Oral Answers to Questions
Debate between Andrea Jenkyns and Toby Perkins(2 years, 1 month ago)
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Mr Toby Perkins (Chesterfield) (Lab)
The most popular high-quality vocational qualifications currently offered at level 3 are BTECs. Last week, the Education Committee heard evidence about the 6,500 level 3 students and 7,500 level 2 students whose results were delayed this year. The right hon. Member for Harlow (Robert Halfon) rightly criticised the failure to reveal the number of students affected at the time and all the uncertainty that caused. When did the Minister first know how many students had not received their results? Why did she not insist that the number be made public?
Andrea Jenkyns
As the hon. Gentleman knows, I am a strong proponent of BTECs, having been a BTEC girl myself. The Department informed us, and we acted on that straightaway. I will have to get back to him with the exact date. Looking at the whole landscape, I assure him that it has been simplified and that, most importantly, these courses lead to good outcomes for students, ensuring they have a bright future.
BTEC Qualifications
Debate between Andrea Jenkyns and Toby Perkins(2 years, 4 months ago)
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Andrea Jenkyns
I thank the hon. Lady for that question. We are consulting vigorously, and I was actually going to bring in her points here. She mentioned colleges in her area. I happily meet colleges, and that goes for colleges represented across the Chamber. My ears are open to this, because it is something I am passionate about. Social mobility is a big thing for me. Coming from a regular background, I want to ensure that every child has a great start in life, so my door is open.
I was asked about creating a barrier for disadvantaged and BAME students. We are not withdrawing funding approval from all BTECs and other applied general qualifications. We will continue to fund BTECs and applied general-type qualifications as part of a mixed programme where there is need and where they meet new criteria for quality and necessity. Students who take qualifications that are more likely to be replaced have the most to gain from the changes, because in future they will take qualifications that are of a higher quality, putting them in a stronger position to progress to further skills or skilled employment. The most important outcome is that they have a decent start in life and good-quality jobs.
Mr Perkins
The Minister’s point somewhat misses the tenor of the debate so far. She is hearing that a lot of students from more deprived communities will not even get on to a course because of its make-up or because it will be full time, meaning that they will be unable to afford to do the course. Simply saying that they might have better opportunities when they complete a course does not take into account the fact that lots of them will not even get on to a course in the first place. I hope the Minister will look into that when she does her review.
Andrea Jenkyns
As I said, I am a woman who juggles and I know what it is like to have to pay my own way. Coming from a family who were not affluent, I had to work to pay my way at the same time as I did my BTEC.
Mr Perkins
The Minister would not have been able to do that if it had been a T-level. She would not have had the time.
Andrea Jenkyns
Not necessarily, but I will take the hon. Gentleman’s point on board.
T-levels will equip more young people with the skills, knowledge and experience to access skilled employment or further technical study, including higher education in related technical areas. We want as many young people as possible to benefit, which is why we have focused on supporting access. That includes introducing a T-levels transition programme and flexibilities for SEND students, and removing the English and maths exit requirements.
I was asked about students who have dyslexia and their frustration about taking exams. That is already covered in the Equality Act 2010; it must be considered whether a student will need reasonable adjustments, which can include being given 25% extra time when sitting exams.
There was a question about Oxbridge not accepting T-levels. Oxford’s admissions office says that BTECs are unlikely to be suitable for its courses unless taken alongside A-levels.
Andrea Jenkyns
If anything, we could flip that on its head, because this is a unique selling point. In these work placements, students will gain the soft skills needed in employment, and valuable experience to build up their CVs, which can help secure them future employment.
We have invested over £200 million since 2018-19 through the capacity and delivery fund to support providers in building capacity and networks with employers. We will continue to monitor the delivery of placements and work closely with providers and employers to identify what support they will need to deliver high-quality placements.
Mr Perkins
I am grateful to the Minister for laying out what the Government are doing, but there are not enough work placements for the small number of people doing T-levels at this stage—that is why the Government have downgraded them—much less for the sort of expansion she is talking about. We hear what the Government are doing about it, but the question I asked her is: in the event that they cannot get enough work placements, what are the Government going to do?
Andrea Jenkyns
I thank the shadow Minister for his question. I am more confident than he is that we will get these placements.
Andrea Jenkyns
No, but I have seen at first hand what the Department is doing with employer engagement, so watch this space. The shadow Minister can come back to me if it is to the contrary, but we are finding—the evidence is showing—that more and more employers are signing up for this.
On the question about our new Prime Minister, the reforms were mentioned in our manifesto. It said:
“Our reforms and investment in education and skills mean more children are leaving school better equipped for working life and there are more high quality apprenticeships.”
On the evidence base, the impact assessment was published alongside the level 3 Government consultation response in July last year, as I have already mentioned, and it is on the Government website. However, the case for change, providing evidence of the need for reform and for T-levels, was published in July 2016, and the document about streamlining qualifications at level 3 was published in March 2019.
We have an opportunity to put things right that industry can seize on. We can also strengthen and clarify progression routes for academic qualifications, as I have already said. I would like to thank all colleagues, from across the House—
Careers Guidance in Schools
Debate between Andrea Jenkyns and Toby Perkins(2 years, 4 months ago)
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Andrea Jenkyns
I thank my honourable husband, or should I say my hon. Friend? I obviously agree with him—although I don’t usually—that we are not only defending our country and the people of Ukraine, but benefiting from that capability.
In January, there was a significant strengthening of provider access legislation, with the duty on schools to invite providers of technical education or apprenticeships to talk to pupils. As the hon. Member for Chesterfield (Mr Perkins) said, there will be at least six opportunities for pupils to have high-quality encounters with different providers throughout school years 8 to 13, so that they can understand and explore technical choices before making vital decisions about their next steps.
Our adoption of the Gatsby benchmarks as a career framework has been a great success. From a standing start in 2018, more than 4,200 secondary schools and colleges are using them to develop and improve their careers programmes. The benchmarks are based on international best practice and describe all the crucial components of a world-class careers programme for young people. Since the launch of the Government’s careers strategy in 2017, we have seen improvements across every dimension of careers guidance, with a particularly strong performance by schools in disadvantaged areas. There was a question about the strategy, which I will touch on later.
It is incredibly valuable to be able to measure the inputs of schools into careers guidance and to see that outcomes are improving. Early analysis shows a positive link between careers education, as assessed by the Gatsby benchmarks, and young people going into sustained education, employment and training after leaving school. A recent study based on data from nearly 2,400 schools shows that when Gatsby benchmarks are achieved by a school, that increases the likelihood of a student being in education, employment or training after year 11. It amounts to a 10% reduction in the proportion of students who are not in education, employment or training post-16 if schools meet all eight benchmarks, compared to schools that achieve none. Importantly, the reduction is twice as great, at 20%, in schools with the most disadvantaged students. We know what is working well and we know where schools are finding it difficult to implement the benchmarks, and that allows us to target our support more effectively.
To realise the maximum value from our investment in careers guidance, we are strengthening the accountability framework for secondary schools. On all graded inspections, Ofsted inspectors assess the quality of careers education, information, advice and guidance on how much it benefits pupils in deciding on their next steps. It is important that pupils feel they are at the centre of that journey. If a school is not meeting the requirements of the provider access legislation, inspectors will state it in the published inspection report and consider what impact it has on the quality of careers provision, and the subsequent judgment for personal development.
We have developed a model to support schools in improving their careers offer.
Mr Perkins
The Minister spoke about the importance of the Gatsby benchmarks and the evidence that they improve outcomes, and said that careers guidance will now be checked by Ofsted. Does she think it should be possible for a school that does not meet the benchmarks to be assessed as outstanding, despite having inadequate careers guidance?
Andrea Jenkyns
The hon. Gentleman has touched on an important point. It is important not only to give support to the schools in question but to note that in the Ofsted inspection report.
On support for schools to improve their careers offer, we have developed a model that is proven to accelerate improvements in careers guidance. Schools do better if they are part of networks of regional careers hubs—as we see in our local areas—and enterprise advisers. Careers hubs are local partnerships among schools, colleges, businesses, providers and the voluntary sector that enable the sharing of best practice to enhance careers provision. Enterprise advisers are business professionals who work with schools and colleges to strengthen careers strategies and employment engagement plans.
By linking such networks, schools work much more closely with employers and the local enterprise partnerships. This model is crucial to drive the quality of careers provision locally. It promotes the sharing of best practice and economic information and intelligence. Alongside that, we encourage every secondary school to have a trained careers leader, to make the most of the connections and co-ordinate and integrate the careers programme throughout the school, with the backing of their headteacher.
To underpin the delivery of this excellent model, we are investing £29 million this year in the Careers and Enterprise Company. With that funding, the CEC is supporting schools and colleges to implement the Gatsby benchmarks by extending the careers hubs, the enterprise adviser network, the careers leaders training and digital support. I am delighted that all secondary schools and colleges across Weaver Vale are now benefiting from that support; we intend to replicate that throughout the country.
Allow me to share some of the numbers behind our investment. More than 2,200 careers leaders have engaged in funded training since the scheme was launched in 2018. To touch on the question that the hon. Member for Weaver Vale asked, two thirds of schools and colleges in England were part of a careers hub by September 2021. As we work towards the full roll-out, that proportion will increase to approximately 90%, which will mean 4,500 schools and colleges will benefit from a careers hub by August next year. Around 3,750 business professionals work as enterprise advisers with schools and colleges to develop their careers strategies and employment engagement plans.
I am sure everybody here will agree that more important than the numbers is the impact of our investment on young people. The engagement of employers at scale is crucial to the improvements in careers guidance that we are seeing. Employers provide inspiration and insight to young people, deliver hands-on experience of the workplace, highlight pathways into work, and are increasingly helping to integrate careers learning into the curriculum.
Let me give a few examples. Thomas Dudley, a 100-year-old manufacturing company in the west midlands, has worked with local schools to develop mini challenges in history, business, design, English and maths that link those topics with jobs in the local economy. Pupils then visit the business and experience how the skills they have learned can translate into their future career.
Let me share a couple of examples of the excellent work in the area of the hon. Member for Weaver Vale. Greenbank School has helped employers to be more confident in supporting people with autism. Supported by the CEC’s Cheshire and Warrington enterprise adviser network, the school adapted its autism training to better meet the needs of employers and give them an insight in the challenges that young people with autism face. The training was delivered to numerous local employers, including Bentley, Siemens and the NHS.
Sir John Deane’s College has secured prestigious degree apprenticeships for its pupils with major companies including Rolls-Royce, Deloitte and Unilever. The college has established an aspiring apprenticeships programme for year 13 students that includes CV workshops, mentoring, university visits, employer encounters and vacancy-search support.
All schools in the area of the hon. Member for Chesterfield have been part of the careers hub since the start of the academic year, and four out of the nine secondary schools have done careers leader training. That provision will be extended further. Local employers—including KPMG and Dalton HR Solutions—are providing senior business volunteers and enterprise admissions to his local schools.
On improving careers information, another important area of focus is to provide young people with clear and consistent information about the full range of careers options and relevant education and training courses. We established a National Careers Service a decade ago and continue to provide personalised careers information and advice to all aged 13 and over. We are improving the NCS digital offer to allow greater personalisation, but we want to go further. The levelling-up White Paper announced the unit for future skills, which will help to ensure that comprehensive and relevant labour market information and data related to occupations, skills and careers are made available to support effective careers guidance at a national and local level.
I have only a couple minutes left, so I will answer some questions. On improving information in schools about apprenticeships, we already deliver information and outreach work to schools on apprenticeships via the apprenticeship support and knowledge programme. My predecessor wrote to all pupils aged 11 to 13 to promote apprenticeship opportunities, and strengthened provider access legislation to ensure that all pupils have six encounters with different providers, as I said.
On the point about £2 of careers funding per pupil, we are routing investment through the NCS and the CEC so that we can target money where it is most needed to secure better value for money. More than £92 million has been invested in 2022-23.
On the careers strategy, we appointed Sir John Holman as a strategic adviser on careers information, advice and guidance. We will respond to his recommendations in due course, so watch this space.
I am running out of time so will finish by thanking everyone who has taken part in the debate. My hon. Friend the Member for Southend West (Anna Firth) spoke about T-levels and the importance of career guidance. My hon. Friend the Member for Broadland (Jerome Mayhew) described the opportunity to set up your own business and discussed choice, opportunity and personal responsibility.
The former Department for Work and Pensions Minister, my hon. Friend the Member for Mid Sussex (Mims Davies), is passionate about young people’s education. She touched on the important point of tackling job snobbery. My hon. Friend the Member for Worcester (Mr Walker), the former Minister of State for Education, demonstrated his continued commitment to education by taking part in the debate. Some of his work includes the “Opportunity for all” White Paper, which includes a programme targeting primary schools in 55 education investment areas and adopts benchmarks for good careers guidance. I thank him for his great work on that.
I thank my hon. Friend the Member for Filton and Bradley Stoke (Jack Lopresti) for his commitment to apprenticeships, as a former co-chair of the all-party parliamentary group on apprenticeships.
The hon. Member for Chesterfield made some valid points about the importance of work experience. My own work experience during college—I am sure everybody has a couple of horror stories—was with an interior designer. The lady, who worked from home, got me ironing her husband’s underwear. I am sure work experience has improved drastically since then. I can reassure hon. Members that I have had 60 work experience students through my office since I was elected, so I am fully committed to it.
Finally, our mission is to level up opportunity and give every young person the chance to go as far as their talents take them. I am enormously grateful for the support that Members have given on this important issue. We have built the foundations for a career system based on employer engagement, dynamic career leaders and local collaboration, and we encourage the use of evidence for improvement. We will continue to target investment at the changes that make the most difference on the ground, so that every young person in this great country has the chance to reach their full potential.
Question put and agreed to.
Resolved,
That this House has considered the provision of careers guidance in schools.