Munira Wilson

I refer the Hon. Member to the answer given to PQs 39766 and 41529 on 4 May 2020.

The response to Question 176758 made an assessment of estimated heating bills for a comparable heat network customer and domestic gas customer. The estimated annualised heating bills for a heat network customer used the data sources detailed below.

The Heat Networks and Nuclear teams at the Department for Energy Security and Net Zero oversee potential for utilising nuclear power as a source of energy for heat networks, including collaboration on nuclear power station siting work and its effect on future heat network zones. Heat network zone potential would increase significantly if there were a viable nuclear power source nearby due to the abundance of waste/recovered heat. Government remain up-to-date on international research in this area through the IEA and international partners.

The table below makes a comparative assessment of heating bills for a heat network customer and a typical domestic gas boiler customer. Bills are given as annualised estimates to account for heat consumption varying throughout the year. Time periods have been separated to reflect the introductions of government support schemes. No estimates have been made beyond June 2023 due to uncertainty in future prices.

An electricity comparison has not been included above as most households with domestic electricity contracts and the same electricity demand will face the same electricity bills, regardless of whether they are connected to a heat network.

As with the EBRS, the Government will be introducing regulations to ensure that heat networks pass through the discount in a 'just and reasonable' manner and to set up wider enforcement measures. As part of this, the Energy Ombudsman and the Consumer Council will be empowered to hear complaints from consumers and micro-businesses in Great Britain and Northern Ireland respectively.

The Government will provide an update on how households on heat networks will continue to benefit from support in the coming weeks.

The Government is not planning to extend the current eligibility of the Alternative Fuel Payment.

Every household that does not source its central heating directly from an energy supplier should be benefiting from Government support this winter, either through the benefits of the Energy Price Guarantee or the Energy Bill Relief Scheme, passed through an intermediary, or via the Alternative Fuel Payment Alternative Fund.

Heat network consumers need protection from the soaring energy prices this winter period, as the cost of energy for many heat network operators has increased. Regulations covering the Energy Bill Relief Scheme (EBRS) and associated pass-through requirements ensure that heat network operators and other intermediaries pass on any EBRS benefits to the end user in a just and reasonable way.

There is no ‘one size fits all’ approach to work arrangements. The Government supports flexible working in all its forms, where it has benefits for, and is agreed between, both individuals and employers.

The existing legal framework provides a statutory right to request flexible working, where employees can request a change to their hours, pattern or place of work. Between September and December 2021, the Government consulted on changes to this framework to better support the uptake of flexible working arrangements. We will respond in due course.

The Alternative Funding will provide equivalent support of £400 for energy bills for the small minority of households who will not be reached through the Energy Bills Support Scheme. Full details on eligibility, timescales and method of delivery will be announced in the coming weeks.

The Alternative Fuel Payment will provide £100 to support households who do not use mains gas for heating. It is designed to compensate for the rise in the price of heating oil from October 2022 in a way which is equivalent to the Energy Price Guarantee. Further details for both schemes will be set out in due course.

If an end user (a heat network consumer) cannot reach direct resolution with the intermediary (the heat supplier), they can raise a complaint with the Energy Ombudsman. The Regulations also allow heat network consumers to pursue recovery of the benefits of the Energy Bill Relief Scheme as a debt through civil proceedings. More information can be found in guidance accompanying the Regulations: https://www.gov.uk/government/publications/pass-through-requirements-for-energy-price-support-provided-to-intermediaries/guidance-on-the-energy-bill-relief-scheme-pass-through-requirements-for-heat-networks.

The Government wants heat network consumers to receive equivalent support to mains gas and electricity consumers. That is why on 21 September the Energy Bill Relief Scheme was announced, which will see energy prices for non-domestic energy customers such as businesses, charities and public sector organisations cut – protecting them from rising energy costs. These discounted prices for wholesale gas and electricity will ensure lower prices for customers on communal heat networks and the Government intends to publish a review of the scheme in 3 months' time to inform decisions on future support.

The Energy Bill Relief Scheme for non-domestic customers, including schools and other public sector organisations, was announced on 21 September and details can be found at the link below: https://www.gov.uk/guidance/energy-bill-relief-scheme-help-for-businesses-and-other-non-domestic-customers. To administer support, the Government has set a Supported Wholesale Price, which is a discounted price per unit of gas and electricity. The supported wholesale prices are expected to be £211 per MWh for electricity and £75 per MWh for gas, less than half the wholesale prices anticipated this winter, but will be confirmed on 30 September.

The Energy Bill Relief Scheme for non-domestic customers was announced on 21 September and details can be found at the link below: https://www.gov.uk/guidance/energy-bill-relief-scheme-help-for-businesses-and-other-non-domestic-customers. The scheme applies to all non-domestic customers, including education establishment. The Government will publish a review of the scheme in three months, which will consider how best to offer further support to customers who are the most vulnerable to energy price increases, beyond the initial six months of the scheme. Continuing support to those deemed eligible would begin at the end of the initial six month support scheme, without a gap.

The Energy Bill Relief Scheme for non-domestic customers, including schools and other public sector organisations, was announced on 21 September and details can be found at the link below: https://www.gov.uk/guidance/energy-bill-relief-scheme-help-for-businesses-and-other-non-domestic-customers. The scheme will provide a discount on wholesale gas and electricity prices for all non-domestic customers. It will apply to energy usage from 1 October 2022 to 31 March 2023, running for an initial six-month period. The savings will be first seen in October bills, which are typically received in November.

The Government will set out more details on the costs of the Government’s support in Friday’s fiscal event.

The Energy Bill Relief Scheme will be available to all business, voluntary sector and public sector organisations who are on existing fixed price contracts, agreed on or after 1 April 2022.

The Energy Bill Relief Scheme for non-domestic customers was announced on 21 September and details can be found at the link below: https://www.gov.uk/guidance/energy-bill-relief-scheme-help-for-businesses-and-other-non-domestic-customers. The scheme will provide a discount on wholesale gas and electricity prices for all non-domestic customers, including businesses, the voluntary sector and the public sector, including schools. This support will be equivalent to the Energy Price Guarantee put in place for households.

The costs of onshore wind have fallen dramatically, and it is around 50% cheaper than in 2015. More low-cost renewables like onshore wind on the system will limit household electricity bills by ensuring that Britain is less affected by fluctuations in volatile global gas prices. As set out in the Energy White Paper and Net Zero Strategy, a low-cost net zero system of the future will be predominantly comprised of wind and solar. To achieve this, the Government will require a sustained increase in locally supported onshore wind to 2030 and beyond, alongside other renewables such as solar and offshore wind.

The Net Zero Strategy sets out the Government’s plans to work with industry to help retrain workers for jobs in a low carbon economy. This includes offering green skills bootcamps in housing retrofit, solar, nuclear energy and vehicle electrification, alongside delivering a Lifetime Skills Guarantee and Free Courses for Jobs Offer.

The Government has also established the Green Jobs Delivery Group, headed up by Ministers and business leaders, to act as the central forum for driving forward action on green jobs and skills.

In reference to the Research Excellence Framework, the four UK higher education funding bodies are currently undertaking a comprehensive review of the UK’s national research assessment system. The Future Research Assessment Programme includes in-depth evaluation of the current Research Excellence Framework, exploratory work on future models, and advice from an independent group of international experts. The review will consider a wide range of issues relevant to the Levelling Up White Paper, including how best to recognise and reward the contribution that research carried out in UK higher education providers makes to society and the economy locally, nationally and internationally. This programme of work includes open consultation with those who work in and engage with research carried out in UK higher education providers. The consultation will be launched by the HE funding bodies in the coming weeks.

Background

This answer assumes that the question refers to the “Research Excellence Framework”, as we don’t recognise “Research Evaluation Framework”.

In reference to the Research Excellence Framework, the four UK higher education funding bodies are currently undertaking a comprehensive review of the UK’s national research assessment system. The Future Research Assessment Programme includes in-depth evaluation of the current Research Excellence Framework, exploratory work on future models, and advice from an independent group of international experts. The review will consider a wide range of issues relevant to the Levelling Up White Paper, including how best to recognise and reward the contribution that research carried out in UK higher education providers makes to society and the economy locally, nationally and internationally. This programme of work includes open consultation with those who work in and engage with research carried out in UK higher education providers. The consultation will be launched by the HE funding bodies in the coming weeks.

Background

This answer assumes that the question refers to the “Research Excellence Framework”, as we don’t recognise “Research Evaluation Framework”.

As of July 2021, the total value of CBILS and BBLS loans to businesses in the Human Health and Social Work sectors was £2,758,185,509, with 67,544 loans offered. The value of loans to businesses identifying as being in the residential care sector was £491,281,848, with 6,247 loans offered. The value of loans to businesses identifying as being in the non-residential social work sector was £512,447,147, with 13,083 loans offered.

Existing laws require that all consumer products must be safe before they can be placed on the UK market, including those sold online.

The Electrical Equipment (Safety) Regulations 2016 (EESRs) require products to be designed and manufactured in accordance with the principal elements of the safety objectives. Under the EESRs, a distributor, including online retailers and those selling goods via online marketplaces, must act with due care to ensure that electrical products are in conformity with the requirements.

The Office for Product Safety and Standards (OPSS) is engaged with online marketplaces to ensure that they are playing their part in protecting UK consumers from unsafe products. This includes developing a new voluntary commitment for online marketplaces to agree actions they will take to reduce the risks from unsafe products sold by others on their platforms, enabling them to publicly demonstrate their commitment to the safety of consumers in the UK.

In order to ensure that the UK’s Product Safety framework is flexible and fit for the future, the OPSS is conducting a review. The review will ensure we have a framework that continues to deliver safety for consumers while supporting businesses to innovate and grow and will consider non-traditional business models, including online sales.

The Department asked the Law Commission to examine the protection given to consumer prepayments, including gift cards and vouchers, and consider whether such protections should be strengthened. The Law Commission concluded that that there was no need to introduce additional measures for gift cards and vouchers including in relation to expiry dates.

The Green Homes Grant, Local Authority Delivery Scheme is part of a package of measures aimed at providing an urgent stimulus to the economy. BEIS intends to allocate £300m to the regional Local Energy Hubs for delivery by December 2021. This aims to balance the aim of the scheme to support economic recovery whilst being pragmatic over delivery timescales.

At present we are not able to disclose details of this agreement because of the commercially confidential nature of the contracts between the Government and vaccine manufacturers while commercial negotiations are ongoing.

Under the terms of the Bounce Back Loan Scheme (BBLS), each business and any wider group of which it is part, defined by having a holding company at the top of their structure, is only eligible to receive one BBLS facility.

Businesses are not currently permitted to go back and ‘top up’ a BBLS facility if they borrowed less than the maximum. However, they are allowed to refinance the loan using the Coronavirus Business Interruption Loan Scheme (CBILS) facility, allowing them to borrow more money whilst only having one active facility supported by a Government guarantee.

The government has announced a package of support for businesses to help with their ongoing business costs in recognition of the disruption caused by Covid-19. This package of support includes the Small Business Grant Fund (SBGF) and the Retail, Hospitality and Leisure Grant Fund (RHLGF)

Businesses with a property that on the 11 March 2020 were eligible for Small Business Rate Relief Scheme or the Rural Rate Relief Scheme, will be eligible for the SBGF.

Businesses in England that would have been in receipt of the Expanded Retail Discount (which covers retail, hospitality and leisure) on 11 March?with?a rateable value of less than £51,000 will be eligible for the following cash grants per property via the RHLGF:

• Eligible businesses in these sectors with a property that has a rateable value of up to?and including?£15,000 will receive a grant of £10,000.
• Eligible businesses in these sectors with a property that has a rateable value of over £15,000 and less than £51,000 will receive a grant of £25,000.

In addition, on?1 May,?my Rt. Hon. Friend the Secretary of State for Business, Energy and Industrial Strategy announced that up to £617 million is being made available to Local Authorities?in England to allow them to provide discretionary grants.

This?Local Authority Discretionary Grants Fund (LADGF) is aimed at small businesses with ongoing fixed property-related costs but not liable for business rates or rates reliefs.

Local Authorities are responsible for defining precise eligibility for this fund?and?may choose to make payments to other businesses based on local economic need,?subject to those businesses meeting the specific eligibility criteria.

Businesses already in receipt of the Small Business grant or a Retail, Hospitality and Leisure grant are not eligible for this fund.?Businesses who are eligible for or in receipt of the Self-Employment Income Support Scheme (SEISS) are now eligible to apply for this scheme.

Any enquiries on eligibility for, or provision of, these schemes should be directed to the relevant local authority. Local authorities are required to publish details of their local schemes on their websites.

For more information on the SBGF, the RHLGF and the LADGF please visit: https://www.gov.uk/government/publications/coronavirus-covid-19-business-support-grant-funding-guidance-for-businesses

While we continue to keep the schemes under review, there are currently no plans to amend the maximum term of a CBILS or BBLS facility.

Businesses in the horticultural sector benefit from the full interest and fee payment under the Coronavirus Business Interruption Loan Scheme (CBILS), as the Government will cover the first 12 months of interest payments and any facility arrangement fees charged by lenders. This is called the Business Interruption Payment.

Under the Bounce Back Loan Scheme (BBLS), the Government will cover the first 12 months of interest payments and fees charged to the business by the lender. This is called the Business Interruption Payment. There will be an affordable flat rate of 2.5% interest thereafter. In addition, loans under the BBLS do not require repayments to be made in the first 12 months.

Employment rights remain unchanged under the Coronavirus Job Retention Scheme (CJRS). Therefore, all workers’, including agency workers on a Contract for Services, right to holiday accrues to the extent and in the same way it did prior to being placed on to furlough under the CJRS, as provided by the individual’s statutory and contractual rights.

Employers are able to use the Coronavirus Job Retention Scheme grant to cover wages paid to their workers, up to 80% of the worker’s usual pay. This includes holiday pay, but where holiday pay owed exceeds the amount in the grant, the employer is required to make up the difference.

Further guidance to help employers manage holiday pay during Coronavirus is available on GOV.UK.

The Government is focused on building a world-leading digital economy that works for everyone. As the overall lead department for digital, DCMS works closely with the rest of the government to ensure that all departments consider the needs of digitally excluded people when making policy.

To improve access to the internet, help is available for low income households to access broadband, mobile and landline services. A range of low-cost social tariffs are available to those on Universal Credit, and a number specifically include individuals on Pension Credit. These tariffs are available to eligible households in 99% of the UK.

To improve access to vital digital skills, the government has introduced a digital entitlement for adults with no or low digital skills. This allows adults wishing to acquire essential digital skills to gain specified digital qualifications, up to level 1, free of charge. Essential Digital Skills Qualifications (EDSQs), introduced alongside the digital entitlement, are based on new national standards which set out the digital skills people need to get on in life and work. We also support the provision of essential digital skills training in community settings through the Adult Education Budget.

Public libraries play an important role in tackling digital exclusion. Around 2,900 public libraries in England provide a trusted network of accessible locations with staff, volunteers, free wifi, public PCs, and assisted digital access to a wide range of digital services.

Sports and physical activity are incredibly important for our physical and mental health and all generations and communities should be able to enjoy the health, wellbeing, social and other benefits of being active

The Government has provided a range of support for swimming pools during the pandemic. The £100 million National Leisure Recovery Fund supported the reopening of local authority swimming pools throughout the country. In addition, Sport England have made 139 Covid support awards to the Swimming & Diving community (totalling £1,178,198). However, information from Swim England shows that since June 2021 there have been 14 public pools that have not reopened after closing during the pandemic.

Beyond Covid, Sport England have awarded £24,190,440 to swimming and diving projects since January 2017, which includes £15,724,500 of funding directly to Swim England.

The government is committed to a free and independent media. It is not appropriate for the government to arbitrate on what should or should not be published or broadcast.

Ofcom is the UK’s independent regulator of television services. The Ofcom Broadcasting Code covers standards in programmes and has rules to ensure that broadcast news is reported with due accuracy and impartiality​. The government does not interfere in broadcasters’ editorial decisions and it is for content makers to decide what to include in their programmes, provided that they comply with the Broadcasting Code.

There is also an independent self regulatory regime to ensure that the press adheres to a wider set of clear and appropriate standards, and to offer individuals a means of redress where these are not met. The regulators, IPSO and IMPRESS, enforce codes of conduct which provide guidelines on a range of areas, including discrimination, accuracy, privacy, and harassment. If they find that a newspaper has broken the code of conduct, they can order corrections. IPSO can also order critical adjudications and Impress can levy fines.

Sports and physical activity are crucial for our mental and physical health. That’s why we made sure that people could exercise throughout the national restrictions and why we ensured that grassroots and children’s sport was at the front of the queue when easing those restrictions.

On Monday 22 February, the Prime Minister announced a roadmap out of the current lockdown in England. The government has introduced a step approach to the return of outdoor and indoor sport areas across England. Each full step of the roadmap is informed by the latest available science and data and has been five weeks apart in order to provide time to assess the data and provide one week’s notice to businesses and individuals.

Spectators must adhere to legal gathering limits at Step 3. Outdoors, spectators can gather in groups of up to 30. Indoors, unless an exemption applies, spectators may only gather in groups of up to 6 people, or as a group of two households. A group made up of 2 households can include more than 6 people, but only where all members of the group are from the same 2 households (and each household can include an existing support bubble, if eligible).

To tackle the digital divide and support connectivity, we have worked closely with providers to ensure social tariffs are in place that provide low cost landline and broadband services for those on means-tested state benefits. Wider commitments by the telecoms industry to support vulnerable consumers have included the removal of data caps on fixed broadband packages, and free or low cost data boosts on mobile services.

Training is available for elderly people wishing to acquire essential digital skills. The Government has introduced a digital entitlement for adults with no or low digital skills to undertake specified digital qualifications, up to level 1, free of charge. Essential Digital Skills Qualifications (EDSQs), introduced alongside the digital entitlement, are based on new national standards which set out the digital skills people need to get on in life and work. We also support the provision of essential digital skills training in community settings through the Adult Education Budget.

Public libraries play an important role in tackling digital inclusion. Around 2900 public libraries in England provide a trusted network of accessible locations with staff, volunteers, free wifi and assisted digital access to a wide range of digital services. The volunteers and library staff have been trained in digital skills so that they can provide library users with support in using digital applications and services.

The targeting of epilepsy sufferers online already constitutes a UK criminal offence. Someone who sends flashing images to a person with epilepsy, thereby causing a seizure, could be found guilty of an offence against the person (such as assault) under the Offences Against the Person Act 1861. As part of the Online Harms White Paper proposals, the new duty of care will ensure companies have robust systems and processes in place to tackle illegal content on their services. This includes tackling illegal online abuse which provokes epilepsy seizures.

We are also ensuring the criminal law is fit for purpose to deal with online abuse. The Law Commission’s review of abusive and offensive communications is considering law reforms to account for serious harm and criminality arising from abuse online. This includes abuse targeted at users with epilepsy. They are consulting on proposed reforms and will issue final recommendations early 2021.

The government recognises the impact that Covid-19 is having on the sporting sector and the valuable role of elite sport to the UK. Our multi-billion-pound package of business support has enabled many of our sports clubs to survive. We have provided unprecedented support to businesses through tax reliefs, cash grants and employee wage support, which many sport clubs have benefited from. The government has also supported elite sports to return to "behind closed doors" competition, which enabled vital broadcast revenue to flow to the sector, retained competitive integrity and brought joy to millions of sports fans.

My department is working with HM Treasury on further support for the sector as a consequence of the 1 October decision to delay the readmittance of spectators to stadia, including rugby union. We are also working, through Project Moonshot and the Sports Technology and Innovation Group, to enable the return of fans to stadia as soon as it is safe to do so. Ministers and officials will continue to engage with the Rugby authorities as part of this process.

Sport and physical activity are incredibly important for our physical and mental health, and are a vital weapon against coronavirus.

Nobody wanted to be in the position of having to introduce further National Restrictions. However as the Prime Minister said, with the virus spreading faster than expected we cannot allow our health system to be overwhelmed. Therefore, from Thursday 5 November until Wednesday 2 December indoor and outdoor leisure including skate parks will need to close. The National Restrictions are designed to get the R rate under control through limiting social contact and reducing transmissions.

In order for these measures to have the greatest impact, we will all need to sacrifice doing some things that we would otherwise like to do, for a short period of time. As soon as we're in a position to start lifting restrictions, grassroots sports will be one of the first to return.

People are still allowed to leave their homes for exercise and recreation outdoors, with your household or on your own, or with one person from another household or support bubble.

The Department of Digital, Culture, Media and Sport (DCMS) recognises that Covid-19 exclusions to existing and new insurance policies presents a significant risk for film and TV productions returning to work in the shorter term. With the majority of filming taking place in the summer months, and guidance already published by the sector to allow a safe return to work, we know the sector is keen to get productions up and running again.

DCMS is examining this issue in detail, and engaging closely with our sector stakeholders to aid our work in this area.

This Government is deeply committed to supporting arts and culture, and in particular to the important and unique role collections can have in bringing communities together and to depict our diverse histories. DCMS supports museums through Arts Council England (ACE) (which has previously supported the Migration Museum) and National Lottery project grants (which has previously supported the Black Cultural Archives).

Everyone should have access to arts and culture and it is for each local authority to decide how to support museums, arts and culture.

Government departments submitted applications based on their assessment of needs in their relevant sectors. Funding decisions reflect an assessment of the urgency and scale of the need in line with the national response to Covid-19. Departments will follow their own internal processes to distribute grant money directly to charities in the coming weeks.

This funding has been allocated to Government departments in accordance with urgent priorities in their relevant sectors, including up to £200m for the Department of Health and Social Care for hospices. Relevant departments are working to distribute grant money to charities at pace in the coming weeks.

The department is working with the sector to establish a research study of several system-built frame types to identify potential future issues.

The department is working with schools, responsible bodies, and potential contractors to enable these assessments to be carried out at 100 schools with a minimum of disruption and to provide research that will be widely applicable.

In establishing this research project the department considered the implications of disturbing hazardous materials, including asbestos. The department is taking time to ensure that safety measures are in place to continue to keep all students, staff, and the general public safe during these investigations, which has delayed the procurement timetable slightly.

The department expects that procurement will take place over the coming months and that the majority of the initial assessments will be undertaken over the easter and summer holiday periods of the 2023/24 academic year.

The department has allocated a total of £1.9 billion in high needs capital funding to local authorities in England between 2018/19 and 2022/23. The department expects local authorities to use this funding to create new places and improve existing provision for children and young people with Special Educational Needs and Disabilities (SEND) or who require Alternative Provision. Local authorities can provide these places by expanding existing mainstream schools, special schools, or other specialist settings, or through new special schools.

On top of this, the department has opened 61 centrally delivered special free schools since 2018/19. The capital spend for these schools cannot be readily broken down for the last five years.

In addition to the funding for new places, high needs revenue funding for children and young people with complex needs is increasing to over £10.5 billion in the 2024/25 financial year, an increase of over 60% from the 2019/20 allocations. This funding will help local authorities and schools with the increasing costs of supporting children and young people with SEND, including those in special schools.

The department has allocated a total of £1.9 billion in high needs capital funding to local authorities in England between 2018/19 and 2022/23. The department expects local authorities to use this funding to create new places and improve existing provision for children and young people with Special Educational Needs and Disabilities (SEND) or who require Alternative Provision. Local authorities can provide these places by expanding existing mainstream schools, special schools, or other specialist settings, or through new special schools.

On top of this, the department has opened 61 centrally delivered special free schools since 2018/19. The capital spend for these schools cannot be readily broken down for the last five years.

In addition to the funding for new places, high needs revenue funding for children and young people with complex needs is increasing to over £10.5 billion in the 2024/25 financial year, an increase of over 60% from the 2019/20 allocations. This funding will help local authorities and schools with the increasing costs of supporting children and young people with SEND, including those in special schools.

The Government remains committed to introducing statutory Local Authority registers for children not in school, as well as a duty for Local Authorities to provide support to home educating families. The Department will legislate for these at a future suitable opportunity, to support Local Authorities to undertake their existing duties to ensure that all children receive a suitable education and are safe, regardless of where they are educated.

Since 2016, the Department and Ofsted have worked successfully with the Crown Prosecution Services to secure criminal convictions against those responsible for five settings that were operating illegally as schools. The Government has recognised the need to improve powers to investigate and act against such settings. The Department remains committed to legislating for these powers at a future suitable opportunity.

The Department collects data about children who are not in a school but being taught in another setting, such as pupil referral units or at home, through the Alternative Provision census and the Elective Home Education collection. The latest data on children in Alternative Provision, including those with Special Educational Needs (SEN), is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. The latest data about children in Elective Home Education, including those with SEN, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education.

The Department also collects data about children missing education, who are not registered at school or otherwise receiving suitable education, from Local Authorities on a voluntary basis. The latest published figures, which include the proportion of children with SEN, can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education.

Data is not available on how long children have spent in these arrangements.

The Department collects data about children who are not in a school but being taught in another setting, such as pupil referral units or at home, through the Alternative Provision census and the Elective Home Education collection. The latest data on children in Alternative Provision, including those with Special Educational Needs (SEN), is available here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics. The latest data about children in Elective Home Education, including those with SEN, is available at: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education.

The Department also collects data about children missing education, who are not registered at school or otherwise receiving suitable education, from Local Authorities on a voluntary basis. The latest published figures, which include the proportion of children with SEN, can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/children-missing-education.

Data is not available on how long children have spent in these arrangements.

On 14 September, the department agreed to share the latest data on the number of children in kinship care according to the Office for National Statistic’s (ONS) 2021 census. The kinship care data from the 2021 census can be found here: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/adhocs/1345ct210105census2021. The kinship care data from the 2011 census is available here: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/adhocs/1344ct1286census2011

The ONS published an article on 26 September 2023 which describes how the figures have been derived from the 2021 census, available at: https://www.ons.gov.uk/peoplepopulationandcommunity/birthsdeathsandmarriages/families/articles/kinshipcareinenglandandwales/census2021. The description of how the figures have been derived also appears in the notes of the tables the ONS has already published. Caution is needed when inferring any trends from these data sets as the Census figures for 2021 are of higher quality than the 2011 Census figures. The quality note on ‘Comparing Census 2021 household relationships with 2011 Census’ can be found here: https://www.ons.gov.uk/peoplepopulationandcommunity/populationandmigration/populationestimates/methodologies/demographyandmigrationqualityinformationforcensus2021

An updated list of schools and colleges with confirmed cases of RAAC was published on 19 October, which is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-raac-management-information.

The Department is providing significant support to schools and colleges to ensure children remain in face to face education or are returned to it as soon as possible. This includes providing all schools and colleges where RAAC is confirmed with a dedicated caseworker to work with them to assess what support is needed and implement mitigations plans that are right for them. Mitigation plans could include other spaces on the school site, or in nearby schools or elsewhere in the local area, until structural works are carried out or temporary buildings are installed. A bespoke plan is put in place to ensure that each school and college receives the support that suits their circumstances with a clear focus on getting children back to full time face to face education as quickly as possible. These arrangements change quite quickly and so any figure about the number of children not in school settings will soon be out of date.

Project delivery teams are on site to support schools and colleges to minimise the disruption to children and young people’s education, whether that is finding short term accommodation options or designing and putting in place structural solutions for affected spaces.

The Department is also funding emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall, this should be discussed with their caseworker. The Department expects that all reasonable requests will be approved.

Where a school or college has insufficient on site accommodation once the areas with RAAC are taken out of use and alternative off site emergency or longer term temporary accommodation is required, the Local Authority and school or college is responsible for making alternative arrangements and should agree this with parents of affected pupils and students. In many cases, pupils and students will be able to remain on the roll of their existing education setting, even if they are in emergency or longer term temporary accommodation on a different school site.

Nothing is more important than the safety of children and staff. It has always been the case that where we are made aware of a building that may pose an immediate risk, the Department takes immediate action.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day-to-day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building.

The Department has acted decisively and proactively to tackle this issue. This Government has taken more proactive action on RAAC than any other in the UK. The Department issued comprehensive guidance in 2018, and subsequent years, to all responsible bodies highlighting the potential risks associated with RAAC and supporting them to identify this within their buildings, as well as to take appropriate steps in meeting their obligations to keep buildings safe. The most recent guidance is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-estates-guidance.

There are over 22,000 schools and colleges in England, and the vast majority are unaffected. A significant proportion of the estate was built outside the period where RAAC was used, with around one third of the estate built since 2001, therefore, the Department has focused efforts on buildings built in the post-war decades.

The Department issued a questionnaire in March 2022, asking responsible bodies to inform the Department of any suspected RAAC identified in their estates. Responsible bodies have submitted questionnaires for over 98% of schools with blocks built in the target era, of which there are 14,900. We are pressing all remaining schools to get checks completed, to determine which schools require surveys.

The Department is contacting responsible bodies to help them respond to this request and to advise on what needs to be done, so that they can establish whether they believe they have RAAC. This work will continue until we have a response for all target era schools.

Schools and colleges where RAAC is suspected are being fast tracked for surveying, which is used to confirm whether RAAC is actually present. All schools and colleges that have already told us they suspect they might have RAAC will be surveyed within a matter of weeks, in many cases in a matter of days.

All schools where RAAC is confirmed are provided with a dedicated caseworker to support them and help implement a mitigation plan and minimise the disruption to children’s learning.

Across Government, Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. The Department for Education published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

Schools will contact parents where RAAC is identified and inform them of any impacts on their child. The vast majority of schools are unaffected. Any parents that are unsure if their child’s school is affected should contact their school directly.

While some short term disruption is inevitable, all available measures will be taken to minimise disruption to pupil learning and ensure that pupils continue to receive face-to-face teaching. Where there is any disturbance to face-to-face education, schools will prioritise attendance for vulnerable children and young people and children of key workers. The guidance published by the Department in August also includes guidance on provision for pupils with SEND and sets out expectations that schools continue to provide free school meals to eligible pupils.

The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the department will provide that support for all reasonable requests. The Department will also fund longer term refurbishment projects, or rebuilding projects where these are needed, to rectify the RAAC issue in the long term.

All previously confirmed Schol Rebuilding Programme projects announced in 2021 and 2022 will continue to go ahead. A full list of confirmed projects can be found here: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

Further information on RAAC in education settings is available on the Education Hub: https://educationhub.blog.gov.uk/2023/09/06/new-guidance-on-raac-in-education-settings/.

Nothing is more important than the safety of children and staff. It has always been the case that where we are made aware of a building that may pose an immediate risk, the Department takes immediate action.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day-to-day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building.

The Department has acted decisively and proactively to tackle this issue. This Government has taken more proactive action on RAAC than any other in the UK. The Department issued comprehensive guidance in 2018, and subsequent years, to all responsible bodies highlighting the potential risks associated with RAAC and supporting them to identify this within their buildings, as well as to take appropriate steps in meeting their obligations to keep buildings safe. The most recent guidance is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-estates-guidance.

There are over 22,000 schools and colleges in England, and the vast majority are unaffected. A significant proportion of the estate was built outside the period where RAAC was used, with around one third of the estate built since 2001, therefore, the Department has focused efforts on buildings built in the post-war decades.

The Department issued a questionnaire in March 2022, asking responsible bodies to inform the Department of any suspected RAAC identified in their estates. Responsible bodies have submitted questionnaires for over 98% of schools with blocks built in the target era, of which there are 14,900. We are pressing all remaining schools to get checks completed, to determine which schools require surveys.

The Department is contacting responsible bodies to help them respond to this request and to advise on what needs to be done, so that they can establish whether they believe they have RAAC. This work will continue until we have a response for all target era schools.

Schools and colleges where RAAC is suspected are being fast tracked for surveying, which is used to confirm whether RAAC is actually present. All schools and colleges that have already told us they suspect they might have RAAC will be surveyed within a matter of weeks, in many cases in a matter of days.

All schools where RAAC is confirmed are provided with a dedicated caseworker to support them and help implement a mitigation plan and minimise the disruption to children’s learning.

Across Government, Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. The Department for Education published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

Schools will contact parents where RAAC is identified and inform them of any impacts on their child. The vast majority of schools are unaffected. Any parents that are unsure if their child’s school is affected should contact their school directly.

While some short term disruption is inevitable, all available measures will be taken to minimise disruption to pupil learning and ensure that pupils continue to receive face-to-face teaching. Where there is any disturbance to face-to-face education, schools will prioritise attendance for vulnerable children and young people and children of key workers. The guidance published by the Department in August also includes guidance on provision for pupils with SEND and sets out expectations that schools continue to provide free school meals to eligible pupils.

The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the department will provide that support for all reasonable requests. The Department will also fund longer term refurbishment projects, or rebuilding projects where these are needed, to rectify the RAAC issue in the long term.

All previously confirmed Schol Rebuilding Programme projects announced in 2021 and 2022 will continue to go ahead. A full list of confirmed projects can be found here: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

Further information on RAAC in education settings is available on the Education Hub: https://educationhub.blog.gov.uk/2023/09/06/new-guidance-on-raac-in-education-settings/.

Nothing is more important than the safety of children and staff. It has always been the case that where we are made aware of a building that may pose an immediate risk, the Department takes immediate action.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day-to-day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building.

The Department has acted decisively and proactively to tackle this issue. This Government has taken more proactive action on RAAC than any other in the UK. The Department issued comprehensive guidance in 2018, and subsequent years, to all responsible bodies highlighting the potential risks associated with RAAC and supporting them to identify this within their buildings, as well as to take appropriate steps in meeting their obligations to keep buildings safe. The most recent guidance is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-estates-guidance.

There are over 22,000 schools and colleges in England, and the vast majority are unaffected. A significant proportion of the estate was built outside the period where RAAC was used, with around one third of the estate built since 2001, therefore, the Department has focused efforts on buildings built in the post-war decades.

The Department issued a questionnaire in March 2022, asking responsible bodies to inform the Department of any suspected RAAC identified in their estates. Responsible bodies have submitted questionnaires for over 98% of schools with blocks built in the target era, of which there are 14,900. We are pressing all remaining schools to get checks completed, to determine which schools require surveys.

The Department is contacting responsible bodies to help them respond to this request and to advise on what needs to be done, so that they can establish whether they believe they have RAAC. This work will continue until we have a response for all target era schools.

Schools and colleges where RAAC is suspected are being fast tracked for surveying, which is used to confirm whether RAAC is actually present. All schools and colleges that have already told us they suspect they might have RAAC will be surveyed within a matter of weeks, in many cases in a matter of days.

All schools where RAAC is confirmed are provided with a dedicated caseworker to support them and help implement a mitigation plan and minimise the disruption to children’s learning.

Across Government, Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. The Department for Education published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

Schools will contact parents where RAAC is identified and inform them of any impacts on their child. The vast majority of schools are unaffected. Any parents that are unsure if their child’s school is affected should contact their school directly.

While some short term disruption is inevitable, all available measures will be taken to minimise disruption to pupil learning and ensure that pupils continue to receive face-to-face teaching. Where there is any disturbance to face-to-face education, schools will prioritise attendance for vulnerable children and young people and children of key workers. The guidance published by the Department in August also includes guidance on provision for pupils with SEND and sets out expectations that schools continue to provide free school meals to eligible pupils.

The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the department will provide that support for all reasonable requests. The Department will also fund longer term refurbishment projects, or rebuilding projects where these are needed, to rectify the RAAC issue in the long term.

All previously confirmed Schol Rebuilding Programme projects announced in 2021 and 2022 will continue to go ahead. A full list of confirmed projects can be found here: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

Further information on RAAC in education settings is available on the Education Hub: https://educationhub.blog.gov.uk/2023/09/06/new-guidance-on-raac-in-education-settings/.

The Department publishes details of all construction contracts awarded over £10,000 This information is accessible at: https://www.contractsfinder.service.gov.uk/Search. Contracts will be published within 30 days of awarding the contracts.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day to day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building. It has always been the case that where the Department is made aware of a building that poses an immediate risk, immediate action is taken.

Ministers and officials have regular discussions with colleagues from HM Treasury.

The Government has committed to spend whatever it takes to keep children safe. The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the Department will cover all reasonable requests.

The Department will then also fund refurbishment or rebuilding projects, to rectify the RAAC issue in the long term. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the School Rebuilding Programme. The Department will set out further details for affected schools and colleges in due course.

The cost of the work needed at each school with RAAC will vary depending on the extent of the issue and the nature of the buildings. The Department is working closely with affected schools and colleges to understand and support their needs. The Department has also assigned a dedicated caseworker to each school and college affected, who will work with them to assess their particular needs and implement individually designed mitigation plans.

More broadly, the Department has continued to invest in improving the condition of schools and colleges, with over £15 billion allocated since 2015, including £1.8 billion committed for the 2023/24 financial year. On top of this, the Department is transforming 500 schools through the School Rebuilding Programme. A total of 400 schools have been confirmed, with 100 places reserved for later in the programme. Buildings in the poorest condition and those with evidence of potential safety issues have been prioritised, including some now known to contain RAAC. The Department is committed to the projects that have already been announced as being rebuilt or refurbished through the School Rebuilding Programme.

The Department will always put the safety and wellbeing of pupils and staff in schools and colleges at the heart of its policy decisions. The Government has taken more proactive action to identify and mitigate RAAC in education settings than the devolved administrations in the UK, or indeed, governments overseas.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day to day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building. It has always been the case that where the Department is made aware of a building that poses an immediate risk, immediate action is taken.

Ministers and officials have regular discussions with colleagues from HM Treasury.

The Government has committed to spend whatever it takes to keep children safe. The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the Department will cover all reasonable requests.

The Department will then also fund refurbishment or rebuilding projects, to rectify the RAAC issue in the long term. Schools and colleges will either be offered capital grants to fund refurbishment work to permanently remove RAAC, or rebuilding projects where these are needed, including through the School Rebuilding Programme. The Department will set out further details for affected schools and colleges in due course.

The cost of the work needed at each school with RAAC will vary depending on the extent of the issue and the nature of the buildings. The Department is working closely with affected schools and colleges to understand and support their needs. The Department has also assigned a dedicated caseworker to each school and college affected, who will work with them to assess their particular needs and implement individually designed mitigation plans.

More broadly, the Department has continued to invest in improving the condition of schools and colleges, with over £15 billion allocated since 2015, including £1.8 billion committed for the 2023/24 financial year. On top of this, the Department is transforming 500 schools through the School Rebuilding Programme. A total of 400 schools have been confirmed, with 100 places reserved for later in the programme. Buildings in the poorest condition and those with evidence of potential safety issues have been prioritised, including some now known to contain RAAC. The Department is committed to the projects that have already been announced as being rebuilt or refurbished through the School Rebuilding Programme.

The Department will always put the safety and wellbeing of pupils and staff in schools and colleges at the heart of its policy decisions. The Government has taken more proactive action to identify and mitigate RAAC in education settings than the devolved administrations in the UK, or indeed, governments overseas.

Nothing is more important than the safety of children and staff. It has always been the case that where we are made aware of a building that may pose an immediate risk, the Department takes immediate action.

It is the responsibility of those who run schools – academy trusts, Local Authorities, and voluntary-aided school bodies – who work with their schools on a day-to-day basis, to manage the safety and maintenance of their schools and to alert us if there is a concern with a building.

The Department has acted decisively and proactively to tackle this issue. This Government has taken more proactive action on RAAC than any other in the UK. The Department issued comprehensive guidance in 2018, and subsequent years, to all responsible bodies highlighting the potential risks associated with RAAC and supporting them to identify this within their buildings, as well as to take appropriate steps in meeting their obligations to keep buildings safe. The most recent guidance is available at: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-estates-guidance.

There are over 22,000 schools and colleges in England, and the vast majority are unaffected. A significant proportion of the estate was built outside the period where RAAC was used, with around one third of the estate built since 2001, therefore, the Department has focused efforts on buildings built in the post-war decades.

The Department issued a questionnaire in March 2022, asking responsible bodies to inform the Department of any suspected RAAC identified in their estates. Responsible bodies have submitted questionnaires for over 98% of schools with blocks built in the target era, of which there are 14,900. We are pressing all remaining schools to get checks completed, to determine which schools require surveys.

The Department is contacting responsible bodies to help them respond to this request and to advise on what needs to be done, so that they can establish whether they believe they have RAAC. This work will continue until we have a response for all target era schools.

Schools and colleges where RAAC is suspected are being fast tracked for surveying, which is used to confirm whether RAAC is actually present. All schools and colleges that have already told us they suspect they might have RAAC will be surveyed within a matter of weeks, in many cases in a matter of days.

All schools where RAAC is confirmed are provided with a dedicated caseworker to support them and help implement a mitigation plan and minimise the disruption to children’s learning.

Across Government, Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out. The Department for Education published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

Schools will contact parents where RAAC is identified and inform them of any impacts on their child. The vast majority of schools are unaffected. Any parents that are unsure if their child’s school is affected should contact their school directly.

While some short term disruption is inevitable, all available measures will be taken to minimise disruption to pupil learning and ensure that pupils continue to receive face-to-face teaching. Where there is any disturbance to face-to-face education, schools will prioritise attendance for vulnerable children and young people and children of key workers. The guidance published by the Department in August also includes guidance on provision for pupils with SEND and sets out expectations that schools continue to provide free school meals to eligible pupils.

The Department will fund emergency mitigation work needed to make buildings safe, including installing alternative classroom space where necessary. Where schools and colleges need additional help with revenue costs, like transport to locations or temporarily renting a local hall or office, the department will provide that support for all reasonable requests. The Department will also fund longer term refurbishment projects, or rebuilding projects where these are needed, to rectify the RAAC issue in the long term.

All previously confirmed Schol Rebuilding Programme projects announced in 2021 and 2022 will continue to go ahead. A full list of confirmed projects can be found here: https://www.gov.uk/government/publications/school-rebuilding-programme-schools-in-the-programme.

Further information on RAAC in education settings is available on the Education Hub: https://educationhub.blog.gov.uk/2023/09/06/new-guidance-on-raac-in-education-settings/.

The National Audit Office report outlines different levels of possible investment in the school estate. However, decisions about investment have to be made over a vast range of significant infrastructure projects across government. The Department regularly speaks to HM Treasury about investment in the education estate. It would be inappropriate to disclose the details requested of the sensitive negotiations between HM Treasury and the Department. It would only show part of the picture on a complex decision-making process that takes place between multiple departments, ministers, officials, and other individuals, and would not reflect that such a process has to look across the board at priorities. It would also breach the long-standing traditions, and expectation, of confidential and often commercially sensitive information not being disclosed into the public domain, and of allowing officials to give full and frank advice to ministers.

It has not proved possible to respond to the hon. Member in the time available before Prorogation.

The Condition Data Collection (CDC1), which ran from 2017 to 2019, included an estimated decade of construction for all school buildings visited. 63,970 blocks across 22,031 schools were visited.

Of the 22,031 schools visited, 15,286 had at least one block where the date of construction was estimated to be between 1931 and 1990.

Of the 63,970 blocks visited, 29,521 had a date of construction estimated to be between 1931 and 1990. This represents 46% of the blocks that were visited.

Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out.

The Government published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

Nothing is more important than the safety of children and staff. The Department discovered details of three new cases over the summer, where RAAC that would have been graded as non-critical has failed. The first of these was in a commercial setting. The second was in a school in a different educational jurisdiction.

It was right to carefully consider the cases and scrutinise the technical details from these. The Department’s technical officials were able to investigate the situation in one case where the plank that had failed was fully intact as it was resting on a steel beam after it failed. They concluded that it would previously been rated non-critical.

Ministers were carefully considering the first two cases, and advice from officials, when a third failure of a panel occurred, at a school in late August. The Department’s technical officials also visited this school to investigate the failure. In light of all three cases, it was right to make the difficult decision to change Departmental guidance for education settings and take a more cautious approach.

Following careful analysis of these recent cases, a precautionary and proactive step has been taken to change the approach to RAAC in education settings ahead of the start of the academic year, as outlined in our guidance.

Caledonian Modular Limited (CML) was directly contracted to deliver five schools by the Department for Education. The Department did not contract CML to build any further education college buildings. Three schools were completed and two were partially constructed and are being rebuilt.

All five of these schools delivered by CML have been investigated. No other schools using Modern Methods of Construction have been similarly investigated, and there are currently no plans to publish the findings.

Appropriate steps are being taken to enforce the Department’s contractual rights in relation to all affected CML schools, including those schools which have closed due to possible safety defects and those which never reached completion. The Department is pursuing all avenues for redress against the parties responsible for those issues.

Caledonian Modular Limited (CML) was directly contracted to deliver five schools by the Department for Education. The Department did not contract CML to build any further education college buildings. Three schools were completed and two were partially constructed and are being rebuilt.

All five of these schools delivered by CML have been investigated. No other schools using Modern Methods of Construction have been similarly investigated, and there are currently no plans to publish the findings.

Appropriate steps are being taken to enforce the Department’s contractual rights in relation to all affected CML schools, including those schools which have closed due to possible safety defects and those which never reached completion. The Department is pursuing all avenues for redress against the parties responsible for those issues.

Caledonian Modular Limited (CML) was directly contracted to deliver five schools by the Department for Education. The Department did not contract CML to build any further education college buildings. Three schools were completed and two were partially constructed and are being rebuilt.

All five of these schools delivered by CML have been investigated. No other schools using Modern Methods of Construction have been similarly investigated, and there are currently no plans to publish the findings.

Appropriate steps are being taken to enforce the Department’s contractual rights in relation to all affected CML schools, including those schools which have closed due to possible safety defects and those which never reached completion. The Department is pursuing all avenues for redress against the parties responsible for those issues.

Departments have been asked to report on the current picture of suspected and confirmed RAAC in their estates as soon as possible. This will be updated on a regular basis as new buildings are identified and surveying and remediation are carried out.

The Government published lists of education settings confirmed as having RAAC on Wednesday 6 September, and committed to providing further updates.

The full school level data from the first Condition Data Collection programme was published in the House Libraries on 20 July 2023. This is accessible at: https://depositedpapers.parliament.uk/depositedpaper/2285521/details.

It is the responsibility of academy trusts, Local Authorities, and voluntary aided school bodies, who work with the schools they run to manage the safety and maintenance of their schools, to alert the Department if there is a serious concern with a building.

If the Department is made aware of a building that poses serious imminent risks to the safety of pupils or staff, immediate action is taken to ensure their safety and remediate the situation. There are no open areas within schools or college buildings where the Department knows of an imminent risk to life.

The Department helps responsible bodies to meet their responsibilities by providing significant capital funding for their schools, delivering rebuilding programmes and providing guidance and support. The Department has allocated over £15 billion since 2015 for keeping school buildings safe and in good working order, including £1.8 billion committed for 2023/24. In addition, the School Rebuilding Programme will transform buildings at 500 schools, prioritising poor condition and potential safety issues.

The Condition Data Collection (CDC) data helps the Department understand the condition of the school estate in England and how it is changing over time, and the data is part of the evidence base used to make school condition funding allocations.

CDC was one of the largest data collection programmes in the UK public sector.

The data was collected between 2017/19 and reflects a visual snapshot of the estate as it was and therefore does not reflect the current condition of the school buildings. In May 2021, the Department published the key findings of the CDC programme in the report ‘Condition of School Buildings Survey – Key Findings’, which can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf. The report provides school condition data at national and regional level.

The full school level data from the first Condition Data Collection programme was published in the House Libraries on 20 July 2023. This is accessible at: https://depositedpapers.parliament.uk/depositedpaper/2285521/details.

It is the responsibility of academy trusts, Local Authorities, and voluntary aided school bodies, who work with the schools they run to manage the safety and maintenance of their schools, to alert the Department if there is a serious concern with a building.

If the Department is made aware of a building that poses serious imminent risks to the safety of pupils or staff, immediate action is taken to ensure their safety and remediate the situation. There are no open areas within schools or college buildings where the Department knows of an imminent risk to life.

The Department helps responsible bodies to meet their responsibilities by providing significant capital funding for their schools, delivering rebuilding programmes and providing guidance and support. The Department has allocated over £15 billion since 2015 for keeping school buildings safe and in good working order, including £1.8 billion committed for 2023/24. In addition, the School Rebuilding Programme will transform buildings at 500 schools, prioritising poor condition and potential safety issues.

The Condition Data Collection (CDC) data helps the Department understand the condition of the school estate in England and how it is changing over time, and the data is part of the evidence base used to make school condition funding allocations.

CDC was one of the largest data collection programmes in the UK public sector.

The data was collected between 2017/19 and reflects a visual snapshot of the estate as it was and therefore does not reflect the current condition of the school buildings. In May 2021, the Department published the key findings of the CDC programme in the report ‘Condition of School Buildings Survey – Key Findings’, which can be found at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf. The report provides school condition data at national and regional level.

The department collects data on placements in local authority alternative provision (AP) through the AP census. Data on placements by schools in AP is collected in the schools census. Data by type of setting for placements made by both local authorities and schools is available in the National Statistics publication ‘Schools, pupils and their characteristics’, which can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics.

I refer the hon. Member for Twickenham to the answer of 26 of July 2023, to Question 194799.

The National Tutoring Programme (NTP) makes available subsidised tutoring to boost progress and support for those pupils most in need to catch up on education lost because of COVID-19 pandemic.

There is extensive evidence that tutoring is one of the most effective ways to accelerate academic progress. This is why the Department is providing more than £1 billion to support tutoring over four academic years, from 2020/21 to 2023/24.

In the 2020/21 academic year the budget for the NTP was £109 million, of which £41 million was unspent.

In the 2021/22 academic year the budget for the NTP was £485 million, with estimates that £206 million of this funding was unspent.

The final position for the 2021/22 academic year will be set out in the Department’s annual accounts, which will be published later this year. Figures for the 2022/23 and 2023/24 academic years are not yet available.

The Government has accepted the School Teachers’ Review Body (STRB) recommendations for 2023/24 teacher pay awards in full. This means that teachers and head teachers in maintained schools will receive an increase of at least 6.5%, the highest STRB award in three decades. The Department will be providing an additional £525 million of funding in the 2023/24 financial year, and £900 million in 2024/25, and as the unions have agreed, this means that the award is properly funded.

Although the Department will have to make difficult decisions, the Secretary of State has been clear all frontline services will be protected. Funding for early years, SEND, school conditions and core school and college budgets are fully protected. To help fund the pay award, the Secretary of State has also secured exceptional permission from the Treasury to keep money where there have been or will be underspends, which in normal years would have to be returned to Treasury.

The additional funding announced alongside the teachers’ pay award fully covers the cost of the pay award above 3.5%, nationally. The Department’s affordability calculation says that a 4% pay award should be affordable for the average school, and the Department is more than covering that calculation.

The National School Delivery Cost Benchmarking report published in October 2022 shows the average cost per square metre of new school building projects built using the Departmental construction framework between 2012 and 2020. The report can be found here: https://documents.hants.gov.uk/property-services/NationalSchoolDeliveryBenchmarkingreport.pdf. The data presented in this report also shows that the Department has been delivering building projects in primary schools between 13 to 30% more cheaply than Local Authorities over the time frame of 2012 to 2020.

The Department has continuously improved its approach to building schools since the Sebastian James review of Capital in 2011, which highlighted many issues with the Building Schools for the Future (BSF) programme introduced under the last Government in 2004. The review identified that projects delivered under the programme were overly bureaucratic and not designed to target poor condition, did not support high quality, did not meet standardised specifications that work for education, and did not deliver value for money and economies of scale from central procurement and delivery. These are all are now prioritised when building schools. Millions of pounds have also been spent addressing failures in design left by the BSF programme to ensure schools are suitable to deliver an effective education.

The National Audit Office’s published report on Capital Funding for Schools found that, on average, whole school rebuilds delivered by the Priority School Building Programme were around one third cheaper per square metre than schools built under the Building Schools for the Future Programme.

The School Rebuilding Programme builds on the success of the Priority School Building Programme. It is delivering schools to an even better specification, with buildings that are designed to be carbon net zero in operation and more resilient to the effects of climate change. The sample size for completed projects delivered by the School Rebuilding Programme is currently too small to draw any conclusions on the average cost of this programme.

The safety of pupils and staff is vital. Where it is suspected that reinforced autoclaved aerated concrete (RAAC) is present in a school, the Department takes swift action based on professional advice.

It is the responsibility of academy trusts, Local Authorities, and voluntary aided school bodies, to manage the maintenance of the schools they run and alert the Department if there is a concern with a building. Local Authorities and academy trusts do not need to report building closures to the Department, but the Department provides support on a case-by-case basis, working with the sector when it is alerted to a serious safety issue.

In cases where RAAC is confirmed, the Department provides rapid support to schools on the advice of structural engineers. This could include funding capital works to remove any immediate risk and, where absolutely necessary, the provision of temporary buildings. Where RAAC poses an immediate risk to occupants, Responsible Bodies are advised to take spaces out of use with immediate effect, based on the professional advice of structural engineers. Decisions to close one or more buildings at a school are made by the school’s Responsible Body. Longer term remediation of RAAC is supported by capital funding provided to the sector, the Department’s rebuilding programme, and urgent capital support.

The Department provides support to schools and Responsible Bodies and has allocated over £15 billion since 2015 to keep schools safe and operational. This includes £1.8 billion committed this financial year, informed by consistent data on the school estate. In addition, the Department’s School Rebuilding Programme will transform 500 schools over the next decade, prioritising schools in poor condition.

The Department will continue to work with Responsible Bodies, schools, and colleges to support them through the process of investigation, assessment, and management of RAAC.

On 1 January 2023, legislation came into force that strengthens the provision originally introduced in 2018, in section 42B of the Education Act 1997. This provider access legislation, sometimes known as the ‘Baker Clause’, specifies that schools must provide at least six opportunities for providers of technical education and apprenticeships to speak to all pupils, during school years 8-13.

However, even before the strengthened legislation came into force there were grounds for optimism, as young people had more encounters with providers of technical education last year, including apprenticeships. In 2022, awareness of apprenticeships doubled by Year 11 with 39% of young people reporting awareness in Year 7, increasing to 81% in Year 11. In 60% of reporting schools, young people met independent training providers. This has risen from 45% in 2020/21, and 44% in 2018/19.

The department is aware of the importance of provider access legislation following a report from the Careers & Enterprise Company (CEC). This report showed uptake of apprenticeships was 16% higher in the schools that provided information on apprenticeships to most, or all, of their pupils, compared with the schools that provided information to a small minority.

The department is investing approximately £34 million in careers provision for young people, including a grant of up to around £32.5 million for the CEC to support secondary schools and colleges to improve their careers programmes.

The department also continues to increase outreach of apprenticeships to pupils of all ages and backgrounds through our Apprenticeship Support and Knowledge (ASK) programme. The ASK programme, funded at £3.2 million per year, provides schools and further education colleges across England with a free bespoke package of comprehensive information and support about apprenticeships. Furthermore, the department’s new ‘Career Starter Apprenticeships’ campaign is raising awareness of apprenticeships which offer great opportunities for those looking for their first role after leaving full-time education.

Additionally, Get the Jump, a digital campaign provided by the National Careers Service, brings together all the different education and training pathways open to young people at post-16 and post-18. The campaign helps to support informed choice and raise awareness of technical education options, including T Levels, traineeships, apprenticeships, and higher technical qualifications.

On 1 January 2023, legislation came into force that strengthens the provision originally introduced in 2018, in section 42B of the Education Act 1997. This provider access legislation, sometimes known as the ‘Baker Clause’, specifies that schools must provide at least six opportunities for providers of technical education and apprenticeships to speak to all pupils, during school years 8-13.

However, even before the strengthened legislation came into force there were grounds for optimism, as young people had more encounters with providers of technical education last year, including apprenticeships. In 2022, awareness of apprenticeships doubled by Year 11 with 39% of young people reporting awareness in Year 7, increasing to 81% in Year 11. In 60% of reporting schools, young people met independent training providers. This has risen from 45% in 2020/21, and 44% in 2018/19.

The department is aware of the importance of provider access legislation following a report from the Careers & Enterprise Company (CEC). This report showed uptake of apprenticeships was 16% higher in the schools that provided information on apprenticeships to most, or all, of their pupils, compared with the schools that provided information to a small minority.

The department is investing approximately £34 million in careers provision for young people, including a grant of up to around £32.5 million for the CEC to support secondary schools and colleges to improve their careers programmes.

The department also continues to increase outreach of apprenticeships to pupils of all ages and backgrounds through our Apprenticeship Support and Knowledge (ASK) programme. The ASK programme, funded at £3.2 million per year, provides schools and further education colleges across England with a free bespoke package of comprehensive information and support about apprenticeships. Furthermore, the department’s new ‘Career Starter Apprenticeships’ campaign is raising awareness of apprenticeships which offer great opportunities for those looking for their first role after leaving full-time education.

Additionally, Get the Jump, a digital campaign provided by the National Careers Service, brings together all the different education and training pathways open to young people at post-16 and post-18. The campaign helps to support informed choice and raise awareness of technical education options, including T Levels, traineeships, apprenticeships, and higher technical qualifications.

I can confirm that responses to Questions 190162 and 190163 have been provided to the hon. Member for Twickenham.

I can confirm that a response to Question 189908 has been provided to the hon. Member for Twickenham.

Since 1 July 2020, 49 new special free schools have opened, creating a capacity of over 4,900 new places when full.

A further 49 special free schools are working towards opening.

The department is also currently receiving applications to run a further 33 special free schools and expect to announce successful trusts in January 2024.

Since 1 July 2020, 49 new special free schools have opened, creating a capacity of over 4,900 new places when full.

A further 49 special free schools are working towards opening.

The department is also currently receiving applications to run a further 33 special free schools and expect to announce successful trusts in January 2024.

The safety of pupils and staff is vital. The Department has work in progress with schools to identify and manage Reinforced Autoclaved Aerated Concrete (RAAC).

It is the responsibility of those who run schools to manage the safety and maintenance of their schools. This is typically academy trusts, Local Authorities, and voluntary aided school bodies .They should alert the Department if there is a serious concern with a building.

In cases where RAAC is confirmed and if it poses an immediate risk to occupants, Responsible Bodies are advised to take spaces out of use with immediate effect, based on the professional advice of structural engineers. Decisions to close one or more buildings at a school are made by the school’s Responsible Body.

The Department has been talking to schools about the potential risks of RAAC since 2018 when it first published a warning note with the Local Government Association.

Since then, the Department has published guidance in identifying and managing RAAC and has asked all Local Authorities, academy trusts, and other bodies responsible for schools to share their knowledge of RAAC, its presence in their buildings, and how they are managing it.

The Department will continue to work with responsible bodies, schools, and colleges to support them through the process of investigation, assessment, and management of RAAC.

The safety of pupils and staff is paramount. Where it is suspected that reinforced autoclaved aerated concrete (RAAC) is present in a school, the Department takes swift action based on professional advice. In cases where RAAC is confirmed, the Department provides rapid support to schools on the advice of structural engineers. This could include funding capital works to remove any immediate risk and, where absolutely necessary, the provision of temporary buildings. Longer term remediation of RAAC is supported by capital funding provided to the sector, the Department’s rebuilding programme, and urgent capital support.

It is the responsibility of those who run schools – academy trusts, Local Authorities and voluntary aided school bodies – to manage the maintenance of their schools and alert the Department if there is a concern with a building. Local Authorities and academy trusts do not need to report building closures to the Department, but the Department provides support on a case by case basis, working with the sector if it is alerted to a serious safety issue. This includes when schools have closed part, or all of the site for a period of time once RAAC is confirmed. In most cases this is for a number of days as opposed to a longer closure. The number of schools this has applied to is changing regularly with ongoing activity to mitigate the impact, including minimising any short term impact on education.

The Department provides support to schools and responsible bodies and has allocated over £15 billion since 2015 to keep schools safe and operational. This includes £1.8 billion committed this financial year, informed by consistent data on the school estate. In addition, the Department’s School Rebuilding Programme will transform 500 schools over the next decade, prioritising schools in poor condition.

Schools and their responsible bodies are not obliged to report school closures to the Department, including those due to water shortages or sewage leaks. For this reason, the Department does not hold the information requested.

These issues are often dealt with locally and, where applicable, using insurance providers.

Schools and their responsible bodies are not obliged to report school closures to the Department, including those due to water shortages or sewage leaks. For this reason, the Department does not hold the information requested.

These issues are often dealt with locally and, where applicable, using insurance providers.

Schools and their responsible bodies are not obliged to report school closures to the Department, including those due to water shortages or sewage leaks. For this reason, the Department does not hold the information requested.

These issues are often dealt with locally and, where applicable, using insurance providers.

Rather than subsiding expensive uniform policies with financial assistance, the Department published statutory guidance on the cost of school uniform to ensure uniform is affordable for all families. The guidance came into force in September 2022 and is available at: https://www.gov.uk/government/publications/cost-of-school-uniforms/cost-of-school-uniforms.

Schools must have regard to this guidance when designing and implementing their uniform policy and PE and Sport kit. The guidance requires schools to ensure that their uniform is affordable and secures best value for money for parents.

There is no specific funding for schools to support low income families with the cost of uniform, but schools may offer additional support in cases of financial hardship where they choose to do so.

The Government understands the pressures people are facing with the cost of living which is why it is providing £94 billion to support households with high costs across the 2022/23 and 2023/24 financial years. This includes the Energy Price Guarantee, which is capping typical household bills at £2,500 until the end of June, as well as additional cost of living payments of up to £900 for eligible households on means tested benefits and funding to help with the cost of household essentials.

In addition, the Government has provided over £2.6 billion of pupil premium funding in the 2022/23 financial year to support pupils from lower income families. Rates will increase by 5% for 2023/24, taking total pupil premium funding to £2.9 billion.

There have been over 5.4 million apprenticeship starts since 2010, and the department investing £2.7 billion in 2024/25 to support all employers to invest in high-quality apprenticeship training.

The Institute for Apprenticeships and Technical Education (IfATE) has implemented a refined and evidence-based approach to determining funding band recommendations. This new approach ensures that the recommended funding bands more accurately align with the true cost of delivering apprenticeships. An average of 6-10 apprenticeship standards undergo review, frequently leading to increased funding. A recent example of this positive impact is the funding for Level 2 Hair Professional standard, which saw a substantial increase from £7,000 to £11,000

The department recognises the impact inflation continues to have on apprenticeships delivery. In response to this, in January 2023, IfATE announced Exceptional Funding Band Reviews to help employers and providers tackle rising costs.

These reviews are targeted at high-volume apprenticeships in skills shortage occupations and priority sectors. These apprenticeships have been chosen following consultation with provider representative bodies, taking account of available evidence on the impact of cost inflation on apprenticeships delivery.

The department is working at pace to complete this review, and in the meantime, we continue to revise apprenticeship standards through our regular process to ensure they reflect delivery costs. IfATE will carefully consider the evidence in each case to ensure that successful delivery of apprenticeships continues across all standards.

There have been over 5.4 million apprenticeship starts since 2010, and the department investing £2.7 billion in 2024/25 to support all employers to invest in high-quality apprenticeship training.

The Institute for Apprenticeships and Technical Education (IfATE) has implemented a refined and evidence-based approach to determining funding band recommendations. This new approach ensures that the recommended funding bands more accurately align with the true cost of delivering apprenticeships. An average of 6-10 apprenticeship standards undergo review, frequently leading to increased funding. A recent example of this positive impact is the funding for Level 2 Hair Professional standard, which saw a substantial increase from £7,000 to £11,000

The department recognises the impact inflation continues to have on apprenticeships delivery. In response to this, in January 2023, IfATE announced Exceptional Funding Band Reviews to help employers and providers tackle rising costs.

These reviews are targeted at high-volume apprenticeships in skills shortage occupations and priority sectors. These apprenticeships have been chosen following consultation with provider representative bodies, taking account of available evidence on the impact of cost inflation on apprenticeships delivery.

The department is working at pace to complete this review, and in the meantime, we continue to revise apprenticeship standards through our regular process to ensure they reflect delivery costs. IfATE will carefully consider the evidence in each case to ensure that successful delivery of apprenticeships continues across all standards.

The UK has been successful in delivering the Government’s International Education Strategy ambition of hosting at least 600,000 students per year by 2030, for two years running, and we expect that universities will be able to adapt to reduced dependant numbers.

The Department’s offer to international students remains extremely competitive and we are committed to ensuring the UK remains a destination of choice for international students from across the globe. International students make a significant economic and cultural contribution to the UK’s higher education sector, which is good for our universities and delivers growth at home. Those affected by these changes will predominantly be dependants of international students.

The Department is also taking action to attract and recruit the very best teachers, including offering a Levelling Up Premium worth up to £3,000 tax free for mathematics, physics, chemistry and computing teachers in the first five years of their careers who choose to work in disadvantaged schools, including in Education Investment Areas. The Department has extended bursaries worth up to £27,000 and scholarships worth up to £29,000 to non UK trainees in languages and physics.

The Department offers tax free bursaries and scholarships for those completing Initial Teacher Training (ITT) courses in subjects with the greatest need for new teachers. The amount the Department spent on ITT bursaries and scholarships for each subject in the last three years for which data is available (academic years 2019/20, 2020/21 and 2021/22) is provided in the attached.

The Department announced an ITT financial incentives package worth up to £181 million for 2023/24, which is a £52 million increase on the previous year. This includes bursaries worth £27,000 tax free and scholarships worth £29,000 tax free, to encourage talented trainees to teach in key subjects such as mathematics, physics, chemistry and computing.

The Teachers’ Student Loan Reimbursement (TSLR) scheme was introduced in 2017 and allows eligible physics, chemistry, biology, languages or computing teachers to claim back the student loan repayments they made in the previous financial year, for up to 11 financial years, if they are teaching in one of 26 Local Authorities.

The amount the Department spent on TSLR payments to teachers in the last three years that are available (academic years 2019/20, 2020/21 and 2021/22) is provided in the attached.

The Government is clear that all pupils should be able to access a broad and balanced curriculum up to the age of 16. With this broad grounding, pupils are then able to specialise, choosing from a range of high quality academic and technical pathways.

A levels are internationally respected academic qualifications taken by large numbers of pupils every year. A levels command very high levels of public confidence, with large majorities regarding them as trusted qualifications.

A levels were reformed from 2015 to ensure they adequately prepare young people for the demands of higher study and the workplace. Reforms to the curriculum and qualifications have raised standards and made a lasting improvement to the system. There are no plans to remove or replace A levels.

The Education Act 1996 places a duty on maintained schools and academies to provide nutritious free meals to pupils who meet the eligibility criteria, including being a registered pupil of a state funded school.

Free School Meal (FSM) provision should be made to eligible pupils either on the school premises or at any other place where education is being provided.

The Department expects schools to act reasonably in ensuring that their food provision accounts for medical, dietary and cultural needs. The Department has published statutory guidance, which describes the steps that schools may take to ensure this provision, such as the establishment of individual healthcare plans which may include special diets. The statutory guidance, ‘Supporting Pupils at School with Medical Conditions’, can be found here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

The Department does not plan to expand FSM to include pupils who are home, or privately educated. The Department will continue to keep eligibility under review to ensure that these meals are supporting those who most need them.

The Education Act 1996 places a duty on maintained schools and academies to provide nutritious free meals to pupils who meet the eligibility criteria, including being a registered pupil of a state funded school.

Free School Meal (FSM) provision should be made to eligible pupils either on the school premises or at any other place where education is being provided.

The Department expects schools to act reasonably in ensuring that their food provision accounts for medical, dietary and cultural needs. The Department has published statutory guidance, which describes the steps that schools may take to ensure this provision, such as the establishment of individual healthcare plans which may include special diets. The statutory guidance, ‘Supporting Pupils at School with Medical Conditions’, can be found here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

The Department does not plan to expand FSM to include pupils who are home, or privately educated. The Department will continue to keep eligibility under review to ensure that these meals are supporting those who most need them.

The Education Act 1996 places a duty on maintained schools and academies to provide nutritious free meals to pupils who meet the eligibility criteria, including being a registered pupil of a state funded school.

Free School Meal (FSM) provision should be made to eligible pupils either on the school premises or at any other place where education is being provided.

The Department expects schools to act reasonably in ensuring that their food provision accounts for medical, dietary and cultural needs. The Department has published statutory guidance, which describes the steps that schools may take to ensure this provision, such as the establishment of individual healthcare plans which may include special diets. The statutory guidance, ‘Supporting Pupils at School with Medical Conditions’, can be found here: https://www.gov.uk/government/publications/supporting-pupils-at-school-with-medical-conditions--3.

The Department does not plan to expand FSM to include pupils who are home, or privately educated. The Department will continue to keep eligibility under review to ensure that these meals are supporting those who most need them.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

The Turing Scheme, the government’s global programme to study and work abroad, is going into its third year with £110 million invested for this academic year. This year, the Scheme is unlocking opportunities for more than 38,000 participants to gain international experience. This includes more than 23,400 Higher Education placements, more than 9,900 Further Education and Vocational Education and Training placements, and more than 4,900 schools placements.

The Scheme is opening up international opportunities to students who might not otherwise be able to access them. 51% of the international placements being made available across 160 countries all over the world have been earmarked for participants from disadvantaged backgrounds.

The department will confirm the delivery approach for the fourth year of the Turing Scheme in the coming months. Dependent on the delivery approach, any assessment criteria for bids will be designed proportionately and appropriately.

Funding for the 2025/26 academic year and beyond can only be agreed as part of future Spending Reviews.

The Turing Scheme is an outward mobility scheme for UK participants and there are currently no plans to fund inbound mobility. The Turing Scheme prioritises opportunities for UK students to study and work abroad, and we expect other countries to make their own arrangements for their students. The UK continues to be an attractive destination for international degree students, with international student enrolments rising by 12% to 679,970 in the 2021/22 academic year.

The Turing Scheme does not provide funding directly to participants. It is the responsibility of grant recipients, largely education providers, to make timely requests for payments in line with their planned placements and to disburse funding to their participants.

Some organisations have experienced issues navigating the process for claiming Turing Scheme funds, including providing the correct evidence on projects, which has led to delays in payment being processed. The Turing Scheme delivery partner, Capita, has already taken steps to help organisations better understand the process. This includes video instructions, written guidance and one to one telephone support when requested. Departmental officials are also working with Capita to review how it can improve the overall customer experience while obtaining assurance that Turing Scheme funds are being appropriately spent, within the grant terms.

All Turing Scheme applicants are required to apply on an annual basis. This is because UK government funding must be used within the period for which it has been allocated to keep in line with UK government spending requirements. The annual application window gives eligible organisations across all sectors, all over the country, the opportunity to access available funding and tailor their application for their cohort for the relevant academic year.

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 the 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.

Following a comprehensive process over two rounds the Department has now concluded the accreditation process. The Department does not intend to run any further accreditation rounds before first delivery of the reformed initial teacher training (ITT) in 2024/25.

The Department expects the next round of accreditation to take place in the 2025/26 academic year, with recruitment to ITT courses from September 2026, after the new quality requirements have come into effect. Details will be published on GOV.UK.

The accreditation process was not designed to assess quality of current provision, but focused on assessing providers’ capacity to deliver high-quality reformed ITT from September 2024, in line with the new Quality Requirements developed following the ITT Market Review. These two processes are distinct, and, therefore, Ofsted inspection judgements were not considered as part of the accreditation process. The Department firmly believes that the ITT accreditation process was the best way of assessing ITT providers’ potential whilst ensuring it was fair and manageable for applicants, and the Department is confident in the robustness of our assessments. The Department assessed applications in combination with Ofsted, who brought considerable knowledge and expertise to the process.

Following a comprehensive process over two rounds the Department has now concluded the accreditation process. The Department does not intend to run any further accreditation rounds before first delivery of the reformed initial teacher training (ITT) in 2024/25.

The Department expects the next round of accreditation to take place in the 2025/26 academic year, with recruitment to ITT courses from September 2026, after the new quality requirements have come into effect. Details will be published on GOV.UK.

The accreditation process was not designed to assess quality of current provision, but focused on assessing providers’ capacity to deliver high-quality reformed ITT from September 2024, in line with the new Quality Requirements developed following the ITT Market Review. These two processes are distinct, and, therefore, Ofsted inspection judgements were not considered as part of the accreditation process. The Department firmly believes that the ITT accreditation process was the best way of assessing ITT providers’ potential whilst ensuring it was fair and manageable for applicants, and the Department is confident in the robustness of our assessments. The Department assessed applications in combination with Ofsted, who brought considerable knowledge and expertise to the process.

I can confirm that responses to Questions 166373 and 166374 have been provided to the hon. Member for Twickenham.

Ofsted have been aware of the issues of schools monitoring their website traffic for possible Ofsted activity, but without firm evidence. The Department and Ofsted are currently looking at how best to respond to recent reports.

The Department would urge schools not to use such services. Schools do not need to take any extra steps to prepare for Ofsted inspections and this could cause unnecessary pressure and add to workload for staff.

Ofsted have been aware of the issues of schools monitoring their website traffic for possible Ofsted activity, but without firm evidence. The Department and Ofsted are currently looking at how best to respond to recent reports.

The Department would urge schools not to use such services. Schools do not need to take any extra steps to prepare for Ofsted inspections and this could cause unnecessary pressure and add to workload for staff.

The Department is working with responsible bodies to identify and manage reinforced autoclaved aerated concrete (RAAC) across the school and college estate. The Department has asked all school and college leaders and Local Authorities to contact the Department if they have concerns about RAAC in their school and college buildings so appropriate action can be taken.

The Department sent a questionnaire to all responsible bodies asking them for information about RAAC in their premises. The Department published updated guidance on identifying, assessing and managing RAAC in December 2022, which can be accessed here: https://www.gov.uk/government/publications/reinforced-autoclaved-aerated-concrete-estates-guidance. The Department has appointed three leading structural surveying firms to investigate all cases of suspected RAAC and, where RAAC is confirmed, provides appropriate support through existing departmental programmes.

Well maintained, safe school and college buildings are a priority for the Department. Over £13 billion has been allocated since 2015 for keeping schools and sixth form colleges safe and operational, including £1.8 billion committed this financial year, which is informed by consistent data on the school estate. The School Rebuilding Programme will transform buildings at 500 schools over the next decade, prioritising schools in poor condition and with potential safety issues. The Department is allocating funding worth £1.5 billion in further education via the Further Education (FE) Capital Transformation Programme to deliver the Government's commitment to upgrade the condition of the FE college estate.

On 15 March 2023, my right hon. Friend, the Chancellor of the Exchequer, announced that the hourly rates for the entitlements will be substantially uplifted, on top of the investments announced at the Autumn Budget and Spending Review 2021 and on 16 December 2022.

On 16 December, the department announced indicative funding allocations in 2023/24 for local authorities for the 2, 3, and 4-year-old entitlements, totalling £3.927 billion. We will now provide £204 million of additional funding from September 2023, increasing to £288 million by 2024/5, for local authorities to further increase hourly rates paid to childcare providers, with further uplifts to follow each year. This will include an average of 30% increase in the 2-year-old rate from September 2023 and mean that in 2024, the average hourly rate for 2-year-olds will be more than £8 per hour, and around £11 per hour for under 2s. The average 3- and 4-year-old rate will rise in line with inflation to over £5.50 per hour from September 2023, with further uplifts beyond this.

This funding is in addition to the £4.1 billion that the government will provide by 2027/28 to facilitate the expansion of the new free hours offer, under which all eligible working parents in England will, by September 2025, be able to access 30 hours of free childcare per week, for 38 weeks of the year, from when their child is 9 months old to when they start school.

The department will provide further details of the distribution of the uplifted funding to local authorities for 2023/24 and for 2024/25, including average hourly rates for the 2, 3 and 4-year-old entitlements, which are demand-led, in due course.

Average hourly rates for the 2023/24 financial year, not including the abovementioned uplifts, were published on 16 December 2022, and are reproduced in the table below, which also includes average hourly rates for 2022/23.

Notes on the averages:

1. 1 Part Time Equivalent (PTE) is equivalent to 15 hours of childcare.
2. National average hourly funding rates are subject to change when allocations are updated to make use of Jan 2023 PTEs and Jan 2024 PTEs, i.e., if these have different PTE distributions between local authorities.
3. For 2022-23, the 3- and 4-year-old entitlement average funding rate is made up from a Universal Hours average of £5.06 and an Additional Hours average of £4.98. Both these entitlements are funded on the same EYNFF funding rates at LA-level, but they have different PTE distributions between LAs, e.g., Universal Hours has a higher proportion of total PTEs in London LAs, which leads to different national averages. These figures are based on initial allocations.
4. For 2023-24, the 3- and 4-year-old entitlement average funding rate is made up from a Universal Hours average of £5.31 and an Additional Hours average of £5.23. Both these entitlements are funded on the same EYNFF funding rates at LA-level, but they have different PTE distributions between LAs, e.g., Universal Hours has a higher proportion of total PTEs in London LAs, which leads to different national averages. These figures are based on indicative allocations.
5. The 3- and 4-year-old average figures for 2022-23 do not include funding for the Teachers Pay Grant and Teachers Pension Employer Contributions (TPPG), which from 2023-24 has been included in the hourly rate.

On 15 March 2023, my right hon. Friend, the Chancellor of the Exchequer, announced that the hourly rates for the entitlements will be substantially uplifted, on top of the investments announced at the Autumn Budget and Spending Review 2021 and on 16 December 2022.

On 16 December, the department announced indicative funding allocations in 2023/24 for local authorities for the 2, 3, and 4-year-old entitlements, totalling £3.927 billion. We will now provide £204 million of additional funding from September 2023, increasing to £288 million by 2024/5, for local authorities to further increase hourly rates paid to childcare providers, with further uplifts to follow each year. This will include an average of 30% increase in the 2-year-old rate from September 2023 and mean that in 2024, the average hourly rate for 2-year-olds will be more than £8 per hour, and around £11 per hour for under 2s. The average 3- and 4-year-old rate will rise in line with inflation to over £5.50 per hour from September 2023, with further uplifts beyond this.

This funding is in addition to the £4.1 billion that the government will provide by 2027/28 to facilitate the expansion of the new free hours offer, under which all eligible working parents in England will, by September 2025, be able to access 30 hours of free childcare per week, for 38 weeks of the year, from when their child is 9 months old to when they start school.

The department will provide further details of the distribution of the uplifted funding to local authorities for 2023/24 and for 2024/25, including average hourly rates for the 2, 3 and 4-year-old entitlements, which are demand-led, in due course.

Average hourly rates for the 2023/24 financial year, not including the abovementioned uplifts, were published on 16 December 2022, and are reproduced in the table below, which also includes average hourly rates for 2022/23.

Notes on the averages:

1. 1 Part Time Equivalent (PTE) is equivalent to 15 hours of childcare.
2. National average hourly funding rates are subject to change when allocations are updated to make use of Jan 2023 PTEs and Jan 2024 PTEs, i.e., if these have different PTE distributions between local authorities.
3. For 2022-23, the 3- and 4-year-old entitlement average funding rate is made up from a Universal Hours average of £5.06 and an Additional Hours average of £4.98. Both these entitlements are funded on the same EYNFF funding rates at LA-level, but they have different PTE distributions between LAs, e.g., Universal Hours has a higher proportion of total PTEs in London LAs, which leads to different national averages. These figures are based on initial allocations.
4. For 2023-24, the 3- and 4-year-old entitlement average funding rate is made up from a Universal Hours average of £5.31 and an Additional Hours average of £5.23. Both these entitlements are funded on the same EYNFF funding rates at LA-level, but they have different PTE distributions between LAs, e.g., Universal Hours has a higher proportion of total PTEs in London LAs, which leads to different national averages. These figures are based on indicative allocations.
5. The 3- and 4-year-old average figures for 2022-23 do not include funding for the Teachers Pay Grant and Teachers Pension Employer Contributions (TPPG), which from 2023-24 has been included in the hourly rate.

The department is introducing T Levels in a phased approach. The number of providers will increase year on year, and student numbers are expected to grow significantly over the next few years.

In September 2020, 650 students started the Education and Childcare T Level, with over half opting for the Early Years Educator specialism.

1,420 students started the Education and Childcare T Level in September 2021 with almost 900 students opting for the Early Years Educator specialism, and early indications from providers are that around 2,150 students started the Education and Childcare T Level in September 2022, with over half of those that have chosen currently opting for the Early Years Educator specialism.

The majority of students on this T Level study the Early Years Education occupational specialism. Students do not have to finalise their occupational specialism until they reach the second year of their programme.

The figures provided are not exact, as data is not always recorded when a student starts the programme.

The department does not routinely publish enrolment data for individual qualifications. As part of the Post-16 Qualifications Review, in October 2022, the final list of qualifications which overlap with waves 1 and 2 T Levels (excluding Health and Science) was confirmed. As part of publishing the final list, the department included 2019/20 academic year enrolment data for qualifications that overlap with wave 1 and 2 T Levels (excluding Health and Science), which included the Education and Childcare T Level. The final list can found at: https://www.gov.uk/government/publications/qualifications-that-overlap-with-t-levels.

It shows that there are 25 such qualifications which will have their funding removed for new starts from August 2024. In 2019/20, these had just over 17,000 enrolments through 16-to-19 study programmes. This is out of nearly 2.9 million enrolments through 16-to-19 study programmes at level 3 as a whole.

This is a matter for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

This is a matter for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

Responsibility for ensuring the safety and condition of school buildings lies with the responsible bodies, such as Local Authorities, trusts and voluntary aided bodies.

Responsible bodies are not obliged to report building-related school closures to the Department.

When the Department becomes aware or made aware of a school building that poses a risk to life, immediate action is taken to ensure safety and remediate the situation.

Schools that closed between December 2019 and January 2023 can be found across all nine regions and were on average closed for two days. The Department works closely with responsible bodies and schools to minimise the impact of closures and ensure continuity of education for pupils.

It is not Department practice to publicise the names of individual schools or Local Authority areas that have turned to the Department for help in managing an operational issue.

The department is committed to offering senior mental health lead training to all eligible schools and colleges by 2025. More than 10,000 schools and colleges have received senior mental health lead training grants so far, which includes more than 6 in 10 state-funded secondary schools. A further £10 million provided this year means up to two thirds of state schools and colleges can benefit by April 2023.

​In February 2023, the department announced that eligible schools and colleges are now able to use a grant to book courses that start before 31 July 2023, providing they claim their grant by 31 March 2023. The update to the guidance page on 8 February 2023 confirms this and can be accessed here: https://www.gov.uk/guidance/senior-mental-health-lead-training.​

​This change will give senior mental health leads the flexibility they need to plan ahead for this academic year by allowing them to book onto a quality assured training course at a time of their choosing.

​The guidance will be further updated to confirm the grants available for the entirety of the 2023/24 financial year in due course.​

The Department recognises the pressures that schools and suppliers may be facing due to rising costs. The Department holds regular meetings with other government departments and with food industry representatives on a variety of issues, including public sector food supplies.

This issue should be seen in the wider context of funding for schools. After the National Funding Formula (NFF) rates were set, the Department received additional funding from HM Treasury for core schools funding in 2022/23, in recognition of cost pressures. This funding has been distributed through a schools supplementary grant.

Universal Infant Free School Meals (UIFSM) are funded through a direct grant to schools. In June 2022, the Government announced an increase to the rate of UIFSM funding to £2.41 per meal. Ordinarily, the new funding rates take effect from the start of the academic year. Due to cost pressures and some suppliers being forced to increase prices, these increases have been backdated.

The 2022 Autumn Statement set out that schools will receive additional funding in both 2023/24 and 2024/25. This brings the core schools budget to a total of £58.8 billion in 2024/25, which is £2 billion greater than published in 2021. This £2 billion is over and above what had been previously committed.

The key, high level findings of the CDC programme were published in May 2021. The ‘Condition of School Buildings Survey: Key Findings’ report includes information on buildings used for teaching that were recorded as relocatable mobiles. The report is available at: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

The Department is preparing more detailed CDC data for publication, including the number of relocatable mobiles by Local Authority, and plans to publish it as soon as possible.

It is the responsibility of the academy trusts and Local Authorities that look after school buildings to maintain them and keep them safe. The Department is supporting them to maintain the condition of the school estate and rebuild schools. The Department has allocated over £13 billion to improve the condition of schools since 2015, including £1.8 billion committed this financial year.

The School Rebuilding Programme will transform buildings at 500 schools over the next decade. A total of 400 schools have been confirmed to date, including 239 announced in December 2022, prioritising those in the worst condition and where there is evidence of potential safety issues.

The department is firmly committed to ensuring that children with special educational needs and disabilities (SEND), including sensory impairment, receive the support needed to succeed in their education.

The department does not collect data on the number of sensory impairment qualified teachers working in state-funded schools. Local authorities in England are required to publish information on the availability of specialist services, and the support commissioned and provided for children and young people with SEND, including sensory impairment, in a local offer. To ensure local needs are met, they must work with children, young people and their families to develop this.

New national SEND and alternative provision (AP) standards were proposed in the SEND and AP Green Paper. These standards aim to make consistent the provision that should be made available across the country for every child and young person with SEND, including those with sensory impairments, acting as a common point of reference for every person in the SEND and AP system. They are intended to set out the full range of appropriate types of support and placements for meeting different needs. New local SEND and AP partnerships will carry out a comprehensive assessment of all types of need and existing provision across their local area and co-produce a Local Inclusion Plan with parents and carers that sets out how that need will be met, which will inform the local offer.

The department is firmly committed to ensuring that children with special educational needs and disabilities (SEND), including sensory impairment, receive the support needed to succeed in their education.

The department does not collect data on the number of sensory impairment qualified teachers working in state-funded schools. Local authorities in England are required to publish information on the availability of specialist services, and the support commissioned and provided for children and young people with SEND, including sensory impairment, in a local offer. To ensure local needs are met, they must work with children, young people and their families to develop this.

New national SEND and alternative provision (AP) standards were proposed in the SEND and AP Green Paper. These standards aim to make consistent the provision that should be made available across the country for every child and young person with SEND, including those with sensory impairments, acting as a common point of reference for every person in the SEND and AP system. They are intended to set out the full range of appropriate types of support and placements for meeting different needs. New local SEND and AP partnerships will carry out a comprehensive assessment of all types of need and existing provision across their local area and co-produce a Local Inclusion Plan with parents and carers that sets out how that need will be met, which will inform the local offer.

Responsibility for ensuring the safety and condition of school buildings lies with the responsible bodies, such as Local Authorities, trusts and voluntary aided bodies.

The Department provides support to schools and responsible bodies and has allocated over £13 billion since 2015 for keeping schools safe and operational, including £1.8 billion committed this financial year, informed by consistent data on the school estate. In addition, the Department’s School Rebuilding Programme will transform 500 schools over the next decade, prioritising schools in poor condition or with potential safety issues.

Where the Department is notified of a significant safety issue with a school building, that cannot be managed within local resources, the Department considers additional support on a case-by-case basis.

Responsible bodies are not obliged to report building-related school closures to the Department. The Department does not routinely collect or hold complete data of the information requested. Since 2019, the Department has been capturing the closures that have been reported due to a range of issues, including building safety issues. The Department works closely with responsible bodies and schools to minimise the impact of closures and ensure continuity of education for pupils.

Since December 2019, the Department has been made aware of 39 schools that have closed on a temporary or permanent basis, because one or more school buildings have been deemed unsafe. This is due to a range of reasons, including structural concerns and general condition issues, such as roofing and boiler failures.

Of the 31 schools that temporarily closed, 23 were full closures and 8 were partial closures. A partial closure would include the closure of a classroom(s) and/or a building on the site. Of the 8 schools that permanently closed, 3 were full closures and 5 were partial closures. The Department does not hold data on the number of classrooms and/or buildings within a school site that closed. Where schools have closed, pupils have been relocated to existing spaces available on the school site or into alternative accommodation until a long-term solution is in place.

Individual schools and the bodies responsible engage closely with parents and pupils regarding any closures, including alternative arrangements that may be required.

Responsibility for ensuring the safety and condition of school buildings lies with the responsible bodies, such as Local Authorities, trusts and voluntary aided bodies.

The Department provides support to schools and responsible bodies and has allocated over £13 billion since 2015 for keeping schools safe and operational, including £1.8 billion committed this financial year, informed by consistent data on the school estate. In addition, the Department’s School Rebuilding Programme will transform 500 schools over the next decade, prioritising schools in poor condition or with potential safety issues.

Where the Department is notified of a significant safety issue with a school building, that cannot be managed within local resources, the Department considers additional support on a case-by-case basis.

Responsible bodies are not obliged to report building-related school closures to the Department. The Department does not routinely collect or hold complete data of the information requested. Since 2019, the Department has been capturing the closures that have been reported due to a range of issues, including building safety issues. The Department works closely with responsible bodies and schools to minimise the impact of closures and ensure continuity of education for pupils.

Since December 2019, the Department has been made aware of 39 schools that have closed on a temporary or permanent basis, because one or more school buildings have been deemed unsafe. This is due to a range of reasons, including structural concerns and general condition issues, such as roofing and boiler failures.

Of the 31 schools that temporarily closed, 23 were full closures and 8 were partial closures. A partial closure would include the closure of a classroom(s) and/or a building on the site. Of the 8 schools that permanently closed, 3 were full closures and 5 were partial closures. The Department does not hold data on the number of classrooms and/or buildings within a school site that closed. Where schools have closed, pupils have been relocated to existing spaces available on the school site or into alternative accommodation until a long-term solution is in place.

Individual schools and the bodies responsible engage closely with parents and pupils regarding any closures, including alternative arrangements that may be required.

I can confirm that a response has been submitted to the hon. Member for Twickenham to Question 121149.

This is a matter for Ofqual, the Office of Qualifications and Examinations Regulation. I have asked its Chief Regulator, Dr Jo Saxton, to write to the Honourable Member and a copy of her reply will be placed in the Libraries of both Houses.

The 2022 Autumn Statement has provided an additional increase in the core schools’ budget of £2.3 billion for both financial years 2023/24 and 2024/25.

Taking the Dedicated Schools Grant allocations and the additional funding announced in the 2022 Autumn Statement together, core schools funding is increasing by £3.5 billion in 2023/24, compared to 2022/23. This takes the total core schools budget for 2023/24 to £57.3 billion. The core schools budget will total £58.8 billion in 2024/25.

The ‘lagged’ funding system in the schools National Funding Formula, where schools are funded on the basis of their pupil numbers in the previous October census, helps to give schools more certainty over funding levels. This aids their planning, and is particularly important in giving schools that see year on year reductions in their pupil numbers time to re-organise their staffing and costs.

Local Authorities are also allocated growth funding, which they can use to support schools with falling rolls. This funding can be used to support good and outstanding schools with falling rolls where local planning data shows that the surplus places will be needed with the next three financial years. In 2022/23, 24 out of 150 Local Authorities chose to have falling rolls funds.

The Department has consulted on changes to the role of the Local Authority in managing pupil growth, and falling rolls, as part of our consultation ‘Implementing the Direct National Funding Formula’. This included proposals on allowing some additional flexibility on how Local Authorities can operate their falling rolls funds.

The Department will publish the Government response to this consultation in spring 2023.

Information on the number of qualified teachers of the deaf or for the visually impaired is not collected by the department.

Information on the school workforce in England is collected as part of the annual School Workforce Census each November. Information is published in the ‘School Workforce in England’ statistical publication, available at: https://explore-education-statistics.service.gov.uk/find-statistics/school-workforce-in-england.

As at November 2021, the latest figures available, there were 57 special educational needs coordinators employed by state-funded schools in Richmond upon Thames local authority and 49 in Kingston upon Thames local authority. Figures by school type can be found in the table below.

Headcount of special educational needs coordinators employed by state-funded schools, by local authority and school type (November 2021)

The independent Low Pay Commission is responsible for advising the government on annual changes to the minimum pay rates. Its recommendations follow a period of extensive research and consultation with employers, sector representative bodies and government stakeholders.

In November 2022, the government accepted in full, the commission’s recommendation to increase the Apprentice National Minimum Wage by 9.7% from April 2023. This means that an apprentice will be entitled to a minimum wage of at least £5.28 per hour in the first year of their apprenticeship. Most employers pay their apprentices more than the minimum. Latest data shows that the median gross hourly pay for apprentices in 2021 was £9.98 per hour.

In its summary of evidence for 2022, the Low Pay Commission found that there is little evidence that recent rises to National Minimum and Living Wage rates have harmed employment, or that aligning the Apprentice National Minimum Wage Rate with the Under 18 National Minimum Wage in 2022 has adversely impacted apprenticeship starts. The department will of course continue to monitor the impact that any rise in the Apprentice Minimum Wage has on apprenticeship starts over the coming year, and will share intelligence across government and with the Low Pay Commission as necessary.

The department remains committed to ensuring that apprentice pay supports the attraction and retention of talented individuals into apprenticeships, and particularly those from disadvantaged backgrounds. It is right that apprentices receive a wage which is fair and commensurate with the value and skills that they bring to their workplaces.

The department knows that children and young people with special educational needs and disabilities (SEND) frequently require access to additional support from a broad specialist workforce across education, health, and care. The SEND and Alternative Provision (AP) Green Paper published in March 2022, set out proposals to commission analysis to ensure that the needs of children and young people with SEND from the therapeutic and diagnostic workforce are supported through effective workforce planning.

The consultation for the SEND review closed on 22 July 2022. The department is currently reviewing the feedback received and using this, along with continued engagement with the system, to inform the next stage of delivering improvements for children, young people and their families.

The department is committed to publishing a full response to the green paper in an improvement plan early this year. We will continue to support the system in the immediate term to deliver change, improving the experience and outcomes for children and young people with SEND and those who need AP.

The Department is focused on continuing to improve standards in schools, providing the best education for children, including for those from disadvantaged backgrounds and with special educational needs. The best way for this to happen is for all schools to be in strong families of schools, benefitting from the support of the best in the group, and the resilience that comes from being part of a larger group of schools. That is why, over time, the Department would like all schools to be in a strong multi-academy trust, because we see the positive impact it can have on children’s lives. If we get this right then we will see the vast majority of schools in trusts before 2030. The Department is exploring how to further support the growth of strong multi-academy trusts through the Regulation and Commissioning Review.

My right hon. Friend, the Prime Minister, has set out a new mission to ensure all pupils study some form of mathematics until they are 18 and leave school better equipped for the jobs of the future.

The Department does not envisage making a mathematics A level compulsory for all 16 year olds. The Department is exploring a range of options, including existing routes, such as the Core Mathematics qualifications, T Levels, as well as other options. Further detail will be set out in due course. Workforce impacts in schools and further education colleges will be considered as part of this work.

The Department has significant recruitment and retention investments in place for maths teachers. The Department provides a £27,000 tax free bursary or £29,000 tax free scholarship for maths Initial Teacher Training trainees starting in 2023/24, and a Levelling Up Premium worth up to £3,000 tax free, annually, for teachers in their first five years working in disadvantaged schools.

Maths teachers will also benefit from the Department’s pay offer. The Department has accepted the 2022/23 recommendations of the independent School Teachers’ Review Body and is awarding teachers the highest pay awards in a generation. These awards mean up to 8.9% for new teachers and a 5% award for experienced teachers and leaders. This brings starting salaries to £28,000 outside London and keeps the Department on track to meet the manifesto commitment of a £30,000 starting salary.

The Department has previously conducted research into the proportion of children who are entitled to free school meals but do not claim them. The research can be found at: https://www.gov.uk/government/publications/pupils-not-claiming-free-school-meals-2013. This estimate contains breakdowns by Local Authority.

On 8 December 2022, the Department informed initial teacher training (ITT) providers who had appealed following the decision in the recent application process not to award them accredited status to deliver reformed ITT from the 2024/25 academic year, of the outcomes of their appeals.

The department has regular meetings with representatives of trade unions that have members in the higher education sector, including the University and College Union, as well as with Universities UK and the Universities and Colleges Employers Association.

Universities are autonomous and responsible for the pay and pension provision of their staff.  While the government plays no role in such disputes, we hope all parties can reach an agreement that delivers good value for students, staff, and the universities, so that industrial action can be avoided.

The department urges all sides to work together so that students do not suffer from lost learning, and we encourage any student worried about the impact of strikes on their education to raise this with their university.

Since the formation of the Adoption and Special Guardianship Leadership Board (ASGLB), the adoption and special guardianship landscape has changed significantly. The Independent Review of Children’s Social Care called for a reset of the whole system. As we move into a different phase of reform across the whole of children’s social care, it is the right decision to close the ASGLB, which has fulfilled its remit.

To drive improvements in adoption practice across the country, the department now has 32 Regional Adoption Agencies (RAAs) working collectively and with the wider sector to deliver on the National Adoption Strategy, supported by £19.5 million in government funding. The department believes this is the right structure to deliver change.

The Care Review also recommends supporting a wider cohort of kinship carers. This recommendation goes beyond the scope and current remit of the ASGLB. The department is working up proposals around kinship care that fit with wider governance arrangements that are being developed to deliver the Care Review recommendations. The government’s implementation plan will be published early in the New Year.

Department officials and Ministers continue to meet regularly with unions and other representative bodies to discuss a wide range of school and college policy issues.

The latest published statistics show that around 1.9 million pupils are claiming benefits related free school meals (FSM). This equates to 22.5% of all pupils, up from 20.8% in 2021. Together with a further 1.25 million infants supported through the Universal Infant Free School Meal policy, over one third of pupils receive a free meal in school.

The Department’s last estimate is that take up is around 89% of those who are entitled.

The Department provided an Eligibility Checking System to make the checking process as quick and straightforward as possible for schools and Local Authorities. The Department has also developed a model registration form to help schools encourage parents to sign up for FSM and provided guidance to Jobcentre Plus advisers so that they can make Universal Credit recipients aware that they may also be entitled to wider benefits, including FSM.

The Department will set out plans for the allocation of the additional funding announced in the 2022 Autumn Statement shortly.

The Department will set out plans for the allocation of the additional funding announced in the 2022 Autumn Statement shortly.

The School Rebuilding Programme (SRP) was announced in 2020 and will rebuild or significantly refurbish buildings at 500 schools over the next decade. So far, the Department has confirmed 161 projects for the programme across three rounds, with each round supported by approximately £1 billion in capital funding.

Forecasted costs and scope for SRP projects are known once a feasibility study has been completed and following the awarding of contracts. The Department publishes details of all contracts awarded over £10,000, including for SRP, to the ‘contracts finder’ section of GOV.UK. This service is available at: https://www.gov.uk/contracts-finder.

The department recognise the additional cost of living pressures that have arisen this year and that have impacted students. Many higher education (HE) providers have hardship funds that students can apply to for assistance.

There is £261 million of student premium funding available in the 2022/23 academic year to support disadvantaged students who need additional help. The department has worked with the Office for Students (OfS) to ensure that universities support students in hardship, using both hardship funds and drawing on the student premium.

In addition, all households will save on their energy bills through the Energy Price Guarantee and the £400 Energy Bills Support Scheme discount. Students who buy their energy from a domestic supplier are eligible for the energy bills discount. The Energy Prices Bill, introduced on 12 October 2022, includes the provision to require landlords to pass benefits they receive from energy price support, as appropriate, onto end users. Further details of the requirements under this legislation will be set out in regulations.

Students whose bills are included in their rent, including energy charges, will typically have agreed their accommodation costs upfront when signing their contract for the current academic year. Businesses, including those that provide student accommodation, are covered by the Energy Bill Relief Scheme which provides energy bill relief for non-domestic customers in the UK.

A Treasury-led review will be launched to consider how to support households and businesses with energy bills after April 2023.

The Department is currently asking all responsible bodies of state funded schools in England to complete a questionnaire about reinforced autoclaved aerated concrete (RAAC) in their estates. RAAC is a type of concrete component containing a steel reinforcing bar, although this is a separate issue from ‘concrete cancer’. The information collected is actively being used to help the Department target and provide appropriate support to help responsible bodies manage RAAC in their estates.

Between 2017 – 2019, the Condition Data Collection (CDC) programme collected information on the condition of 22,031 government funded schools in England.

CDC assessed the condition of the construction types in a school, grading elements such as roofs, windows, and heating systems with a condition grade from A (good/new) to D (poor/life expired).

CDC was a visual, non-intrusive data collection and did not collect the level of detail like presence of rust, so would not have necessarily identify issues with the structural frame of a building which will often be hidden. Bodies responsible for school buildings, such as academy trusts and local authorities, are expected to carry out their own surveys to effectively manage their estates and had the opportunity to submit professional evidence on structural issues as part of nominations to the School Rebuilding Programme.

The Department published a summary report of the CDC findings in May 2021 and plans to publish school level data for CDC by the end of the year. The summary report can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

Well maintained, safe school buildings are a priority for the Department. The Department has allocated over £13 billion for improving the school estate since 2015, including £1.8 billion committed in 2022, and is also rebuilding 500 schools through the School Rebuilding Programme. The Department also provides a range of guidance, tools and support to help schools and responsible bodies effectively manage their school buildings and keep them safe.

The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.

As employers, schools with a pay bill of £3 million or more will pay the apprenticeship levy, which is reported to Her Majesty’s Revenue and Customs (HMRC) via the Pay As You Earn scheme. HMRC hold the data on levy contributions and publish data on tax receipts here: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

While levy-paying employers access their levy funding through their apprenticeship service accounts, we do not record their industry, sector or organisation type when they register an apprenticeship service account. For this reason, we are unable to provide data that shows the amount of levy funds entering the accounts of employers in the schools sector, or the proportion of that total which has been spent.

Information on the department’s annual apprenticeship budget and spend for 2021/22 is set out in the ESFA’s annual report and accounts: https://www.gov.uk/government/publications/education-and-skills-funding-agency-esfa-annual-report-and-accounts-2021-to-2022.

The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.

As employers, schools with a pay bill of £3 million or more will pay the apprenticeship levy, which is reported to Her Majesty’s Revenue and Customs (HMRC) via the Pay As You Earn scheme. HMRC hold the data on levy contributions and publish data on tax receipts here: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

While levy-paying employers access their levy funding through their apprenticeship service accounts, we do not record their industry, sector or organisation type when they register an apprenticeship service account. For this reason, we are unable to provide data that shows the amount of levy funds entering the accounts of employers in the schools sector, or the proportion of that total which has been spent.

Information on the department’s annual apprenticeship budget and spend for 2021/22 is set out in the ESFA’s annual report and accounts: https://www.gov.uk/government/publications/education-and-skills-funding-agency-esfa-annual-report-and-accounts-2021-to-2022.

The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.

As employers, schools with a pay bill of £3 million or more will pay the apprenticeship levy, which is reported to Her Majesty’s Revenue and Customs (HMRC) via the Pay As You Earn scheme. HMRC hold the data on levy contributions and publish data on tax receipts here: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

While levy-paying employers access their levy funding through their apprenticeship service accounts, we do not record their industry, sector or organisation type when they register an apprenticeship service account. For this reason, we are unable to provide data that shows the amount of levy funds entering the accounts of employers in the schools sector, or the proportion of that total which has been spent.

Information on the department’s annual apprenticeship budget and spend for 2021/22 is set out in the ESFA’s annual report and accounts: https://www.gov.uk/government/publications/education-and-skills-funding-agency-esfa-annual-report-and-accounts-2021-to-2022.

The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.

As employers, schools with a pay bill of £3 million or more will pay the apprenticeship levy, which is reported to Her Majesty’s Revenue and Customs (HMRC) via the Pay As You Earn scheme. HMRC hold the data on levy contributions and publish data on tax receipts here: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

While levy-paying employers access their levy funding through their apprenticeship service accounts, we do not record their industry, sector or organisation type when they register an apprenticeship service account. For this reason, we are unable to provide data that shows the amount of levy funds entering the accounts of employers in the schools sector, or the proportion of that total which has been spent.

Information on the department’s annual apprenticeship budget and spend for 2021/22 is set out in the ESFA’s annual report and accounts: https://www.gov.uk/government/publications/education-and-skills-funding-agency-esfa-annual-report-and-accounts-2021-to-2022.

The apprenticeship levy is an important part of the government’s reforms to create a high-quality, employer-led apprenticeships system, and it supports employers of all sizes to invest in high-quality apprenticeship training.

As employers, schools with a pay bill of £3 million or more will pay the apprenticeship levy, which is reported to Her Majesty’s Revenue and Customs (HMRC) via the Pay As You Earn scheme. HMRC hold the data on levy contributions and publish data on tax receipts here: https://www.gov.uk/government/statistics/hmrc-tax-and-nics-receipts-for-the-uk.

While levy-paying employers access their levy funding through their apprenticeship service accounts, we do not record their industry, sector or organisation type when they register an apprenticeship service account. For this reason, we are unable to provide data that shows the amount of levy funds entering the accounts of employers in the schools sector, or the proportion of that total which has been spent.

Information on the department’s annual apprenticeship budget and spend for 2021/22 is set out in the ESFA’s annual report and accounts: https://www.gov.uk/government/publications/education-and-skills-funding-agency-esfa-annual-report-and-accounts-2021-to-2022.

In April 2021, the Department published the revised core criteria for effective systematic synthetic phonics teaching programmes and launched a new process to validate complete systematic synthetic phonics teaching programmes.

Programmes on the validated list meet all of the Department’s criteria for an effective systematic phonics programme. There are currently 31 phonics programmes on the list, giving schools a wide choice of programmes to select from. The validated list includes programmes with a range of price points, including school-to-school and not-for-profit options. There is no statutory requirement for schools to choose one of the systematic synthetic phonics programmes on the validated list and Ofsted does not have a preferred programme or approach.

The Government is, via the English Hubs Programme and Accelerator Fund, making funding available to eligible schools to support the take up and successful implementation of a validated systematic synthetic phonics programme. On 9 October, the Department announced that it is investing £24 million through our English Hubs programme to build children’s literacy, with a focus on enabling more schools to develop expertise in the teaching of early reading and embed high-quality phonics.

Over 750 schools have so far graduated from the English Hubs Programme and the Accelerator Fund has supported over 450 schools, with more schools taking part this year. Details of the network of English Hubs are available here: http://www.englishhubs.org/.

These are matters for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member for Twickenham directly and a copy of her reply will be placed in the Libraries of both Houses.

These are matters for His Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member for Twickenham directly and a copy of her reply will be placed in the Libraries of both Houses.

By the end of 2020, 76% (2,531) of secondary schools and 79% (338) of post-16 organisations had used the scheme at least once. These organisations have older students and therefore are more likely to have a higher proportion of students in scope. In primary schools, 41% (6,189) had used the scheme at least once.

In 2021 the number of participating schools/organisations increased to 81% (2,710) of secondary schools 84% (349) of colleges, and 42% (6,377) of primary schools.

Overall, during the first two years of the scheme 94% of secondary schools, 90% of colleges, and 61% of primary schools have accessed the scheme at least once.

Data from January 2022 to July 2022 is due to be published by the department later this month.

The Department is preparing detailed analysis of the data collected for the Condition Data Collection (CDC) programme and plan to publish the details by the end of the year.

The key, high-level findings of the CDC programme, were published in May 2021 in the report ‘Condition of School Buildings Survey – Key Findings’.

The report is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

The Department has no plans to make a statement.

The Department’s ambition was for around a third of all state schools and colleges to benefit from senior mental health lead training in the 2021/22 financial year as part of its commitment to offer this training to all state schools and colleges by 2025. Between October 2021 and 31 March 2022 8,280 schools and colleges had successfully claimed a grant, representing 35% of the total schools and colleges eligible to apply (out of 23,695).

Further information is available at: https://www.gov.uk/government/publications/transforming-children-and-young-peoples-mental-health-provision.

The Education and Skills Funding Agency has also published data on the number of senior mental health lead training grants paid to eligible schools and colleges. As of 31 July 2022, 930 grants had been paid to schools and colleges in the 2022/23 financial year.

The Department is committed to ensuring young people have access to high-quality extra-curricular opportunities.

This is why we support a range of initiatives to expand access to high quality extra-curricular activities through schools, such as:

• working with the Department for Digital, Culture, Media and Sport (DCMS) to offer the Duke of Edinburgh’s Award to all state secondary schools in England
• working in partnership with the Ministry of Defence to help achieve the Government ambition of having 60,000 cadets in school cadet units by 2024
• investing £19 million per year over the next three years to support schools to open their facilities to increase opportunities for sport and physical activity outside of the school day (evenings, weekends and school holidays)
• investing up to £24 million to continue the Department’s national schools breakfast programme for the next two years
• investing over £200 million a year in the Department’s holiday activities and food programme which provides free holiday club places to children on benefits-related free school meals, as well as other vulnerable children, giving them a chance to enjoy extra-curricular activities and healthy meals during the longer school holidays.

To support schools, the Department has produced a new menu of evidence-based approaches which will help schools to make effective decisions about pupil premium and recovery premium spend. This will help schools to balance their funding across high-quality teaching, targeted academic support, and wider strategies, including those focused on extra-curricular activities such as sports, outdoor activities, arts, culture, and trips.

The Department is looking to build on this foundation, going further to improve access to high-quality extra-curricular activities. The Department is exploring whether it can provide further guidance that will be helpful to schools, ensuring they can navigate the resources available to develop their extra-curricular offer and make these activities a success. We are also working with DCMS to help schools ensure their pupils are getting the most out of the National Youth Guarantee, ensuring that children and young people have offers available both inside and outside of school.

The return of former teachers is an important component of the Department’s recruitment strategy, and we continue to prioritise initiatives that facilitate their return to the profession. The Department’s main arm of support is the Return to Teaching Advisory (RTTA) service which provides former teachers with access to one-to-one support from a dedicated adviser. The cost of the scheme is as follows:

• 2019/20 - £361,344.69
• 2020/21 - £325,562.73

The RTTA service historically only supported those looking to return to teach maths, physics, or modern foreign languages. The table below shows the number of teachers who received support from an adviser, and returned to teach in these subjects:

Many teachers supported by the RTTA service return to teach in other subjects which are not included in these figures. Additionally, some may return to teaching without informing their adviser, so the Department is unable to capture this data.

The RTTA service fulfils a broader support role in facilitating events for those interested in returning to teach from both the UK and overseas, managing a returners network and supporting other Department for Education initiatives, including the National Tutoring Programme.

The Department has recently expanded the remit of the RTTA service and is now offering support to former teachers considering returning to teach any secondary subject.

The return of former teachers is an important component of the Department’s recruitment strategy, and we continue to prioritise initiatives that facilitate their return to the profession. The Department’s main arm of support is the Return to Teaching Advisory (RTTA) service which provides former teachers with access to one-to-one support from a dedicated adviser. The cost of the scheme is as follows:

• 2019/20 - £361,344.69
• 2020/21 - £325,562.73

The RTTA service historically only supported those looking to return to teach maths, physics, or modern foreign languages. The table below shows the number of teachers who received support from an adviser, and returned to teach in these subjects:

Many teachers supported by the RTTA service return to teach in other subjects which are not included in these figures. Additionally, some may return to teaching without informing their adviser, so the Department is unable to capture this data.

The RTTA service fulfils a broader support role in facilitating events for those interested in returning to teach from both the UK and overseas, managing a returners network and supporting other Department for Education initiatives, including the National Tutoring Programme.

The Department has recently expanded the remit of the RTTA service and is now offering support to former teachers considering returning to teach any secondary subject.

I refer the hon. Member for Twickenham to the answer given by my right hon. Friend, the former Minister of State for School Standards on 30 June 2022 to Question 25988.

As set out in Section 512 of the Education Act 1996, schools are legally required to provide food for pupils upon request. Schools are permitted to charge for any meals provided but must make these available free to those who meet the prescribed free school meal (FSM) eligibility criteria.

Section 512ZA, as amended, gives schools the freedom to offer all pupils free meals, fresh fruit, milk, or other refreshments during the school day, regardless of family income. Schools are also free to make special offers to groups of children as they judge appropriate. Further information on this legislation is available at: https://www.legislation.gov.uk/ukpga/1996/56/section/512/2021-12-09.

The department does not set a price for school meals, whether paid for or free. School governing boards are responsible for the provision of both free and paid for meals, and it is for them to decide on the price, depending on local circumstances.

The department understands the pressures families are facing with the cost of living. The government is providing over £15 billion in further support, targeted particularly at those in greatest need. This package is in addition to the over £22 billion announced previously. This included an additional £500 million to help households with the cost of household essentials, on top of what we have already provided since October 2021, bringing total funding for this support to £1.5 billion.

The department will continue to keep FSM eligibility under review.

The department encourages all schools to offer before and after school provision for their pupils, where they are able to do so.

The department does not hold information on how many schools have established wraparound and holiday childcare as a consequence of the right to request policy.

The longer school day programme announced in the 2016 Budget did not proceed as planned. Instead, my right hon. Friend, the former Secretary of State for Education, announced in February 2017 a new £415 million healthy pupils capital programme, and in October 2017 a £22 million essential life skills programme to fund extra-curricular activities in Opportunity Areas.

On 28 March 2022, the Department announced as part of the Schools White Paper that all mainstream, state-funded schools should deliver a minimum school week of 32.5 hours by September 2023 at the latest, which is the current average, for all state-funded, mainstream schools.

On 21 September 2022, the Government set out how businesses and public sector organisations, including schools and colleges, will be supported by the Energy Bill Relief Scheme. This includes guidance on what that means for organisations on both fixed term contracts and variable tariffs.

Any school which has signed a fixed energy contract since April 2022 will be eligible for support if, at the time they signed their contact, wholesale prices for the next 6 months were expected to be higher than the Government supported price of £211/MWh for electricity, and £75/MWh for gas.

For example, a school which uses 10 MWh of electricity and 22 MWh of gas a month and signed a fixed contract giving them a current monthly energy bill of about £10,000, would receive support based on the difference between expected wholesale prices when they signed their contract and the Government supported price. For a contract signed in July 2022, this could be worth £240/MWh for electricity and £70/MWh for gas, meaning the school receives a discount of £4,000 per month, reducing their original bill by 40%.

Support will also be available to schools on variable, deemed and other contracts.

The Department has engaged with schools and colleges via the Department for Education’s sector bulletin, directing them to the guidance published by the Department for Business, Energy and Industrial Strategy.

The results of the DfE energy survey were published on 22 September.

The findings can be accessed here: https://www.gov.uk/government/publications/dfe-energy-survey-spring-2022.

Schools can apply for funding to support energy efficiency and decarbonisation under the Public Sector Decarbonisation Scheme. The latest phase for these applications is due to open in October 2022 and schools can apply for funding under the scheme online.

The Department allocates capital funding each year to improve the condition of the school estate, including improving energy efficiency. The Department has allocated £13.1 billion in condition funding since 2015 for this purpose, including £1.8 billion committed for the financial year 2022/23.

Schools are eligible for the Energy Bill Relief Scheme, which will run until at least 31 March 2023. As my right hon. Friend, the Chancellor of the Exchequer announced in his statement on Monday 17 October, HM Treasury will lead a review to consider how to support households and businesses, including schools, from April 2023.

The Department continue to monitor the financial health of schools, along with other education providers including early years provision and colleges, carefully to ensure support is appropriately targeted to those most in need.

Information on the new Initial Teacher Training (ITT) criteria can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/999621/ITT_market_review_report.pdf and information on the accreditation process can be found here: https://www.gov.uk/guidance/initial-teacher-training-itt-accreditation.

Outcomes will be communicated early in the autumn term 2022, when evaluation of the second round of applications is complete.

The Department will also announce the names of all successful providers from both application rounds at that time.

The reforms are supported by £35.7 million.

Organisations who were interested applying for ITT accreditation were able to publicly view the application guidance and criteria via the ITT Accreditation opportunity listing on Jaggaer. Whilst this opportunity is now closed to applications, the listing and the supporting information including the application guidance and criteria is still available to view in the past opportunity page, which can be accessed at: https://education.app.jaggaer.com/web/login.html.

Safeguarding teacher supply is a key priority, and this remains the case. We continue to monitor teacher sufficiency as the second round is completed and we will act if any regional deficits in provision are identified. We have engaged with the sector and are encouraging successfully accredited providers to consider expanding their partnership and provision. The formation of strong families of ITT providers, as is already the case in many areas, will help ensure that there are sufficient high-quality training places in all areas of the country. We know well trained teachers improves outcomes for pupils and helps with retention of staff.

Information on the new Initial Teacher Training (ITT) criteria can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/999621/ITT_market_review_report.pdf and information on the accreditation process can be found here: https://www.gov.uk/guidance/initial-teacher-training-itt-accreditation.

Outcomes will be communicated early in the autumn term 2022, when evaluation of the second round of applications is complete.

The Department will also announce the names of all successful providers from both application rounds at that time.

The reforms are supported by £35.7 million.

Organisations who were interested applying for ITT accreditation were able to publicly view the application guidance and criteria via the ITT Accreditation opportunity listing on Jaggaer. Whilst this opportunity is now closed to applications, the listing and the supporting information including the application guidance and criteria is still available to view in the past opportunity page, which can be accessed at: https://education.app.jaggaer.com/web/login.html.

Safeguarding teacher supply is a key priority, and this remains the case. We continue to monitor teacher sufficiency as the second round is completed and we will act if any regional deficits in provision are identified. We have engaged with the sector and are encouraging successfully accredited providers to consider expanding their partnership and provision. The formation of strong families of ITT providers, as is already the case in many areas, will help ensure that there are sufficient high-quality training places in all areas of the country. We know well trained teachers improves outcomes for pupils and helps with retention of staff.

The department publishes detailed information on its grants including, but not limited to, funding that local authorities in England are able to bid or apply for. This information is held on the Government Grants Information System (GGIS) and published in the resultant government grants register. The information can be accessed at: https://www.gov.uk/government/collections/government-grants-data-and-statistics.

The government grants register is released annually in March.

The Department has provided over 386,000 CO₂ monitors to state-funded education providers. Where maintaining good ventilation is not possible, the Department has supplied over 8,000 air cleaning units. Schools are still able to purchase air cleaning units from the online marketplace set up by the Department: https://find-dfe-approved-framework.service.gov.uk/list/air-cleaning.

Most infectious diseases in education and childcare settings should be managed by following the advice set out by the UK Health Security Agency (UKHSA): https://www.gov.uk/government/publications/health-protection-in-schools-and-other-childcare-facilities.

If a school suspects an incident or outbreak, they should review and reinforce existing measures, such as ensuring that any staff or pupils with relevant symptoms do not attend the setting while they are unwell as described in UKHSA’s guidance: https://www.gov.uk/guidance/people-with-symptoms-of-a-respiratory-infection-including-covid-19.

The Department’s emergency planning and response guidance sets out how education and childcare settings should plan for and deal with emergencies: https://www.gov.uk/government/publications/emergency-planning-and-response-for-education-childcare-and-childrens-social-care-settings.

The Department will continue to review any emerging evidence, public health guidance and advice to help ensure that schools remain as safe as possible.

The department is clear that exams are the best and fairest form of assessment for students to show what they know and can do. In 2022, students have taken exams and assessments in A levels, T Levels, and other post-16 qualifications for the first time since the beginning of the COVID-19 pandemic. These examinations took place with adaptations to reflect the disruption young people have faced to their education throughout the pandemic.

The grading of GCSEs, AS, and A levels is a decision for Ofqual, as the independent regulator of qualifications. This summer, results will be higher than when summer exams were last sat, but lower than in 2021, when grades were awarded by teacher assessment. This means the bar for achieving an A, for example, will not be as high as it might have been in 2019.

The department has asked Ofqual’s Chief Regulator, Jo Saxton, to write directly to the hon. Member about the distribution of A level and GCSE grades in summer 2022, and the steps they are taking to inform parents about grading. A copy of her reply will be placed in the library of both Houses.

The department has, in collaboration with Ofqual, worked closely with the higher education (HE) sector in shaping the decisions around exams and assessments in 2022. Following Ofqual’s September 2021 announcement on grading, universities have set entry requirements and made offers to students according to this approach. Throughout the year, we have worked with the HE sector to brief providers on the approach to grading with extensive planning ahead of results day, including on operational readiness, and ensuring support is in place for students, whatever their next steps might be this summer.

Record numbers of students have applied to university this year. UCAS is expecting the majority of firm offer holders to gain a place at their firm choice university on A level and T Level results day. Students can have confidence that getting into HE is a fair process, with admissions teams taking into account the broad range of information about a student in addition to their predicted grades, including teacher references, and for certain courses with a 15 October application deadline, their performance in admissions tests.

The department is clear that exams are the best and fairest form of assessment for students to show what they know and can do. In 2022, students have taken exams and assessments in A levels, T Levels, and other post-16 qualifications for the first time since the beginning of the COVID-19 pandemic. These examinations took place with adaptations to reflect the disruption young people have faced to their education throughout the pandemic.

The grading of GCSEs, AS, and A levels is a decision for Ofqual, as the independent regulator of qualifications. This summer, results will be higher than when summer exams were last sat, but lower than in 2021, when grades were awarded by teacher assessment. This means the bar for achieving an A, for example, will not be as high as it might have been in 2019.

The department has asked Ofqual’s Chief Regulator, Jo Saxton, to write directly to the hon. Member about the distribution of A level and GCSE grades in summer 2022, and the steps they are taking to inform parents about grading. A copy of her reply will be placed in the library of both Houses.

The department has, in collaboration with Ofqual, worked closely with the higher education (HE) sector in shaping the decisions around exams and assessments in 2022. Following Ofqual’s September 2021 announcement on grading, universities have set entry requirements and made offers to students according to this approach. Throughout the year, we have worked with the HE sector to brief providers on the approach to grading with extensive planning ahead of results day, including on operational readiness, and ensuring support is in place for students, whatever their next steps might be this summer.

Record numbers of students have applied to university this year. UCAS is expecting the majority of firm offer holders to gain a place at their firm choice university on A level and T Level results day. Students can have confidence that getting into HE is a fair process, with admissions teams taking into account the broad range of information about a student in addition to their predicted grades, including teacher references, and for certain courses with a 15 October application deadline, their performance in admissions tests.

The department is clear that exams are the best and fairest form of assessment for students to show what they know and can do. In 2022, students have taken exams and assessments in A levels, T Levels, and other post-16 qualifications for the first time since the beginning of the COVID-19 pandemic. These examinations took place with adaptations to reflect the disruption young people have faced to their education throughout the pandemic.

The grading of GCSEs, AS, and A levels is a decision for Ofqual, as the independent regulator of qualifications. This summer, results will be higher than when summer exams were last sat, but lower than in 2021, when grades were awarded by teacher assessment. This means the bar for achieving an A, for example, will not be as high as it might have been in 2019.

The department has asked Ofqual’s Chief Regulator, Jo Saxton, to write directly to the hon. Member about the distribution of A level and GCSE grades in summer 2022, and the steps they are taking to inform parents about grading. A copy of her reply will be placed in the library of both Houses.

The department has, in collaboration with Ofqual, worked closely with the higher education (HE) sector in shaping the decisions around exams and assessments in 2022. Following Ofqual’s September 2021 announcement on grading, universities have set entry requirements and made offers to students according to this approach. Throughout the year, we have worked with the HE sector to brief providers on the approach to grading with extensive planning ahead of results day, including on operational readiness, and ensuring support is in place for students, whatever their next steps might be this summer.

Record numbers of students have applied to university this year. UCAS is expecting the majority of firm offer holders to gain a place at their firm choice university on A level and T Level results day. Students can have confidence that getting into HE is a fair process, with admissions teams taking into account the broad range of information about a student in addition to their predicted grades, including teacher references, and for certain courses with a 15 October application deadline, their performance in admissions tests.

The department will not be running any further rounds of the Selective Schools Expansion Fund.

The number of schools assessed as having at least one building element graded C (poor) and D (bad) in the Condition Data Collection (CDC) by i) building element and ii) construction type is set out in the attached tables.

The CDC1 data was collected between 2017 and 2019. The department expects responsible bodies to plan works overtime, prioritising investment on the poorest condition and most urgent aspects of their buildings. We expect to publish more detailed data from the CDC programme later this year and will set out further details in due course.

The department does not collect or hold any data on this, including on any planned increases. School governing boards are responsible for the provision of both free and paid for meals and it is for them to decide on the price, depending on local circumstances.

The department does not collect or hold any data on this, including on any planned increases. School governing boards are responsible for the provision of both free and paid for meals and it is for them to decide on the price, depending on local circumstances.

Information on the number of pupil premium plus pupils in England, including allocations for financial year 2022/23, for the pupil premium for all local authorities is available at the link below. The total number of pupil premium plus pupils can specifically be found in both the ‘School_Type’ and Local_Authority’ sheets of the June 2022 allocations file: https://www.gov.uk/government/publications/pupil-premium-allocations-and-conditions-of-grant-2022-to-2023.

The department’s ambit within the central government supply estimates 2022/23 refers to 'Expenditure and support to other central government departments to prepare for EU exit' and the 'Income and support to other central government departments relating to support for EU exit'.

These statements were included in the 'Main Estimate' ambit to ensure the department has sufficient cover to manage any residual activity that may occur during the 2022/23 financial year.

The department expects to make one payment to The Stationery Office in respect of ‘Statutory Instrument and Explanatory Memorandum on EU Agencies revocation’. In total, this amounts to £479.00 for the 2022/23 financial year.

The government published statutory guidance on the cost of school uniforms on 19 November 2021, to ensure the cost is reasonable and secures the best value for money for parents. The guidance is available here: https://www.gov.uk/government/publications/cost-of-school-uniforms.

School governing boards are responsible for ensuring they are compliant with the guidance. The department expects schools to be taking steps towards this. All schools should review their current uniform policy to determine if any changes are required. Governing boards should be compliant with much of the guidance by September 2022, and fully compliant by summer 2023.

School leaders and governing boards are used to complying with appropriate legislation and statutory guidance. The department does not monitor every school to check their compliance with the guidance, but we continue to engage with schools to ensure that they are aware of their obligation to comply with the guidance. Through this, the department is aware that the sector is taking steps to respond to the guidance.

If a parent has a concern about a school’s uniform policy, the department encourages them to raise this with the school in the first instance, including via the school’s published complaints procedure where necessary. If, having gone through the school’s complaints process, parents feel the school has not adequately addressed their concerns, they may then raise this with the department.

The department does not collect or hold information on the number of full time equivalent mental health staff recruited by education providers.

The department thinks it is important to promote joint approaches between education and health to provide coherent support to children and young people. That is why, through ‘Transforming children and young people’s mental health: a green paper’, the department established NHS-funded mental health support teams, made up of education mental health practitioners, to provide early support, overseen by clinicians. More than 2.4 million children and young people now have access to a mental health support team and more teams are on the way, increasing from 287 to over 500 teams by 2024.

To support schools and colleges to introduce effective approaches to mental health and wellbeing, the department has committed to offer all state schools and colleges a grant to train a senior mental health lead by 2025. Over 8,000 schools and colleges, which includes half of all state-funded secondary schools in England, have taken up the offer so far. Regarding higher education providers, through strategic guidance to the Office for Students, the department asked that it distributes £15 million of funding in the 2022/23 financial year to give additional support for transitions from school/college to university, and through targeting funding to support partnership working with NHS services to provide pathways of care for students.

The department supports the provision of nutritious food in schools via the Requirements for School Food Regulations 2014: https://www.legislation.gov.uk/uksi/2014/1603/contents/made.

Compliance with the School Food Standards is mandatory for all maintained schools including academies and free schools. School Governors have a responsibility to ensure compliance and can ask the headteacher for evidence that the school is compliant with the School Food Standards.

In February 2022 the Levelling Up White Paper outlined what the department is doing to strengthen adherence with the School Food Standards, including investing up to £200,000 in a pilot Governor Training Scheme. We will also be running a joint project with the Food Standards Agency to design and test a new approach for local authorities in England, to help assure compliance with the School Food Standards. We will promote accountability and transparency of school food arrangements by encouraging schools to complete a statement on their school websites, which sets out their whole school approach to food. The reporting would be voluntary initially, with the intention that this will become mandatory when schools can do this effectively.

The Healthy Schools Rating Scheme celebrates the positive actions that schools are delivering in terms of healthy living, healthy eating and physical activity, and supports schools in identifying further actions that they can take in this area. This voluntary rating scheme is available for both primary and secondary schools. Schools engage in a self-assessment exercise and receive their rating based on their responses to questions on subjects including compliance with the mandatory school food standards.

Within the early years foundation stage (EYFS) framework, as well as the national curriculum, all children learn about nature, the causes and impacts of climate change and the importance of sustainability.

An environmental science A level is already available, and, by 2025, the department aims to introduce a natural history GCSE, giving young people a further opportunity to develop a deeper knowledge of the natural world.

By considering the whole physical education estate as a virtual National Education Nature Park, the department will engage children and young people with the natural world and directly involve them in measuring and improving biodiversity in their nursery, school, college, or university, thus developing knowledge and skills relevant for a changing world.

A Climate Leaders Award will complement classroom learning and allow the department to celebrate education providers, children, and young people for developing their connection with nature and making a contribution to a sustainable future.

The department recognises the importance of meeting the challenge to make schools sustainable. Our new Sustainability and Climate Change strategy, published on 21 April 2022, sets out how we are gathering evidence on new technologies and innovative approaches to retrofitting school buildings to make them greener.

Since 2015, the department has allocated over £13 billion in capital funding to improve the condition of school buildings, which can support improvements to energy efficiency. In addition, the school rebuilding programme will transform 500 schools over the next decade, with all new buildings being net zero carbon in operation. The department continues to work with the department for Business, Energy and Industrial Strategy to help education providers access the £1.4 billion Public Sector Decarbonisation Scheme.

Within the early years foundation stage (EYFS) framework, as well as the national curriculum, all children learn about nature, the causes and impacts of climate change and the importance of sustainability.

An environmental science A level is already available, and, by 2025, the department aims to introduce a natural history GCSE, giving young people a further opportunity to develop a deeper knowledge of the natural world.

By considering the whole physical education estate as a virtual National Education Nature Park, the department will engage children and young people with the natural world and directly involve them in measuring and improving biodiversity in their nursery, school, college, or university, thus developing knowledge and skills relevant for a changing world.

A Climate Leaders Award will complement classroom learning and allow the department to celebrate education providers, children, and young people for developing their connection with nature and making a contribution to a sustainable future.

The department recognises the importance of meeting the challenge to make schools sustainable. Our new Sustainability and Climate Change strategy, published on 21 April 2022, sets out how we are gathering evidence on new technologies and innovative approaches to retrofitting school buildings to make them greener.

Since 2015, the department has allocated over £13 billion in capital funding to improve the condition of school buildings, which can support improvements to energy efficiency. In addition, the school rebuilding programme will transform 500 schools over the next decade, with all new buildings being net zero carbon in operation. The department continues to work with the department for Business, Energy and Industrial Strategy to help education providers access the £1.4 billion Public Sector Decarbonisation Scheme.

All school’s core budgets include a notional budget for pupils with special educational needs and disabilities (SEND), calculated by the school's local authority. These budgets give a non-binding indication to schools on how much of their funding they should consider spending on SEND provision.

Schools are responsible for managing their whole budgets to meet the needs of all their pupils, including those with SEND. Multi-academy trusts have the flexibility to manage budgets across all their academies, to ensure that they can fulfil their crucial role in promoting school improvement; that includes ensuring that all their pupils with SEND receive the education and support they need.

Where in future, as a result of the Special Educational Needs and Disabilities (SEND) and Alternative Provision (AP) Green Paper, there is any change to schools’ responsibilities in respect of children with SEND, we will consult upon and make appropriate adjustments to the funding system, to reflect those changes. The Green Paper consultation closed on 22 July 2022. We are also currently consulting on changes that will need to be made to the funding system, including in respect of SEND, to deliver our plans that all mainstream schools are funded directly through the national funding formula.

All organisations that applied in the first or second accreditation round received the same guidance from the department. This guidance was set out in the ‘How to Apply’ guide and the accompanying frequently asked questions document, both of which were made available on Jaggaer, the online platform for application submission.

The Strategic Priorities Grant (SPG) is funding supplied by the government on an annual basis to support teaching and students in higher education (HE), including expensive to deliver subjects, such as science and engineering, students at risk of discontinuing their studies, and world-leading specialist providers.

We asked the Office for Students (OfS) to reform the SPG in the 2021/22 financial year. The removal of London weighting was required to enable the reprioritisation of this funding towards the provision of high-cost subjects that support the NHS and wider healthcare policy, STEM, and specific labour market needs. The London weighting previously accounted for a small proportion of London providers’ income. For example, £64 million was allocated through the London weighting in the 2020/21 academic year SPG, which was less than 1% of London providers estimated total income.

As set out in the guidance letter from my right hon. Friend, the Secretary of State for Education to the OfS in March we are investing an additional £750 million over the next three years to support high quality teaching and facilities including in science and engineering, subjects that support the NHS, and degree apprenticeships. Further information on this guidance letter can be found here: https://www.officeforstudents.org.uk/media/bb422aae-54fb-42c8-b5db-26e7ed48df80/strategic-priorities-grant-20220331_amend.pdf. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade. The recurrent SPG budget is £1,397 million for the 2022/23 financial year, which is 5% higher than last year.

The Strategic Priorities Grant (SPG) is funding supplied by the government on an annual basis to support teaching and students in higher education (HE), including expensive to deliver subjects, such as science and engineering, students at risk of discontinuing their studies, and world-leading specialist providers.

We asked the Office for Students (OfS) to reform the SPG in the 2021/22 financial year. The removal of London weighting was required to enable the reprioritisation of this funding towards the provision of high-cost subjects that support the NHS and wider healthcare policy, STEM, and specific labour market needs. The London weighting previously accounted for a small proportion of London providers’ income. For example, £64 million was allocated through the London weighting in the 2020/21 academic year SPG, which was less than 1% of London providers estimated total income.

As set out in the guidance letter from my right hon. Friend, the Secretary of State for Education to the OfS in March we are investing an additional £750 million over the next three years to support high quality teaching and facilities including in science and engineering, subjects that support the NHS, and degree apprenticeships. Further information on this guidance letter can be found here: https://www.officeforstudents.org.uk/media/bb422aae-54fb-42c8-b5db-26e7ed48df80/strategic-priorities-grant-20220331_amend.pdf. This includes the largest increase in government funding for the HE sector to support students and teaching in over a decade. The recurrent SPG budget is £1,397 million for the 2022/23 financial year, which is 5% higher than last year.

Awarding organisations look carefully at their specifications and exam questions each year to manage any negative impacts on students. Awarding organisations are regulated by Ofqual, the office of qualifications and examinations regulation. Discussion about sensitivities in exam specifications is a matter for Ofqual. I have asked its Chief Regulator, Dr Jo Saxton, to write to the hon. Member for Twickenham and a copy of her reply will be placed in the Libraries of both Houses.

The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.

The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf.

As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.

Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. The national curriculum content for citizenship can be found at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.

The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: https://educateagainsthate.com/. One of these resources is the ‘Respectful School Communities’ toolkit, a self-review and signposting tool to support schools to develop a whole-school approach which promotes respect and discipline. This can combat bullying, harassment and prejudice of any kind, including hate-based bullying. This toolkit is available here: https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.

It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: https://www.gov.uk/government/publications/political-impartiality-in-schools.

The government condemns and strives to tackle all forms of racial discrimination, prejudice, and harassment. Under the Equality Act 2010, schools have a duty to take steps to eliminate discrimination, harassment, victimisation, to advance equality of opportunity and foster good relations across all protected characteristics, including between people of different ethnic backgrounds.

The department has not provided specific guidance or funding to schools to deliver racial justice work and workshops. Schools have flexibility over how they deliver subjects, so they can develop an integrated approach that is sensitive to the needs and background of their pupils. The department has published advice to support schools to fulfil their duties under the Equality Act 2010, which is available here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/315587/Equality_Act_Advice_Final.pdf.

As part of a broad and balanced curriculum, pupils should be taught about different societies. This includes learning how different groups have contributed to the development of Britain. The curriculum offers many opportunities for schools to do this, notably through citizenship education and relationships education, which is now compulsory in all schools and has a clear focus on the importance of valuing difference. The history curriculum also gives teachers the flexibility to include the contribution of black and minority ethnic history into lessons. This aligns with the school’s duty to promote and foster good relations across all protected characteristics, including race.

Guidance on the implementation and teaching of the relationships, sex and health education curriculum is available at: https://www.gov.uk/guidance/teaching-about-relationships-sex-and-health. The national curriculum content for citizenship can be found at: https://www.gov.uk/government/publications/national-curriculum-in-england-citizenship-programmes-of-study.

The department continues to publish information, guidance and support for teachers and school leaders on how to challenge radical views, including racist and discriminatory beliefs, on the website Educate Against Hate, which is available at: https://educateagainsthate.com/. One of these resources is the ‘Respectful School Communities’ toolkit, a self-review and signposting tool to support schools to develop a whole-school approach which promotes respect and discipline. This can combat bullying, harassment and prejudice of any kind, including hate-based bullying. This toolkit is available here: https://educateagainsthate.com/resources/respectful-school-communities-self-review-signposting-tool-2/.

It is important that schools take full responsibility for ensuring lessons and materials are age appropriate, suitable, and politically impartial, particularly when using materials produced by external organisations. The department published the guidance, ‘Political impartiality in schools’, to support schools to meet their duties in this area, which is available here: https://www.gov.uk/government/publications/political-impartiality-in-schools.

The department does not hold figures on the amount of financial support provided by local authorities to special guardians, nor does it collect data on the number of special guardians and prospective special guardians who have received financial support.

The department does not hold figures on the amount of financial support provided by local authorities to special guardians, nor does it collect data on the number of special guardians and prospective special guardians who have received financial support.

To qualify for home fee status in England, a person must have settled status or a recognised connection to the UK. This includes persons who are covered by the EU Withdrawal Agreement, have long residence in this country or who have been granted international protection by the Home Office.

Subject to meeting the normal eligibility requirements, Hong Kong British Nationals (Overseas) status holders will be able to qualify for home fee status once they have acquired settled status in the UK, as is the case for the majority of persons who are on a five-year route to settlement.

Universities are autonomous institutions and are responsible for setting their own fees consistently with any applicable regulations.

The department’s teacher recruitment campaigns are targeted at audiences of students, recent graduates, and potential career changers regardless of their identity or background. We take every effort to ensure that our advertising is fully reflective of this across the full range of marketing materials we use. New ‘Bring It’ creative materials, introduced in January 2022 also strongly reflect the diversity of our young target audiences and the fact that this generation value diversity and want reassurance that teaching is for people like them.

Last year, Apply for Teacher Training, our new application service for initial teacher training (ITT) in England,  was rolled out nationally. Apply has been designed to be as user-friendly as possible and has been extensively tested with a diverse range of potential applicants to ensure it helps remove barriers to great teachers applying for ITT courses.

Apply for Teacher Training will also allow the department to collect more data, giving us greater insight into candidate behaviour and the behaviour of teacher training providers so that we can identify barriers and work to address them. The department will continue to work closely with ITT providers to explore, design and test new interventions to ensure teaching is an inclusive career that is open to candidates from all backgrounds.

This year, the department produced specific guidance for providers on how to treat candidates fairly during recruitment. This guidance is published here: https://www.gov.uk/guidance/treating-candidates-fairly-when-you-recruit-trainee-teachers.

As recommended by the independent review of the ITT market, all existing and new providers of ITT courses are required to undergo an accreditation process to demonstrate that, from September 2024, they will be able to meet the standard set by the new ITT Quality Requirements. The accreditation process is ongoing and the second application round will close on 27 June. All organisations that submit an application for accreditation as a provider of ITT are treated equitably, with applications assessed through an impartial process, by trained assessors.

The department’s teacher recruitment campaigns are targeted at audiences of students, recent graduates, and potential career changers regardless of their identity or background. We take every effort to ensure that our advertising is fully reflective of this across the full range of marketing materials we use. New ‘Bring It’ creative materials, introduced in January 2022 also strongly reflect the diversity of our young target audiences and the fact that this generation value diversity and want reassurance that teaching is for people like them.

Last year, Apply for Teacher Training, our new application service for initial teacher training (ITT) in England,  was rolled out nationally. Apply has been designed to be as user-friendly as possible and has been extensively tested with a diverse range of potential applicants to ensure it helps remove barriers to great teachers applying for ITT courses.

Apply for Teacher Training will also allow the department to collect more data, giving us greater insight into candidate behaviour and the behaviour of teacher training providers so that we can identify barriers and work to address them. The department will continue to work closely with ITT providers to explore, design and test new interventions to ensure teaching is an inclusive career that is open to candidates from all backgrounds.

This year, the department produced specific guidance for providers on how to treat candidates fairly during recruitment. This guidance is published here: https://www.gov.uk/guidance/treating-candidates-fairly-when-you-recruit-trainee-teachers.

As recommended by the independent review of the ITT market, all existing and new providers of ITT courses are required to undergo an accreditation process to demonstrate that, from September 2024, they will be able to meet the standard set by the new ITT Quality Requirements. The accreditation process is ongoing and the second application round will close on 27 June. All organisations that submit an application for accreditation as a provider of ITT are treated equitably, with applications assessed through an impartial process, by trained assessors.

The department is considering the recommendations made in the Independent Review of Children’s Social Care carefully with those with care experience and all interested stakeholders. We will publish an implementation strategy later this year, which will set out how the department will improve children’s social care. This will include establishing a National Implementation Board that includes people with their own experience of the care system.

The department is considering the recommendations made in the Independent Review of Children’s Social Care carefully with those with care experience and all interested stakeholders. We will publish an implementation strategy later this year, which will set out how the department will improve children’s social care. This will include establishing a National Implementation Board that includes people with their own experience of the care system.

I refer the hon. Member for Twickenham to the answer I gave on 27 May 2022 to Question 5498. There are no open school or college buildings where the department is aware of an imminent risk to life. Very occasionally, we will need to support a responsible body, such as an academy trust, which takes a decision to close part, or all, of a school for safety reasons, while the necessary remedial works are carried out.

Given the age and design life of some schools, the department expects that some school buildings will need to be replaced in future. For this reason, we have launched a 10-year School Rebuilding Programme which will deliver 500 rebuilding and refurbishment projects at schools across England, transforming education for hundreds of thousands of pupils. We also provide annual condition funding to schools and those responsible for school buildings, to ensure schools remain safe and in good working order. Since 2015, £13.1 billion in condition funding has been allocated, including £1.8 billion committed for the 2022/23 financial year. Allocations are informed by consistent data on the condition of schools, and we also provide extensive guidance on safe and effective management of the school estate.

The department plans to publish school level building condition data collected in the Condition Data Collection (CDC) programme later this year. We are considering publication of the modelled average condition need per school at local authority and parliamentary constituency level and will set out plans when we publish the building condition data.

The department have published the total modelled condition need for the CDC programme, in the report published in May 2021, which is £11.4 billion. Further details can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

The report also includes a regional breakdown of both modelled condition need and average condition need per school.

As of 20 May 2022, 4,705 schools have been visited as part of the Condition Data Collection (CDC) 2 programme. The department has validated and quality assured school condition datasets for 2,621 of those schools, which represents less than 12% of schools included in the CDC2 programme.

The number of schools that we have validated CDC2 data for represents too small a sample to draw conclusions on the condition of school buildings across the school estate in England. The department plans to publish summary findings of the CDC2 programme in due course.

The department engages regularly with HM Treasury about investment in schools, including capital investment.

Well-maintained, safe school buildings are a priority for the department. In recent years the department has announced significant increases in capital funding to improve the condition of schools. We have also allocated over £13 billion to schools and those responsible for school buildings since 2015, including £1.8 billion committed this financial year. In addition, our School Rebuilding Programme will transform 500 schools over the next decade, prioritising schools in poor condition or with potential safety issues.

There are no open school or college buildings where the department know of an imminent risk to life. On those rare occasions where we know of buildings that do pose such a risk, immediate action is taken, ranging from partial closure and remedial works, to a complete rebuilding of the school or college.

The number of schools assessed as having at least one construction type graded D in the Condition Data Collection by i) local authority and ii) parliamentary constituency is set out in the attached documents.

The department expects to publish more detailed data from the Condition Data Collection programme later this year and will set out further details in due course.

The total modelled condition need, defined as the modelled cost of the remedial work to repair or replace all defective elements in the school estate, is £11.4 billion. Further details can be found in the report published in May 2021, which can be accessed here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/989912/Condition_of_School_Buildings_Survey_CDC1_-_key_findings_report.pdf.

The report includes a regional breakdown of both modelled condition need and average condition need per school. The department expects to publish more detailed data from the Condition Data Collection programme later this year and will set out further details in due course.

The proposal for local authorities to manage in-year admissions does not require primary legislation.

As part of the Schools White Paper, the department has committed to consulting on reforms the schools admissions framework including requiring local authorities to manage in-year applications, as well as applications in the normal round.

The department is working with stakeholders to refine our proposals. We will then carry out a full public consultation as required by statute when making changes to the School Admissions Code before implementing proposed changes to the code.

Following Russia’s invasion of Ukraine, my right hon. Friend, the Secretary of State for Education and I have asked the Office for Students’ (OfS) to use up to £4 million of funding in the 2022/23 financial year, through the Strategic Priorities Grant, for English higher education providers to support Ukrainian nationals and Ukrainian-domiciled students whose usual financial support has been impacted by events in Ukraine.

The process for dispersing this funding to providers can be found in guidance set out by the OfS, found here: https://www.officeforstudents.org.uk/advice-and-guidance/regulation/information-for-providers-on-the-crisis-in-ukraine/funding-to-support-ukrainian-students/.

The department pays close attention to the financial health of the sector, and the cost pressures it faces. The department knows that the vast majority of school expenditure is devoted to staff costs, with only about a quarter attributed to non-staff costs, including those related to energy bills. Table 1 shows the proportion of schools’ income spent on energy costs in recent years.

Table 1: proportion of schools’ income spent on energy

These proportions can be calculated using data found on the schools financial benchmarking website, and is based on schools’ consistent financial reporting returns for local authority maintained schools and academies’ accounting returns. Further information can be found here: https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

The department does not yet have comprehensive data on schools’ expenditure in financial year 2021/22, or 2022/23 and is therefore not able to provide information on schools’ expenditure on energy costs over this period. However, the department is working to understand recent changes in energy costs, and how these have impacted schools differently. To support this, the department has commissioned a survey requesting more detailed information from schools on their energy contracts, we have encouraged all schools to complete this survey, which can be found here: https://docs.google.com/forms/d/e/1FAIpQLSc5rIg_Bd8KjktfdfvvncCFu8kh8vf16_P3dJzy68W2GWXfzw/viewform. From this work, the department will consider what additional support it can offer.

The department pays close attention to the financial health of the sector, and the cost pressures it faces. The department knows that the vast majority of school expenditure is devoted to staff costs, with only about a quarter attributed to non-staff costs, including those related to energy bills. Table 1 shows the proportion of schools’ income spent on energy costs in recent years.

Table 1: proportion of schools’ income spent on energy

These proportions can be calculated using data found on the schools financial benchmarking website, and is based on schools’ consistent financial reporting returns for local authority maintained schools and academies’ accounting returns. Further information can be found here: https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

The department does not yet have comprehensive data on schools’ expenditure in financial year 2021/22, or 2022/23 and is therefore not able to provide information on schools’ expenditure on energy costs over this period. However, the department is working to understand recent changes in energy costs, and how these have impacted schools differently. To support this, the department has commissioned a survey requesting more detailed information from schools on their energy contracts, we have encouraged all schools to complete this survey, which can be found here: https://docs.google.com/forms/d/e/1FAIpQLSc5rIg_Bd8KjktfdfvvncCFu8kh8vf16_P3dJzy68W2GWXfzw/viewform. From this work, the department will consider what additional support it can offer.

The department pays close attention to the financial health of the sector, and the cost pressures it faces. The department knows that the vast majority of school expenditure is devoted to staff costs, with only about a quarter attributed to non-staff costs, including those related to energy bills. Table 1 shows the proportion of schools’ income spent on energy costs in recent years.

Table 1: proportion of schools’ income spent on energy

These proportions can be calculated using data found on the schools financial benchmarking website, and is based on schools’ consistent financial reporting returns for local authority maintained schools and academies’ accounting returns. Further information can be found here: https://schools-financial-benchmarking.service.gov.uk/Help/DataSources.

The department does not yet have comprehensive data on schools’ expenditure in financial year 2021/22, or 2022/23 and is therefore not able to provide information on schools’ expenditure on energy costs over this period. However, the department is working to understand recent changes in energy costs, and how these have impacted schools differently. To support this, the department has commissioned a survey requesting more detailed information from schools on their energy contracts, we have encouraged all schools to complete this survey, which can be found here: https://docs.google.com/forms/d/e/1FAIpQLSc5rIg_Bd8KjktfdfvvncCFu8kh8vf16_P3dJzy68W2GWXfzw/viewform. From this work, the department will consider what additional support it can offer.

Officials at the department meet regularly with counterparts across government to discuss national priorities.

Under the current VAT rules, all children’s clothing and footwear designed for young people less than 14 years of age, including school uniforms, attract a zero-rate of VAT. This means that no VAT is charged on the sale of these items.

The UK is one of only two countries among the 37 Organisation for Economic Co-operation and Development member countries to maintain a VAT relief for children’s clothing. This costs Her Majesty’s Treasury £2 billion per year. Expanding that relief would come at a further cost and would have to be balanced by increased taxes elsewhere or reductions in government spending.

The government is supporting the hardest hit with £22 billion of help with the cost of living, including cutting hundreds of pounds off household bills, and keeps all taxes under constant review.

The Department for Education does not hold data on referrals made to the Health and Safety Executive.

There is regular engagement between the department and the HSE in relation to general health and safety matters and when developing advice for schools.

The department knows that the pandemic has impacted the mental health and wellbeing of children and young people, and will have an impact in the longer-term. We expect leaders and teachers to consider their pupils’ mental health and wellbeing as a priority and identify those who may need additional support.

With regard to assessments, although schools should encourage all pupils to work hard and achieve well, the department does not recommend that they devote excessive preparation time to assessment, and certainly not at the expense of pupils’ mental health and wellbeing. Schools should support a culture of wellbeing amongst staff and pupils.

Children and young people’s mental health and wellbeing is a priority for this government. The department is continuing to help schools support children and young people’s wellbeing. In May 2021 we announced more than £17 million of mental health funding to improve mental health and wellbeing support in schools and colleges. This includes £9.5 million dedicated to training senior mental health leads in over 8,000 schools and colleges, with an additional £3 million announced this year to extend this training to even more schools and colleges. The training will equip leads with the skills and knowledge to develop a culture and ethos that promotes positive mental health wellbeing, as well as how to make the best use of local resources to support children and young people experiencing issues such as anxiety.

The department has also recently brought together all its sources of advice for schools and colleges into a single site on GOV.UK, which includes signposting to external sources of mental health and wellbeing support for teachers, school staff and school leaders.

The decision to return to a full programme of primary assessments in 2021/22 was considered carefully and consulted many, including teachers, school leaders and unions.

The department recognises that pupils will have missed a critical period of their learning due to partial school closures in the 2019/20 and 2020/21 academic years. It is vital that the department knows the impact of COVID-19 on this cohort of pupils nationally, including at the end of Key Stage 1, and can give support to schools that need it the most.

The final decision about entering individual pupils for the end of Key Stage 2 (KS2) assessments is for the pupil’s headteacher, as outlined in the department’s assessment and reporting arrangements guidance. If a pupil is working at the overall standard of a given test or assessment and is moving on to Key Stage 3 (KS3) in the following academic year, they should be entered for that particular test or assessment. This includes where they may not have covered all aspects of the curriculum in as much detail as would have been the case without the disruption over the last two years due to the pandemic.

If the headteacher decides that a pupil is working below the overall standard and should not be entered for the end of KS2 assessments, schools will still need to undertake an appropriate form of assessment using either the pre-key stage standard (for pupils engaged in subject specific study) or the engagement model (for pupils not engaged in subject specific study).

A key purpose of assessments this academic year is to gain an understanding of the impact of the pandemic, precisely because almost all children will have missed some time in education over the last two years. Headteachers will be best placed to judge if the absence of a pupil has been so significant that the pupil is not working at the overall standard as a result.

The information requested is not held for all children with special educational needs and disabilities. However, the department holds data from local authorities on the number of children with education, health and care (EHC) plans awaiting education provision, available in the publication ‘Education, Health and Care plans’ at https://explore-education-statistics.service.gov.uk/find-statistics/education-health-and-care-plans.

Our latest published figure, in May 2021, for the number of children of compulsory school age who have an EHC plan and were not in education was 1,460, this represents 0.3% of all EHC plans.

The government’s Teacher Vacancies Service is a free, national job listing service that is saving schools money and delivering quality candidates. This service can help schools to list vacancies for both permanent and fixed term teaching staff, including teaching assistants.

Schools have the freedom to make their own decisions about the recruitment and use of teaching assistants. The school workforce census for the 2019/20 academic year showed there were 6,000 more teaching assistants than the previous year.

In the Special Educational Needs and Disabilities and Alternative Provision Green Paper, the government committed to support schools and academy trusts on how to best use and train their teaching assistants.

My right hon. Friend, the Secretary of State for Education, has not had discussions with Goldsmiths, University of London about the future of any of their courses. Higher Education providers in England are independent, autonomous bodies, responsible for the management of their own courses and curriculum.

The Salix Energy Efficiency Fund (SEEF) is a bid-based capital funding programme that launched in 2016 and closed in March 2021 to provide interest free loans to academies and sixth form colleges to undertake capital works to improve the energy efficiency of their buildings. The Department for Business, Energy and Industrial Strategy (BEIS) funded the programme and Salix Finance administered the application round and the project approvals on behalf of BEIS. The loan payment and repayments are implemented and managed by the Department for Education.

The tables attached show, by constituency and local authority, the number of schools and other education providers that applied to SEEF during the five financial years the fund operated, how many of those were awarded funding, and how many were not awarded funding.

In summary, 1,054 applications in total were made to SEEF, 666 applications were funded, and 388 were not awarded funding.

978 establishments applied for funding through SEEF, 646 were awarded funding, and 332 were not awarded funding.

The Salix Energy Efficiency Fund (SEEF) is a bid-based capital funding programme that launched in 2016 and closed in March 2021 to provide interest free loans to academies and sixth form colleges to undertake capital works to improve the energy efficiency of their buildings. The Department for Business, Energy and Industrial Strategy (BEIS) funded the programme and Salix Finance administered the application round and the project approvals on behalf of BEIS. The loan payment and repayments are implemented and managed by the Department for Education.

The tables attached show, by constituency and local authority, the number of schools and other education providers that applied to SEEF during the five financial years the fund operated, how many of those were awarded funding, and how many were not awarded funding.

In summary, 1,054 applications in total were made to SEEF, 666 applications were funded, and 388 were not awarded funding.

978 establishments applied for funding through SEEF, 646 were awarded funding, and 332 were not awarded funding.

The Salix Energy Efficiency Fund (SEEF) is a bid-based capital funding programme that launched in 2016 and closed in March 2021 to provide interest free loans to academies and sixth form colleges to undertake capital works to improve the energy efficiency of their buildings. The Department for Business, Energy and Industrial Strategy (BEIS) funded the programme and Salix Finance administered the application round and the project approvals on behalf of BEIS. The loan payment and repayments are implemented and managed by the Department for Education.

The tables attached show, by constituency and local authority, the number of schools and other education providers that applied to SEEF during the five financial years the fund operated, how many of those were awarded funding, and how many were not awarded funding.

In summary, 1,054 applications in total were made to SEEF, 666 applications were funded, and 388 were not awarded funding.

978 establishments applied for funding through SEEF, 646 were awarded funding, and 332 were not awarded funding.

The department does not currently hold the break down data for all 1,031,000 starts. The Education Endowment Foundation plans to publish their evaluation of the National Tutoring Programme in the academic year 2020/21 in autumn 2022. This data will include breakdowns of the pupils who received tutoring in the academic year 2020/21, including pupils with special educational needs and disabilities.

The department's written ministerial statement of 31 March 2022 gives more detail about the programme. This statement is available here: https://www.gov.uk/government/news/national-tutoring-programme-simplified-to-reach-as-many-pupils-as-possible.

It accompanied the statistical release showing 1.2 million tutoring courses have started since November 2020. This publication is available here: https://explore-education-statistics.service.gov.uk/find-statistics/national-tutoring-programme/2022-march.

The department has published data on the number of air cleaning units delivered to education settings. This can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/delivery-of-air-cleaning-units.

The attached table is a geographical breakdown of air cleaning unit deliveries by local authority. The department does not hold the data at a constituency level.

The department has also published data on the number of settings that applied and were eligible for air cleaning units. This can be found here: https://www.gov.uk/government/publications/co2-monitor-survey-and-applications-for-air-cleaning-units.

Air cleaning units were allocated based on need; applications had to meet strict eligibility criteria, which can be found here: https://drive.google.com/drive/folders/12cU_I5q0v1_my97yPMpb87RsSL5d5lpj.

In response to the number of applications received, the department has made up to 9,000 air cleaning units available to ensure that all eligible applications are fulfilled. Most settings have now received their air cleaning units. Final deliveries of applications received in January 2022 will be made by half term.

The department has published data on the number of air cleaning units delivered to education providers. This can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/delivery-of-air-cleaning-units.

The attached table shows a geographical breakdown of air cleaning unit deliveries by local authority. The department does not hold the data at a Parliamentary constituency level.

The department has also published data on the number of education providers that applied and were eligible for air cleaning units. This can be found here: https://www.gov.uk/government/publications/co2-monitor-survey-and-applications-for-air-cleaning-units.

Air cleaning units were allocated based on need and applications had to meet strict eligibility criteria, available to view here: https://drive.google.com/drive/folders/12cU_I5q0v1_my97yPMpb87RsSL5d5lpj. In response to the number of applications received, we have made up to 9,000 air cleaning units available to ensure that all eligible applications are fulfilled. The majority of providers have now received their air cleaning units. Final deliveries of applications received in January will be made by half-term.

The number of full time equivalent (FTE) child and family social workers employed by local authorities in England is increasing every year. On the 30 of September 2021, there were 32,500 full FTE child and family social workers employed by local authorities in England. This is an increase of 2.0% compared to 2020, and an increase of 14.1% compared to 2017.

While the department recognises that this may not be the picture some local authorities are seeing on the ground, the department is working closely with local authorities and using central programmes and funding to respond to their needs.

The department is supporting the recruitment and retention of social workers through our investment in fast-track initial social worker training programmes, and in professional development programmes to improve leadership. We are also seeing some innovative practices from local authorities that are driving down agency rates and stabilising their workforces.

Our COVID-19 Recovery Action Plan aims to stabilise and strengthen children’s social care as we transition out of the COVID-19 outbreak, so we deliver well for children and young people and provide a strong foundation for longer-term reform, informed by the Care Review.

The Education (National Curriculum) (Key Stage 2 Assessment Arrangements) (England) (Amendment) Order 2019 was not subject to parliamentary procedure and was made in exercise of the powers conferred by sections 87(3)(c) and 210(7)(a) of the Education Act 2002.

Regular attendance at school is vital for children’s education, wellbeing and long-term development. School attendance is mandatory and parents have a duty, under section 7 of the Education Act 1996 to ensure that their child of compulsory age receives an efficient full-time education either by attendance at school or otherwise. No targets for school attendance are set by government, but attendance statistics are collected and published on a regular basis.

Following expert clinical advice and the successful rollout of the COVID-19 vaccine programme, people previously considered to be particularly vulnerable, clinically extremely vulnerable (CEV), and high or higher-risk are no longer advised to shield.

Children and young people previously considered CEV should attend school and should follow the same COVID-19 guidance as the rest of the population. This guidance is available to view here: https://www.gov.uk/coronavirus. Children and young people with a weakened immune system should follow the Department of Health and Social Care and UK Health Security Agency (UKHSA) guidance for people whose immune system means they are at higher risk from COVID-19, available to view here: https://www.gov.uk/government/publications/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk/covid-19-guidance-for-people-whose-immune-system-means-they-are-at-higher-risk. If, however, a child or young person has been advised to isolate or reduce their social contact by their specialist, due to the nature of their medical condition or treatment they should continue to follow the advice of their specialist.

The NHS is also now vaccinating the most at-risk 5 to 11 year olds, ensuring they get their vital dose of protection.

As usual, school leaders continue to have discretion to grant leaves of absence in exceptional circumstances. Where a pupil is not attending school for reasons related to COVID-19, we expect the school to offer them immediate access to remote education. Schools must also have regard to the expectations for remote education published on GOV.UK: https://get-help-with-remote-education.education.gov.uk/statutory-obligations.

Local authorities have a duty to care for any child within their area without a parent or guardian. This includes children who have been orphaned.

The law states that when a child cannot live with their parents, local authorities should seek to place them in the care of suitable family members, friends, and other people already connected with the child and approved as foster carers by children’s services. Only where this is not possible should children’s services go on to arrange for a child to live with unrelated carers.

All local authorities are required to have a family and friends care policy. The policy should set out services that are available to kinship carers, whatever the type of kinship care arrangement. Services should be aimed at preventing children from becoming or remaining looked after in the care system wherever possible.

The Education (National Curriculum) (Key Stage 2 Assessment Arrangements) (England) (Amendment) Order 2019 was made on 10 April 2019. This amended the Education (National Curriculum) (Key Stage 2 Assessment Arrangements) (England) Order 2003 to make provision for the statutory administration of the multiplication tables check (MTC) for all eligible year 4 pupils from the 2019/20 academic year. Due to the disruption caused by the COVID-19 outbreak, the department cancelled all primary assessments, including the MTC, in the 2019/20 and 2020/21 academic years, and disapplied the legislation for these assessments for these two academic years.

The department has confirmed that statutory primary assessments will take place in the 2021/22 academic year, including the MTC.

The department does not hold information on the number of pupils below their reading age in primary school. The closest information available is the number of pupils not meeting the expected standard in reading at the end of key stage 2. This data was not recorded for academic years 2019/20 or 2020/21 due to the impact of the COVID-19 outbreak.

The number of pupils not meeting the expected standard in reading at the end of key stage 2 was 154,169 (25%) in 2018 and 173,765 (27%) in 2019.

The number of pupils not meeting the expected standard in reading at the end of key stage 2 in state-funded schools for each local authority, region and parliamentary constituency in 2019 is in the attached table.

The department does not hold information on the number of pupils below their reading age in primary school. The closest information available is the number of pupils not meeting the expected standard in reading at the end of key stage 2. This data was not recorded for academic years 2019/20 or 2020/21 due to the impact of the COVID-19 outbreak.

The number of pupils not meeting the expected standard in reading at the end of key stage 2 was 154,169 (25%) in 2018 and 173,765 (27%) in 2019.

The number of pupils not meeting the expected standard in reading at the end of key stage 2 in state-funded schools for each local authority, region and parliamentary constituency in 2019 is in the attached table.

To fulfil all eligible applications, up to 9,000 air cleaning units will be provided to state-funded education providers for poorly ventilated teaching spaces where quick fixes to improve ventilation are not possible. As of 24 January 2022, 1,265 providers were eligible to receive air cleaning units. These were allocated to providers based on need, using the eligibility criteria we have set out in our guidance.

As of 11 February, 6,311 air cleaning units have been delivered to state-funded education providers. A breakdown of this data by local authority is available in the attached table. We do not hold this data by parliamentary constituency.

Natural ventilation is best where that is achievable, and we have robust evidence that in the vast majority of cases, teaching spaces and classrooms benefit from sufficient natural ventilation. That evidence includes the responses to our recent survey of providers using the carbon dioxide monitors that we published on 24 January. This showed that only 3% of providers reported sustained high CO2 readings (above 1,500ppm) that could not be remedied through quick fixes or remedial building works. The survey findings are available here: https://www.gov.uk/government/publications/co2-monitor-survey-and-applications-for-air-cleaning-units.

The department promoted the COVID-19 workforce fund through multiple existing channels. This includes GOV.UK and sector emails, as well as relevant party forums and regional delivery teams, to communicate with schools and trusts across England and encourage eligible schools to access the support.

Existing resources were used to support this and therefore it is not possible to estimate the precise cost of the activity.

School level data on payments made to schools for the 2020 round of the COVID-19 workforce fund is now available here: https://www.gov.uk/government/publications/coronavirus-covid-19-data-on-funding-claims-by-institutions-2020-to-2021.

The claims portal for the current round of the COVID-19 workforce fund will open in the spring, and the department aims to publish data on payments in summer 2022.

This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

This is a matter for Her Majesty’s Chief Inspector, Amanda Spielman. I have asked her to write to the hon. Member and a copy of her reply will be placed in the Libraries of both Houses.

The Student Opportunity Fund no longer exists. It used to be allocated to higher education providers by the Higher Education Funding Council for England (HEFCE), who also published associated guidance.

HEFCE closed on 1 April 2018 and was replaced by UK Research and Innovation, and the Office for Students (OfS).

The government issues guidance on its priorities for expenditure to the OfS through the Strategic Priorities Grant letters which are published at: https://www.officeforstudents.org.uk/advice-and-guidance/regulation/guidance-from-government/. These letters include guidance on supporting students from disadvantaged backgrounds.

To support students most at risk of dropping out, the government provides additional formula-based funding for providers through the student premium (part of the Strategic Priorities Grant). As of July 2021, the OfS has allocated student premium funding totalling £273 million to providers for the 2021-22 academic year.

The Student Opportunity Fund no longer exists. It used to be allocated to higher education providers by the Higher Education Funding Council for England (HEFCE), who also published associated guidance.

HEFCE closed on 1 April 2018 and was replaced by UK Research and Innovation, and the Office for Students (OfS).

The government issues guidance on its priorities for expenditure to the OfS through the Strategic Priorities Grant letters which are published at: https://www.officeforstudents.org.uk/advice-and-guidance/regulation/guidance-from-government/. These letters include guidance on supporting students from disadvantaged backgrounds.

To support students most at risk of dropping out, the government provides additional formula-based funding for providers through the student premium (part of the Strategic Priorities Grant). As of July 2021, the OfS has allocated student premium funding totalling £273 million to providers for the 2021-22 academic year.

The department received claims to the 2020 COVID-19 workforce fund from 974 schools and made payments to 902 schools.

All schools that met the conditions set out in the guidance were paid. We are intending to publish school-level data on payments this month. The claims window for the current round of the COVID-19 workforce fund, which covers absences from 22 November 2021 until 18 February 2022, will open in the spring. Data on those payments will be published in due course.

The department received claims to the 2020 COVID-19 workforce fund from 974 schools and made payments to 902 schools.

All schools that met the conditions set out in the guidance were paid. We are intending to publish school-level data on payments this month. The claims window for the current round of the COVID-19 workforce fund, which covers absences from 22 November 2021 until 18 February 2022, will open in the spring. Data on those payments will be published in due course.