Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what guidance is included, if any, in the Initial Teacher Training content framework on (1) how to speak to children and what constitutes verbal abuse from adults to children, and (2) behaviour management.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Initial Teacher Training Core Content Framework (CCF), alongside the Early Career Framework, sets out the minimum entitlement of training and support for all trainee teachers.
The CCF is underpinned by the Teachers’ Standards (2011), and behaviour management is addressed in High Expectations and Managing Behaviour (S1 and S7 of the CCF). This is in line with Standard 7 of the Teachers’ Standards, which requires teachers to “manage behaviour effectively to ensure a good and safe learning environment”. Part Two of the Teachers' Standards requires teachers to ensure that they are “treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position”.
The CCF has been reviewed with consideration of how to best prepare trainee teachers to support pupils by creating respectful cultures within their classrooms where pupils feel motivated and valued, and highlights the importance of building strong, positive relationships with pupils.
Asked by: Lord Hunt of Kings Heath (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 Protect Student Choice campaign Desperate measures: data and the reform of Level 3 qualifications, published in September, which found that at least 155,000 students could be left without a suitable study programme from 2026, given the planned reduction in Applied General Qualifications and slow growth of T levels.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The post-16 qualification reforms are based on three principles: simplifying a complex system difficult for students and employers to navigate, improving progression outcomes, and creating a new, world-class technical offer that meets the needs of employers. These changes are designed to create a ladder of opportunity that young people of all backgrounds can climb.
Despite the report’s premise that removing an existing qualification means students are left without a suitable alternative, students will have a range of options to choose at level 3. This will include large qualifications that can be studied as whole programmes such as T Levels, large Alternative Academic Qualifications (for example in sport or the performing arts), or a newly created large Technical Occupational Entry qualification in a non-T Level route (such as Travel and Tourism). Students will also be able to choose to study A levels, or a mixed study programme comprising of A levels and a small Alternative Academic Qualification or small technical qualifications.
Over 16,000 students have studied all or part of a T Level since their launch in 2020, and the department expects many more young people to benefit in the years to come. We are supporting providers to deliver the additional teaching hours, industry placements and high-quality learning environments needed to make T Levels a success, by increasing the national funding rates for T Levels by 10% for 2023/4 and making £450 million capital funding available alongside a £12 million Employer Support Fund. The department is helping colleges to deliver the additional teaching hours, industry placements and high-quality learning environments needed to make T Levels a success with over £500 million of funding.
For students who aspire to study at level 3 but need additional time and support, the department will fund technical and academic progression qualifications which offer a subject specific focus alongside their study of English and maths. This includes T Level Foundation Qualifications that would be taken in the T Level Foundation Year. The department will also fund large technical occupational entry qualifications at level 2, which will offer broad route-specific content in addition to the knowledge, skills and behaviours required to become occupationally competent and enter the workforce.
The department’s impact assessment for the Level 3 second stage consultation response can be found in the attachment. The assessment estimated that 4% of 16-19 year olds currently studying level 3, may not be able to directly access it in the future.
The department is confident that the new system includes provision for all students. There are currently a wide range of approaches to entry criteria for T Levels amongst colleges, and T Levels will embrace a broader range of young people as they become universally available, with more providers offering the T Level Foundation Year.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what consideration they gave to any representations made by the publishing industry in making Oak National Academy resources available on an Open Government Licence without geographical restrictions.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Department published its Full Business Case and Market Impact Assessment setting out the rationale for an intervention by the Government to establish an arm’s length body (ALB) incorporating Oak National Academy (ONA). The ALB supports teachers to teach and enables pupils to access a high quality curriculum, whilst also reducing teacher workload.
Following a review, ONA made the decision to make the majority of its new curricula and teaching resources available on an Open Government Licence (OGL). This decision was informed by an assessment of the implications conducted by ONA’s Accounting Officer.
Under the UK Government Licensing Framework (UKGLF), it is Government policy that Government funded materials will be available on a licence which allows anyone to access them directly. This ensures that the benefit of public funding is maximised, promotes transparency, and enables wider economic and social gain. In making its decision to make new materials available on an OGL, ONA carried out a review which incorporated representations by the publishing industry. These were considered alongside the views of others and Oak’s remit.
The decision to publish Oak’s content on an OGL only applies to the curriculum resources that are currently being developed with Oak’s new curriculum partners, and who have agreed to these terms as part of their contract. OGL does not apply to existing curriculum resources that were transferred at the ALB’s creation.
All of ONA’s new curriculum partners, with whom they are working to develop new high quality curriculum content, were aware of, and agreed to, licensing terms up to and including an OGL. This was confirmed as part of the procurement and contracting process which launched in autumn 2022. Following the decision of the Oak Board to make Oak’s curriculum resources available on an OGL without geo-restrictions, these arrangements were confirmed with Oak’s new curriculum partners.
Under ONA’s founding principles, no individual can make a direct profit from its materials. ONA’s resources continuing to be freely available to all removes the ability for others to make direct profit from its content. The decision of ONA’s Board not to geo-restrict ONA’s new materials is consistent with Government policy on licensing, more generally, and with the founding principles of ONA itself.
Oak’s resources are based on the English National Curriculum and its remit is to support UK teachers and pupils. Oak is not undertaking any activities to promote or grow use of its resources overseas. Oak will continue to monitor international use to ensure it remains minimal and will continue to focus on delivering its objectives in the UK and will not promote its resources abroad.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what assessment they made of the impact on the educational publishing export market of not including geographical restrictions in the licensing structure for Oak National Academy resources.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Department published its Full Business Case and Market Impact Assessment setting out the rationale for an intervention by the Government to establish an arm’s length body (ALB) incorporating Oak National Academy (ONA). The ALB supports teachers to teach and enables pupils to access a high quality curriculum, whilst also reducing teacher workload.
Following a review, ONA made the decision to make the majority of its new curricula and teaching resources available on an Open Government Licence (OGL). This decision was informed by an assessment of the implications conducted by ONA’s Accounting Officer.
Under the UK Government Licensing Framework (UKGLF), it is Government policy that Government funded materials will be available on a licence which allows anyone to access them directly. This ensures that the benefit of public funding is maximised, promotes transparency, and enables wider economic and social gain. In making its decision to make new materials available on an OGL, ONA carried out a review which incorporated representations by the publishing industry. These were considered alongside the views of others and Oak’s remit.
The decision to publish Oak’s content on an OGL only applies to the curriculum resources that are currently being developed with Oak’s new curriculum partners, and who have agreed to these terms as part of their contract. OGL does not apply to existing curriculum resources that were transferred at the ALB’s creation.
All of ONA’s new curriculum partners, with whom they are working to develop new high quality curriculum content, were aware of, and agreed to, licensing terms up to and including an OGL. This was confirmed as part of the procurement and contracting process which launched in autumn 2022. Following the decision of the Oak Board to make Oak’s curriculum resources available on an OGL without geo-restrictions, these arrangements were confirmed with Oak’s new curriculum partners.
Under ONA’s founding principles, no individual can make a direct profit from its materials. ONA’s resources continuing to be freely available to all removes the ability for others to make direct profit from its content. The decision of ONA’s Board not to geo-restrict ONA’s new materials is consistent with Government policy on licensing, more generally, and with the founding principles of ONA itself.
Oak’s resources are based on the English National Curriculum and its remit is to support UK teachers and pupils. Oak is not undertaking any activities to promote or grow use of its resources overseas. Oak will continue to monitor international use to ensure it remains minimal and will continue to focus on delivering its objectives in the UK and will not promote its resources abroad.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether providers of education materials to Oak National Academy were informed in advance that such materials would be make available on an Open Government Licence without geographical restrictions, and what steps they are taking with providers to ensure such materials do not undercut the educational publishing export market.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Department published its Full Business Case and Market Impact Assessment setting out the rationale for an intervention by the Government to establish an arm’s length body (ALB) incorporating Oak National Academy (ONA). The ALB supports teachers to teach and enables pupils to access a high quality curriculum, whilst also reducing teacher workload.
Following a review, ONA made the decision to make the majority of its new curricula and teaching resources available on an Open Government Licence (OGL). This decision was informed by an assessment of the implications conducted by ONA’s Accounting Officer.
Under the UK Government Licensing Framework (UKGLF), it is Government policy that Government funded materials will be available on a licence which allows anyone to access them directly. This ensures that the benefit of public funding is maximised, promotes transparency, and enables wider economic and social gain. In making its decision to make new materials available on an OGL, ONA carried out a review which incorporated representations by the publishing industry. These were considered alongside the views of others and Oak’s remit.
The decision to publish Oak’s content on an OGL only applies to the curriculum resources that are currently being developed with Oak’s new curriculum partners, and who have agreed to these terms as part of their contract. OGL does not apply to existing curriculum resources that were transferred at the ALB’s creation.
All of ONA’s new curriculum partners, with whom they are working to develop new high quality curriculum content, were aware of, and agreed to, licensing terms up to and including an OGL. This was confirmed as part of the procurement and contracting process which launched in autumn 2022. Following the decision of the Oak Board to make Oak’s curriculum resources available on an OGL without geo-restrictions, these arrangements were confirmed with Oak’s new curriculum partners.
Under ONA’s founding principles, no individual can make a direct profit from its materials. ONA’s resources continuing to be freely available to all removes the ability for others to make direct profit from its content. The decision of ONA’s Board not to geo-restrict ONA’s new materials is consistent with Government policy on licensing, more generally, and with the founding principles of ONA itself.
Oak’s resources are based on the English National Curriculum and its remit is to support UK teachers and pupils. Oak is not undertaking any activities to promote or grow use of its resources overseas. Oak will continue to monitor international use to ensure it remains minimal and will continue to focus on delivering its objectives in the UK and will not promote its resources abroad.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether a market impact assessment to inform the decision not to include geographical restrictions in the licensing structure for Oak National Academy resources was conducted; and if so, what plans they have for its publication.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The Department published its Full Business Case and Market Impact Assessment setting out the rationale for an intervention by the Government to establish an arm’s length body (ALB) incorporating Oak National Academy (ONA). The ALB supports teachers to teach and enables pupils to access a high quality curriculum, whilst also reducing teacher workload.
Following a review, ONA made the decision to make the majority of its new curricula and teaching resources available on an Open Government Licence (OGL). This decision was informed by an assessment of the implications conducted by ONA’s Accounting Officer.
Under the UK Government Licensing Framework (UKGLF), it is Government policy that Government funded materials will be available on a licence which allows anyone to access them directly. This ensures that the benefit of public funding is maximised, promotes transparency, and enables wider economic and social gain. In making its decision to make new materials available on an OGL, ONA carried out a review which incorporated representations by the publishing industry. These were considered alongside the views of others and Oak’s remit.
The decision to publish Oak’s content on an OGL only applies to the curriculum resources that are currently being developed with Oak’s new curriculum partners, and who have agreed to these terms as part of their contract. OGL does not apply to existing curriculum resources that were transferred at the ALB’s creation.
All of ONA’s new curriculum partners, with whom they are working to develop new high quality curriculum content, were aware of, and agreed to, licensing terms up to and including an OGL. This was confirmed as part of the procurement and contracting process which launched in autumn 2022. Following the decision of the Oak Board to make Oak’s curriculum resources available on an OGL without geo-restrictions, these arrangements were confirmed with Oak’s new curriculum partners.
Under ONA’s founding principles, no individual can make a direct profit from its materials. ONA’s resources continuing to be freely available to all removes the ability for others to make direct profit from its content. The decision of ONA’s Board not to geo-restrict ONA’s new materials is consistent with Government policy on licensing, more generally, and with the founding principles of ONA itself.
Oak’s resources are based on the English National Curriculum and its remit is to support UK teachers and pupils. Oak is not undertaking any activities to promote or grow use of its resources overseas. Oak will continue to monitor international use to ensure it remains minimal and will continue to focus on delivering its objectives in the UK and will not promote its resources abroad.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what advice they sought, and from whom, when considering the licensing model for Oak National Academy resources.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Oak National Academy’s Board made the decision on its approach to licensing. Oak decided to make the majority of its resources available on an Open Government Licence (OGL). This decision considered that, under the UK Government Licensing Framework (UKGLF), it is government policy that government funded materials should be available on a licence which allows anyone to access them directly. This ensures that the benefit of public funding is maximised, promotes transparency, and enables wider economic and social gain.
When deciding to make new materials available on an OGL, Oak carried out a review of end-user licensing terms, which incorporated advice and feedback from a range of organisations, including schools and multi-academy trusts, curriculum organisations, EdTech providers, publishers, and trade bodies.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether they have conducted any analysis of the actuarial advantages to ending the arrangements by which private schools are permitted to participate as employers in the Teachers' Pension Scheme.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
For the 2021/22 financial year, the government contributed over £1.6 billion to the Teachers’ Pension Scheme. For the 2020/21 financial year, the Government contributed over £1.7 billion.
The government does not make any explicit contribution on behalf of any sector but does contribute to the overall cost of pension payments where these exceed the total contributions received in any year.
Independent schools are allowed to participate in the scheme, on a voluntary basis, to help facilitate the movement of staff between the state and private sectors. This benefits all sectors by enhancing opportunities for sharing best practice.
The government has not undertaken any such analysis of the potential advantages of ending arrangements by which private schools are permitted to participate in the Teachers’ Pension Scheme.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what are the reasons why private schools are permitted to participate as employers in the Teacher’s Pension Scheme.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
For the 2021/22 financial year, the government contributed over £1.6 billion to the Teachers’ Pension Scheme. For the 2020/21 financial year, the Government contributed over £1.7 billion.
The government does not make any explicit contribution on behalf of any sector but does contribute to the overall cost of pension payments where these exceed the total contributions received in any year.
Independent schools are allowed to participate in the scheme, on a voluntary basis, to help facilitate the movement of staff between the state and private sectors. This benefits all sectors by enhancing opportunities for sharing best practice.
The government has not undertaken any such analysis of the potential advantages of ending arrangements by which private schools are permitted to participate in the Teachers’ Pension Scheme.
Asked by: Lord Hunt of Kings Heath (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government whether any government contribution is made to the Teachers’ Pension Scheme explicitly in respect of members of the scheme who are not employed in state schools; and if so, how much is contributed each year.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
For the 2021/22 financial year, the government contributed over £1.6 billion to the Teachers’ Pension Scheme. For the 2020/21 financial year, the Government contributed over £1.7 billion.
The government does not make any explicit contribution on behalf of any sector but does contribute to the overall cost of pension payments where these exceed the total contributions received in any year.
Independent schools are allowed to participate in the scheme, on a voluntary basis, to help facilitate the movement of staff between the state and private sectors. This benefits all sectors by enhancing opportunities for sharing best practice.
The government has not undertaken any such analysis of the potential advantages of ending arrangements by which private schools are permitted to participate in the Teachers’ Pension Scheme.