Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the finding by Coram Family and Childcare’s annual survey 2024 that 16 per cent of rural families report sufficient access to childcare, compared to 30 per cent last year.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high-quality early years provision going forward.
In the 2025/26 financial year alone, the department plans to provide over £8 billion for early years entitlements, which is a more than 30% increase compared to the 2024/25 financial year, as the department rolls out the expansion of the entitlements, so eligible working parents of children aged from nine months can access 30 hours of funded childcare.
We also announced the largest ever uplift to the early years pupil premium, increasing the rate by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. On top of this, we are providing further supplementary funding of £75 million for the early years expansion grant, and £25 million through the forthcoming National Insurance Contributions grant for public sector employers in the early years. The Coram Family and Childcare survey highlights the real difference the expanded childcare entitlements are making, with more to come from September, as funding increases from 15 to 30 hours a week of funded childcare.
To support children with special educational needs and disabilities (SEND), the Disability Access Fund in 2024/25 has increased by £29, to £910 per year per eligible child and will increase again in 2025/26 to £938 per eligible child per year. Additionally, the department has introduced additional resources for early years educators to support children with SEND, including a free online training module, and SEND assessment guidance and resources.
Local authorities are required by legislation to provide sufficient childcare places for children in their local area who require childcare. This includes children with SEND and children in rural areas. Local authorities are also required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract. If a parent is unable to secure a place, they should reach out to their local authority for assistance.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government, further to the publication of Coram Family and Childcare’s annual survey 2024, what steps they plan to take to ensure accessibility and affordability of rural childcare.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high-quality early years provision going forward.
In the 2025/26 financial year alone, the department plans to provide over £8 billion for early years entitlements, which is a more than 30% increase compared to the 2024/25 financial year, as the department rolls out the expansion of the entitlements, so eligible working parents of children aged from nine months can access 30 hours of funded childcare.
We also announced the largest ever uplift to the early years pupil premium, increasing the rate by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. On top of this, we are providing further supplementary funding of £75 million for the early years expansion grant, and £25 million through the forthcoming National Insurance Contributions grant for public sector employers in the early years. The Coram Family and Childcare survey highlights the real difference the expanded childcare entitlements are making, with more to come from September, as funding increases from 15 to 30 hours a week of funded childcare.
To support children with special educational needs and disabilities (SEND), the Disability Access Fund in 2024/25 has increased by £29, to £910 per year per eligible child and will increase again in 2025/26 to £938 per eligible child per year. Additionally, the department has introduced additional resources for early years educators to support children with SEND, including a free online training module, and SEND assessment guidance and resources.
Local authorities are required by legislation to provide sufficient childcare places for children in their local area who require childcare. This includes children with SEND and children in rural areas. Local authorities are also required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract. If a parent is unable to secure a place, they should reach out to their local authority for assistance.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what steps they plan to take to strengthen support for childcare providers in rural areas, particularly those who provide childcare for disabled children.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
It is our ambition that all families have access to high-quality, affordable and flexible early education and care, giving every child the best start in life and delivering on our Plan for Change. That also means ensuring the sector is financially sustainable and confident as it continues to deliver entitlements and high-quality early years provision going forward.
In the 2025/26 financial year alone, the department plans to provide over £8 billion for early years entitlements, which is a more than 30% increase compared to the 2024/25 financial year, as the department rolls out the expansion of the entitlements, so eligible working parents of children aged from nine months can access 30 hours of funded childcare.
We also announced the largest ever uplift to the early years pupil premium, increasing the rate by over 45% compared to the 2024/25 financial year, equivalent to up to £570 per eligible child per year. On top of this, we are providing further supplementary funding of £75 million for the early years expansion grant, and £25 million through the forthcoming National Insurance Contributions grant for public sector employers in the early years. The Coram Family and Childcare survey highlights the real difference the expanded childcare entitlements are making, with more to come from September, as funding increases from 15 to 30 hours a week of funded childcare.
To support children with special educational needs and disabilities (SEND), the Disability Access Fund in 2024/25 has increased by £29, to £910 per year per eligible child and will increase again in 2025/26 to £938 per eligible child per year. Additionally, the department has introduced additional resources for early years educators to support children with SEND, including a free online training module, and SEND assessment guidance and resources.
Local authorities are required by legislation to provide sufficient childcare places for children in their local area who require childcare. This includes children with SEND and children in rural areas. Local authorities are also required to report annually to elected council members on how they are meeting their duty to secure sufficient childcare, and to make this report available and accessible to parents. The department has regular contact with each local authority in England about their sufficiency of childcare and any issues they are facing. Where local authorities report sufficiency challenges, we discuss what action they are taking to address those issues and, where needed, support the local authority with any specific requirements through our childcare sufficiency support contract. If a parent is unable to secure a place, they should reach out to their local authority for assistance.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of the future viability of franchised higher education.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The government is deeply concerned about the abuse of public money in the franchised higher education system. Franchising grew significantly under the previous government against a backdrop of growing financial instability within higher education.
In 2023 and 2024, the Government Internal Audit Agency, the National Audit Office and the Public Accounts Committee all raised concerns about abuse, unethical behaviour and fraud. Recent media reports have highlighted these issues further, focusing on taxpayer money being misspent on loans for students who do not engage with or complete their studies, and those who intentionally exploit the system.
This government, along with the Office for Students (OfS) and the Student Loans Company, has already taken measures to clamp down on abuse of the student finance system. My right hon. Friend, The Secretary of State for Education set out these, and further steps, on 25 March in a ministerial statement, which can be found here: https://questions-statements.parliament.uk/written-statements/detail/2025-03-25/hcws547.
This statement makes clear that when done well, franchising can be an important driver of inclusion and can break down barriers to students who may otherwise not be able to study higher education. Our package of plans aims to protect the best franchised provision but eliminate poor quality provision and put an end to abuse and fraud.
The department is currently consulting on proposals to bring the larger franchised providers under the OfS’ direct regulatory oversight. This consultation and the impact assessment which was published alongside it are attached can also be found here: https://consult.education.gov.uk/higher-education-quality-and-regulation/franchising-in-higher-education/.
It would not be appropriate for us to pre-empt the outcomes of that consultation by making judgements about what the future of franchising will be. However, the government is clear that if we do not see changes that address the issues of concern, further action will be taken.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what steps they will take to reduce the gender achievement gap in science and maths in secondary schools in England.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
All children and young people should have the opportunity to succeed, no matter who they are or where they are from, which is why our mission is to break down barriers to opportunity.
High and rising standards are at the heart of this mission, delivered through excellent teaching and leadership, a high-quality curriculum and a system which removes the barriers to learning.
The department remains committed to ensuring all children and young people have a strong foundation in mathematics to thrive in the modern economy, regardless of gender.
The department has a number of initiatives in place aimed at helping schools to improve their curricula and to drive up mathematics attainment, such as the Maths Hub programme. This department-funded, school-led network aims to improve the teaching of mathematics for all pupils in publicly-funded schools. The Maths Hubs programme focusses on reducing attainment gaps, which may be associated with disadvantage, gender or other factors, by providing school-to-school support focussed on mathematics subject knowledge and pedagogy training for teachers.
The government is supporting schools to promote science, technology, engineering and mathematics (STEM) related subjects and careers through programmes such as STEM ambassadors. Volunteers who are registered for this initiative actively engage with children and young people to spark their interest in STEM subjects and raise their awareness of the pathways into STEM careers through their personal experiences. Of these volunteers, 48% are women and 17% are from an ethnic minority background.
The department is a partner signatory to the Tomorrow’s Engineers Code pledging to work with the engineering community to improve the quality, targeting, inclusivity and reach of engineering inspiration activities. The Code is a framework for organisations working to increase the number and diversity of young people pursuing engineering careers.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what assessment they have made of introducing an arts premium to allow for schools to pay for arts opportunities such as music lessons, as recommended in the report by the Sutton Trust, A class Act: Social mobility and the creative industries, published on 13 November.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
The government believes that creative subjects like arts, music and drama are vital elements of the rounded and enriching education that every child deserves. Arts and music should not be the preserve of a privileged few, in or beyond the classroom.
The government has established an independent Curriculum and Assessment Review, covering ages 5 to 18, chaired by Professor Becky Francis CBE. The review will seek to deliver a curriculum which is rich and broad, so that children and young people get a excellent foundation in the core skills of reading, writing and mathematics whilst ensuring they do not miss out on subjects such as music, arts, sport and drama, as well as vocational subjects.
This government does not currently plan to introduce an arts premium. However, the department continues to make significant investment in arts and music, over and above core school budgets. The department has already confirmed £79 million in revenue funding this academic year for Music Hubs, which support music education in 90% of primary schools and 82% of secondary schools in England, alongside capital funding of £25 million for musical instruments and equipment. The department has also confirmed more than £30 million for the Music and Dance Scheme this academic year, so it can continue to remove financial barriers to specialist music and dance education for children whose families could not otherwise afford it. The department has also recently announced a new £2 million initiative for the Music Opportunities Pilot over four years, supporting disadvantaged children to learn a musical instrument or to sing.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government what steps they will take to develop the Children’s Social Care National Framework and outcomes further to include the voice of children and young people.
Answered by Baroness Smith of Malvern - Minister of State (Minister for Women and Equalities)
Children, young people and families have a vital part to play in our work to reform children’s social care and the department wants to ensure their voices are at the core of our work as we progress policy development and delivery both at a national and local level.
The Children’s Social Care National Framework was published as statutory guidance in December 2023. It was developed in consultation with the sector, including facilitated engagement sessions with Barnardo’s and Coram Voice and local authorities, so that care-experienced young people could shape the statutory guidance, and the children and young people’s versions. The guidance was also produced with the expert advice of the National Practice Group which brings together experts in practice, evidence, lived experience and multi-agency working.
Each outcome chapter of the Children’s Social Care National Framework includes expectations for how local areas listen and respond to the voices of children, young people and families. The National Framework, as with all statutory guidance, will be routinely reviewed and updated as appropriate. The department will work with children, young people and families as appropriate in future revisions to the guidance.
In support of the National Framework, the department is committed to developing the Children’s Social Care Dashboard, which has a national set of indicators, to help central and local government understand progress towards the National Framework outcomes for children, young people and families. The Dashboard will support learning and improvement at a local, regional and national level.
The Dashboard will evolve over time and in the department’s policy paper accompanying the publication of the Dashboard (published 11 October 2024) we identify hearing from children, young people and families as a key data gap, which we will be exploring how to address. The department recognises collecting this information needs to be done in a careful and sensitive way and will draw on the expertise of others in its development.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government how many students applied to take part in the Turing Scheme in (1) 2021–22, (2) 2022–23, (3) 2023–24 and (4) 2024–25.
Answered by Baroness Barran - Shadow Minister (Education)
Students cannot apply directly to the Turing Scheme. Education providers and other eligible organisations can apply to the scheme for funding towards the costs of their students’ international study and work placements. These organisations are responsible for planning placements on behalf of their students. This includes recruiting students and disbursing Turing Scheme funding to them.
However, 21,353 pupils, learners, and students participated in international work and education placements in the 2021/22 academic year through the Turing Scheme. The scheme provided funding for 38,374 placements during the 2022/23 academic year, but the actual number of participants is not yet known. The department expects to publish data for the 2022/23 academic year this autumn.
For the current academic year (2023/24) the Turing Scheme is providing funding for 41,175 pupils, learners and students across the UK. Final data will not be available until after the academic year ends on 31 August 2024 following the submission of providers’ final reports.
No data is available for the 2024/25 academic year as applications from providers are currently being assessed. The department will inform providers about the outcome of their applications in June 2024 and will announce results publicly shortly thereafter.
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government how many pupils took Russian as a (1) GCSE, or (2) A-level, in (a) 2019, (b) 2020, (c) 2021, (d) 2022 and (e) 2023.
Answered by Baroness Barran - Shadow Minister (Education)
The requested data can be found in the tables below.
Total number of pupils entering GCSE French, German, and Russian
Coverage: England (all schools)
Academic years: 2018/19 to 2022/23
|
| 2018/19 | 2019/20 | 2020/21 | 2021/22 | 2022/23 |
French |
| 123,497 | 124,942 | 125,069 | 124,707 | 125,447 |
German |
| 41,544 | 40,859 | 37,114 | 35,552 | 33,570 |
Russian |
| 1,353 | 1,621 | 1,448 | 1,944 | 2,590 |
(1) All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision
(2) Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance
(3) Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified
(4) Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied
(5) In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale
(6) For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.
Total number of pupils entering A level French, German, and Russian
Coverage: England
Academic years: 2018/19 to 2022/23
| 2018/19 | 2019/20 | 2020/21 | 2021/22 | 2022/23 |
French | 7,386 | 7,408 | 7,393 | 7,151 | 6,308 |
German | 2,707 | 2,651 | 2,446 | 2,521 | 2,119 |
Russian | 693 | 652 | 596 | 405 | 621 |
(1) Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards
(2) A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particular within the vocational and technical cohorts. A full impact analysis can be found in the methodology document (https://explore-education-statistics.service.gov.uk/methodology/a-level-and-other-16-to-18-results).
Asked by: Lord Bishop of St Albans (Bishops - Bishops)
Question to the Department for Education:
To ask His Majesty's Government how many pupils took French as a GCSE in (1) 2019, (2) 2020, (3) 2021, (4) 2022 and (5) 2023.
Answered by Baroness Barran - Shadow Minister (Education)
The requested data can be found in the tables below.
Total number of pupils entering GCSE French, German, and Russian
Coverage: England (all schools)
Academic years: 2018/19 to 2022/23
|
| 2018/19 | 2019/20 | 2020/21 | 2021/22 | 2022/23 |
French |
| 123,497 | 124,942 | 125,069 | 124,707 | 125,447 |
German |
| 41,544 | 40,859 | 37,114 | 35,552 | 33,570 |
Russian |
| 1,353 | 1,621 | 1,448 | 1,944 | 2,590 |
(1) All schools include state-funded schools, independent schools, independent special schools, non-maintained special schools, hospital schools, pupil referral units and alternative provision. Alternative provision includes academy and free school alternative provision
(2) Discounting has been applied where pupils have taken the same subject more than once. In 2021/22, with the return of the exam series, first entry rules were reintroduced for discounting. Further information can be found in the secondary accountability guidance. For more on the discounting methodology read the Discounting and Early Entry Guidance
(3) Total number of entries include pupils who were absent, whose results are pending and results which are ungraded or unclassified
(4) Figures include attempts and achievements by these pupils in previous academic years where discounting has been applied
(5) In 2017, new reformed GCSEs (which use the 9-1 grade scale) were introduced into secondary school performance tables in a phased approach. Unreformed subjects continued to be graded using the A* to G system. From 2020 onwards all GCSEs are now reformed and use the 9-1 grading scale
(6) For pupils at the end of KS4 in 2022/23, where pupils achieved qualifications in subjects between January 2020 and August 2021, we will not use results from these qualifications and these results are shown as covid impacted. The entries into the qualifications are still counted.
Total number of pupils entering A level French, German, and Russian
Coverage: England
Academic years: 2018/19 to 2022/23
| 2018/19 | 2019/20 | 2020/21 | 2021/22 | 2022/23 |
French | 7,386 | 7,408 | 7,393 | 7,151 | 6,308 |
German | 2,707 | 2,651 | 2,446 | 2,521 | 2,119 |
Russian | 693 | 652 | 596 | 405 | 621 |
(1) Includes students triggered for inclusion in performance tables who completed A levels during 16-18 study, after discounting of exams. Includes pending awards
(2) A change to the trigger rules was introduced in 2020/21 such that students were no longer automatically reported after two years in 16-18 study. The introduction caused a fall in cohort size, particular within the vocational and technical cohorts. A full impact analysis can be found in the methodology document (https://explore-education-statistics.service.gov.uk/methodology/a-level-and-other-16-to-18-results).