Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of the provision of language support for refugee children in school whose first language is not English.
Answered by Catherine McKinnell - Minister of State (Education)
It is currently for schools to determine what support provision to put in place for all pupils, including refugees, whose first language is other than English, and who have English language development needs. Schools are able to draw on their overall budgets for this purpose, including funding allocated through the English as an additional language factor in the national funding formula. No recent assessment has been made of the adequacy of this approach, however the government will keep the matter under review.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to increase teacher retention.
Answered by Catherine McKinnell - Minister of State (Education)
High quality teaching is the factor that makes the biggest difference to a child’s education, which is why we are committed to tackling the crisis in teacher recruitment and retention this government inherited.
It is vital to retain our existing teachers to ensure a sufficient high quality workforce, and the department is committed to tackling retention challenges, making work pay and supporting teachers to stay in the profession and thrive. A key first step is to ensure teaching is once again a respected and attractive profession and that teachers get the pay they deserve, which is why this government has accepted in full the School Teachers’ Review Body’s recommendation of a 5.5% pay award for teachers and leaders in maintained schools from September this year.
Alongside teacher pay, new teachers of mathematics, physics, chemistry and computing in the first five years of their careers can now also receive a targeted retention incentive of up to £6,000 after-tax if working in disadvantaged schools.
Helping teachers remain and thrive in the profession is not just about pay and financial reward, but also about workload and wellbeing. The department has made an early decision to remove the single headline Ofsted grade, which put unnecessary pressure on teachers and leaders. We have also made available a range of resources to help address teacher workload and wellbeing, including the ‘Improve workload and wellbeing for school staff’ service and the ‘education staff wellbeing charter’.
The department is also committed to supporting schools to implement flexible working practices, including undertaking planning, preparation and assessment time remotely, to improve recruitment and retention of teachers. In addition, the department has also developed an online toolkit of resources and is funding free webinar training and bespoke peer support provided by flexible working ambassador schools and multi-academy trusts.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, what assessment she has made of the adequacy of educational provision for children with Special Educational Needs in Derbyshire.
Answered by Catherine McKinnell - Minister of State (Education)
Derbyshire were inspected by Ofsted and the Care Quality Commission in September 2024 and are awaiting their inspection outcome, due to be published mid-November 2024.
The department has appointed a special educational needs and disabilities (SEND) adviser to work collaboratively with an NHS England Adviser to challenge, support and work alongside the local area partnership to improve its services. The regional team will put in place systems to track progress against all improvements identified in the published report.
This government’s ambition is that all children and young people with SEND or in alternative provision receive the right support to succeed in their education and as they move into adult life. The department is committed to taking a community-wide approach in collaboration with local area partnerships to improve inclusivity and expertise in mainstream schools, as well as ensuring special schools cater to those with the most complex needs.
Asked by: Samantha Niblett (Labour - South Derbyshire)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an assessment with Cabinet colleagues of the adequacy of digital skills training for women in rural communities.
Answered by Janet Daby - Parliamentary Under-Secretary (Department for Education)
Digital skills are crucial to the delivery of all five missions of government, particularly opportunity and growth, providing the pipeline of skilled workers needed to grow the economy.
To support the digital skills needs in the country, adults aged 19 and over with low digital skills are fully-funded through the digital statutory entitlement to study Essential Digital Skills qualifications or digital Functional Skills qualifications at entry level and level 1.
The department funds essential digital skills provision through the adult skills fund (ASF). Currently, approximately 60% of the ASF is devolved to nine Mayoral Combined Authorities and the Mayor of London, acting where appropriate through the Greater London Authority. These authorities are responsible for the provision of ASF-funded adult education for their residents. The Education and Skills Funding Agency is responsible for the remaining ASF in non-devolved areas where colleges and training providers have the freedom and flexibility to determine how they use their ASF to meet the needs of their communities.
For those who are not ready for formal digital qualifications, many local areas use tailored learning within the ASF to deliver flexible courses that help adults to get online and equip them with the essential digital skills they need for life, work and further learning.
The department also funds Skills Bootcamps, which are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills, with an offer of a job interview with an employer on completion. Training is designed and delivered in partnership with employers, ensuring we deliver the skills needed by employers in priority sectors.
Evaluation of Skills Bootcamps delivery shows that female representation was higher in Skills Bootcamps in Digital (42%) than the national gender composition of the digital workforce (29%).
Developed in partnership with employers, there are currently 33 apprenticeship standards spanning levels 3 to 7 in digital occupations, including at degree level and in areas like cyber and artificial intelligence (AI). The department’s reformed growth and skills levy will deliver greater flexibility for learners and employers and is aligned with its industrial strategy to create routes into good, skilled jobs in growing industries, including in digital.
Across government, the new Industrial Strategy will channel support to eight growth-driving sectors in which the UK excels today and will propel it forwards tomorrow. Digital technologies have been identified as one of the eight growth-driving sectors and the department is currently consulting on the barriers to growth, including skills, in this sector.
Furthermore, my right hon. Friend, the Secretary of State for Science, Innovation and Technology has commissioned an AI Opportunities Action Plan, which will set out the essential role that equipping the UK’s workforce with the right skills and attracting top talent will play in supporting the growth of the AI sector.