambition. We are increasing the information available to students to ensure they can make informed choices about what and where to study. The delivery of the Careers Strategy also ensures that science, technology, engineering and mathematics (STEM) encounters, such as with employers and apprenticeships, are built into school careers programmes.

The government strongly supports all forms of mathematics in higher education. We are pleased many students chose to take up courses in mathematical sciences (39,210 students in England[1]) and that many more enrol on courses involving elements of mathematical study such as engineering, computer science, and accounting.

Our student loan system supports students who have the qualifications to benefit from higher education to access higher education, including a range of mathematics courses. Additionally, the government also supports a number of mathematics-based courses via the Strategic Priorities Grant, a funding pot to support the provision of higher education. This includes high-cost subject funding – extra money given to providers to deliver expensive subjects. Mathematical subjects that attract high-cost subject funding are those which have typically higher delivery costs that are not met by tuition fees alone. This includes courses involving the study and application of specialist mathematics such as civil engineering and physics. For the academic year 2021/22, these subjects are in price group B and their high-cost subject funding rate will be £1,515. This is an increase of 4% from the previous academic year – part of our reprioritisation of Strategic Priorities Grant funding towards high-cost subjects which support the NHS and wider healthcare policy, high-cost science, technology and engineering subjects, and subjects meeting specific labour market needs.

[1] Higher Education Statistics Agency (HESA) Student data, Table 49: Table 49 - HE student enrolments by HE provider and subject of study 2019/20 | HESA (English providers only).

The Skills and Post-16 Education Bill introduces provision for the Institute for Apprenticeships and Technical Education to charge fees in connection with the approval or continued approval of technical education qualifications.

An initial assessment of the impact of charging fees for the approval of technical education qualifications has been published as part of the wider Skills and Post-16 Education Bill impact assessment and can be found here: https://www.gov.uk/government/publications/skills-and-post-16-education-bill-impact-assessment-and-jchr-memorandum.

As set out in the bills policy summary note: “approval fees would be charged on a cost-recovery basis. Any approach designed would be proportionate and take into account the impacts on the market to ensure the range of approved qualifications meets the needs of employers and learners, including qualifications in niche areas.”.

The intention is that the introduction of fees will not be considered until the initial reforms to technical qualifications have been implemented. The fee-charging power would be subject to regulations published by my right hon. Friend, the Secretary of State for Education. A further assessment of the impact of the regulations on the market will be undertaken when the regulations are being made.

We do not hold college application data on enrolments. We publish actual enrolments as collected on the Individualised Learner Record in the further education and skills statistics publication, available here: https://explore-education-statistics.service.gov.uk/find-statistics/further-education-and-skills.

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

The government is committed to driving up and levelling up education standards so that children and young people in every part of the country acquire the knowledge, skills, and qualifications they need to progress.

Central to this is making sure that we have great teachers in every classroom. We are making England the best place in the world to become a great teacher through giving every teacher, particularly those in the most disadvantaged areas, access to world-class training and professional development opportunities throughout their career. Reforms to teacher training and early career support are key to the government’s plans to improve school standards for all.

The Review will focus on how the Initial Teacher Training (ITT) sector can provide consistently high-quality training, in line with the Core Content Framework (CCF), in a more efficient and effective market. We are reviewing the available evidence on ITT, which includes published research commissioned by the department, as well as wider evidence from the sector. Department analysts, including social researchers, are feeding into the Review to ensure that the evidence is interpreted accurately and will be used to inform any recommendations. As we did with the CCF and Early Career Framework, the Review is considering international evidence alongside evidence from UK ITT markets.

Ofsted inspections for ITT were paused whilst schools and the ITT sector responded to the COVID-19 outbreak. On 26 March, Ofsted confirmed that they would recommence ITT inspection in the summer term 2021, which means a relatively small number of ITT inspections will take place this academic year.

The Chair of the review will deliver his recommendations this summer, after which the department will consider whether to accept these and plans for implementation.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

There are a total of 319 state funded schools in the UK that have a cadet unit. The Department does not collect data on the number of teachers that are cadet force adult volunteers or instructors in these schools. Cadets are funded through the Ministry of Defence and the Department supports this with co-chairmanship of the cadet expansion steering group and through its joint cadet expansion team that works closely with colleagues within Ministry of Defence. Several schools have continued cadet activities through virtual activities and remote education. Outdoor cadet activity can resume from March 8 within school grounds. It will be up to individual schools to undertake appropriate risk assessment to resume such activities in a COVID-19 secure manner. The Department recognises the significant benefits that cadet units in schools bring, for young people, schools, and local communities and that they can play an important part in catchup and recovery activity for many young people.

Under the Withdrawal Agreement negotiated with the EU, the UK will continue to participate fully in the current (2014–20) Erasmus+ and European Solidarity Corps programmes. This means that projects successfully bid for during the current programmes will continue to receive funding for the full duration of the project, including those where funding runs beyond 2020 and the end of the transition period.

The UK’s participation in the next Erasmus+ programme (2021–27) is matter for our ongoing negotiations with the EU. The government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. It would not be appropriate to pre-empt the outcome of those negotiations.

In parallel to our negotiations with the EU, the government is continuing to develop a domestic alternative to Erasmus+ to ensure that we are prepared for every eventuality. This is subject to decisions on funding at the upcoming Comprehensive Spending Review.

Under the Withdrawal Agreement negotiated with the EU, the UK will continue to participate fully in the current (2014–20) Erasmus+ and European Solidarity Corps programmes. This means that projects successfully bid for during the current programmes will continue to receive funding for the full duration of the project, including those where funding runs beyond 2020 and the end of the transition period.

The UK’s participation in the next Erasmus+ programme (2021–27) is matter for our ongoing negotiations with the EU. The government remains open to considering participation in elements of the next Erasmus+ programme, provided that the terms are in the UK’s interests. It would not be appropriate to pre-empt the outcome of those negotiations.

In parallel to our negotiations with the EU, the government is continuing to develop a domestic alternative to Erasmus+ to ensure that we are prepared for every eventuality. This is subject to decisions on funding at the upcoming Comprehensive Spending Review.

The government recognises that the COVID-19 outbreak poses significant financial challenges to the higher education (HE) sector, including small and specialist providers.

We are committed to supporting small and specialist providers which play an important part in our HE sector to develop and nurture skills and talent that our country needs. We have been working closely with the sector, the Office for Students (OfS), and across government to understand the financial risks that providers are facing, to stabilise the admissions system, and to help providers access the support on offer. The OfS has stated that one of its key priorities during the outbreak is to support the financial sustainability of the sector. Providers with concerns about their financial viability or sustainability have been encouraged to contact the OfS at the earliest opportunity. In light of COVID-19, the OfS has enhanced its financial sustainability reporting to identify sector and short-term viability risks to individual universities, as well as patterns across the sector.

The government has already provided significant support to help providers through the financial challenges that COVID-19 has brought. The HE package we announced on 4 May, with its reprofiling of public funding and measures on admissions, has acted to stabilise the situation in England. Alongside this, eligible HE providers have also been able to apply to take advantage of the range of measures put in place to support businesses across the economy, including government-backed loan schemes and the Coronavirus Job Retention Scheme.

On 27 June, we announced further UK-wide support in the form of the Department for Business, Energy and Industrial Strategy’s research stabilisation package.

On 16 July, my right hon. Friend, the Secretary of State for Education, announced further information about the HE restructuring regime. The government will be able to intervene to support a provider in England, where there is a case to do so as a last resort, when a provider has exhausted other steps to mitigate its risk of market exit because of COVID-19. The over-arching policy objectives that will guide the department’s assessment of cases will be protecting the welfare of current students, preserving the sector’s internationally outstanding science base, and supporting the role that higher education providers play in regional and local economies through the provision of high-quality courses aligned with economic and societal needs.

Financial support in the form of repayable loans will only be offered as a last resort and with strict conditions attached, such as tackling low-quality courses and reducing excessive vice-chancellor pay.

Details on the HE restructuring regime can be found at:
https://www.gov.uk/government/publications/higher-education-restructuring-regime.

The government continues to prioritise world-leading specialist teaching and provides teaching grant funding, via the OfS, to support the costs of this type of provision. The teaching grant funding for academic year 2020-21 has been protected in full in cash terms and totals £43 million.

The government recognises that the COVID-19 outbreak poses significant financial challenges to the higher education (HE) sector, including small and specialist providers.

We are committed to supporting small and specialist providers which play an important part in our HE sector to develop and nurture skills and talent that our country needs. We have been working closely with the sector, the Office for Students (OfS), and across government to understand the financial risks that providers are facing, to stabilise the admissions system, and to help providers access the support on offer. The OfS has stated that one of its key priorities during the outbreak is to support the financial sustainability of the sector. Providers with concerns about their financial viability or sustainability have been encouraged to contact the OfS at the earliest opportunity. In light of COVID-19, the OfS has enhanced its financial sustainability reporting to identify sector and short-term viability risks to individual universities, as well as patterns across the sector.

The government has already provided significant support to help providers through the financial challenges that COVID-19 has brought. The HE package we announced on 4 May, with its reprofiling of public funding and measures on admissions, has acted to stabilise the situation in England. Alongside this, eligible HE providers have also been able to apply to take advantage of the range of measures put in place to support businesses across the economy, including government-backed loan schemes and the Coronavirus Job Retention Scheme.

On 27 June, we announced further UK-wide support in the form of the Department for Business, Energy and Industrial Strategy’s research stabilisation package.

On 16 July, my right hon. Friend, the Secretary of State for Education, announced further information about the HE restructuring regime. The government will be able to intervene to support a provider in England, where there is a case to do so as a last resort, when a provider has exhausted other steps to mitigate its risk of market exit because of COVID-19. The over-arching policy objectives that will guide the department’s assessment of cases will be protecting the welfare of current students, preserving the sector’s internationally outstanding science base, and supporting the role that higher education providers play in regional and local economies through the provision of high-quality courses aligned with economic and societal needs.

Financial support in the form of repayable loans will only be offered as a last resort and with strict conditions attached, such as tackling low-quality courses and reducing excessive vice-chancellor pay.

Details on the HE restructuring regime can be found at:
https://www.gov.uk/government/publications/higher-education-restructuring-regime.

The government continues to prioritise world-leading specialist teaching and provides teaching grant funding, via the OfS, to support the costs of this type of provision. The teaching grant funding for academic year 2020-21 has been protected in full in cash terms and totals £43 million.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

On 12 May, the department published comprehensive guidance to schools which included advice on protective measures and appropriate use of personal protective equipment (PPE). The guidance can be found here:
https://www.gov.uk/government/publications/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings/coronavirus-covid-19-implementing-protective-measures-in-education-and-childcare-settings.

On 18 May 2020, the Government announced that with immediate effect, all UK citizens over the age of 5 who experience symptoms are eligible to be tested.

To support schools in the return of a wider group of children and young people from 1 June, they will have access to testing if they display symptoms, as will any symptomatic members of their household.

The government has launched a new national test and trace programme. This will include more traditional methods of contact tracing if a child, young person or parent tests positive. This could include, for example, direct discussion with parents and schools or colleges on recent contacts.

The majority of staff in education, childcare and children’s social care settings will not require PPE beyond what they would normally need for their work, even if they are not always able to maintain distance of 2 metres from others.

We have developed plans to open schools to more children and young people in line with our responsibilities under the Equality Act 2010, including the Public Sector Equality Duty. This means we have had due regard to the need to eliminate discrimination, harassment, victimisation and any other conduct that is prohibited by or under the Act; advance equality of opportunity between persons who share a relevant protected characteristic, including race, and persons who do not share it; and foster good relations between persons who share a relevant protected characteristic and persons who do not share it.

We are aware that there is emerging evidence that BAME individuals can be more severely affected than their peers by the virus, though this is not yet fully understood. On 4 May, Public Health England launched a review into the factors affecting health outcomes from COVID-19, to include ethnicity, gender and obesity. This will be published by the end of May and will help to inform our approach. In the meantime, schools should be especially sensitive to the needs and worries of BAME members of staff, BAME parents and BAME pupils, and consider if any additional measures or reasonable adjustments may need to be put in place to mitigate concerns.

This is a matter for the Institute for Apprenticeships and Technical Education. I have asked its Chief Executive, Jennifer Coupland, to write to the noble Lady and a copy of her reply will be placed in the Libraries of both Houses when it is available.

This is a difficult time for apprentices, employers and providers of apprenticeship training, assessment and external assurance. We are committed to supporting apprentices and employers so that we can continue to build the skills capabilities that the country needs. While we recognise that many employers will not feel that they are in a position to recruit apprentices during a period of considerable uncertainty, a comprehensive package of support remains available to those that do.

Employers can still use the apprenticeship service to find a suitable provider, advertise vacancies and manage the recruitment of apprentices. In January 2020, we began rolling out all aspects of the service to smaller employers that do not pay the levy, giving them more control over accessing funding for their apprenticeship choices. This roll-out is continuing, with smaller employers able to reserve funding for new apprenticeship starts through the apprenticeship service.

We provide financial incentives to businesses interested in recruiting apprentices, including paying 95% of training costs for employers that do not pay the levy. The government meets the full cost of training for the smallest employers (those with under 50 employees) for 16 to 18 year old apprentices and some 19 to 24 year old apprentices. We also provide additional payments of £1,000 to both the employer and provider for hiring and training 16 to 18 year olds and for 19 to 24 year olds who have an Education, Health and Care Plan.

Guidance on the measures that we are taking to help employers retain their apprentices and plan with more certainty can be found here: https://www.gov.uk/government/publications/coronavirus-covid-19-apprenticeship-programme-response.

This will continue to be updated as the situation develops. We are also planning a number of campaigns to stimulate employer interest in the recruitment of apprentices during the period of economic recovery from COVID-19.

We have introduced a wide range of reforms to improve the quality of apprenticeships and to encourage employers, of all sizes and in all sectors, across England to create more high-quality apprenticeship opportunities.

New high-quality apprenticeship standards, designed and driven by industry, are providing employers with the skills they need. Over 530 standards have been approved for delivery to apprentices. From August 2020 all starts will be on these employer-designed standards.

Employers in the woodwork and joinery sector have developed two standards available for delivery – one at level 2 and one at level 3. The sector can also benefit from the 76 new apprenticeship standards in construction-related roles that have been approved for delivery by the Institute for Apprenticeships and Technical Education. This exceeds the target of 50 set in the 2018 Construction Sector Deal. A further 22 are in development.

We continue to encourage the take up of our apprenticeship programme across all sectors, including in construction. The third phase of the Fire it Up campaign launched in January, targeting audience groups that contribute to widening participation in apprenticeships.

To ensure that young people hear about all the education and employment options available to them, in January 2018 we introduced a legal requirement for schools to give training providers the chance to talk to pupils about technical qualifications and apprenticeships. We offer a free service to schools through the Apprenticeship Support and Knowledge (ASK) project to ensure that teachers have the knowledge and support to enable them to promote apprenticeships to their students. In the last academic year, ASK reached over 300,000 students.

Representatives from the National Apprenticeship Service also attended 30 UCAS exhibitions in 2019, engaging with around 10,000 young people, their parents and careers advisers. This work will continue during 2020 alongside our wider communications and marketing activity to raise the profile of apprenticeships.

This is a matter for the Institute for Apprenticeships and Technical Education. I have asked its Chief Executive, Jennifer Coupland, to write to the noble Lady and a copy of her reply will be placed in the Libraries of both Houses.

New high-quality apprenticeships standards, designed and driven by industry, are providing employers with the skills they need. The Institute for Apprenticeships and Technical Education is responsible for working with employer trailblazer groups to design and approve these standards. The standards describe full occupational competence, as agreed by employers, and must include a rigorous and independent end-point assessment.

Over 530 standards have been approved for delivery to apprentices. From August 2020 all starts will be on these employer-designed standards. Employers in the woodwork and joinery sector have developed two standards available for delivery – Carpentry/Joinery and Advanced Carpentry/Joinery. The sector can also benefit from the 76 standards in construction-related roles.

We support employers via the National Apprenticeship Service, offering free impartial, expert advice to employers in every sector. To support SMEs in sectors such as joinery and woodwork to use these standards to address their skills needs, we have begun to move smaller employers onto our apprenticeship service, giving them a greater choice of training providers. Smaller employers, such as those in supply chains, can also benefit from transferred funds from levy payers. This year, 2019-20 funding available for investment in apprenticeships in England is over £2.5 billion; double what was spent in 2010.

The apprenticeship levy is collected by Her Majesty’s Revenue and Customs from all UK employers with a pay bill above £3 million.

Employers in England access their levy funding through their apprenticeship service accounts. The Education and Skills Funding Agency does not require levy-paying employers to document their industry sector when registering an apprenticeship service account. For this reason, we are unable to provide data which shows the amount of levy funds entering the accounts of employers in the woodworking and joinery sector, or the proportion of that total which has been spent on apprenticeships.

In 2019-20, funding available for investment in apprenticeships in England has risen to over £2.5 billion, double what was spent in 2010-11, allowing employers of all sizes, including those in the woodworking and joinery sector, to access funding for apprenticeships.

The department’s annual apprenticeships budget, which is distinct to the funds available to levy-paying employers through their apprenticeship service accounts, funds apprenticeships in England for both levy payers and Small and Medium Enterprises. This means that levy payers’ unspent funds are not lost but are used to support apprenticeships in smaller employers.

We are also supporting smaller employers who do not pay the levy by moving them onto our digital apprenticeship service, giving them a greater choice of training providers and more control over their apprenticeships. In addition, smaller employers can benefit from transferred funds from levy payers, supporting new starts in supply chains and addressing sector skills shortages and local skills needs.