Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment her Department has made of the potential impact of the shortage of ADHD medication on students during the upcoming exam season; and whether her Department has had discussions with (a) examination boards and (b) schools on mitigation measures.
Answered by Damian Hinds - Minister of State (Education)
The department is aware of the current difficulties some students are facing in obtaining medication for attention deficit hyperactivity disorder (ADHD). The department has not held discussions with examination boards specific to this.
There are established arrangements in place that schools and colleges will be familiar with, which should be used to arrange any reasonable adjustments or access arrangements for students with disabilities.
The Equality Act 2010 requires examination boards to make reasonable adjustments where a disabled person would be at a substantial disadvantage in undertaking an assessment. Reasonable adjustments are changes made to exams or assessments, or to the way they are conducted, to mitigate the risk that a disabled person would be at a substantial disadvantage in undertaking an assessment. They are needed because some disabilities can make it harder for students to show what they know, understand and can do in an assessment, than it would be had the student not been disabled. The exam or assessment must still test the same knowledge, skills and understanding for that qualification.
If a student’s need has changed or they need a reasonable adjustment that has not been applied for, the school or college should contact the relevant awarding organisation as soon as possible.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Levelling Up, Housing & Communities:
To ask the Secretary of State for Levelling Up, Housing and Communities, if he will make it his policy to facilitate greater involvement of architects in the development stage of new housing schemes.
Answered by Lee Rowley - Minister of State (Minister for Housing)
National planning policy makes clear that local authorities should prepare their own local design codes in line with the principles set out in the National Design Guide and National Model Design Code, which can define what well-designed new development means in their local area.
The NPPF and supporting National Design Guide and National Model Design Code emphasise that effective engagement between local authorities, communities, applicants and other interests, such as architects, throughout the design process, including the preparation of design codes, is helpful to achieving well designed and sustainable new development.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Levelling Up, Housing & Communities:
To ask the Secretary of State for Levelling Up, Housing and Communities, what steps his Department is taking to help ensure standards of (a) quality and (b) sustainability in new housing developments.
Answered by Lee Rowley - Minister of State (Minister for Housing)
The Government legislated through the Building Safety Act 2022 to provide for a statutory New Homes Ombudsman and accompanying Code of Practice that set out expectations of scheme members around standards of conduct and standards of quality of work.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to her Department's data release Pupil absence in schools in England, published on 21 March 2024, how many children were subject to a (a) special guardianship and (b) child arrangements order by (i), age (ii) ethnicity and (iii) local authority in 2022/23.
Answered by Damian Hinds - Minister of State (Education)
Data on pupils who have ceased to be looked after and are subject to a Special Guardianship Order (SGO) or Child Arrangements Order (CAO) by age, ethnicity and local authority in England in the 2022/23 academic year is attached. The information is taken from the school census, where children are reported as having previously left care due to adoption, a SGO or a CAO only if their parents or carers have declared this information to the school. Therefore, the data is reliant on self-declaration from parents and is partial rather than a full count.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential implications for her policies of the number of schools that recorded zero young carers in their most recent school census return; and what steps her Department is taking to improve the identification of young carers in schools.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.
You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.
As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.
Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.
The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.
The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.
The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, how many schools recorded zero young carers in their most recent school census return.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The most recent published census data on young carers is from January 2023, and can be found here: https://explore-education-statistics.service.gov.uk/find-statistics/school-pupils-and-their-characteristics/2022-23.
You can find the number of young carers in each school in column JF of the school level underlying data file – see ‘School level underlying data - 2022/23 (csv, 22 Mb)’ under the heading ‘Additional supporting files’. 17,093 of the total 21,642 state-funded schools recorded no young carers. Statistics from the January 2024 school census will be published in June.
As this is a new data collection, the department expects the quality of the data returns to improve over time as the collection becomes established. All schools, except nursery schools, must send this information as part of the Spring school census. However, the recording and handling of the information is at the school’s discretion. In 2023, 79% of schools recorded no young carers.
Young carers make an enormous contribution in caring for their loved ones. The department wants to ensure that they are supported in their education and can take advantage of opportunities beyond their caring responsibilities.
The department added young carers to the annual school census in 2023, raising the visibility of young carers in the school system and, in time, providing the department with hard evidence on both the numbers of young carers and their educational outcomes.
The department will be incorporating young carers in the school-level annual school census for independent schools from early 2024 to ensure parity with the school census, which further builds on the department’s data on young carers across the school system.
The government has published information on how and where young carers can get help and support, encouraging them to speak to someone they trust at their school or college, like a teacher or school nurse, about their caring responsibilities and how this might affect them. As set out in ‘Keeping children safe in education’, the department require Designated Safeguarding Leads to undergo training to provide them with the knowledge and skills to carry out their role, which includes having a good understanding of, and alertness to, the needs of young carers. The guidance can be found here: https://www.gov.uk/government/publications/keeping-children-safe-in-education--2.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, what the annual budget is for regional schools commissioners, per commissioner per region in each financial year since 2014-15; and how many staff were employed by each commissioner on average in each financial year since 2014-15.
Answered by Damian Hinds - Minister of State (Education)
The department has identified the costs as the workforce costs and the General Administration Expenditure for the Regional Schools Commissioners (RSCs) and their teams up to 2022, and for Regional Directors and their teams from 2022 onwards. RSCs were replaced in 2022 by Regional Directors with an expanded remit.
The department's policy of retaining financial records for seven years limits access to data before the 2016/17 financial year.
In 2019 the department underwent re-organisation to align its delivery work in relation to academies, free schools and school improvement, bringing together functions that were previously delivered in different parts of the department. This data for 2019/2022 is therefore not directly comparable to previous years, as the functions delivered by the RSC teams expanded.
The RSC Staff programme budget, represented in the table below, was held centrally until the 2020/2021 financial year and then was split and allocated to the individual regions from 2021/2022. This was a change in where the budget sat rather than a change in staffing levels.
Workforce actual spend data for Regional Schools Commissioner teams 2016/2022
Workforce Actual Spend (Millions of GBP) | FY 2016/17 | FY 2017-18 | FY 2018/19 | FY 2019/20 | FY 2020/21 | FY 2021/22 |
RSC East of England and North East London | £1.60 | £1.62 | £1.15 | £1.07 | £1.20 | £1.99 |
RSC East Midlands and Humber | £1.90 | £1.48 | £1.39 | £1.10 | £1.33 | £2.58 |
RSC Lancashire and West Yorkshire | £1.85 | £1.91 | £1.45 | £1.33 | £1.39 | £2.86 |
RSC North & Opportunity North East | £1.57 | £1.29 | £1.16 | £0.74 | £0.93 | £3.36 |
RSC North West London and South Central England | £1.89 | £1.62 | £1.27 | £1.33 | £1.51 | £3.06 |
RSC South East and South London | £2.18 | £1.66 | £1.43 | £1.11 | £1.63 | £3.40 |
RSD South West | £2.20 | £1.98 | £1.39 | £1.59 | £1.81 | £3.55 |
RSC West Midlands | £1.90 | £1.91 | £1.15 | £1.20 | £1.67 | £3.18 |
RSC Staff Programme Costs* | £4.08 | £9.95 | £14.68 | £15.90 | £16.31 | £0.37 |
Full Time Equivalent staffing data for Regional Schools Commissioner teams 2016/2022
Full Time Equivalent Staff per Region | FY16/17 | FY17/18 | FY18/19 | FY19/20 | FY20/21 | FY21/22 |
RSC East of England and North East London | 44.01 | 41.46 | 42.6 | 47.4 | 41 | 41.6 |
RSC East Midlands and Humber | 46.99 | 59.93 | 47 | 51.4 | 53 | 49.9 |
RSC Lancashire and West Yorkshire | 54.16 | 68.71 | 48.6 | 64.2 | 64.1 | 54.5 |
RSC North & Opportunity North East | 40.48 | 41.28 | 32.6 | 41.9 | 37.7 | 37.3 |
RSC North West London and South Central England | 49.35 | 52.43 | 48.4 | 64.1 | 51.6 | 43 |
RSC South East and South London | 54.19 | 58.52 | 42.4 | 61.7 | 54.8 | 52.3 |
RSC South West | 54.66 | 55.59 | 53.7 | 67.2 | 59.2 | 58.9 |
RSC West Midlands | 58.62 | 52.57 | 46.7 | 57.9 | 58.6 | 56.3 |
In July 2022, the creation of Regions Group within the department led to the replacement of the RSC role with Regional Directors, with a broader remit for the delivery of special educational needs and disabilities support and children’s social care improvement and interventions in their regions alongside their role in relation to academies and free schools. The regional structures were also re-organised to align with geographical boundaries of English regions. This data is therefore not directly comparable to the previous years.
Workforce actual spend data for Regional Director teams 2022/2024
Workforce Actual Spend Data for Regional Director Teams 2022 – 2024 (Millions of GBP) | Workforce Actual | Workforce Actual (at end of Feb 2024) |
FY 2022/23 | FY 2023/24 | |
Regional Directorate - East Midlands | £2.70 | £3.11 |
Regional Directorate - East of England | £3.60 | £3.58 |
Regional Directorate - London | £4.06 | £3.68 |
Regional Directorate - North East | £2.47 | £2.09 |
Regional Directorate - North West | £4.44 | £4.36 |
Regional Directorate - South East | £4.04 | £3.93 |
Regional Directorate - South West | £4.34 | £4.13 |
Regional Directorate - West Midlands | £4.26 | £3.91 |
Regional Directorate - Yorkshire and the Humber | £4.00 | £3.89 |
Full Time Equivalent staffing data for Regional Director teams 2022/2024
Full Time Equivalent Staff per Region | FY22/23 | FY23/24 (Actual FTE at end of Feb 24) |
Regional Directorate - East Midlands | 47.7 | 54.6 |
Regional Directorate - East of England | 53.0 | 65.5 |
Regional Directorate - London | 55.6 | 56.3 |
Regional Directorate - North East | 38.3 | 33.2 |
Regional Directorate - North West | 76.2 | 80.0 |
Regional Directorate - South East | 62.8 | 61.2 |
Regional Directorate - South West | 66.3 | 78.5 |
Regional Directorate - West Midlands | 69.7 | 70.7 |
Regional Directorate - Yorkshire and the Humber | 62.7 | 71.7 |
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the potential impact of the phased removal of the tolerance of students who do not meet the 16 to 19 maths and English condition of funding from 5% to 0%, starting in academic year 2026-27, on (a) further education colleges and (b) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Department for Education:
To ask the Secretary of State for Education, whether her Department has undertaken an assessment of the impact of the 16 to 19 maths and English condition of funding on (a) student experience of learning at and (b) staffing levels in (i) further education colleges and (ii) independent training providers.
Answered by Luke Hall - Minister of State (Education)
This government recognises the importance of literacy and numeracy skills, both in work and everyday life. Securing good levels of literacy and numeracy has a positive impact on participation in society, improves earnings and employment opportunities and opens doors to further learning.
The changes to the mathematics and English condition of funding are intended to have a positive effect on 16-19 students, giving them the English and mathematics skills they need to progress in life and work. The changes also bring England in line with other countries in the Organisation for Economic Co-operation and Development (OECD), where 16-19 students receive significantly more hours of English and mathematics teaching. For the 2024/2025 academic year, the department expects providers to comply as far as reasonably possible with the changes, so they have time to plan and prepare before the department measures compliance from the 2025/2026 academic year. Only then will the department begin the phased removal of the tolerance. More information about mathematics and English condition funding can be found here: https://www.gov.uk/guidance/16-to-19-funding-maths-and-english-condition-of-funding.
As the department works with the sector on implementation, the department remains committed to considering the impacts on students in further education colleges and independent training providers. This includes the workforce implications, and maximising the benefits for them.
Asked by: Munira Wilson (Liberal Democrat - Twickenham)
Question to the Home Office:
To ask the Secretary of State for the Home Department, what steps he is taking to help reduce the number of unsolved crimes.
Answered by Chris Philp - Minister of State (Home Office)
We are committed to ensuring all partners across the Criminal Justice System (CJS) work better together to increase the number of cases being charged and prosecuted and improve case progression.
We welcome the commitment from police forces across England and Wales to pursue all leads where there is a reasonable chance it could result in catching a perpetrator and solving a crime.