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Written Question
Education: Travellers
Thursday 29th June 2023

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government when they plan to publish their evaluation of their pilot education funding programme for Gypsy, Roma and Traveller children and proposed next steps; and what assessment they have made of the connection between (1) the adequacy of educational provision and funding for Gypsy, Roma and Traveller children, and (2) their statistics for children missing education for the academic year 2022─23, which show that 10 per cent of children missing from education are from Gypsy, Roma and Traveller families.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The £1 million Department for Levelling Up, Housing and Communities (DLUHC) Gypsy Roma and Traveller (GRT) Education Areas programme enabled five local authorities and a Voluntary Community and Social Enterprise organisation to deliver tailored support to improve GRT attendance and attainment. Whilst the programme was a one year pilot, the delivery of some of the targeted support carried on beyond that timeline. The close monitoring of the projects helped DLUHC to pick up issues quickly, facilitated the setting up of a buddying system, and improved cross agency relationships and knowledge sharing.

The department has no plans to commission a government evaluation of the programme. The department’s expectation is that participant local authorities will carry out their own evaluation of their projects, build lessons learnt into wider services, and share learning with other local authorities.

The government is committed to ensuring that all children are safe and have access to an excellent education. The department is currently running a call for evidence on ‘Improving support for children missing education’ to seek views on challenges in identifying and supporting children missing from education and how to address those challenges. The call for evidence is open until 20 July and will be used to inform policy future policy thinking. The open consultation is available at: https://www.gov.uk/government/consultations/improving-support-for-children-missing-education.


Written Question
Apprentices and Vocational Guidance: Travellers
Monday 27th March 2023

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what steps they are taking to ensure that targeted careers advice and the Apprenticeship Support and Knowledge programme reaches Gypsy and Traveller young people, including those who are being educated at home.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The government is committed to ensuring that all young people and adults can access high-quality careers information, advice, and guidance, regardless of their background.

The department is currently developing a Get the Jump communications pack to help Gypsy, Roma and Traveller (GRT) stakeholders share information about post-16 and post-18 education and training choices with GRT parents and young people. We will share the pack with members of the department’s GRT stakeholder group at its next meeting and will discuss how we can effectively support GRT young people.

The National Careers Service also provides free, up to date, impartial information, advice and guidance on careers, skills and the Labour Market in England.  It is delivered by over 750 careers advisers who help customers to make informed choices about their career options, whatever their age, ethnic group, and background.

Working with the Careers and Enterprise Company, Youth Employment UK have developed a free, new online programme designed to support home-educated young people. This project aims to engage young people with trusted, self-directed learning and high-quality signposting to information about pathways, online experiences of the workplace, sector information, and transitions support. Resources are being developed to be used by multi-agency frontline workers, local authorities, and support staff working with young people being educated outside of mainstream education.

The Apprenticeship Support and Knowledge (ASK) programme is raising awareness of apprenticeships and T Levels to young people in schools and colleges. Since September 2022, it has worked with over 380,000 young people from across all regions and demographics.

In addition to working with schools that request support across the country, ASK targets selected levelling-up areas and works closely with schools with students identified as requiring additional support through its development school programme.

ASK works closely with local authorities to identify young people who are not in education employment or training (NEET), or at risk of being NEET to provide additional support. The programme also works with local authorities and a variety of supporting stakeholders to provide the service to young people outside of education.


Written Question
Pupil Premium: Travellers
Monday 13th March 2023

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government, further to the Education Policy Institute report COVID-19 and Disadvantage Gaps in England 2021, published in December 2022, which found that Gypsy and Traveller pupils were the only ethnic groups whose attainment fell further behind in 2021, whether they will extend the Pupil Premium to cover all Gypsy and Traveller pupils.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

Pupil premium eligibility will be kept under review, to ensure that funding is targeted at those who most need it.

The department is committed to helping children and young people, including those from the Gypsy, Roma and Traveller communities, to catch-up and recover from the effects of the COVID-19 pandemic.

In England, the primary and secondary school attainment gap between disadvantaged pupils and their peers has grown between 2019 and 2022, having narrowed between 2011 and 2019. The disruption to education caused by the pandemic has affected disadvantaged students more than their peers.

We are supporting the most disadvantaged and vulnerable pupils, including those from Gypsy, Roma and Traveller groups, through pupil premium funding, which is increasing to almost £2.9 billion in the 2023/24 financial year. In addition, the department has made available almost £5 billion of funding to support education recovery, including through the recovery premium, National Tutoring Programme and the 16-19 Tuition Fund. The department does not design education policy that exclusively targets certain groups of pupils based on ethnicity.


Written Question
Pupil Exclusions: Travellers
Thursday 22nd December 2022

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government what assessment they have made of the report by the Traveller Movement Disrupting the School to Prison Pipeline, published in July; and what steps they intend to take in response to the recommendations made in that report.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department recognises the issues faced by Gypsy, Roma and Traveller children and young people and how education can make a positive difference. The report contained seven recommendations for the department and the following sets out how we are responding to those recommendations.

The report recommended that the clear disaggregation of Gypsy, Roma, and Traveller identities as adopted by the Office for National Statistics for the 2021 Census, should be implemented across the education sector. As the report references Gypsy, Roma and Traveller data was collected in Census 2021 and phase one of the data has now been released: https://www.ons.gov.uk/peoplepopulationandcommunity/culturalidentity/ethnicity/bulletins/ethnicgroupenglandandwales/census2021. We are currently reviewing the harmonised standard for ethnicity, with any potential question changes being released in early 2024.

The report recommended that the department must ensure a race equality & diversity policy is made a statutory element of the Public Sector Equality Duty (PSED) for all schools. Already the PSED requires public bodies, including maintained schools and academies, to have due regard to the need to eliminate discrimination and other conduct prohibited by the Equality Act 2010.

Schools have specific legal duties to publish information to demonstrate how they are complying with the PSED, and to prepare and publish equality objectives. Schools are also required to publish information relating to those who share a relevant protected characteristic and who are affected by their policies and practices. It is for schools to develop their own strategies for meeting their duties, however, the Department has published guidance for schools on how to ensure they comply with their duties under the Equality Act.

In regard to Education, Health and Care (EHC) Plans, the report recommended that all schools must have the ability and resources to provide assessment of them when requested by a parent or guardian, including annual reviews. Also, local authorities should consider providing base-level EHC Plans funding to all schools. The Special Educational Needs and Disabilities Green Paper, published in March 2022 sets out our vision to create a more inclusive education system with excellent local mainstream provision which will improve the experience and outcomes for children and young people who need more intensive support. Amongst those consulted was the department’s GRT Stakeholder Group and we are committed to publishing a full response to the consultation through an improvement plan early in 2023.

The report also recommended that the department should require all school and academy trusts to establish an On-Site Inclusion Unit (OSIU). In July 2022 we published updated guidance on Behaviour in Schools and Suspension and Permanent Exclusion statutory guidance. The Behaviour guidance makes clear some schools can choose to have pupil support units (sometimes called ‘in-school units’) which should be used for two main reasons: to provide planned pastoral support for vulnerable pupils and as a last resort measure to support pupils at risk of exclusion.

Additionally, the report recommended that expert headteacher panels should be established to provide final assessments for proposed permanent exclusions and the department should develop standardised reporting guidelines for monitoring the use of In-School exclusionary practices, and also develop guidance for best practice and use of in-school exclusionary practices.

The updated Exclusion guidance is clear that, in all cases, schools should consider initial intervention to address underlying causes of disruptive behaviour which may minimise the need for permanent exclusion. Whilst a permanent exclusion may still be an appropriate sanction, schools should take account of any contributing factors.

The statutory process to review school exclusions is clear that governing boards have a role to review the decision of the headteacher to permanently exclude and if the governing board decides to uphold the permanent exclusion, the parents will have the right to an Independent Review Panel.


Written Question
Private Education
Monday 7th November 2022

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government whether the provisions in Part 4 of the Schools Bill (independent educational institutions) remains their policy.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department’s position on the Schools Bill will be confirmed in due course. The policies support the department’s objective of ensuring that all children receive a safe and suitable education, and the department remains fully committed to taking forward these measures, including through legislation where this is necessary.

Part 3 of the Schools Bill would place a duty on local authorities in England to establish and maintain Children Not in School registers, to provide support to home educators when requested, and update the process for School Attendance Orders to improve efficacy. Part 3 also includes measures on school attendance, which would place the Department’s recently published school attendance guidance ‘Working together to improve school attendance’ on a statutory footing, introduce a national framework for the issuing of fixed penalty notices pertaining to attendance, and bring consistency in how all state funded schools grant leaves of absence in extenuating circumstances.

Part 4 of the Schools Bill seeks to improve safeguarding for children who do not attend state funded schools. It would extend the school registration requirement so that all settings serving children of compulsory school age full time are required to provide a safe and suitably broad education. It strengthens the powers allowing Ofsted and the Department to investigate and take action against illegal unregistered schools. It would also improve the regulation of registered independent schools by ensuring that school registrations correctly reflect each schools safe capacity, age range and other characteristics, and includes measures to improve enforcement powers to better address the needs of children at failing and unsafe schools.


Written Question
Schools
Monday 7th November 2022

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask His Majesty's Government whether they intend to proceed with the policies in Part 3 (school attendance) and Part 4 (independent educational institutions) of the Schools Bill.

Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)

The department’s position on the Schools Bill will be confirmed in due course. The policies support the department’s objective of ensuring that all children receive a safe and suitable education, and the department remains fully committed to taking forward these measures, including through legislation where this is necessary.

Part 3 of the Schools Bill would place a duty on local authorities in England to establish and maintain Children Not in School registers, to provide support to home educators when requested, and update the process for School Attendance Orders to improve efficacy. Part 3 also includes measures on school attendance, which would place the Department’s recently published school attendance guidance ‘Working together to improve school attendance’ on a statutory footing, introduce a national framework for the issuing of fixed penalty notices pertaining to attendance, and bring consistency in how all state funded schools grant leaves of absence in extenuating circumstances.

Part 4 of the Schools Bill seeks to improve safeguarding for children who do not attend state funded schools. It would extend the school registration requirement so that all settings serving children of compulsory school age full time are required to provide a safe and suitably broad education. It strengthens the powers allowing Ofsted and the Department to investigate and take action against illegal unregistered schools. It would also improve the regulation of registered independent schools by ensuring that school registrations correctly reflect each schools safe capacity, age range and other characteristics, and includes measures to improve enforcement powers to better address the needs of children at failing and unsafe schools.


Written Question
Education and Vocational Guidance: Travellers
Monday 29th March 2021

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government, further to their white paper Skills for jobs: lifelong learning for opportunity and growth, published on 21 January, what steps they are taking (1) to ensure equality of opportunities for Gypsy, Traveller and Roma children and young people of compulsory education age who are out of school or not in education, employment or training to gain the Maths and English Level 2 qualifications required to access further education and training, including apprenticeships, and (2) to ensure that careers advice and guidance is accessible to Gypsy, Traveller and Roma students who have missed out on schooling; and what plans they have to ensure that all Government-backed careers advisors receive training on Gypsy, Traveller and Roma culture.

Answered by Baroness Berridge

The participation age has been raised so that young people are now required to continue in education or training until their 18th birthday. Young people can do this through full-time education, a job or volunteering combined with part-time study, or by undertaking an apprenticeship or traineeship. The government has invested nearly £7 billion during the academic year 2020/21, to ensure there is a place in education or training for every 16 to 19 year old.

Local authorities have a statutory duty to identify and track the participation of 16 and 17 year olds, supporting those who are not participating to do so and making sure that there is sufficient and suitable education and training provision to meet their needs.

The September Guarantee places a further duty on local authorities to ensure that all year 11 pupils (and year 12 pupils on one year courses) receive an offer of a place in education or training for the following September. It aims to ensure that all young people, regardless of what they achieved in school, understand that there are opportunities that will help them to progress, and to ensure that they get the advice and support they need to find a suitable place.

A range of provision is available for young people aged 16 to 24 to equip them with the skills and experience they need to progress. This includes traineeships, which provide unemployed young people with employability training, work experience and English and maths, and Supported Internships which offer tailored support for young people aged 16 to 25 who have special educational needs and disabilities.

We know students who leave school with a good grasp of English and maths increase their chances of securing a job or going on to further education, which is why students who do not achieve a GCSE grade 4 at age 16 must continue to study these subjects in Post-16 (it is also known as the ‘condition of funding’). Students who just missed out on a GCSE grade 4 are given the opportunity to achieve a GCSE. We recognise that for students with prior attainment of a GCSE grade 2 or below, a level 2 Functional Skills qualification may be more appropriate.

Alongside this, English and maths are crucial elements of a T Level and apprenticeship. Each T Level student and apprentice must ensure they have achieved a prescribed level of English and maths in order to successfully complete their programme.

The government is committed to ensuring that young people and adults are provided with high-quality careers information, advice, and guidance, regardless of their background.

We have provided specific support for pupils from disadvantaged groups such as Gypsy, Traveller and Roma, special educational needs, and looked after children. This includes investing over £1.7 million to test new approaches to broaden aspirations and raise awareness of pathways into training and work.

Our statutory guidance, first introduced in September 2012, requires that schools secure independent and impartial careers guidance on the full range of education and training options.

Members of the careers profession, including careers advisers are trained to give impartial careers, information, advice and guidance. They work closely with school leaders to develop careers plans that reflect a pupil’s personal circumstance. They also take into account a pupil’s background and aspirations when giving them impartial careers advice. We will continue working with members of the careers profession, including the Careers Development Institute, to ensure careers advisers and other professionals receive adequate training to enable them to deal with pupils from all backgrounds, including those from the traveller community.


Written Question
Apprentices: Assessments
Monday 29th March 2021

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what is the percentage of apprentices required to complete Functional Skills Level 2 qualifications in (1) Maths, (2) English, and (3) Information and Communication Technology, during the course of their apprenticeship; and how this figure varies by ethnicity.

Answered by Baroness Berridge

We publish data which shows the number of apprentices enrolling on funded level 2 functional skills qualifications during their apprenticeship. We cannot determine if these qualifications are required in order to achieve the overall apprenticeship. We do not publish breakdowns of this data by ethnicity.

Not all apprentices are required to achieve level 2 functional skills by the end of their apprenticeship. An apprentice may have already obtained the required level of English and maths for the apprenticeship either via GCSEs, functional skills qualifications, or accepted equivalent qualifications, prior to starting their apprenticeship. The current and prior qualifications accepted as meeting the minimum English and maths requirements for apprenticeships can be found here: https://www.gov.uk/government/publications/english-and-maths-requirements-in-apprenticeship-standards-at-level-2-and-above.

In general, level 2 apprentices without the required level of English and maths will need to achieve level 1 functional skills, and apprentices at level 3 and above will need to achieve level 2 functional skills. There are exceptions to the regular English and maths minimum requirements for people with special educational needs, learning difficulties or disabilities. These are set out in the apprenticeship funding rules: https://www.gov.uk/guidance/apprenticeship-funding-rules. The achievement of information and communication technology functional skills is only a requirement of some apprenticeships.


Written Question
Education Recovery Commissioner
Monday 8th March 2021

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government what are the objectives of the new appointee to the post of Education Recovery Commissioner; and how they intend to take account of the educational deprivation of Gypsy, Traveller and Roma children.

Answered by Baroness Berridge

The government is committed to helping children and young people regardless of background to make up learning lost as a result of the COVID-19 outbreak.

In January 2021, my right hon. Friend, the Prime Minister, committed to work with parents, teachers and pupils to develop a long-term plan to help pupils make up their learning over the course of this Parliament. As an immediate step to support early years settings, schools and colleges, on 24 February, we committed an additional £700 million to support summer schools, tutoring, early language interventions and additional support to schools to help pupils make up their learning.

We have appointed Sir Kevan Collins as the Education Recovery Commissioner to advise on this broader plan. The objectives of the Education Recovery Commissioner as outlined in the terms of reference are to advise on the design and implementation of potential interventions that will help students catch up learning lost due to the COVID-19 outbreak. The Education Recovery Commissioner will also consider how schools and the system can more effectively target resources and support at pupils and areas in greatest need, regardless of background.

The terms of reference for the Education Recovery Commissioner are published here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/960070/Terms_of_reference.pdf#:~:text=Education%20Recovery%20Commissioner%3A%20role%20specification%20and%20terms%20of,approach%20for%20education%20recovery%2C%20with%20a%20particular%20focus.


Written Question
Higher Education: Admissions
Tuesday 9th February 2021

Asked by: Baroness Whitaker (Labour - Life peer)

Question to the Department for Education:

To ask Her Majesty's Government, further to their report Interim Conclusion of the Review of Post-18 Education and Funding, published on 21 January, what equality assessment they have carried out into the impact of introducing minimum entry requirements to higher education institutions on (1) Gypsies, Travellers and Roma, (2) care-leavers, (3) refugees, and (4) other under-represented groups; and what steps they are taking to ensure that such groups have equitable access to higher education.

Answered by Lord Parkinson of Whitley Bay - Parliamentary Under Secretary of State (Department for Culture, Media and Sport)

The government is committed to social mobility – putting students, their needs, and their career ambitions first, be that in higher education, further education, or apprenticeships.

It is more crucial than ever that we tap into the brilliant talent that our country has to offer, and make sure that university places are available to all who are qualified by ability and attainment to pursue them, and who wish to do so.

We plan to consult on reforms to the higher education system, including consideration of minimum entry requirements, in spring 2021 before setting out a full response to the report and conclusion to the review of post-18 education and funding alongside the next Comprehensive Spending Review.