Lord Baker of Dorking

The department is assessing the risks and opportunities of recent developments in large language models. The new technology has the potential to improve access and outcomes across the education system.

The department will continue to work with the Office for Students, the Office for AI, and Ofqual to build our understanding and inform future plans.

Schools, colleges and universities have policies in place to identify and respond to cheating in assessment. The department expects schools and colleges to ensure the integrity of their assessment processes and take action if any student is found to be cheating.

Schools, colleges and universities are best placed to decide what technology they need to meet their requirements in relation to their educational contexts.

The department will keep its programme of measures under review to ensure the best means in addressing the risks and opportunities AI presents are identified, including continuing to establish a strong evidence base for technology in education.

The government has provided support for over for over 130,000 families to get online through uplifts in mobile data and 4G wireless routers. This included partnering with the UK’s leading mobile operators to provide free data to help over 33,000 disadvantaged children get online and delivering over 100,000 4G wireless routers for pupils without connection at home. Schools may also have made their own plans to provide internet access to disadvantaged children and information on this is not held by the department.

The department does not hold information on the subjects offered by individual schools. However, the department does publish the number of entries into GCSE subjects, which can be used as a guide to how many schools offer these qualifications.

The number and percentage of state-funded schools with pupil entries into at least 5 to 12 different GCSE subjects in academic years 2019/20 and 2020/21 is in the attached document. This does not necessarily mean that in the schools that entered pupils into at least 5 different GCSE subjects, that any one pupil was entered into all the different GCSEs.

The data is not available for the 2021/22 academic year because the department does not yet hold information on what exams were taken in this year.

During the period 1 April 2020 to 31 March 2021, 346 primary teachers and 333 secondary and post-16 teachers were supported by a Department for Education funded Enthuse bursary.

During the period 1 April 2020 to 31 July 2020, there were no Department for Education-funded Enthuse bursaries awarded to support the cost of teachers attending face-to-face Continuing Professional Development, in line with government guidance on social distancing during the COVID-19 pandemic.

During the period 1 April 2021 to 18 March 2022, 685 primary teachers and 781 secondary and post-16 teachers were supported by a Department for Education-funded Enthuse bursary.

Skills Bootcamps are short, flexible courses for adults aged 19 and over. They support adults to gain sector-specific skills. This includes skills that support sustainability and the green industrial revolution, such as retrofit construction, vehicle electrification, and woodland management.

Skills Bootcamps are very popular and there is a high demand for places. The department anticipates that approximately 16,000 Skills Bootcamps places will be provided in the 2021/22 financial year. These are backed by £43 million from the National Skills Fund. The current Wave 2 of the programme saw a number of Skills Bootcamps delivered in green sectors and jobs. We will continue to expand the programme further following the announcement of £550 million additional funding at the Autumn Budget and Spending Review 2021. This expansion will include an increased delivery of Skills Bootcamps that will support adults into green jobs.

There were no Skills Bootcamps delivered in the financial year 2019/20. Between September 2020 and March 2021, over 2000 participants completed a Skills Bootcamp. Data collected as part of the evaluation of these Skills Bootcamps suggests that 22% of participants were aged 19 to 25.

The department has commissioned process and impact evaluation for wave two of Skills Bootcamps, which is currently being delivered in the 2021/22 financial year. This evaluation will provide further information about participation in Skills Bootcamps in the 2021/22 financial year.

The attached tables show the number of trainees awarded either bursaries or scholarships for postgraduate secondary chemistry, computing, mathematics, or physics courses from the 2019/20 academic year to the 2021/22 academic year. The tables also show the bursary and scholarship rates available for each year.

Figures for the 2019/20 academic year have been taken from data reconciled against accredited initial teacher training provider’s expenditure as part of our annual assurance exercise. Figures for the 2020/21 academic year have been taken from internal funding models and are currently being reconciled as part of the assurance exercise for that year. Figures for the 2021/22 academic year are the latest available and are subject to change as the academic year continues.

Bursaries and scholarships are paid to trainees in monthly instalments provided they remain active on the course. Not every trainee awarded a bursary would receive the full amount available.

The free courses for jobs offer, launched in April 2021, gives adults the chance to access their first level 3 qualification for free. From April 2022, any eligible adult in England earning under the National Living Wage annually (£18,525 from April 2022) or unemployed, regardless of their prior qualification level, will also be able to access the scheme.

There are over 400 level 3 qualifications on offer in areas such as engineering, social care, and accounting, alongside many others. These qualifications can support adults to gain skills to improve their wages and access new job opportunities.

There were almost 12,000 enrolments reported on the level 3 free courses for jobs programme between April to October 2021. This enrolment figure will continue to grow as providers deliver to more learners throughout the year.

The latest published data shows 6,640 24 to 40-year-olds and 3,920 41 to 60-year- olds were reported as starting on level 3 qualifications available through the free courses for jobs offer between April and October 2021.

Qualifications above level 3 are not available as part of the free courses for jobs.

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

The department intends to run a Latin Excellence Programme, commencing in September 2022 with the objective of improving pupils’ attainment via increased access to, and uptake of, GCSE in Latin, whilst contributing to pupils’ broader Classics education. State-funded schools in England teaching key stage 3 and key stage 4 pupils rated either Good or Outstanding by Ofsted and with an EBacc entry of or above the national entry rate (40%) will be eligible to apply for the programme. The procurement process for this programme is still ongoing, therefore no state secondary schools have yet been able to apply to take part in the programme. The application process to join the programme is expected to be announced soon.

The department publishes school place planning estimates as part of the school capacity official statistics publication, available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity.

This contains estimates of future school place shortfalls and surpluses. This data was last published in May 2019 and covered the place planning estimates for mainstream school places in year groups from reception to year 11. The department will be publishing updated school capacity official statistics at the end of March 2022.

Identification of forecast need is carried out at planning area level. This means that within a local authority there may be planning areas forecasting a surplus and others forecasting a need for additional places. Based on the data published in May 2019, an estimated 53,000 primary places and 77,000 secondary places were needed across England to meet demand for academic year 2023/24. Around 17,000 of these primary places and 25,000 of these secondary places are in Education Investment Areas.

The need for places will be an important consideration in determining whether new free schools will be approved and opened. The department will set out more details on the future free school programme in due course.

The department publishes school place planning estimates as part of the school capacity official statistics publication, available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-capacity.

This contains estimates of future school place shortfalls and surpluses. This data was last published in May 2019 and covered the place planning estimates for mainstream school places in year groups from reception to year 11. The department will be publishing updated school capacity official statistics at the end of March 2022.

Identification of forecast need is carried out at planning area level. This means that within a local authority there may be planning areas forecasting a surplus and others forecasting a need for additional places. Based on the data published in May 2019, an estimated 53,000 primary places and 77,000 secondary places were needed across England to meet demand for academic year 2023/24. Around 17,000 of these primary places and 25,000 of these secondary places are in Education Investment Areas.

The need for places will be an important consideration in determining whether new free schools will be approved and opened. The department will set out more details on the future free school programme in due course.

The department publishes official absence figures on a termly basis. There is no equivalent available on a weekly basis. However, data is published on pupil on-site attendance in schools and COVID-19-related absences split by phase of education. Data since the start of the academic year can be found on the ‘Explore education statistics’ GOV.UK page here: https://www.gov.uk/guidance/explore-education-statistics.

In the attached file, overall on-site attendance and COVID-19-related absence for secondary schools is provided. Figures are given for the Thursday of each week (excluding holiday dates) since the start of the academic year in line with figures published in the fortnightly publication, ‘Attendance in education and early years settings during the coronavirus (COVID-19) pandemic’, which is available here: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

Data from the Individualised Learner Record and School Census suggests that the number of students taking T Levels in the 2020/21 academic year was around 1,300. The department does not yet have confirmed student numbers for the 2021/22 cohort, but providers report that recruitment levels are positive. We expect to publish indicative student numbers for the 2021/22 academic year before the end of this year.

The department are introducing T Levels in a phased approach. The number of providers and courses will increase year on year, and we expect student numbers to grow significantly in line with the rollout. This managed introduction has meant T Levels got off to a high-quality start in 2020. Feedback from both providers and students has been positive.

In summer 2020 a £1 billion catch up package was announced to help to tackle the impact of lost teaching time as a result of the COVID-19 outbreak, including a £350 million National Tutoring Programme (NTP) for disadvantaged students.

The NTP programme for 5–16-year-olds has two pillars:

• Schools can access high quality, subsidised tuition support from approved Tuition Partners
• Schools in the most disadvantaged areas have been supported to employ in house Academic Mentors to provide tuition to their pupils

In addition to the 5-16 programme, the government made available up to £96 million to support small group tuition for 16–19-year-olds, which is delivered through the 16-19 tuition fund, and £9 million to support the improvement of early language skills in reception classes this academic year.

Schools can choose from a variety of tuition models through Tuition Partners, including online, face-to-face, small-group and one-to-one tuition, dependent on the needs of pupils. Tuition is available in English, Mathematics, humanities, modern foreign languages, and science for secondary pupils, and literacy, numeracy, and science for primary aged pupils.

Since the launch of the NTP in November 2020, over 232,000 pupils have been enrolled to receive tutoring from over 5,400 schools. Our ambition is to offer tuition to 250,000 pupils. Of those enrolled, over 173,000 have already commenced tutoring.

The department estimates that over 400,000 young people will have been eligible for tuition through the 16-19 tuition fund in academic year 2020/21. The 16-19 tuition fund enables further education colleges and sixth forms, including independent training providers, to arrange one-to-one and small group tuition for disadvantaged students whose education has been disrupted because of the COVID-19 outbreak.

In February 2021, the department announced a £700 million plan to continue to support young people to catch up on lost education, including an £83 million expansion of the NTP for 5–16-year-olds. This brings the total funding for the next academic year to £215 million. We also announced an additional £102 million to extend the 16-19 tuition fund for next academic year.

As part of the education recovery plan announced on 2 June, the department shared plans to invest additional funding to help further expand tuition support. This includes:

• £218 million of new funding to be directed to the Tuition Partner and Academic Mentor pillars of the NTP. This is in addition to the £215 million already announced to be invested in the academic year 2021/22
• £579 million of funding will be provided to schools to develop localised school-led tutoring provision using new or existing school staff. This will work alongside the NTP offer and will see tutors directly employed by schools
• £222 million to fund an extension to the 16-19 tuition fund for two further years from academic year 2022/23.

In summer 2020 a £1 billion catch up package was announced to help to tackle the impact of lost teaching time as a result of the COVID-19 outbreak, including a £350 million National Tutoring Programme (NTP) for disadvantaged students.

The NTP programme for 5–16-year-olds has two pillars:

• Schools can access high quality, subsidised tuition support from approved Tuition Partners
• Schools in the most disadvantaged areas have been supported to employ in house Academic Mentors to provide tuition to their pupils

In addition to the 5-16 programme, the government made available up to £96 million to support small group tuition for 16–19-year-olds, which is delivered through the 16-19 tuition fund, and £9 million to support the improvement of early language skills in reception classes this academic year.

Schools can choose from a variety of tuition models through Tuition Partners, including online, face-to-face, small-group and one-to-one tuition, dependent on the needs of pupils. Tuition is available in English, Mathematics, humanities, modern foreign languages, and science for secondary pupils, and literacy, numeracy, and science for primary aged pupils.

Since the launch of the NTP in November 2020, over 232,000 pupils have been enrolled to receive tutoring from over 5,400 schools. Our ambition is to offer tuition to 250,000 pupils. Of those enrolled, over 173,000 have already commenced tutoring.

The department estimates that over 400,000 young people will have been eligible for tuition through the 16-19 tuition fund in academic year 2020/21. The 16-19 tuition fund enables further education colleges and sixth forms, including independent training providers, to arrange one-to-one and small group tuition for disadvantaged students whose education has been disrupted because of the COVID-19 outbreak.

In February 2021, the department announced a £700 million plan to continue to support young people to catch up on lost education, including an £83 million expansion of the NTP for 5–16-year-olds. This brings the total funding for the next academic year to £215 million. We also announced an additional £102 million to extend the 16-19 tuition fund for next academic year.

As part of the education recovery plan announced on 2 June, the department shared plans to invest additional funding to help further expand tuition support. This includes:

• £218 million of new funding to be directed to the Tuition Partner and Academic Mentor pillars of the NTP. This is in addition to the £215 million already announced to be invested in the academic year 2021/22
• £579 million of funding will be provided to schools to develop localised school-led tutoring provision using new or existing school staff. This will work alongside the NTP offer and will see tutors directly employed by schools
• £222 million to fund an extension to the 16-19 tuition fund for two further years from academic year 2022/23.

The next stage of the Government's long term recovery plan will include a review of time spent in school and 16-19 further education colleges, and the impact this could have on helping children and young people to catch up.

This review will consider a wide range of evidence on the use of time in schools and 16-19 colleges, including costs. The findings of the review will be set out later in the year to inform the Spending Review. This is a potentially significant change to existing arrangements, and we plan to work closely with teachers, parents, and children to review the evidence and understand their views.

The Government recently outlined reforms which aim to increase the take-up of high-quality higher technical qualifications. We have introduced a new approval scheme to show which higher technical qualifications meet employers’ skills needs, and we will support providers in this area and improve information, advice, and guidance for learners and employers alike.

Table 1, attached, details management information from the Student Loans Company (SLC) on the average value of loans taken out by 18 to 24-year-old students (as of 1 September in the relevant year) studying for a Higher National Certificate (HNC) or Higher National Diploma (HND). It covers the academic years 2017/18, 2018/19, and 2019/20 for English-domiciled students studying in the UK and EU-domiciled students studying in England.

Students are around four months into the 2020/21 academic year; as such, the number of students and average loan amounts are subject to change. Comparable figures for 2020/21 will be available after the end of the academic year.

The figures in Table 1 have been rounded to the nearest pound.

Table 2, attached, details SLC management information on the number of 18 to 24-year-old students in receipt of a loan (broken down by tuition fee loan and maintenance loan) and studying for a HNC or HND. It covers the academic years 2017/18, 2018/19, and 2019/20 for English-domiciled students studying in the UK and EU-domiciled students studying in England.

Students may take out a maintenance loan, a tuition fee loan, or both. Therefore, the average overall loan per academic year for HNCs or HNDs will not be the sum of the average loan for each product. Similarly, the total number of students taking out loans for HNCs or HNDs is not equal to the number in receipt of each loan product.

The Government recently outlined reforms which aim to increase the take-up of high-quality higher technical qualifications. We have introduced a new approval scheme to show which higher technical qualifications meet employers’ skills needs, and we will support providers in this area and improve information, advice, and guidance for learners and employers alike.

Table 1, attached, details management information from the Student Loans Company (SLC) on the average value of loans taken out by 18 to 24-year-old students (as of 1 September in the relevant year) studying for a Higher National Certificate (HNC) or Higher National Diploma (HND). It covers the academic years 2017/18, 2018/19, and 2019/20 for English-domiciled students studying in the UK and EU-domiciled students studying in England.

Students are around four months into the 2020/21 academic year; as such, the number of students and average loan amounts are subject to change. Comparable figures for 2020/21 will be available after the end of the academic year.

The figures in Table 1 have been rounded to the nearest pound.

Table 2, attached, details SLC management information on the number of 18 to 24-year-old students in receipt of a loan (broken down by tuition fee loan and maintenance loan) and studying for a HNC or HND. It covers the academic years 2017/18, 2018/19, and 2019/20 for English-domiciled students studying in the UK and EU-domiciled students studying in England.

Students may take out a maintenance loan, a tuition fee loan, or both. Therefore, the average overall loan per academic year for HNCs or HNDs will not be the sum of the average loan for each product. Similarly, the total number of students taking out loans for HNCs or HNDs is not equal to the number in receipt of each loan product.

Research published by both the department and Gatsby Foundation provides a full mapping of level 4 and 5 technical education. This research is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/913988/L4-5_market_study.pdf and http://www.gatsby.org.uk/uploads/education/reports/pdf/mapping-the-higher-technical-landscape-final-version.pdf respectively.

The latter showed that in the 2015/16 academic year, approximately 87,000 learners aged 24 or under were studying at level 4 or 5 in England.

The department collects and publishes data separately on regulated further and higher education, which includes learning at level 4 and 5. The department is investigating whether these data collections could be combined to produce a more comprehensive data series for learners starting level 4 and 5 qualifications.

Further education and apprenticeships data are published by the department, available here: https://www.gov.uk/government/collections/further-education-and-skills-statistical-first-release-sfr.

Statistics on students at higher education providers by specific qualification aim are published by the Higher Education Statistics Agency (HESA). Latest figures refer to the 2014/15 to 2018/19 academic years and are available here: https://www.hesa.ac.uk/news/16-01-2020/sb255-higher-education-student-statistics.

Statistics for earlier years are available here: https://www.hesa.ac.uk/data-and-analysis/statistical-first-releases?date_filter%5Bvalue%5D%5Byear%5D=&topic%5B%5D=4.

The information requested is not currently available.

The data published by Ofsted shows the number of schools rated as Outstanding, Good, Requires Improvement, and Inadequate, which can be easily extracted from the published data.

The proportion of secondary schools rated as Requires Improvement was 32% in August 2010, and this has changed to 16% in August 2020.

The proportion of all schools rated as Requires Improvement was 30% in August 2010, and this has changed to 10% in August 2020.

The computing curriculum, introduced in 2014, aims to ensure that all pupils understand the fundamental principles of computer science, information technology and digital literacy.

All local authority-maintained state schools are required to teach the computing curriculum from Key Stages one to four. Other schools, such as academies and free schools, have the freedom to design their own curriculum but are required to offer a broad and balanced curriculum, with many using the computing curriculum as an exemplar. There are a number of schools, including University Technical Colleges, that have specialisms in computing subjects.

The broad set of principles underpinning the curriculum are outlined in the computing programme of study. Relevant information can be found here: https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study. The curriculum was deliberately designed to avoid over-prescription, and reduce the risk of the content becoming outdated, given the speed of development of digital skills and technological advance.

Programming, algorithms and the use of information technology are taught to pupils in Key Stage three, which provides the foundation for pupils to acquire further knowledge about virtual reality, cyber security and artificial intelligence. The computing curriculum also covers the principles of e-safety from Key Stages one to four, with progression in content to reflect the different and escalating risks that pupils face. This knowledge is fundamental for teaching pupils about cyber security.

The National Centre for Computing Education, formed in 2019 and backed by £84 million of government funding, has created a ‘Teach Computing’ curriculum which comprises key resources on cyber security for teachers of Key Stage three pupils. Cyber security also forms part of the Key Stage four curriculum and the computer science GCSE.

The computer science GCSE was sat by over 77,000 pupils in 2019. Additionally, over 48,000 pupils took a level 2 ICT Technical Award in 2019, which is a high quality equivalent to the computer science GCSE and included in school performance tables.

Outside of school, there are extracurricular opportunities for pupils aged 11 and above, such as CyberFirst, which enrich the teaching of cyber security in the curriculum. CyberFirst is the Government’s cyber security skills youth programme and a vital part of the National Cyber Security Programme, helping to develop the next generation of cyber security professionals. It is led by the National Cyber Security Centre and the Department for Digital, Culture, Media and Sport

Over the last four years, CyberFirst has supported and helped to improve the teaching and take-up of computing and cybersecurity in the curriculum. It has been achieved through an online platform, Cyber Discovery, short course, the girls’ competition, and discovery days for schools which have engaged over 80,000 pupils in cyber security and careers.

I refer the noble Lord to the answer I gave to question HL9006, available here: https://questions-statements.parliament.uk/written-questions/detail/2020-10-12/hl9006.

Keeping close track of suspected or confirmed COVID-19 cases in schools is a priority for the Government. Public Health England (PHE) leads in holding data on infection, incidence and COVID-19 cases overall. PHE have published data on COVID-19 incidents by institution, including educational settings. This data is updated weekly and the most recent data can be found online at: https://www.gov.uk/government/publications/national-covid-19-surveillance-reports.

The Department collects data on the number of schools that have indicated that they have sent children home due to COVID-19 containment measures. We are currently looking at the quality of that data with a view to publishing it as part of the official statistics series. The series includes published data on school openings and attendance, which shows that at a national level approximately 99.7% of state funded schools were open as of 15 October. Of the small proportion (0.3%) of schools that were closed on 15 October, almost all were due to COVID-19 related reasons. Approximately 89% of all children on roll in all state funded schools were in attendance on 15 October. This data is updated weekly and can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

The Department does not hold data on the number of students self-isolating who do not have access to a computer and an internet connection.

The attached tables show management information from the Student Loans Company on the number of students in receipt of a loan (broken down by tuition fee loan and maintenance loan) and studying for a Higher National Certificate or Higher National Diploma.

These figures cover students who received funding as English-domiciled students studying in the UK and EU-domiciled students studying in England.

Keeping close track of suspected or confirmed COVID-19 cases in schools is a priority for the government. Public Health England (PHE) leads in holding data on infection, incidence and COVID-19 cases overall. PHE have published data on COVID-19 incidents by institution, including educational settings. This data is updated weekly and the most recent data can be found online at: https://www.gov.uk/government/publications/national-covid-19-surveillance-reports.

The department is currently collecting data from schools on a daily basis, as well as gathering information from local areas and following up with individual settings to confirm that procedures for requiring pupils to isolate are well understood and that necessary decisions are made on the basis of public health advice.

The department collects data on the number of schools that have indicated that they have sent children home due to COVID-19 containment measures. We are currently looking at the quality of that data with a view to publishing it as part of the official statistics series. The series includes published data on school openings and attendance, which shows that at a national level approximately 99.3% of state-funded schools were fully open on 22 October (excluding schools on half term or inset days). Of the small proportion (0.7%) of schools that were closed, almost all were due to COVID-19 related reasons. Approximately 86% of all children on roll in all state-funded schools not on half term or inset days were in attendance on 22 October. This data is updated weekly and the most recent data can be found online at: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

During the summer term, the department provided over 220,000 laptops and tablets and over 50,000 4G wireless routers for disadvantaged pupils in year 10, children with a social worker and care leavers. The department has spent over £195 million on support for disadvantaged children and young people to access remote education through laptops and tablets, internet connectivity support, and access to online education platforms. We have delivered over 100,000 laptops and tablets to disadvantaged children during the autumn term. This is in addition to the over 220,000 delivered earlier this year.

We are also working with the major telecommunications companies to improve internet connectivity for disadvantaged and vulnerable families who rely on a mobile internet connection.

Young people aged 16 to 19 without suitable laptops and tablets for education may be eligible for support through the 16 to 19 Bursary Fund. Providers make decisions as to who receives a bursary, based on their own criteria.

The department does not hold data on the number of students self-isolating who do not have access to a computer and internet connection.

Keeping close track of suspected or confirmed COVID-19 cases in schools is a priority for the government. Public Health England (PHE) leads in holding data on infection, incidence and COVID-19 cases overall. PHE have published data on COVID-19 incidents by institution, including educational settings. This data can be found here: https://www.gov.uk/government/publications/national-covid-19-surveillance-reports.

The department is currently collecting data from schools on a daily basis, as well as gathering information from local areas and following up with individual settings to confirm that procedures requiring pupils to isolate are well understood and that necessary decisions are made on the basis of public health advice.

The department collects data on the number of schools that have indicated that they have either sent children home due to COVID-19 containment measures or have staff shortages due to COVID-19 related absences, and have attendance data for schools that have done so. We are currently looking at the quality of that data with a view to publishing it as part of the official statistics series. The series includes published data on school openings and attendance, which shows that at a national level approximately 93% of state-funded schools were fully open on 1 October. Of all schools that responded to the survey, 7% said they were not fully open due to suspected or confirmed cases of COVID-19 on 1 October. Equivalent estimates have not been made at phase level. Approximately 90% of all children on roll in all state-funded schools were in attendance on 1 October. More information is available at: https://explore-education-statistics.service.gov.uk/find-statistics/attendance-in-education-and-early-years-settings-during-the-coronavirus-covid-19-outbreak.

During the summer term, the department delivered over 220,000 laptops and tablets, and over 50,000 4G wireless routers, for disadvantaged children in year 10, as well as children with a social worker and care leavers who would not otherwise have had online access, as part of over £160 million invested to support remote education and access to online social care.

The department is now supplementing this support by making 250,000 additional laptops and tablets available in the event that face-to-face schooling is disrupted as a result of local COVID-19 restrictions and children become reliant on remote education. This scheme is intended to enable schools to support disadvantaged children in years 3 to 11 who cannot afford their own laptops and tablets. Schools will also be able to order laptops and tablets for disadvantaged children across all year groups who are shielding as a result of official or medical advice, all year groups who attend hospital schools and those completing their key stage 4 at a further education college.

This information is not yet available for 2019/20. It will become available once we release our provisional publication between December and January 2021 at the following link:

https://www.gov.uk/government/statistics/announcements/entries-for-gcse-november-2020-exam-series.

The number of pupils in all schools in England at the end of key stage 4 who entered music, art, drama or dance at GCSE level (including equivalents) is published each year (including 2010 onwards) in the ‘subject time series data’ table at the following link: https://www.gov.uk/government/statistics/key-stage-4-performance-2019-revised.

The information requested is not held centrally by the Department.

The computing curriculum in England was introduced in 2014 across key stages 1 to 4 to ensure it better reflects employers’ needs and the increasing demand for digital skills. There are over 10,000 state-funded primary schools in the academic year 2019/20 which are all required to teach the computing curriculum from key stage 1, with England being one of the first G20 countries to introduce teaching of coding in primary schools. Other schools, such as academies and free schools, have freedom to design their own school curriculum, but are required to offer a broad and balanced curriculum to their pupils, with many using the computing curriculum as an exemplar.

To strengthen the teaching of the computing curriculum and GCSE/A Level computer science, and to improve take up of computing qualifications, we are investing over £80 million in the National Centre for Computing Education (NCCE). The NCCE is providing free high quality continuing professional development (CPD) and teaching resources for both primary and secondary teachers, as well as overseeing a network of 34 computing hubs to support schools across the country. Support from the NCCE includes resources specifically mapped against the whole primary and secondary computing curriculum up to and including key stage 4, a Computer Science Accelerator Programme for GCSE teachers that includes programming-specific CPD elements, and the Isaac Computer Science A level online platform which provides resources for teachers and student workshops.

Computing science is one of the fastest growing subjects at GCSE with over 77,000 pupils sitting the exam in 2019.

The department is providing laptops and tablets to vulnerable and disadvantaged children who would otherwise not have access and are preparing for examination in Year 10, receiving support from a social worker, including pre-school children, or are a care leaver. Where care leavers, children with a social worker at secondary school and children in Year 10 do not have internet connections, we are providing 4G wireless routers.

The department has also partnered with BT to give 10,000 young people free access to BT Wi-Fi hotspots, who do not have access to good internet by other means.

Local authorities and academy trusts are best placed to identify and distribute the laptops, tablets and 4G wireless routers to children and young people who need devices. The department invited local authorities to order devices for the most vulnerable children first - children with a social worker and care leavers.

Devices are being delivered to local authorities daily and will continue to be distributed throughout June.