Asked by: Ian Roome (Liberal Democrat - North Devon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to improve rates of persistent absence among pupils in state-funded (a) primary, (b) secondary and (c) special schools.
Answered by Stephen Morgan - Parliamentary Under-Secretary (Department for Education)
This government is determined to tackle the generational challenge of school absence, which is a fundamental barrier to learning and life chances. Missing school regularly is harmful to a child’s attainment, safety and physical and mental health, which limits their opportunity to succeed. There is evidence that more students are attending school this year compared to last, thanks to the efforts of families and school staff, although around 1.6 million children remain persistently absent and miss 10% or more of lessons.
Central to the department’s approach to tackling absence are stronger expectations of local authorities and schools, as set out in the ‘Working together to improve school attendance’ guidance, which was made statutory on 19 August 2024. The guidance promotes a 'support first' approach and sets out clear expectations on how schools, trusts, local authorities and wider services should work together and with families to address attendance barriers and provide the right support, including where a pupil is not attending due to special educational needs.
Every state school in England should now be sharing their daily attendance register data with the department, local authorities and trusts. These bodies can access this data through a secure, interactive dashboard which is maintained by the department, allowing them to target attendance interventions more effectively.
The department recognises the importance of creating opportunities within the sector to share existing best practice on how to improve attendance. This is why the department set up a network of 31 attendance hubs, who have offered support to 2000 primary, secondary and alternative provision schools and shared their strategies and resources for improving attendance.
In addition to this work, the department also aims to improve the existing evidence on which interventions work to improve attendance. Over £17 million is being invested across two mentoring projects that will support at least 12,000 pupils in 15 areas. These programmes will be evaluated and the effective practice will be shared with schools and local authorities nationally.
From early 2025, new Regional Improvement for Standards and Excellence (RISE) teams will support all state schools by facilitating networking, sharing best practice across areas including attendance and empowering schools to feel they can better access support and learn from one another. For schools requiring more intensive support, RISE teams and supporting organisations will work collaboratively with their responsible body to agree bespoke packages of targeted support, based on a school’s particular circumstances.
School attendance is also supported by broader investments, such as funded breakfast clubs across all primary schools to ensure children start their day ready to learn.
The department is working across government on plans to provide access to specialist mental health professionals in every school, new Young Futures hubs, access to mental health support workers and an additional 8,500 new mental health staff to treat children and adults.
Schools can also allocate pupil premium funding, which has now increased to over £2.9 billion for the 2024/25 financial year, to support pupils with identified needs to attend school regularly.
Asked by: Ian Roome (Liberal Democrat - North Devon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential impact of changes to levels of funding for Level-7 apprenticeships on access to graduate-level education in rural areas.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
The government is committed to spreading opportunities and economic growth supported by a strong skills system.
This government has an extremely challenging fiscal inheritance. There are tough choices that need to be taken on how funding should be prioritised in order to generate opportunities for young people that enable them to make a start in good, fulfilling careers, and the department will therefore be asking more employers to step forward and fund a significant number of level 7 apprenticeships outside of the levy-funded growth and skills offer.
The department will take advice from Skills England, who are currently engaging with employers on this matter, and expects to make a final decision on affected apprenticeships in the new year.
The department recognises that for some employers level 7 apprenticeships form an important part of their workforce and career development offers. Employers will still be able to offer and invest in these apprenticeships where they feel they provide a good return on their investment.
Asked by: Ian Roome (Liberal Democrat - North Devon)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has had discussions with the Secretary of State for Health and Social Care on providing oral health (a) education and (b) other support in schools.
Answered by Catherine McKinnell - Minister of State (Education)
All state-funded schools are required to teach about good oral hygiene as part of statutory health education. Pupils should know about dental health and the benefits of good oral hygiene and dental flossing, including the need for regular check-ups at the dentist.
Departmental officials regularly meet with officials from the Department for Health and Social Care to discuss oral health in schools and this government’s commitment to introduce a national supervised toothbrushing scheme targeted at 3 to 5-year-olds living in the 20% most deprived areas of England. Further details on this scheme will be published in due course.
Asked by: Ian Roome (Liberal Democrat - North Devon)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to improve support for children with special educational needs and disabilities.
Answered by Catherine McKinnell - Minister of State (Education)
The department is committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs, restoring parents’ trust that their child will get the support they need. This includes strengthening accountability for inclusivity, including through Ofsted, and encouraging schools to set up resourced provision or special educational needs (SEN) units to increase capacity in mainstream schools.
High quality teaching is central to ensuring that all pupils, including those with special educational needs and disabilites (SEND), are given the best possible opportunity to achieve in their education and as they move into adult life. The department is committed to recruiting an additional 6,500 new expert teachers over the course of this parliament. To support all teachers, the department is implementing a range of teacher training reforms to ensure teachers have the skills to support all pupils to succeed, including those with SEND.
On 1 September 2024, the government introduced a new mandatory leadership level qualification for special educational needs co-ordinators (SENCOs). The qualification will play a key role in improving outcomes for pupils with SEND, by ensuring SENCOs consistently receive high quality, evidence-based training on how best to support children with SEND.
High needs funding will also increase by almost £1 billion in 2025/26 compared to 2024/25, and we have announced £740 million of capital funding to create more specialist places, including in mainstream schools.