Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what support her Department is providing to Pupil Referral Unit schools that are not awarded special needs funding.
Answered by Will Quince
Additional funding has been made available to the core schools budget for allocation in the 2022-23 financial year as a result of the 2021 Spending Review. The way that this funding is being allocated reflects differences in how pupil referral units (PRU), special schools and mainstream schools are funded.
Mainstream schools are funded through local funding formulae, and the extra funding allocated to the department following the 2021 Spending Review is being allocated in the 2022-23 financial year as a supplementary grant. This is because it was not possible for the department to decide on allocations, and for local authorities to include those within their local formulae, in time.
PRUs, special schools and the equivalent academies, on the other hand, are funded from the high needs block of the dedicated schools’ grant (DSG). In December 2021, the department announced additional allocations to local authorities of high needs DSG funding for the 2022-23 financial year, totalling £325 million. The differences in costs and funding for PRUs mean that centrally setting supplementary per-pupil funding rates, as we have done for the supplementary funding for mainstream schools, was not appropriate. Therefore, the department decided that it was better that local authorities decide how to allocate the additional funding to those types of schools, with the same flexibilities as they must deploy the rest of the DSG allocations of high needs funding.
PRUs should, therefore, discuss with their local authority any increases as part of the top-up funding paid from authorities’ high needs budgets. Each local authority now knows how much of the additional £325 million high needs funding it will be allocated in the 2022-23 financial year. Nationally, this is an increase of 4% to the high needs allocations announced in July 2021. Authorities should be able to afford some increase to their top-up funding for PRUs and other schools, where that is required to meet the cost increases they are facing.
Funding for PRUs comes from mainstream schools’ budgets, for those pupils placed by those schools, as well as from local authorities. There is no distinction in the national funding system between those pupils in PRUs who have special needs, and those who are there for other reasons.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the impact of excluding Pupil Referral Unit schools from the Schools Supplementary Grant on children (a) with behavioural difficulties and (b) in care.
Answered by Will Quince
Additional funding has been made available to the core schools budget for allocation in the 2022-23 financial year as a result of the 2021 Spending Review. The way that this funding is being allocated reflects differences in how pupil referral units (PRU), special schools and mainstream schools are funded.
Mainstream schools are funded through local funding formulae, and the extra funding allocated to the department following the 2021 Spending Review is being allocated in the 2022-23 financial year as a supplementary grant. This is because it was not possible for the department to decide on allocations, and for local authorities to include those within their local formulae, in time.
PRUs, special schools and the equivalent academies, on the other hand, are funded from the high needs block of the dedicated schools’ grant (DSG). In December 2021, the department announced additional allocations to local authorities of high needs DSG funding for the 2022-23 financial year, totalling £325 million. The differences in costs and funding for PRUs mean that centrally setting supplementary per-pupil funding rates, as we have done for the supplementary funding for mainstream schools, was not appropriate. Therefore, the department decided that it was better that local authorities decide how to allocate the additional funding to those types of schools, with the same flexibilities as they must deploy the rest of the DSG allocations of high needs funding.
PRUs should, therefore, discuss with their local authority any increases as part of the top-up funding paid from authorities’ high needs budgets. Each local authority now knows how much of the additional £325 million high needs funding it will be allocated in the 2022-23 financial year. Nationally, this is an increase of 4% to the high needs allocations announced in July 2021. Authorities should be able to afford some increase to their top-up funding for PRUs and other schools, where that is required to meet the cost increases they are facing.
Funding for PRUs comes from mainstream schools’ budgets, for those pupils placed by those schools, as well as from local authorities. There is no distinction in the national funding system between those pupils in PRUs who have special needs, and those who are there for other reasons.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure health and social care students who are under the age of 18 and unable to receive a second dose of the covid-19 vaccine are able to complete their work placements in care homes.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
The government knows that vaccines save lives which is why, earlier this year, plans were set out to make COVID-19 vaccines a condition of deployment for adults in care homes to protect those who are more vulnerable to COVID-19.
Vaccinated people are less likely to experience severe symptoms of COVID-19, be admitted to hospital or die from it and there is evidence that they are less likely to pass the virus on to others.
The current exemption from the requirement to be fully vaccinated to work in a care home is expected to continue. This applies to those with specific medical conditions, pregnant women and those aged under 18 as set out in operational guidance: https://www.gov.uk/government/publications/vaccination-of-people-working-or-deployed-in-care-homes-operational-guidance/coronavirus-covid-19-vaccination-of-people-working-or-deployed-in-care-homes-operational-guidance.
16 -17-year-olds who work in the health and social care sector, including students undertaking work placements, have been eligible for 2 vaccinations since the beginning of phase 1 of the vaccination programme roll out. Following the Joint Committee on Vaccination and Immunisation's announcement, all 16–17-year-olds are now eligible for 2 doses of the COVID-19 vaccine.
The department encourages further education providers to work with employers to understand the vaccination requirements for students undertaking work placements in their health or care setting.
Further information can be found on the ACAS website and the guide for employers on gov.uk:
https://www.acas.org.uk/working-safely-coronavirus/getting-the-coronavirus-vaccine-for-work.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with ministerial colleagues in the Department for Education on the potential impact of the new requirement for care home workers to be fully vaccinated against covid-19 on health and social care students' ability to complete their (a) work placements and (b) qualifications.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
The government knows that vaccines save lives which is why, earlier this year, plans were set out to make COVID-19 vaccines a condition of deployment for adults in care homes to protect those who are more vulnerable to COVID-19.
Vaccinated people are less likely to experience severe symptoms of COVID-19, be admitted to hospital or die from it and there is evidence that they are less likely to pass the virus on to others.
The current exemption from the requirement to be fully vaccinated to work in a care home is expected to continue. This applies to those with specific medical conditions, pregnant women and those aged under 18 as set out in operational guidance: https://www.gov.uk/government/publications/vaccination-of-people-working-or-deployed-in-care-homes-operational-guidance/coronavirus-covid-19-vaccination-of-people-working-or-deployed-in-care-homes-operational-guidance.
16 -17-year-olds who work in the health and social care sector, including students undertaking work placements, have been eligible for 2 vaccinations since the beginning of phase 1 of the vaccination programme roll out. Following the Joint Committee on Vaccination and Immunisation's announcement, all 16–17-year-olds are now eligible for 2 doses of the COVID-19 vaccine.
The department encourages further education providers to work with employers to understand the vaccination requirements for students undertaking work placements in their health or care setting.
Further information can be found on the ACAS website and the guide for employers on gov.uk:
https://www.acas.org.uk/working-safely-coronavirus/getting-the-coronavirus-vaccine-for-work.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure (a) students (b) mechanics in South Yorkshire have access to the (i) skills and (ii) training needed to service electric vehicles.
Answered by Alex Burghart - Parliamentary Secretary (Cabinet Office)
The department is committed to playing its part in supporting the labour market transition to net zero. This includes supporting key sectors including automotive and boosting green skills in regions such as South Yorkshire. Building on the Skills for Jobs White Paper and the recent publication of the net zero strategy, the department’s skills reforms will strengthen links between employers and providers, support workers in high carbon sectors with the transition, and help to build a pipeline of future talent. We have a range of existing programmes which support green skills for young people and adults in key sectors such as automotive. These include:
The Green Apprenticeship Advisory Panel (GAAP) has also endorsed the following apprenticeship standards that are available and relevant to electric vehicle service and repair:
Working with employers, the GAAP will continue to review existing apprenticeships standards to ensure they can further accommodate skills needs linked to key green sectors including automotive.
To support young people and adults to progress towards a green career, the department will ensure a strengthened system of employer-led standards are in place, underpinning apprenticeships, T-Levels, and new higher technical qualifications. We need employers in low-carbon sectors to play a central role in designing and developing qualifications and training; and demonstrate where there is demand for green skills, so that we can pivot our key skills programmes accordingly.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with Ministerial colleagues in the Department for Education on the potential effect of (a) tuition fees and (b) student loans on regional education outcomes.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
My right hon. Friend, the Secretary of State for Education and I regularly engage with Cabinet colleagues on a range of issues.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what recent discussions he has had with Ministerial colleagues in the Department for Levelling Up, Communities and Housing on the potential impact of extending the allocation of 30 hours free childcare for children of working parents to children on Early Years Pupil Premium on regional inequality.
Answered by Will Quince
30 hours free childcare aims to help working parents with three and four year olds with the costs of childcare, helping them to take up paid work or take on additional hours. To be eligible, parents must earn the equivalent of 16 hours a week at national minimum wage and less than £100,000 per year. The government currently has no plans to extend this scheme to those children in receipt of Early Years Pupil Premium, who would not already qualify for 30 hours free childcare.
The Early Years Pupil Premium gives providers additional funding to disadvantaged three and four year olds pupils, if the child receives the universal 15 hours entitlement and they meet the eligibility criteria. Further information on eligibility for the Early Years Pupil Premium can be found here: https://www.gov.uk/get-extra-early-years-funding.
Whilst most children in receipt of Early Years Pupil Premium are unlikely to be eligible for 30 hours free childcare, the government provides a range of childcare support for parents on a low income across the country.
In England, all three and four year olds, and some disadvantaged two year olds, are eligible for 15 hours of free education for 38 weeks per year, regardless of parental income or employment status. This entitlement helps children to develop social skills and prepares them for school and is distributed at a local level through local authorities.
Further help is available to working parents on a low income through Universal Credit, where up to 85% of childcare costs can be reimbursed, up to a maximum of £646 for one child or £1108 per month for two or more children and is available across the UK. Parents in England who receive help with their childcare costs through Universal Credit can claim this in addition to the free early education entitlements offered by the Department for Education.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment he has made of the financial viability of extending the allocation of 30 hours free childcare beyond the children of working parents and to children on Early Years Pupil Premium.
Answered by Will Quince
30 hours free childcare aims to help working parents with three and four year olds with the costs of childcare, helping them to take up paid work or take on additional hours. To be eligible, parents must earn the equivalent of 16 hours a week at national minimum wage and less than £100,000 per year. The government currently has no plans to extend this scheme to those children in receipt of Early Years Pupil Premium, who would not already qualify for 30 hours free childcare.
The Early Years Pupil Premium gives providers additional funding to disadvantaged three and four year olds pupils, if the child receives the universal 15 hours entitlement and they meet the eligibility criteria. Further information on eligibility for the Early Years Pupil Premium can be found here: https://www.gov.uk/get-extra-early-years-funding.
Whilst most children in receipt of Early Years Pupil Premium are unlikely to be eligible for 30 hours free childcare, the government provides a range of childcare support for parents on a low income across the country.
In England, all three and four year olds, and some disadvantaged two year olds, are eligible for 15 hours of free education for 38 weeks per year, regardless of parental income or employment status. This entitlement helps children to develop social skills and prepares them for school and is distributed at a local level through local authorities.
Further help is available to working parents on a low income through Universal Credit, where up to 85% of childcare costs can be reimbursed, up to a maximum of £646 for one child or £1108 per month for two or more children and is available across the UK. Parents in England who receive help with their childcare costs through Universal Credit can claim this in addition to the free early education entitlements offered by the Department for Education.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, how much funding his Department has provided to support the 300 undergraduate and postgraduate scholarships for Afghan nationals at UK universities under Operation Warm Welcome; and how many of those scholarships have been awarded.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
A significant cross-government effort is underway, called ‘Operation Warm Welcome’, to ensure Afghans arriving in the UK receive the vital support they need to rebuild their lives, find work, pursue education, and integrate into their local communities.
As part of Operation Warm Welcome, it was announced there would be further funding for up to 300 undergraduate and postgraduate scholarships for Afghans at UK universities. The department will update with further details of this programme in due course.
Asked by: Dan Jarvis (Labour - Barnsley Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps he is taking to ensure that all (a) teaching and (b) support staff in schools are trained in handling children with Special Educational Needs and Disabilities.
Answered by Robin Walker
All teachers are teachers of special education needs and disabilities (SEND), and the high quality teaching is central to ensuring that pupils with SEND are given the best possible opportunity to achieve at school.
From September 2020, all new teachers will benefit from at least three years of evidence based professional development and support, starting with Initial Teacher Training (ITT) based on the new ITT Core Content Framework (CCF), and followed by a new two-year induction underpinned by the Early Career Framework (ECF).
The CCF sets out a minimum entitlement of knowledge, skills and experiences that trainees need to enter the profession in the best position possible to teach and support all pupils to succeed, including those pupils identified within the four areas of need set out in the SEND code of practice.
ITT providers must design their courses to incorporate the knowledge, skills and experiences detailed in the CCF into a coherent sequence to support trainees to develop their expertise. Courses must be designed so that trainee teachers can demonstrate that they meet the Teachers’ Standards at the appropriate level. This includes the requirement in Standard 5, that all teachers must have a clear understanding of the needs of all pupils, including those with special educational needs.
The Department’s vision is that ITT based on the CCF will be the foundation on which early career training and support is built. The ECF underpins what all Early Career Teachers should learn, and learn how to do, based on expert guidance and the best available research evidence. It was designed in consultation with the education sector, including SEND specialists, and covers five core areas: behaviour management, pedagogy, curriculum, assessment and professional behaviours. It is designed to work for all Early Career Teachers regardless of subject, phase or school.
Alongside this, through our contract with the National Association for Special Educational Needs, the department has funded the Whole School SEND consortium to equip the workforce to deliver high quality teaching for all children and young people with SEND. This includes providing training and resources for teaching and support staff. The funding in the 2021-22 financial year will bring the total funding for this contract to over £8 million since 2018.
High-quality professional development is important for teachers at all stages of their careers, to ensure they receive appropriate support and to enable them to consistently improve their practices. Decisions relating to teachers’ professional development rightly rest with schools, headteachers, and teachers themselves, as they are in the best position to judge their own requirements, which may include further training and development relating to pupils and young people with SEND.