Asked by: John Hayes (Conservative - South Holland and The Deepings)
Question to the Department for Education:
To ask the Secretary of State for Education, what fiscal steps she is taking to support (a) training programmes, (b) apprenticeships and (c) other efforts to promote (i) job creation and (ii) skills development in South Holland and the Deepings constituency.
Answered by Robert Halfon
Funding allocations are not available broken down to the level of individual constituencies.
The government is committed to creating a world-leading skills system that is employer-focused, high quality and fit for the future. The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives; and to improve national productivity and economic growth. The department’s reforms are backed with an additional investment of £3.8 billion over the course of this parliament to strengthen higher and further education.
In the 2023/24 academic year, the department is investing nearly £7 billion for education and training places for 16 to 19 year olds, and up to 25 for those with special educational needs and disabilities (SEND). This funding is allocated to education providers to deliver study programmes and T Levels to young people.
The department is continuing to invest in education and skills training for adults through the Adult Education Budget (AEB), which totalled £1.34 billion in the 2023/24 Funding Year. The AEB fully funds or co-funds skills provision for eligible adults aged 19 and above from pre-entry to Level 3, to support adults to gain the skills they need for work, an apprenticeship or further learning. This includes funding going to Boston College, which includes the Spalding Campus in the South Holland and the Deepings Constituency.
The Free Courses for Jobs offer gives eligible adults the chance to access high value Level 3 qualification for free, which can support them to gain higher wages or a better job. Around 400 qualifications are available on the offer, chosen specifically as they offer good wage outcomes and address skills needs in the economy. There have been over 61,000 enrolments since April 2021.
Skills Bootcamps are free, flexible courses of up to 16 weeks in priority skills areas, with a guaranteed interview upon completion. The department is expanding Skills Bootcamps through increased national procurement and grant funding to 30 Mayoral Combined Authorities and local areas to meet national and local skills needs in the 2024/25 financial year. The department granted Great Lincolnshire LEP, in partnership with Lincolnshire County Council, £2 million for Skills Bootcamps across Greater Lincolnshire and Rutland in 2023, and a further £3 million for courses starting after April 2024.
The department is increasing investment in the apprenticeships system in England to over £2.7 billion by the 2024/25 financial year to support more high quality apprenticeship opportunities across the country, including in South Holland and the Deepings. There have been over 11,000 apprenticeship starts in South Holland and the Deepings since 2010.
The department has introduced employer-designed T levels, which are equipping thousands of young people with the skills, knowledge, and experience to access employment or further study in some of the most in-demand skills areas. 18 T Levels are now available, being delivered through over 250 providers across all regions of the country. University Academy Holbeach in South Holland and the Deepings currently offers seven T Levels and is planning to offer three more from September 2024.
Multiply is the government’s programme for improving adult numeracy. Multiply is funded through the UK Shared Prosperity Fund, which is the government’s flagship fund for supporting people and places across the UK. Up to £270 million is directly available for local areas in England to deliver innovative interventions to improve adult numeracy. Lincolnshire County Council has been allocated £4.02 million of Multiply funding from the 2022/23 to 2024/25 financial years to improve adult numeracy in their area.
Asked by: Stephen Morgan (Labour - Portsmouth South)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that (a) young people and (b) adults have access to a range of high quality training pathways.
Answered by Robert Halfon
The government is committed to creating a world-leading skills system which is employer-focused, high-quality and fit for the future. The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives. The department’s reforms are backed with an additional investment of £3.8 billion over the course of this Parliament to strengthen higher and further education. These reforms will help equip people with the education, training and skills that employers demand both in the public and private sector.
Apprenticeships are for people of any age and are crucial in driving growth and social mobility. To support growth, the department is increasing investment in apprenticeships to £2.7 billion by 2024/25, encouraging more employers across the country to recruit new apprentices.
The department has introduced employer-designed T Levels which are equipping thousands of young people with the skills, knowledge, and experience to access employment or further study in some of the most in-demand skills areas. 18 T Levels are now available, which are being delivered through over 250 providers across all regions of the country.
The department has invested £300 million to establish 21 Institutes of Technology across England to significantly increase the number of learners with higher level technical skills, offering an alternative route to high paid jobs. They bring education and industry together to deliver world class technical education and training in key STEM subjects aligned to the skills needs of the local economy they serve.
The department is delivering reforms to increase the profile, prestige, and uptake of higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs), which are Level 4/5 qualifications approved against employer-developed standard and quality marked by the Institute for Apprenticeships and Technical Education. This means students and employers can have the confidence that HTQs provide skills employers need. To date, 172 qualifications have been approved as HTQs across seven occupational routes and over 140 providers are approved to deliver HTQs.
The Adult Education Budget (AEB) of £1.34 billion this year funds skills provision for adults to help them gain the skills they need for work, an apprenticeship or further learning. This includes entitlements to free first qualifications at Level 2 and 3 and English, mathematics and digital qualifications for those adults who do not have them. Community Learning plays a vital role within AEB provision by supporting those furthest from the workplace. It is an important stepping stone for learners who are not ready for formal accredited learning, or who would benefit from learning in a more informal way.
In addition, the department has introduced the Free Courses for Jobs scheme, which enables eligible adults to gain a high value qualification for free and Skills Bootcamps. These Bootcamps are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills and fast-track to an interview with an employer.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps he is taking to support people who are on Universal Credit to access free adult education.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
Universal Credit (UC) claimants are required to undertake activity to address skills needs if this will help them enter and retain employment or find better paid work. Jobcentre Plus Work Coaches engage with claimants to identify and address these needs through options ranging from the Department for Education’s Skills Bootcamps; careers advice from National Careers Service advisors, many of whom are co-located in Jobcentre offices or DWP’s successful (Sector Based Work Academy Programmes).
DWP’s Sector-based Work Academy Programmes (SWAPs) help employers who have immediate and future employment needs by providing short work focussed opportunities to fill local job vacancies. Through the adult education budget, Government funds the skills training that employers require and in return employers agree to offer work experience placements and a guaranteed offer of an interview for a live vacancy. Data for the financial years 2021/22, 2022/23 and 2023/24 to date shows that, as of 28 January 2024, there were a total of 266,330 starts to a Sector-based Work Academy Programme. Final start figures for 2023/24 will be available early next financial year.
For claimants who need vocational and essential skills training (English/maths/digital), to support their work search goals, it was announced at Spring budget 2023 that the length of time UC claimants can undertake full time work-related training has been extended to up to 16 weeks. This means eligible claimants are able to access a wider range of courses, including those made available through the DfE Free Courses for Jobs initiative.
Additionally, local Jobcentre Plus partnership teams work directly with colleges and training providers in their area to ensure claimants have access to the right skills support. Jobcentre Plus partnership leads also participate in DfE’s employer representative body led Local Skills improvement Partnerships across England, which are articulating local employer skills needs for consideration by colleges and local training providers.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to ensure that (a) adults and (b) young people have sufficient IT skills for work.
Answered by Robert Halfon
Digital and computing skills are critical to achieving the government’s science and technology superpower ambitions, which the department set out in the UK Science & Technology Framework in March this year.
The department has developed an ambitious skills agenda, backed by an additional £3.8 billion in further education and skills over the lifetime of this parliament. Through the Adult Education Budget (AEB), the department introduced a new legal entitlement in August 2020 to fully fund adults (19+) with low digital skills to undertake an Essential Digital Skills Qualification, up to Level 1. The department has further enhanced the offer by introducing Digital Functional Skills qualifications in August 2023. These qualifications were developed through employer supported National Standards and provide learners with the essential digital skills they need to participate actively in life, work and society.
The department has also taken steps to embed essential digital skills training as part of study programmes for 16 to19 year olds. Where students are identified as having low levels of digital skills, education providers will integrate essential digital skills development, where it is needed, into their learning programme.
The department has also funded community learning and other non-regulated learning, such as building confidence in essential digital skills, through the AEB. Many local authorities and other further education providers are already delivering these courses that help equip adults with the essential digital skills they need for work, life and further learning.
From next year, the Adult Skills Fund (ASF) will continue to support both qualifications and tailored learning, which includes community learning type provision, so adults can retrain and upskill in the most effective way.
Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills they need for the future is a key priority of this government. The department introduced computing as a statutory national curriculum subject in 2014, from key stages 1 to 4 inclusive. The new computing curriculum supports pupils to become digitally literate and acquire the knowledge and skills they need to become competent, confident, and creative users of technology. Through computing, pupils are taught how to analyse problems in computational terms and write computer programs, how to use technology safely and responsibly, and how to create digital artefacts.
The department has invested significantly in the National Centre for Computing Education (NCCE) to improve the teaching of computing and drive up participation in computer science at GCSE and A level. To date, over 13,000 teachers have engaged with subject knowledge courses offered by the NCCE, helping to create more confident teachers of computing.
The department has introduced three Digital T Levels: Digital Business Services, Digital Production, Design and Development, and Digital Support Services. These are the gold-standard Level 3 technical qualifications, designed with employers to meet industry standards and with a significant industry placement built in. These will help to give important experience of work within the digital sector. Digital skills are increasingly important across all occupations, which is why every T Level has the digital skills necessary for employment embedded into its curriculum.
Additionally, employers have developed more than 30 high-quality digital apprenticeships to support them develop the skilled workforces they need. Apprenticeships include Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. In the 2022/23 academic year, the number of starts in the Information and Communication Technology sector subject area grew to 25,100 starts, up 10% from 22,820 from 2021/22. The department is increasing investment in the apprenticeships system in England to £2.7 billion by the 2024/25 financial year to support employers of all sizes and in all sectors offer high-quality apprenticeship opportunities.
Employers can also make use of the department’s Skills Bootcamp offer, which provides free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what support she provides to employers to help their workforce gain a Level (a) 2 and (b) 3 IT qualification.
Answered by Robert Halfon
Digital and computing skills are critical to achieving the government’s science and technology superpower ambitions, which the department set out in the UK Science & Technology Framework in March this year.
The department has developed an ambitious skills agenda, backed by an additional £3.8 billion in further education and skills over the lifetime of this parliament. Through the Adult Education Budget (AEB), the department introduced a new legal entitlement in August 2020 to fully fund adults (19+) with low digital skills to undertake an Essential Digital Skills Qualification, up to Level 1. The department has further enhanced the offer by introducing Digital Functional Skills qualifications in August 2023. These qualifications were developed through employer supported National Standards and provide learners with the essential digital skills they need to participate actively in life, work and society.
The department has also taken steps to embed essential digital skills training as part of study programmes for 16 to19 year olds. Where students are identified as having low levels of digital skills, education providers will integrate essential digital skills development, where it is needed, into their learning programme.
The department has also funded community learning and other non-regulated learning, such as building confidence in essential digital skills, through the AEB. Many local authorities and other further education providers are already delivering these courses that help equip adults with the essential digital skills they need for work, life and further learning.
From next year, the Adult Skills Fund (ASF) will continue to support both qualifications and tailored learning, which includes community learning type provision, so adults can retrain and upskill in the most effective way.
Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills they need for the future is a key priority of this government. The department introduced computing as a statutory national curriculum subject in 2014, from key stages 1 to 4 inclusive. The new computing curriculum supports pupils to become digitally literate and acquire the knowledge and skills they need to become competent, confident, and creative users of technology. Through computing, pupils are taught how to analyse problems in computational terms and write computer programs, how to use technology safely and responsibly, and how to create digital artefacts.
The department has invested significantly in the National Centre for Computing Education (NCCE) to improve the teaching of computing and drive up participation in computer science at GCSE and A level. To date, over 13,000 teachers have engaged with subject knowledge courses offered by the NCCE, helping to create more confident teachers of computing.
The department has introduced three Digital T Levels: Digital Business Services, Digital Production, Design and Development, and Digital Support Services. These are the gold-standard Level 3 technical qualifications, designed with employers to meet industry standards and with a significant industry placement built in. These will help to give important experience of work within the digital sector. Digital skills are increasingly important across all occupations, which is why every T Level has the digital skills necessary for employment embedded into its curriculum.
Additionally, employers have developed more than 30 high-quality digital apprenticeships to support them develop the skilled workforces they need. Apprenticeships include Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. In the 2022/23 academic year, the number of starts in the Information and Communication Technology sector subject area grew to 25,100 starts, up 10% from 22,820 from 2021/22. The department is increasing investment in the apprenticeships system in England to £2.7 billion by the 2024/25 financial year to support employers of all sizes and in all sectors offer high-quality apprenticeship opportunities.
Employers can also make use of the department’s Skills Bootcamp offer, which provides free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who have been off-rolled from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who are suspended from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what information her Department holds on the number of children who are absent from school who have (a) mental health challenges, (b) care experience, (c) experienced trauma or adverse childhood experiences, (d) learning differences and (e) SEND.
Answered by Damian Hinds - Minister of State (Education)
The department does not hold information on absence by the specific categories of mental health challenges, care experience or learning differences, but does hold absence data by special educational need (SEN) primary need and SEN provision. This is published in the ’Pupil Absence in Schools in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/pupil-absence-in-schools-in-england. The following links give absence rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/4f2e3e6f-bd4d-475a-f345-08dc3835f618, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/e227eadc-6f55-4c88-525a-08dc3ae70a0c.
Information on the number of children looked after who have been absent from school is published annually in the ’Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on absence rates for children looked after on 31 March 2022: https://explore-education-statistics.service.gov.uk/data-tables/permalink/62dd649a-c5bd-4bc7-f354-08dc3835f618.
The department does not hold data on ‘off-rolling’. The government is clear that off-rolling (the practice of removing a pupil from the school roll without using a permanent exclusion, when the removal is primarily in the best interests of the school, rather than the best interests of the pupil) is unacceptable in any form and continues to work with Ofsted to tackle it.
The department does not hold information on suspensions by the specific categories of mental health challenges, care experienced or learning differences, but does hold suspensions data by SEN primary need and SEN provision. This is published in the ’Suspensions and Permanent Exclusions in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/suspensions-and-permanent-exclusions-in-england. The following links give suspension rates by SEN primary need and SEN provision in England in 2021/22: https://explore-education-statistics.service.gov.uk/data-tables/permalink/d4cda29e-4001-4c50-525d-08dc3ae70a0c, and: https://explore-education-statistics.service.gov.uk/data-tables/permalink/8a5b1881-c48c-46fd-525e-08dc3ae70a0c.
Information on the number of children looked after with a suspension is published annually in the ‘Outcomes for Children in Need, Including Children Looked After in England’ statistical release: https://explore-education-statistics.service.gov.uk/find-statistics/outcomes-for-children-in-need-including-children-looked-after-by-local-authorities-in-england. The following link gives information on suspension rates for children looked after on 31 March 2021: https://explore-education-statistics.service.gov.uk/data-tables/permalink/43a05b59-1957-41b0-5268-08dc3ae70a0c.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to help close skills gaps in the (a) public and (b) private sector.
Answered by Robert Halfon
The government is committed to creating a world-leading skills system which is employer-focused, high-quality and fit for the future. The department’s reforms are strengthening higher and further education to help more people get good jobs and upskill and retrain throughout their lives, as well as to improve national productivity and economic growth. These reforms are backed with an additional investment of £3.8 billion over the course of this Parliament to strengthen higher and further education. The department’s reforms will help equip people with the education, training and skills that employers demand both in the public and private sector.
The department has established the Unit for Future Skills (UFS), which provides decision makers in skills system with information they need to invest in the right skills to meet national and local employer needs and support economic growth. The work of the UFS aims to improve data and evidence to support a better understanding of current skill mismatches and future demand throughout the country.
Apprenticeships are crucial in driving growth and social mobility as they boost skills across the economy and improve people's earnings and career opportunities nationwide. To support growth, the department is increasing investment in apprenticeships to £2.7 billion by 2024/25, which will encourage more employers across the country to recruit new apprentices.
The department has introduced employer-designed T levels which are equipping thousands of young people with the skills, knowledge, and experience to access employment or further study in some of the most in-demand skills areas. 18 T levels are now available, being delivered through over 250 providers across all regions of the country.
The department has invested £300 million to establish 21 Institutes of Technology (IoT) across England to significantly increase the number of learners with higher level technical skills and offering an alternative route to high paid jobs. IoTs bring education and industry together to deliver world class technical education and training in key STEM subjects aligned to the skills needs of the local economy they serve.
The department is delivering reforms to increase the profile, prestige, and uptake of higher technical education. Central to these reforms is the introduction of Higher Technical Qualifications (HTQs), which are Level 4/5 qualifications approved against employer-developed standard and quality marked by the Institute for Apprenticeships & Technical Education. This means students and employers can have the confidence that HTQs provide skills employers need. To date, 172 qualifications have been approved as HTQs across seven occupational routes and over 140 providers are approved to deliver HTQs.
The department has introduced the Free Courses for Jobs scheme which enables eligible adults to gain a high value qualification for free. In addition, the department has also introduced Skills Bootcamps, which are free, flexible courses of up to 16 weeks, giving people the opportunity to build up sector-specific skills and fast-track to an interview with an employer.
The department has established Local Skills Improvement Plans across the country, which are employer-led, locally owned plans. They have galvanised and brought together businesses, providers, local leaders and stakeholders to help better align provision of post-16 technical education and training with local labour market needs.
Asked by: Tobias Ellwood (Conservative - Bournemouth East)
Question to the Home Office:
To ask the Secretary of State for the Home Department, whether his Department has made an assessment of the potential merits of creating a violence reduction unit in Bournemouth to tackle knife crime.
Answered by Laura Farris - Parliamentary Under Secretary of State (Ministry of Justice) (jointly with Home Office)
Violence Reduction Units (VRUs) can play a key role in the implementation of a whole-system, or public-health, approach to tackling violence. The value of such approaches is recognised in the Government’s 2018 Serious Violence Strategy.
Since 2019, the Government has provided over £160m to support the implementation of VRUs, with a further £55m invested in 23/24. Violence is strongly linked to specific geographies and to ensure maximum impact, this funding is targeted at 20 force areas that collectively experience the highest volumes of violent offences (around 80% of relevant offences). In light of the number of violent offences taking place in the Dorset Force area, Dorset does not currently meet the threshold for VRU funding specifically.
We recognise, however, that a public health approach can still have value in areas with comparatively lower levels of violence, and that is why in 2023, we introduced the Serious Violence Duty, which requires specified authorities across England and Wales to work together to plan to prevent and reduce serious violence in their local areas. Local areas may choose to implement VRU-style partnerships as part of their work to fulfil obligations arising under the Duty. Useful information for those wishing to do so can be found here: Violence Reduction Units 2022 to 2023 - GOV.UK (www.gov.uk).
The Government remains committed to providing the resources needed to tackle violent crime. We have provided funding to support implementation of the Duty, which for Dorset, amounts to £292k in 23/24, and we have also recently confirmed Dorset’s police funding settlement of £179.8 million in 2024/25, an increase of up to £11.1 million when compared to 2023/24. In addition, in recognition of recent exceptional policing demand arising in Bournemouth, we are pleased to have recently approved, on an exceptional basis, an additional £600k in 23/24 to enable Dorset Police to respond to this pressure.