Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential role of faith schools in levelling up.
Answered by Nick Gibb
The Department supports schools with a religious character. They add to the diversity of the school system, they are popular with parents both with and without a faith, and they typically deliver high standards of education for their pupils. They also have an important role to play in supporting levelling up, by providing high quality school places throughout the country.
The Department recognises that some groups, including the Catholic Church, feel unable to participate in the free schools programme because of the 50% cap on faith admissions.
The Department is committed to ensuring that all providers of schools with a religious character remain able to open new schools once all schools are in academy trusts and, as such, will continue to keep the 50% cap under review. The Department regularly discusses the matter with groups who provide schools with a religious character, including the Catholic Church.
There are two mainstream Catholic schools in the Rother Valley Constituency, 296 in London and 1,955 in England.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has provided guidance to schools on the teaching of freedom of religion and belief.
Answered by Nick Gibb
As part of religious education, schools without a religious character are expected to adopt a pluralistic approach when it comes to the teaching of different faiths. Non-faith maintained schools must follow the locally agreed syllabus which, whilst being broadly Christian in nature, must take account of the teaching and practices of the other principal religions represented in Great Britain. Non-faith academies are free to design their own syllabus, but it must meet the requirements of the locally agreed syllabus.
Since 2014, all schools have been required to actively promote the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. The Department has published guidance on promoting fundamental British values as part of pupils’ spiritual, moral, social and cultural development, to which maintained schools have obligations.
Schools are free to cover a full range of issues, ideas and materials, including where they are challenging or contentious. This must be balanced against their obligations to ensure political balance and promote respect and tolerance between people of different faiths and beliefs. The Department has published guidance for schools on political impartiality, to help them to understand their responsibilities in this area, including the importance of introducing pupils to a diverse range of views during their time at school: https://www.gov.uk/government/publications/political-impartiality-in-schools.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the impact of child protection procedures on families affected by myalgic encephalomyelitis or chronic fatigue syndrome.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The statutory guidance ‘Working Together to Safeguard Children (2018)’ clarifies local authorities’ responsibilities for leading the statutory assessment of children in need and making child protection enquiries. The guidance sets out that local authorities, with their partners, should develop and publish local protocols for assessment. A local protocol should set out clear arrangements for how cases should be managed once a child is referred into local authority children’s social care and be consistent with the requirements of Working Together. The local protocol should reflect where assessments for some children will require particular care, for instance due to health conditions. The detail of each protocol should be led by the local authority in discussion and agreement with the safeguarding partners and relevant agencies where appropriate.
Every assessment undertaken should draw together relevant information gathered from the child and their family, as well as relevant practitioners to help decide the nature and level of the child’s needs and assess what interventions and support should be provided under Section 47 of the Children Act 1989. This should take account of any health conditions.
As it is for local authorities to manage this locally, the department does not hold a central record of this.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what support the Government provides to children in full-time education who have myalgic encephalomyelitis or chronic fatigue syndrome.
Answered by Claire Coutinho - Secretary of State for Energy Security and Net Zero
The department is committed supporting pupils with medical conditions so that they have full access to education. In 2014, the department introduced a new duty on schools to support pupils with all medical conditions, including myalgic encephalomyelitis or chronic fatigue syndrome. Statutory guidance for schools on how to support pupils with medical conditions has been published and is available at: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.
The guidance does not specify which medical conditions should be supported in schools. It focuses on how to meet the needs of each individual child and how their medical condition impacts on school life.
The statutory guidance states that governing boards should ensure any member of school staff providing support to a pupil with medical needs has received suitable training. This is to ensure that staff are competent and have confidence in their ability to support pupils with medical conditions, and to fulfil the requirements as set out in individual healthcare plans (IHPs).
Schools also have duties under the Equality Act 2010 to make reasonable adjustments and not to discriminate against disabled children, including those with certain long-term health conditions, in relation to their access to education and associated services. Schools must make reasonable adjustments to their practices, procedures, and policies to ensure that they are not putting those with certain long-term health problems at a substantial disadvantage.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had recent discussions with Cabinet colleagues on (a) upskilling workers to improve local net zero delivery and (b) the role that local authorities in that upskilling.
Answered by Robert Halfon
The department holds regular discussions with other government departments, through the Green Jobs Delivery Group, which is co-chaired by the Department for Business, Energy and Industrial Strategy. This group is a vehicle for industry and government collaboration on net zero jobs and skills.
The government is assessing local skills shortages that will have an impact on achieving the goals set out in the Net Zero Strategy: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1033990/net-zero-strategy-beis.pdf.
The department is rolling out Local Skills Improvement Plans (LSIPs). LSIPs may only be approved by the Secretary of State if the skills required for local green jobs have been considered. We are underpinning these local labour market insights with investment. The Strategic Development Fund provides funding to enable further education to support local training facilities and provision, better meeting employers’ needs. Funding can be used to upgrade facilities, equipment, and curricula; build overall capacity to meet local skills priorities; stimulate employer demand for and investment in skills; and support ongoing quality improvement.
Likewise, we plan to invest £290 million of capital funding to establish 21 Institutes of Technology across the country. IoTs are prestigious, high-quality employer-led institutions delivering provision tailored local employers’ needs. They specialise in technical skills, particularly in STEM and a range of green sectors.
In addition, the government established the Green Jobs Delivery Group in May 2022, for industry and government collaboration understanding workforce challenges. The Delivery Group is attended by ministers from the department, BEIS, the Department for Work and Pensions and the Department for Environment, Food and Rural Affairs as well as representatives from industries and local government bodies.
Skills Bootcamps grant-funded for areas to deliver training based on local employers’ needs. They are free, flexible courses of up to 16 weeks, that give learners the opportunity to build up sector-specific skills, and an offer of an employer interview.
The government has devolved approximately 60% of the Adult Education Budget to nine Mayoral Combined Authorities and the Mayor of London. This enables local areas to directly support adults in developing the skills that local employers need.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential role of local skills improvement plans in net zero delivery.
Answered by Robert Halfon
The department recognises the importance of skills required for the delivery of net zero. In approving a Local Skills Improvement Plan, the Skills and Post-16 Education Act ensures that the department is satisfied that there has been consideration of the skills required in relation to jobs that support compliance with the UK net zero emissions target.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department is providing support to further education colleges to help increase courses to improve local net zero delivery.
Answered by Robert Halfon
The UK100 ‘Skills for Local Net Zero Delivery’ briefing (October 2021) sets out recommendations on net zero delivery. This includes a recommendation to create several cross-government fora. The department is already engaging across government and industry on net zero skills.
The Green Jobs Delivery Group was set up in response to the Green Jobs Taskforce report. It is the key vehicle for industry and government department collaboration. We work together to understand workforce challenges including skills gaps. By listening to experts, we can meet the challenges of supporting green sectors.
In the 2021 Autumn Budget and Spending Review, my right hon. Friend, the Chancellor announced a £1.6 billion investment in the National Skills Fund from 2022 to 2025, including a £550 million investment to expand Skills Bootcamps. Separate grant funding up to £70 million is available to local areas, to deliver Skills Bootcamps in local skills priorities.
Apprenticeships have been made easier for small to medium enterprises to benefit from levy transfers, with a new pledge and online transfer service. As at March 2022, over 145 employers have pledged to transfer £8.9 million to support apprenticeships in businesses of all sizes. Apprenticeships are available in a range of green skills, such as Arboriculturist (level 4) and Nuclear Reactor Desk Engineer (level 6). The Green Apprenticeships and Technical Education Advisory Panel is reviewing occupational standards to see which incorporate green skills and where that can be improved.
£268 million of capital funding has been provided for T-Level courses starting in 2020 - 2022. Since May 2019, staff in further education (FE) have participated in the T Level Professional Development offer. The department has invested over £23 million until March 2021 and has committed over £15 million in 2021/22 to continue the offer. We have provided over £200 million in capacity and delivery funding to providers, to help FE staff to establish the infrastructure and resources needed to deliver industry placements since 2018/19. The 2022 pass rate for Design, Surveying & Planning for Construction, which prepares students for occupations including Civil Engineering Technician and Building Control Officer, was 93.7%.
The Strategic Development Fund (SDF) provides capital and programme funding to enable FE providers to work together locally to update teaching, training facilities, and provision to meet the needs of employers, as set out in Local Skills Improvement Plans. Funding can be used to upgrade facilities to better meet the needs of their local economy, enable a more coordinated local further education offer, support ongoing provider quality improvement, and stimulate employer demand for and investment in skills. SDF was piloted in 2021 with £65 million and rolled out nationally in 2022 with £92 million.
Institutes of Technology (IoTs) are employer-led institutions delivering provision tailored to local employers. They specialise in technical skills in STEM sectors, including advanced digital, manufacturing, engineering, and green skills. We plan to invest up to £120 million of capital funding in a further nine IoTs. Students can study courses such as Construction and the Built Environment and Electrical Engineering.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to increase long-term funding for courses to develop local skills for Net Zero delivery.
Answered by Robert Halfon
The UK100 ‘Skills for Local Net Zero Delivery’ briefing (October 2021) sets out recommendations on net zero delivery. This includes a recommendation to create several cross-government fora. The department is already engaging across government and industry on net zero skills.
The Green Jobs Delivery Group was set up in response to the Green Jobs Taskforce report. It is the key vehicle for industry and government department collaboration. We work together to understand workforce challenges including skills gaps. By listening to experts, we can meet the challenges of supporting green sectors.
In the 2021 Autumn Budget and Spending Review, my right hon. Friend, the Chancellor announced a £1.6 billion investment in the National Skills Fund from 2022 to 2025, including a £550 million investment to expand Skills Bootcamps. Separate grant funding up to £70 million is available to local areas, to deliver Skills Bootcamps in local skills priorities.
Apprenticeships have been made easier for small to medium enterprises to benefit from levy transfers, with a new pledge and online transfer service. As at March 2022, over 145 employers have pledged to transfer £8.9 million to support apprenticeships in businesses of all sizes. Apprenticeships are available in a range of green skills, such as Arboriculturist (level 4) and Nuclear Reactor Desk Engineer (level 6). The Green Apprenticeships and Technical Education Advisory Panel is reviewing occupational standards to see which incorporate green skills and where that can be improved.
£268 million of capital funding has been provided for T-Level courses starting in 2020 - 2022. Since May 2019, staff in further education (FE) have participated in the T Level Professional Development offer. The department has invested over £23 million until March 2021 and has committed over £15 million in 2021/22 to continue the offer. We have provided over £200 million in capacity and delivery funding to providers, to help FE staff to establish the infrastructure and resources needed to deliver industry placements since 2018/19. The 2022 pass rate for Design, Surveying & Planning for Construction, which prepares students for occupations including Civil Engineering Technician and Building Control Officer, was 93.7%.
The Strategic Development Fund (SDF) provides capital and programme funding to enable FE providers to work together locally to update teaching, training facilities, and provision to meet the needs of employers, as set out in Local Skills Improvement Plans. Funding can be used to upgrade facilities to better meet the needs of their local economy, enable a more coordinated local further education offer, support ongoing provider quality improvement, and stimulate employer demand for and investment in skills. SDF was piloted in 2021 with £65 million and rolled out nationally in 2022 with £92 million.
Institutes of Technology (IoTs) are employer-led institutions delivering provision tailored to local employers. They specialise in technical skills in STEM sectors, including advanced digital, manufacturing, engineering, and green skills. We plan to invest up to £120 million of capital funding in a further nine IoTs. Students can study courses such as Construction and the Built Environment and Electrical Engineering.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment for the implications for her policies of the UK100’s Skills for Local Net Zero Delivery briefing.
Answered by Robert Halfon
The UK100 ‘Skills for Local Net Zero Delivery’ briefing (October 2021) sets out recommendations on net zero delivery. This includes a recommendation to create several cross-government fora. The department is already engaging across government and industry on net zero skills.
The Green Jobs Delivery Group was set up in response to the Green Jobs Taskforce report. It is the key vehicle for industry and government department collaboration. We work together to understand workforce challenges including skills gaps. By listening to experts, we can meet the challenges of supporting green sectors.
In the 2021 Autumn Budget and Spending Review, my right hon. Friend, the Chancellor announced a £1.6 billion investment in the National Skills Fund from 2022 to 2025, including a £550 million investment to expand Skills Bootcamps. Separate grant funding up to £70 million is available to local areas, to deliver Skills Bootcamps in local skills priorities.
Apprenticeships have been made easier for small to medium enterprises to benefit from levy transfers, with a new pledge and online transfer service. As at March 2022, over 145 employers have pledged to transfer £8.9 million to support apprenticeships in businesses of all sizes. Apprenticeships are available in a range of green skills, such as Arboriculturist (level 4) and Nuclear Reactor Desk Engineer (level 6). The Green Apprenticeships and Technical Education Advisory Panel is reviewing occupational standards to see which incorporate green skills and where that can be improved.
£268 million of capital funding has been provided for T-Level courses starting in 2020 - 2022. Since May 2019, staff in further education (FE) have participated in the T Level Professional Development offer. The department has invested over £23 million until March 2021 and has committed over £15 million in 2021/22 to continue the offer. We have provided over £200 million in capacity and delivery funding to providers, to help FE staff to establish the infrastructure and resources needed to deliver industry placements since 2018/19. The 2022 pass rate for Design, Surveying & Planning for Construction, which prepares students for occupations including Civil Engineering Technician and Building Control Officer, was 93.7%.
The Strategic Development Fund (SDF) provides capital and programme funding to enable FE providers to work together locally to update teaching, training facilities, and provision to meet the needs of employers, as set out in Local Skills Improvement Plans. Funding can be used to upgrade facilities to better meet the needs of their local economy, enable a more coordinated local further education offer, support ongoing provider quality improvement, and stimulate employer demand for and investment in skills. SDF was piloted in 2021 with £65 million and rolled out nationally in 2022 with £92 million.
Institutes of Technology (IoTs) are employer-led institutions delivering provision tailored to local employers. They specialise in technical skills in STEM sectors, including advanced digital, manufacturing, engineering, and green skills. We plan to invest up to £120 million of capital funding in a further nine IoTs. Students can study courses such as Construction and the Built Environment and Electrical Engineering.
Asked by: Alexander Stafford (Conservative - Rother Valley)
Question to the Department for Education:
To ask the Secretary of State for Education, how many secondary school libraries there are in Rother Valley constituency as of 25 October 2022.
Answered by Nick Gibb
The Department believes that all pupils deserve to be taught a knowledge-rich curriculum that promotes the extensive reading of books and other texts, both in and out of school. School libraries complement public libraries in allowing pupils to do this.
Given this autonomy which is granted to schools, the Department does not collect information on the number of school libraries.
It is for individual schools to decide how best to provide and maintain a library service for their pupils, including whether to employ a qualified librarian. Many head teachers recognise the important role school libraries play in improving literacy and encouraging pupils to read for pleasure and ensure that suitable library facilities are provided. School libraries can take many forms, with some schools preferring to make books a focus in other ways, including housing them within classrooms.