Question to the Department for Education:

To ask the Secretary of State for Education, if she will list the teacher recruitment and retention schemes that have received notice that funding will be (a) reduced and (b) ended since 1 January 2024.

Answered by Damian Hinds - Minister of State (Education)

England currently has the highest number of teachers on record. At the last count there were over 468,000 full-time equivalent (FTE) teachers in state-funded schools in England, which is an increase of 27,000 (6%) since the School Workforce Census began in 2010.

To make sure the department’s teacher recruitment and retention efforts are focussed on where they are needed most and providing best value for taxpayers’ money, the department has made some changes to funding allocations. Since January 2024, notice of changes to funding has been sent to the following teacher recruitment and retention partners:

• All providers of Subject Knowledge Enhancement (SKE) courses and initial teacher training (ITT) providers. The department are continuing to offer funded SKE in subjects with the greatest sufficiency challenges, including mathematics, physics, chemistry, computing, and languages and are continuing to offer a £175 per week tax-free bursary for eligible candidates to support them on their SKE training course.
• Providers of National Professional Qualifications (NPQs) informing them of changes to scholarship eligibility. The department is offering full scholarship funding in all NPQ subjects to teachers and leaders working in schools, and other settings, in the most challenging circumstances and serving more deprived communities. In addition, four NPQ subjects will continue to receive scholarship funding for all teachers and leaders employed at state-funded organisations. These include the NPQ in Headship, the early headship coaching offer, the NPQ in leading primary mathematics and the NPQ for special educational needs coordinators.
• Providers and teacher training applicants informing them of changes to the eligibility criteria for the UK's international relocation payments. These payments will be available to international teachers who teach physics and languages in England.

Since January 2024, notice of non-renewal of funding has been sent to:

• Now Teach informing them that the department will not be renewing their contract when it ends. The career changers programme has, and continues to, support career changers to enter teaching. The department remains committed to continuing to recruit and support career changers into ITT and are now carrying out a review to understand how to best meet the needs of a wider range of career changers.

The department has put in place a range of measures, including bursaries that are worth £28,000 tax-free and scholarships that are £30,000 tax-free, to encourage talented trainees to key subjects such as mathematics, physics, chemistry and computing. The ITT financial incentives package for the 2024/25 recruitment cycle is worth up to £196 million, which is a £15 million increase on the last cycle.

Question to the Department for Education:

To ask the Secretary of State for Education, Education, how many and what proportion of students are studying for a level 3 qualification; and whether her Department has made an estimate of the number of students that will begin (a) a foundation T Level and (b) any T Level course for each academic year between 2024 and 2030.

Answered by Luke Hall - Minister of State (Education)

In 2022, there were 599,000 students aged 16 in education in England. 440,000 students, or 73%, were studying qualifications at Level 3. More information can be found in the ‘Participation in education, training and employment age 16 to 18’ publication on GOV.UK.

The department does not publish estimates for the number of students that will begin a T Level or T Level Foundation year (TLFY) in each academic year. Over 30,000 students have started a T Level since 2020, and over 16,000 students have started on the TLFY over the first four years. The recently published T Level Action Plan sets out the steps the department is taking to continue to increase uptake over the coming years.

Question to the Department for Transport:

To ask the Secretary of State for Transport, what steps he is taking to improve rail services.

Answered by Huw Merriman - Minister of State (Department for Transport)

We are delivering a simpler and better railway. In advance of legislation to establish Great British Railways, we have reorganised the Department of Transport with the creation of an integrated Rail Services Group. This group brings together most of the Passenger Services Group and the Rail Infrastructure Group. This single team, focussed on the day-to-day operational performance of the railway, will pave the way to an integrated rail body.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will list the school related schemes that have received notice that funding will be (a) reduced and (b) ended since 1 January 2024.

Answered by Damian Hinds - Minister of State (Education)

This government is committed to providing a world class education system for all children and has invested significantly in education to achieve that.

Including the additional funding for teachers’ pay and pensions, funding for both mainstream schools and high needs is £2.9 billion higher in 2024/25 than in 2023/24. The overall core school budget will total £60.7 billion in 2024/25, which is the highest ever level in real terms per pupil. This means school funding is set to have risen by £11 billion by 2024/25 compared to 2021/22.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what steps his Department has taken to promote the workplace nursery scheme; and how much has been spent promoting that scheme in each financial year since it was introduced.

Answered by Laura Trott - Chief Secretary to the Treasury

Workplace Nurseries formed part of Employer Supported Childcare (ESC), which closed for new applicants from 4 October 2018.

Employees already registered before 4th October 2018 are able to continue using the scheme for as long as the employer offers it, or as long as they stay with the employer.

ESC was replaced by Tax-Free Childcare in October 2018.

The Government continues to support parents with childcare, including through Tax-Free Childcare, the free hours childcare offer, and Universal Credit Childcare.

Question to the HM Treasury:

To ask the Chancellor of the Exchequer, what assessment he has made of the level of usage of the workplace nursery scheme since it was introduced.

Answered by Laura Trott - Chief Secretary to the Treasury

Workplace Nurseries formed part of Employer Supported Childcare (ESC), which closed for new applicants from 4 October 2018.

Employees already registered before 4th October 2018 are able to continue using the scheme for as long as the employer offers it, or as long as they stay with the employer.

ESC was replaced by Tax-Free Childcare in October 2018.

The Government continues to support parents with childcare, including through Tax-Free Childcare, the free hours childcare offer, and Universal Credit Childcare.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate of the number and proportion of courses per higher education provider that accept T-levels for entry standards.

Answered by Luke Hall - Minister of State (Education)

T Levels set students up to progress onto a number of routes including employment, further education or higher education (HE). The government was delighted to see that last year, 97% of T Level students who applied for undergraduate study through UCAS received at least one offer. More information can be found here: https://www.ucas.com/corporate/news-and-key-documents/news/79-uk-18-year-old-applicants-receiving-results-gain-place-first-choice-university. Students secured places on a range of courses such as Midwifery, Computer Science and Architecture at a range of institutions.

The department has published a list of over 160 HE providers that have confirmed that they accept T Levels on at least one course. The list can be found at: https://www.gov.uk/government/publications/higher-education-providers-with-t-levels-in-entry-requirements. This list is not exhaustive or an official register of all HE providers that accept T Levels and is updated as providers confirm that they accept T Levels. Given that HE providers are autonomous institutions that regularly review the entry requirements, the department recommends that students look at the UCAS website and the websites of higher education providers for more information on entry requirements for specific courses.

The department works closely with the HE sector to ensure providers understand the content and quality of T Levels. The department has published a range of resources to support HE providers at the following site: https://www.gov.uk/government/publications/t-level-resources-for-universities. The department has also published a range of resources for T Level providers who wish to support their students who are considering progressing into HE, which can be found here:https://support.tlevels.gov.uk/hc/en-gb/articles/15892783337362-T-Levels-and-Higher-Education-Progression.

Question to the Department for Education:

To ask the Secretary of State for Education, with reference to her Department's guidance entitled Qualifications that overlap with T Levels, updated on 29 March 2023, whether she has made a recent assessment of the potential impact of the withdrawal of funding for new starts for (a) BTEC and (b) other level 3 qualifications overlapping with T levels from 1 August 2024 on students in further education.

Answered by Luke Hall - Minister of State (Education)

This government is committed to ensuring that students in post-16 education have access to a high quality suite of qualifications that are easy to choose from and that provide the best chances for progression into higher study, or into a skilled job. The department firmly believes that A levels and T Levels are the best route at Level 3 to achieving those outcomes, supported by a range of Alternative Academic Qualifications and Technical Occupational Qualifications that are necessary, high quality and have a clear purpose.

The scale and complexity of the qualifications landscape means it is hard for students to make good choices about what they study. The qualifications currently funded do not consistently offer good progression outcomes and the department’s reforms are designed to fix this problem. The department’s new technical qualifications are based on the Institute for Apprenticeships And Technical Education’s employer led occupational standards, which means that young people can be confident they are studying the skills, knowledge and behaviours that employers need.

An impact assessment was undertaken to consider the post-16 reforms at Level 3 as a whole. It can be read here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1091841/Revised_Review_of_post-16_qualifications_at_level_3_in_England_impact_assessment.pdf.

An additional impact assessment, which is the most recent assessment produced, was conducted on the Wave 1 and 2 overlap list, which can be found here: https://assets.publishing.service.gov.uk/media/6421be532fa8480013ec0c23/EIA_updated_final_wave_1_2_T_Level_overlap_inc_Health_and_Science.pdf. These waves correlate to the qualifications defunded as of August 1 2024.

Question to the Department for Education:

To ask the Secretary of State for Education, what steps are being taken to improve the educational outcomes of children and young people in care; and what estimate she has made of the number of care leavers who are not in (a) education, (b) employment and (c) training.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The needs of the child are paramount when deciding the right care placement. The Children’s Act 1989 places a duty on local authorities to make sure that there is sufficient provision in their area to meet the needs of children in their care and ensure placements safeguard and promote the child’s welfare. Furthermore, the guidance is clear that the child’s allocated social worker, supported by local authority management and resources, should do everything possible to minimise disruption to the child’s education and, where a child is in key stage 4, a move should only be made in exceptional circumstances. Responsibility for looked-after children sits with the local authority. The guidance and regulations of the Children Act 1989 can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1000549/The_Children_Act_1989_guidance_and_regulations_Volume_2_care_planning__placement_and_case_review.pdf.

Every local authority must appoint a virtual school head (VSH), who has a statutory duty to promote the educational attainment of all children in their care. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll. Looked-after children also have top priority in school admissions and attract pupil premium plus funding of £2,570 per child, up to age 16. This is managed by the VSH, who works with the child’s education setting to deliver objectives in the child’s personal education plan.

In February 2023, the department announced the national rollout of £24 million of pupil premium plus style funding to looked-after children and care leavers at post-16 for the next two years, from 2023/24. This funding, which builds on an initial £8 million pilot that launched in October 2021, gives VSHs the financial levers to positively impact the educational outcomes of looked-after children and care leavers in post-16 education.

Question to the Department for Education:

To ask the Secretary of State for Education, whether she has made an assessment of the potential impact of moving schools on children in care; and what steps she is taking to reduce the number of children in care who experience school moves.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The needs of the child are paramount when deciding the right care placement. The Children’s Act 1989 places a duty on local authorities to make sure that there is sufficient provision in their area to meet the needs of children in their care and ensure placements safeguard and promote the child’s welfare. Furthermore, the guidance is clear that the child’s allocated social worker, supported by local authority management and resources, should do everything possible to minimise disruption to the child’s education and, where a child is in key stage 4, a move should only be made in exceptional circumstances. Responsibility for looked-after children sits with the local authority. The guidance and regulations of the Children Act 1989 can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1000549/The_Children_Act_1989_guidance_and_regulations_Volume_2_care_planning__placement_and_case_review.pdf.

Every local authority must appoint a virtual school head (VSH), who has a statutory duty to promote the educational attainment of all children in their care. All maintained schools and academies must appoint a designated teacher to act as a source of advice and expertise about the needs of the looked-after children on the school’s roll. Looked-after children also have top priority in school admissions and attract pupil premium plus funding of £2,570 per child, up to age 16. This is managed by the VSH, who works with the child’s education setting to deliver objectives in the child’s personal education plan.

In February 2023, the department announced the national rollout of £24 million of pupil premium plus style funding to looked-after children and care leavers at post-16 for the next two years, from 2023/24. This funding, which builds on an initial £8 million pilot that launched in October 2021, gives VSHs the financial levers to positively impact the educational outcomes of looked-after children and care leavers in post-16 education.

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate of the number and proportion of people enrolled in (a) T level foundation year and (b) T levels who have not completed those courses in each of the last three academic years.

Answered by Luke Hall - Minister of State (Education)

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

Question to the Department for Education:

To ask the Secretary of State for Education, if she will make an estimate of the number of additional SEND places that each local authority that has received funding under the Dedicated schools grant: very high deficit intervention arrangements has opened since the relevant agreement was put in place.

Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)

The Safety Valve programme supports the local authorities with the highest Dedicated Schools Grant (DSG) deficits. The programme requires the local authorities involved to develop substantial plans for reform to their high needs systems, with support and challenge from the department, to rapidly place them on a sustainable footing. If the local authorities can demonstrate sufficiently that their DSG management plans create lasting sustainability, including reaching an in-year balance, and are effective for children and young people, then the department will enter into an agreement.

Through the agreements, the local authorities are subsequently held to account for their reform and savings projections via regular reporting to the department. The department will help the local authorities with additional revenue funding over time to contribute to their historic deficits, but this is contingent on delivery of the reforms in the agreements.

Capital funding is a necessary feature of many local authorities DSG management plans, in cases where investment in local infrastructure will result in the availability of more appropriate provision and subsequent revenue savings. Local authorities with safety valve agreements are therefore invited to apply for additional high needs capital funding, to be provided as a one-off ‘top-up’ to their high needs provision capital allocations.

In order to receive additional capital funding, local authorities must demonstrate how investment would align to the reform plans and savings projections in their safety valve agreements. Proposals also need to show how capital plans will meet identified gaps in provision and improve the local provision offer.

The department has allocated additional capital funding to 26 local authorities through this route, totalling £175 million.

Once funding is allocated, local authorities have appropriate flexibility to make sensible adjustments to their plans, reflecting that the statutory duty to provide sufficient school places remains with the local authority.

Question to the Department for Energy Security & Net Zero:

To ask the Secretary of State for Energy Security and Net Zero, if she will make an estimate of the (a) average annual cost between 31 March 2023 and 31 March 2024 and (b) projected annual cost until 31 March 2025 of (i) electricity and (ii) heating bills for households on communal and district heat networks; and if she will make a comparative assessment of the cost of (A) those customer's bills and (B) the bills of other domestic customers.

Answered by Amanda Solloway - Government Whip, Lord Commissioner of HM Treasury

No new estimation has been made. I refer the hon Member to the answer I gave to the hon Member for Twickenham (Munira Wilson) on 17 April 2023 to Question UIN 176758.