Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government (1) how many, and (2) what proportion of, students enrolled on the T level Transition Programme in the (a) 2020/21, and (b) 2021/22, academic year went on to start a T level.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
In the 2020/21 academic year, an estimated 14% (118 students) progressed onto a T Level out of 847 students who were recorded as starting a T Level Transition Programme. In total, 49% progressed to level 3 or higher outcomes (414 students), significantly higher than a provisional estimate of 37% progression to level 3 or above for all 16 year old students with a level 2 core learning aim. In the 2021/22 academic year, 3,348 students were recorded as starting a T Level Transition Programme and progression data for this cohort is not yet available.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what evidence the Department for Education has to support the estimate made in their impact assessment Review of post-16 qualifications at level 3 in England, published in July 2022, that "4 per cent of 16 to 19 year olds currently studying at level 3 may not be able to progress directly to level 3 study following the reforms".
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department’s estimate of the proportion of students who may not be able to move straight to level 3 at age 16 was published in the impact assessment that accompanied the second stage consultation on qualifications reform. This can be found here: https://consult.education.gov.uk/post-16-qualifications-review-team/review-of-post-16-qualifications-at-level-3/supporting_documents/Impact%20Assessment%20%20Review%20of%20post16%20qualifications%20at%20level%203_.pdf.
The department’s estimate that 4% of the level 3 cohort may not be able to move directly to level 3 in future following the reforms to post-16 qualifications was based on 16-19 year old enrolments in 2019/20. There were 2.88 million in total, of which around 115,200 enrolments, or 4%, were assessed as potentially impacted. This was based on a prior attainment threshold of five passing GCSEs of grade 4 or above, or a full level 2 and an estimate of the number of qualifications that would remain in future. It is important to note that many students who do not move directly to level 3 do achieve that level after further intervention.
Where students are unable to move directly to level 3, they will be able to choose from a range of high quality options. This includes the T level transition programme, from which 49% of students progressed to level 3 from the first cohort. In future, it will also include reformed level 2 technical and academic progression qualifications that are designed to support progression to apprenticeships, further academic and technical study and employment. Reformed technical qualifications will be based on employer led occupational standards and will provide young people with the skills that employers need.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what evidence they used to determine the range of subjects in which Alternative Academic Qualifications (AAQs) will be funded from 2025.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The approach the department has taken to determining the range of subjects that we will fund was informed by two public consultations and reflects our priority to ensure that as many students as possible benefit from world class A levels and T Levels.
The range of subjects where the department will approve small alternative academic qualifications (AAQs) for funding (and which can be studied alongside A levels) will be focused on those that are strategically important (such as STEM subjects and those supporting the NHS), and those that are less well-served by A levels. Large AAQs (equivalent in size to at least 2 A levels) will be considered for public funding from 2026 in subjects where there are no T Levels; there is a need for a large qualification enabling entry to more specialist areas of higher education such as performing arts; and there is a clear and direct progression link into higher education.
This is based on a range of evidence including departmental analysis of student outcomes and independent data sources such as research undertaken by the Nuffield Foundation and the Sixth Form Colleges Association. The detail of this evidence is set out in the department’s second stage consultation, and the subsequent government response and policy statement. Further details on the government’s response is available at: https://www.gov.uk/government/consultations/review-of-post-16-qualifications-at-level-3-second-stage. This evidence shows that pupils who take programmes consisting of A levels alone generally have better earnings and employment outcomes than those pursuing non-A level or mixed programmes, after controlling for background characteristics.
Additionally, reforms to level 2 qualifications, alongside the T Level transition programme and our work with providers to pilot an Academic Progression Programme, will enable students to work towards level 3 or enter skilled employment.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what was the average GCSE score for students in England studying (1) A levels, (2) Applied Generals, (3) a combination of A levels and Applied Generals, and (4) T levels, in the last year for which data are available.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The average GCSE points of students that took A level examinations was 6.47. For those that took applied general examinations, it was 4.90, and for those that took both A level and applied general, it was 5.42. The number of students taking A levels was 284,380, the numbers taking applied general was 119,853, and the numbers that took both A level and applied general examinations was 61,024.
Figures are based on students at the end of 16 to 18 study in 2021/22 and derived from data underpinning the ‘A level and other 16 to 18 results’ statistical release. This statistical release is available at: https://www.gov.uk/government/statistics/a-level-and-other-16-to-18-results-2022-revised.
Transparency data for T Levels was published on the first T Level results day on 18 August 2022. This is based on information reported to the Department through the manage T Level results service, but does not include data on student prior attainment at Key Stage 4. This data is available at: https://www.gov.uk/government/publications/t-level-results-academic-year-2021-to-2022-provisional.
Attainment data for T Levels will be published for the 2023/24 cohort of students, the first year that T Levels will be included in school and college accountability measures.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what proportion of the additional money available for the school sector in England from April 2023, announced in the Chancellor of the Exchequer’s autumn statement on 17 November, will be allocated to support for children with special educational needs.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department will set out plans for the allocation of the additional funding announced in the 2022 Autumn Statement shortly, including the proportion to be allocated to high needs.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what arrangements, in any, they have made with (1) the Russell Group of universities, or (2) Universities UK, for the recognition of Ukrainian qualifications in order that Ukrainian refugees can continue their studies in the UK.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
We have seen an extremely positive response from the higher education (HE) sector who have offered significant support to Ukrainian students and are pleased to see work they are doing across the sector for a coordinated approach to support students fleeing the conflict in Ukraine.
All UK higher education institutions (HEIs) subscribe to the UK National Information Centre for the recognition of qualifications (UK ENIC). This service, provided by ECCTIS Ltd on behalf of the government under contract to the Department for Education, has the necessary expertise and resources to provide advice to HEIs on the comparability of Ukrainian qualifications with those of the UK. UK ENIC stands ready to support HEIs and Ukrainian refugees to ensure they can continue their studies in the UK: https://ecctisblog.com/2022/03/15/ukraine-support-for-the-recognition-of-qualifications-and-skills-of-refugees/.
My right hon. Friend, the Minister for Higher and Further Education convened the HE Taskforce, bringing together representatives from across the sector to discuss how we can work together on a range of important issues including supporting Ukrainian universities, academics, and students.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what waivers they have agreed, if any, in relation to eligibility for (1) financial support in the form bursaries and loans, and (2) UK residency rules, in respect of fee levels for Ukrainian refugees wishing to continue their studies in the UK.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department has been working closely with the education sector and across government more widely to ensure that Ukrainian students are supported during this difficult time. In March 2022, my right hon. Friend, the Minister for Higher and Further Education convened the higher education (HE) taskforce, bringing together representatives from across the sector to discuss how we can work together to facilitate the progression of Ukrainian students to HE.
The department is also providing support through the Strategic Priorities Grant to support Ukrainian nationals and Ukrainian-domiciled students studying at English HE providers. We have asked the Office for Students to use up to £4 million of funding in the 2022/23 financial year for providers to support Ukrainian nationals and Ukrainian-domiciled students whose usual financial support has been impacted by events in Ukraine.
The difficulties facing Ukrainian nationals and Ukrainian-domiciled students studying in England, following Russia’s invasion of Ukraine, are unique. Whilst providers are already making their own student hardship funds available to Ukrainian students who need financial assistance, we are providing this funding to ensure there is additional support available to support these students to complete their courses.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, further to the Written Answer by Baroness Barran on 25 October (HL2904), how much was spent on the apprenticeship levy between 1 April and 30 September.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The details of apprenticeship budget spend for the 2021-22 financial year will be included in the Education and Skills Funding Agency’s Annual Report and Accounts, which is due to be published in the second half of 2022.
The apprenticeships budget is used to fund training and assessment for new apprenticeship starts in levy and non-levy paying employers, to cover the ongoing costs of apprentices already in training and any additional payments made to employers and providers. The annual apprenticeship budget is set by Her Majesty’s Treasury and although closely linked, is distinct from the total levy income collected.
The Spending Review has delivered the first increase to apprenticeships funding since the 2019-20 financial year. Funding will grow to £2.7 billion by the 2024-25 financial year.
The funds available to levy-paying employers through their apprenticeship service accounts are distinct from the department’s annual apprenticeships budget. The table below shows the value of funds spent from levy-paying employers’ accounts in each month between 1 April and 30 September. As this only includes the funds spent by levy-paying employers, this does not represent total spend on apprenticeships for all employers in this period.
Month (2021) | Levy spent (£ million) |
April | £98 |
May | £96 |
June | £99 |
July | £99 |
August | £100 |
September | £79 |
Total | £571 |
Note:
- The payments made from employer accounts within the apprenticeship service are made one month in arrears (i.e. apprenticeship levy funds spent in April relate to delivery in March).
- The cost of additional payments to employers, providers and apprentices, and the cost of payments for English and maths training, is met by the apprenticeship budget and therefore is not deducted from the levy funds in employers’ apprenticeship service accounts.
- The apprenticeship levy is collected by Her Majesty’s Revenue and Customs from all UK employers with a pay bill above £3 million. The apprenticeship service handles the apprenticeships spend of those employers who choose to register an account with the service.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government what assessment they have made of the percentage of apprenticeship levy that has not been spent in the current financial year to date; and what assessment they have made, if any, of the likely overall apprenticeship levy underspend in financial year 2021–22.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The details of apprenticeship budget spend for the 2021-22 financial year will be included in the Education and Skills Funding Agency’s Annual Report and Accounts, which is due to be published in the second half of 2022. Employers have until 31 March 2022 to start new apprenticeships in the current financial year.
In the 2021-22 financial year, the apprenticeships programme budget is £2.5 billion for investment in apprenticeships in England, double that spent in the 2010-11 financial year in cash terms. The annual apprenticeship budget is set by HM Treasury and, although closely linked, is distinct from the total levy income collected by HM Revenue and Customs.
The levy is an important part of our reforms to create a high quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.
Asked by: Lord Blunkett (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many tutoring opportunities for children in England are currently available at (1) primary schools, (2) secondary schools, and (3) schools catering for special educational needs.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
For this academic year the National Tutoring Programme will offer access to high quality tuition for up to 2 million pupils.
The latest figures for the current academic year, to the end of September 2021 are:
All state-funded primary and secondary schools in England, including academies and free schools, have also received funding to deliver school-led tutoring giving them the flexibility to choose their own tutors. Funding has been calculated based on the number of pupil premium students in individual schools.
There is currently no comprehensive break down between primary schools and secondary schools. The department will have this information by the end of the autumn term.
Specialist settings including special schools and academies, alternative provision, pupil referral units and hospital schools, will receive an uplift to their school led tuition funding to cater for the additional per pupil costs they face.
I can confirm we have Tuition Partners who between them have capacity to support a total of 80,000 pupils in special educational needs settings.