Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to encourage students to take all forms of mathematics at Higher Education level.
Answered by Lord Parkinson of Whitley Bay - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the impact of charging awarding organisations for the approval of qualifications and the effect of this on the qualifications sector.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many applications were made to colleges for enrolment on courses for the forthcoming academic year by the end of January (1) 2019, (2) 2020, and (3) 2021.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government whether evidence relating to the delivery of the core content framework by initial teacher education providers will be used to inform their review on the initial teacher training market; and if so, how.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how the timescale for their review of the initial teacher training market will allow for evidence from the first round of OFSTED inspections under its new inspection framework to be taken into account.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government whether they plan to collect evidence to inform their review of the initial teacher training market; and if so, (1) in what format, (2) from whom, and (3) where that evidence will be published.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what plans they have to promote the resumption of in-person cadet force activity.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what contribution the Department for Education makes towards school cadet forces.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many school teachers are involved as cadet staff and instructors in state-funded schools.
Answered by Baroness Berridge
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.
Asked by: Baroness Garden of Frognal (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many state-funded schools have cadet forces.
Answered by Baroness Berridge
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.