Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the report entitled Teacher Wellbeing Index 2024, published by Education Support on 20 November 2024.
Answered by Catherine McKinnell - Minister of State (Education)
Supporting our teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the within-school factor that makes the biggest difference to a young person’s educational outcome is high quality teaching.
The department wants to improve the experience of being a teacher and re-establish teaching as an attractive profession, one that existing teachers want to remain in, former teachers want to return to, and new graduates wish to join. Fair pay is key to this, which is why we accepted in full the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools for 2024/25.
In addition, new teachers of mathematics, physics, chemistry and computing in the first five years of their careers will now receive a targeted retention incentive of up to £6,000 after-tax if working in disadvantaged schools. These targeted incentives are helping schools to retain those specialist teachers in the shortage subjects and schools that most need them.
Our ‘Working Lives of Teachers and Leaders’ study also shows the importance of reducing teacher workload, improving wellbeing and increasing opportunities to work flexibly in retaining more of our excellent school staff. Already we have taken action to remove the requirement for schools to use Performance Related Pay from September 2024 and clarified that teachers can undertake their Planning Preparation and Assessment time at home.
The department is also making available workload and wellbeing resources that were developed with school leaders, through our new improving workload and wellbeing online service, and continuing to promote the Education Staff Wellbeing Charter, which currently has nearly 4,000 school and college signatories. The department is funding mental health and wellbeing support for school and college leaders, which includes professional supervision and counselling for those who need it. More than 2,000 leaders have benefitted from the support so far. Support continues to be available and can be accessed by visiting Education Support’s website.
High quality continuous professional development is also key to ensuring we have and retain an effective teaching workforce. That is why we have committed to introducing a new teacher training entitlement, to ensure teachers stay up to date on best practice with continuing professional development. This builds on the work the department already does to ensure teachers can access high quality development at key points in their careers, underpinned by our Initial Teacher Training and Early Career frameworks, and onwards through our suite of national professional qualifications.
We are committed to resetting the relationship with the profession and will continue to work with partners to tackle retention issues.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of publishing an education staff retention strategy.
Answered by Catherine McKinnell - Minister of State (Education)
Supporting our teachers is critical to the government’s mission to break down barriers to opportunity and boost the life chances for every child, as the within-school factor that makes the biggest difference to a young person’s educational outcome is high quality teaching.
The department wants to improve the experience of being a teacher and re-establish teaching as an attractive profession, one that existing teachers want to remain in, former teachers want to return to, and new graduates wish to join. Fair pay is key to this, which is why we accepted in full the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools for 2024/25.
In addition, new teachers of mathematics, physics, chemistry and computing in the first five years of their careers will now receive a targeted retention incentive of up to £6,000 after-tax if working in disadvantaged schools. These targeted incentives are helping schools to retain those specialist teachers in the shortage subjects and schools that most need them.
Our ‘Working Lives of Teachers and Leaders’ study also shows the importance of reducing teacher workload, improving wellbeing and increasing opportunities to work flexibly in retaining more of our excellent school staff. Already we have taken action to remove the requirement for schools to use Performance Related Pay from September 2024 and clarified that teachers can undertake their Planning Preparation and Assessment time at home.
The department is also making available workload and wellbeing resources that were developed with school leaders, through our new improving workload and wellbeing online service, and continuing to promote the Education Staff Wellbeing Charter, which currently has nearly 4,000 school and college signatories. The department is funding mental health and wellbeing support for school and college leaders, which includes professional supervision and counselling for those who need it. More than 2,000 leaders have benefitted from the support so far. Support continues to be available and can be accessed by visiting Education Support’s website.
High quality continuous professional development is also key to ensuring we have and retain an effective teaching workforce. That is why we have committed to introducing a new teacher training entitlement, to ensure teachers stay up to date on best practice with continuing professional development. This builds on the work the department already does to ensure teachers can access high quality development at key points in their careers, underpinned by our Initial Teacher Training and Early Career frameworks, and onwards through our suite of national professional qualifications.
We are committed to resetting the relationship with the profession and will continue to work with partners to tackle retention issues.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the potential merits of extending access to student finance to students from Hong Kong with a British National (Overseas) Visa.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
I refer my hon. Friend, the Member for Edmonton and Winchmore Hill to the answer of 29 October 2024 to Question 10190.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of introducing mandatory autism training for (a) teachers and (b) teaching assistants.
Answered by Catherine McKinnell - Minister of State (Education)
This government’s ambition is that all children and young people with special educational needs and disabilities (SEND) or in alternative provision receive the right support to succeed in their education and as they move into adult life. We are committed to improving inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs. We will strengthen accountability on mainstream settings to be inclusive including through Ofsted, support the mainstream workforce to increase their SEND expertise and encourage schools to set up Resourced Provision or special education needs units to increase capacity in mainstream schools.
High quality teaching and support is the single most important in-school factor in improving outcomes for pupils, including those with autism or other SEND.
All mainstream schools must have a special educational needs co-ordinator (SENCO) who must be a qualified teacher, or the head teacher, working at the school. On 1 September 2024, the government introduced a new mandatory leadership level National Professional Qualification (NPQ) for SENCOs. The NPQ will play a key role in improving outcomes for children and young people with SEND by ensuring SENCOs consistently receive high quality, evidence-based training. This is crucial given the central role SENCOs play in supporting pupils with SEND.
Universal SEND Services brings together SEND-specific continuing professional development and support for the school and further education workforce. The programme aims to improve outcomes for children and young people, including those with autism. The contract offers autism awareness training and resources. Over 200,000 professionals have received autism training from an Autism Education Trust training partner since the programme launched in May 2022.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department provides support to international students unable to afford university fees due to high inflation in Nigeria.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Our universities are autonomous bodies, independent of government, and are therefore responsible for managing their own budgets. Student Support Regulations ensure that the support provided by British taxpayers is targeted at those who have a substantial and recent connection with the UK.
Higher education (HE) providers operate their own hardship funds to support students who have financial issues. Like domestic students, international students can apply to their provider to request support. HE providers also offer dedicated support to their international students pre-arrival, on-arrival and during their studies. Students experiencing financial difficulties should contact their university to discuss their circumstances.
The UK Council for International Student Affairs offers information and guidance for international students who may be experiencing unexpected financial hardship, which is available here: https://www.ukcisa.org.uk/Information--Advice/Fees-and-Money/Unexpected-financial-hardship.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an assessment of the potential merits of extending the offer of 30 hours of free childcare for three and four year-olds to the children of working parents in families with no recourse to public funds.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for 3 and 4-year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all 3 and 4-year-olds and, if eligible, 15 hours free early education for disadvantaged 2-year-olds. In September 2022, the department extended eligibility for the 2-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential merits of amending the eligibility criteria for the extended 30 hours childcare offer to allow migrant parents with the right to work to access that offer.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The department has not made an estimate of the numbers of families who are not eligible for 30 hours because they have no recourse to public funds. The department also does not hold data on what proportion of those individuals have children with British citizenship.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for three and four year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all three and four year-olds and, if eligible, 15 hours free early education for disadvantaged two-year-olds. In September 2022, the department extended eligibility for the two-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has made an estimate of the number of individuals who are not eligible for the extended 30 hours of childcare offer because they are subject to the no recourse to public funds condition; and what proportion of those individuals have children with British citizenship.
Answered by David Johnston
The government expects migrants coming to the UK to be able to maintain and accommodate themselves without the support of public funds.
The department has not made an estimate of the numbers of families who are not eligible for 30 hours because they have no recourse to public funds. The department also does not hold data on what proportion of those individuals have children with British citizenship.
The new working parent entitlement, which will be rolled out in phases from April 2024, will be available to working parents who meet the eligibility criteria. These will be the same as the current 30 hours offer for three and four year-olds.
The free childcare entitlements for the children of working parents are not within the definition of ’public funds’ in the Immigration and Asylum Act 1999 or the Immigration Rules. However, there are requirements in the Childcare (Free of Charge for Working Parents) (England) Regulations 2022 for the parent, or one of the parents, not to be subject to immigration control, which means that where both parents have no recourse to public funds, they will not be eligible for the entitlements.
Parents with no recourse to public funds are, however, able to access the 15 hours free early education entitlement available for all three and four year-olds and, if eligible, 15 hours free early education for disadvantaged two-year-olds. In September 2022, the department extended eligibility for the two-year-old entitlement to disadvantaged families who have no recourse to public funds. This is because these entitlements are intended to support children's development and help prepare them for school.
The government has no current plans to extend the early years entitlements for working parents to families with no recourse to public funds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department has taken to communicate with (a) schools and (b) local authorities about the extension of eligibility for free early education for 2-year-olds with no recourse to public funds.
Answered by David Johnston
The department consulted on extending eligibility for the 15-hour early education entitlement for 2-year-olds between 25 March 2022 and 20 May 2022. The department published its response on 25 August 2022 alongside guidance, including a sample application form, for local authorities which can be found online at: https://www.gov.uk/government/publications/30-hours-free-childcare-la-and-early-years-provider-guide. In addition, the eligibility criteria has been updated on GOV.UK at: https://www.gov.uk/help-with-childcare-costs/free-childcare-2-year-olds.
Asked by: Kate Osamor (Labour (Co-op) - Edmonton and Winchmore Hill)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help increase the number of SEND school places available in mainstream education.
Answered by Claire Coutinho - Shadow Minister (Equalities)
The department is investing £2.6 billion between 2022 and 2025 to support local authorities in delivering new school places and improving existing provision for children and young people with special educational needs and disabilities (SEND), or who require alternative provision. This represents a significant, transformational investment in new high needs provision. It will support local authorities to deliver new places in both mainstream and special schools, as well as other specialist settings, and will also be used to improve the suitability and accessibility of existing buildings.
As part of this commitment, in March 2022 the department announced High Needs Provision Capital Allocations amounting to over £1.4 billion of new investment, focused on the 2023/24 and 2024/25 academic years. Local authorities can use this funding to work with any school or institution in their area, and the department encourages them to consider prioritising projects that increase available placements for children and young people with education, health and care plans in mainstream settings, including new SEN units or resourced provisions. However, it is ultimately up to local authorities to determine how to best use their funding to address their local priorities.