Asked by: Baroness Sherlock (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Ofsted Annual Report 2022/23: education, children’s services and skills, published on 23 November 2023, what plans they have to implement the recommendation contained in that report to ensure curriculum publishers identify clearly what pupils will learn and when, in relation to religious education.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced, and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
Whilst the department read Ofsted’s recommendations with interest, the department believes that RE curricula should continue to be designed at a local level, whether that is through locally agreed syllabuses or by individual schools and academy trusts developing their own curricula. It will remain for individual schools to plan, organise, and deliver their curriculum, so that local demographics can be appropriately accounted for.
In maintained schools without a religious designation, Standing Advisory Councils for Religious Education (SACRE) should monitor the provision and quality of RE taught according to its agreed syllabus, together with the overall effectiveness of the syllabus.
Academies are accountable for the quality of their curricular provision, including for RE. They can choose to adopt a locally agreed syllabus or develop its own, as long as it meets the requirements of a locally agreed syllabus.
The department does, however, welcome the work that the Religious Education Council (REC) has done to assist curriculum developers by publishing its National Content Standard for RE in England. This is not in itself a curriculum but, without specifying precisely the content that schools should teach, provides a non-statutory benchmark against which syllabus providers and others could choose to inform and evaluate their work.
To support teachers, and to ensure high standards and consistency in RE teaching, resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
Asked by: Baroness Sherlock (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government, further to the Ofsted Annual Report 2022/23: education, children’s services and skills, published on 23 November 2023, what plans they have to implement the recommendation contained in that report to clarify expectations about the level of religious education provision in schools.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Religious Education (RE) is an important part of a school’s curriculum and can contribute to a young person’s personal, social and academic development. When taught well, the subject develops children’s knowledge of British values and traditions, helps them to better understand those of other countries, and refines pupils’ ability to construct well-informed, balanced, and structured arguments. This is why it remains a compulsory subject in all state-funded schools in England for each pupil up to the age of 18.
Whilst the department read Ofsted’s recommendations with interest, the department believes that RE curricula should continue to be designed at a local level, whether that is through locally agreed syllabuses or by individual schools and academy trusts developing their own curricula. It will remain for individual schools to plan, organise, and deliver their curriculum, so that local demographics can be appropriately accounted for.
In maintained schools without a religious designation, Standing Advisory Councils for Religious Education (SACRE) should monitor the provision and quality of RE taught according to its agreed syllabus, together with the overall effectiveness of the syllabus.
Academies are accountable for the quality of their curricular provision, including for RE. They can choose to adopt a locally agreed syllabus or develop its own, as long as it meets the requirements of a locally agreed syllabus.
The department does, however, welcome the work that the Religious Education Council (REC) has done to assist curriculum developers by publishing its National Content Standard for RE in England. This is not in itself a curriculum but, without specifying precisely the content that schools should teach, provides a non-statutory benchmark against which syllabus providers and others could choose to inform and evaluate their work.
To support teachers, and to ensure high standards and consistency in RE teaching, resources will be procured by Oak National Academy during the second tranche of its work. Oak will work closely with the sector and utilise sector experience when producing new materials for RE. This will ensure that high-quality lessons are available nationwide, benefitting both teachers and pupils, should schools opt to use them. Oak RE resources will be available for teaching from autumn 2024, with full packages expected to be available by autumn 2025.
Asked by: Duncan Baker (Conservative - North Norfolk)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, how many sector-based work academies have taken place in total and in each (a) country and (b) region of the UK since the programme began.
Answered by Jo Churchill - Minister of State (Department for Work and Pensions)
Sector-based work academies were launched in August 2011 in England and January 2012 in Scotland. Regular statistical releases on sector-based work academies, covering participation by those on legacy unemployment benefits, began in 2011 and ended in 2017. These statistics can be found here: https://www.gov.uk/government/statistics/employment-schemes-work-experience-sector-based-work-academy-and-skills-conditionality-starts-to-november-2017
The scheme was relaunched as Sector-based Work Academy Programmes (SWAPs) in July 2020 as part of the Government’s Plan for Jobs. Due to data limitations, we are unable to provide a geographical breakdown for SWAPs that took place before the start of the 2021/22 financial year.
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. The breakdowns of these starts are provided in the attached tables. Final start figures for 2023/24 will be available early next financial year.
Notes on the data:
Attached are tables listing the number of SWAP starts to date by Country, Region, Local Authority, Sector and Age band. The figures used are correct as of 28 January 2024 and these figures have been rounded according to departmental standards.
These figures reflect the number of starts by claimants in receipt of Universal Credit (UC), Jobseeker’s Allowance (JSA), Employment and Support Allowance (ESA) or Income Support (IS).
It is important to note that the information provided shows the current home location of the person who has started a SWAP. For starts by those in receipt of JSA, ESA or IS, due to data limitations a location cannot be assigned to these starts and as such they are categorised as unknown within the figures. SWAPs are run in England and Scotland, where a person’s current home location is outside of this they have also been categorised as unknown.
Although care is taken when processing and recording SWAP starts, the data collected might be subject to the inaccuracies inherent in any clerical recording system, but is provided in the interests of transparency.
Asked by: George Howarth (Labour - Knowsley)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, if she will make an assessment of the implications for her policies of the report by Together for Short Lives entitled The deep disparity in NHS funding for children who need hospice care, published on 13 December 2023.
Answered by Helen Whately - Minister of State (Department of Health and Social Care)
The Government recognises that access to high-quality, palliative and end of life care can make all the difference to individuals and their loved ones. The commissioning of children and young people’s palliative and end of life care services is the statutory duty of integrated care boards (ICBs). ICBs must commission palliative and end of life care services in response to the needs of their population, provided by a range of local organisations with the experience and skills to meet those needs.
Whilst the majority of palliative and end of life care is provided by National Health Service staff and services, we recognise the vital part that voluntary sector organisations, including hospices, also play in providing support to people at end of life and their families. Most hospices are charitable, independent organisations which receive some statutory funding for providing NHS services. The amount of funding hospices receive is dependent on many factors, including what other statutory services are available within the ICB footprint. Charitable hospices are autonomous organisations that provide a range of services which go beyond that which statutory services are legally required to provide. Consequently, the funding arrangements reflect this.
Due to the way the hospice movement organically grew, hospice locations were largely not planned with geographic or demographic purposes as a driving force. Therefore, there are inequalities with access to hospice services, especially for those living in rural or socio-economically deprived areas. It is therefore vital that hospices and statutory services work together to provide ensure their populations have access to palliative and end of life care when they need it.
At a national level, in line with the NHS Long Term Plan commitment, NHS England (NHSE) has provided circa £12 million match-funding to participating ICBs (and formerly clinical commissioning groups) between 2020/21 and 2023/24 which committed to invest in children and young people’s palliative and end of life care, including children and young people’s hospices, giving a total investment of £24 million. In addition, NHSE supports palliative and end of life care for children and young people through the Children and Young People’s Hospice Grant. NHSE has confirmed that it will be renewing the grant for 2024/25, once again allocating £25 million grant funding for children’s hospices using the same prevalence-based allocation approach as in 2022/23 and 2023/24. This prevalence-based approach ensures funding matches local need.
NHSE’s palliative and end of life care team has recently engaged with 24 ICBs to understand how to better support commissioners and has also reviewed all 42 ICB Joint Forward Plans for their inclusion of palliative and end of life care, with 69% of those plans making a specific mention. Further analysis is ongoing, but the intention is to use this information to help shape and focus support to ICBs.
Palliative and end of life care has been added to the agenda for Regional Quality and Performance meetings. Additionally, NHSE has commissioned the development of a palliative and end of life care dashboard, which brings together all relevant local data in one place. The dashboard helps commissioners understand the palliative and end of life care needs of those their local population, including the ability to filter the available information, such as by deprivation or ethnicity, thereby, enabling ICBs to put plans in place to address and track the improvement of health inequalities.
Asked by: Ruth Cadbury (Labour - Brentford and Isleworth)
Question to the Ministry of Justice:
To ask the Secretary of State for Justice, how much was spent by the probation service on drug treatment programs in (a) 2021, (b) 2022 and (c) 2023.
Answered by Edward Argar - Minister of State (Ministry of Justice)
Drug treatment in the community in England is funded by the Department of Health and Social Care (DHSC), via local authorities, not by the Ministry of Justice. As part of our ambitious cross-Government Drug Strategy, DHSC has invested an additional £532m over three years in increasing substance misuse treatment in England. This includes recruiting dedicated criminal justice focused staff who work across police, custody, courts and probation.
Commissioning of treatment for offenders is different in Wales, and is a partnership between Police and Crime Commissioners, local Area Planning Boards and HM Prison and Probation Service. HMPPS has contributed £9.7m to this joint commissioning over the past three years, supporting the recruitment of criminal justice focused staff and dedicated staff with lived experience.
The Ministry of Justice is committed to supporting offenders to engage with treatment to tackle the addictions that drive their crime. To do this, we have recruited Health and Justice Partnership Coordinators nationwide to build stronger links between probation and treatment providers, increased our capability to drug test offenders with a Drug Rehabilitation Requirement as part of a community sentence, and procured 650 additional laptops to enable prison leavers to attend initial appointments with community treatment pre-release.
Asked by: Ruth Jones (Labour - Newport West)
Question to the Home Office:
To ask the Secretary of State for the Home Department, what steps he is taking to increase (a) charge rates and (b) support for victims of crime in (i) Newport West and (ii) Wales.
Answered by Chris Philp - Minister of State (Home Office)
(a) We are working with partners across the CJS to increase the number of cases being charged and prosecuted, and reduce the time taken to reach this point. We are freeing up the police from unnecessary burdens, such as through the Right Care Right Person model for mental health, so they can focus on keeping the public safe, and are investing in technology to speed up police’s work on case files, such as automating redaction. We also welcome the recent 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 (Police pledge to pursue any reasonable lead to solve more crime - GOV.UK (www.gov.uk).
(b) We are supporting the police by providing them with the resources they need. There are over 149,000 officers in England and Wales, which is higher than the previous peak before the Police Uplift Programme, in March 2010. At 30 September 2023, Gwent police had 1,527 officers and all forces in Wales had a total of 8,108 officers.
(c) Protecting victims and improving their experience and the support they receive is a key priority for the Government. We recognise the importance of victims having access to the support they may need to cope and recover from the impact of crime. The Government is quadrupling funding for victim services by 2024/25, up from £41 million in 2009/10.
The Ministry of Justice (MOJ) provides all Police and Crime Commissioners (PCCs) in England and Wales with grant funding to commission victim support services for victims of all crime types. PCCs are best placed to understand their local communities and providers, and to commission appropriate support to meet that need. The total allocation for Gwent PCC for 22/23 was £1,306,258.40.
We have also recommissioned the Rape and Sexual Abuse Support Fund (RASASF), which is providing £26 million between August 2023 and March 2025 to more than 60 specialist sexual violence victim support services across England and Wales. Further details on the breakdown of funding, including which services are funded in Wales can be found in the data on organisations awarded funding from the RASASF
Asked by: Bambos Charalambous (Labour - Enfield, Southgate)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will meet with the hon. Member for Enfield, Southgate and Barnardo’s to discuss how local authorities can work with partners to prevent the over-criminalisation of Black children in the care system.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
We recognise that children in care are more likely than their peers in the general population to have contact with the criminal justice system. That is why we published a joint national protocol with the Home Office and the Ministry of Justice (MoJ) in 2018 on reducing the unnecessary criminalisation of looked after children and care leavers: https://www.gov.uk/government/publications/national-protocol-on-reducing-criminalisation-of-looked-after-children. The protocol was produced with the input of local authority representatives, and other partners. Since the publication of the protocol, the proportion of children in care aged 10-17 who are charged with an offence or receive a caution has reduced from 3% in 2019 to 2% in 2023. Latest data for year ending March 2023 also show that 3% of care leavers age 19-21 were in custody. This figure has remained the same for the last 5 years.
We are also taking action on risk factors that can lead to criminal behaviour including through our work to improve school attendance.
Through the care leaver Ministerial Board, we are working closely with MoJ to improve support and outcomes of care-experienced people in the criminal justice system.
The MoJ is currently updating its strategy for people with care experience in the criminal justice system, to ensure that their time in the criminal justice system is used to support them to lead crime-free lives. The strategy will include a focus on race and its role in shaping the experiences and outcomes of those with care experience, and will link to wider departmental efforts to address racial disproportionality in the criminal justice system. The MoJ are aiming to publish this strategy in 2024.
Asked by: Baroness Scott of Needham Market (Liberal Democrat - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what is their response to the Barnardo’s report Double Discrimination, which looks at the differential outcomes Black children face both in and leaving care.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department recognises that children in care are more likely than their peers in the general population to have contact with the criminal justice system. The department has a joint national protocol with the Home Office and the Ministry of Justice (MoJ) on reducing the unnecessary criminalisation of looked-after children and care leavers and is taking action on risk factors that can lead to criminal behaviour, including through its work to improve school attendance.
Through the care leaver Ministerial Board, the department is working closely with the MoJ to improve support and outcomes of care-experienced people in the criminal justice system.
MoJ is currently updating its strategy for people with care experience in the criminal justice system, to ensure that their time in the criminal justice system is used to support them to lead crime-free lives. The strategy will include a focus on race and its role in shaping the experiences and outcomes of those with care experience and will link to wider departmental efforts to address racial disproportionality in the criminal justice system. MoJ are aiming to publish this strategy in 2024.
The department will continue to work urgently across government and with local authorities to ensure that all vulnerable children, no matter their age, race, ethnicity, or circumstances, are kept safe and receive the support they need. The department will engage with foster carer representative bodies to see how it can further support black foster carers, including considering developing a Black Foster Care Network whilst ‘Stable Homes, Built on Love’ sets out the department’s plans to reform the children’s social care system, including improving the education, employment, and training outcomes of children in care and care leavers.
Asked by: Janet Daby (Labour - Lewisham East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps she is taking to work with local authorities to reduce rates of criminalisation of black children in the care system.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
The department recognises that children in care are more likely than their peers in the general population to have contact with the criminal justice system. In 2018, the department published a joint national protocol with the Home Office and the Ministry of Justice (MoJ) on reducing the unnecessary criminalisation of looked after children and care leavers, which is available here: https://www.gov.uk/government/publications/national-protocol-on-reducing-criminalisation-of-looked-after-children. Since the publication of the protocol, the proportion of children in care aged 10 to 17 who are charged with an offence or receive a caution has reduced from 3% in 2019 to 2% in 2023. The latest data for the year ending in March 2023 also shows that 3% of care leavers age 19 to 21 were in custody. This figure has remained the same for the last 5 years.
The department is also taking action on risk factors that can lead to criminal behaviour, including through its work to improve school attendance.
Through the care leaver Ministerial Board, the department is working closely with MoJ to improve the support for and outcomes of care-experienced people in the criminal justice system.
MoJ is currently updating its strategy for people with care experience in the criminal justice system, to ensure that their time in the criminal justice system is used to support them to lead crime-free lives. The strategy will include a focus on race and its role in shaping the experiences and outcomes of those with care experience and will link to wider departmental efforts to address racial disproportionality in the criminal justice system. The MoJ are aiming to publish this strategy in 2024.
Asked by: Lord Watson of Invergowrie (Labour - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what plans they have to support vocational learning pathways for the delivery of digital skills education.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Digital and computing skills are critical to achieving the department’s science and technology superpower ambitions, which were published in March 2023 in the UK Science & Technology Framework. Programmers, data scientists, and other key digital roles will help to deliver the department’s ambitions for the critical technologies detailed in the Framework, like AI and Quantum, but their importance is not limited to these technologies. These roles are fundamental to the wider labour market with 60% of businesses believing their reliance on advanced digital skills will increase over the next five years.
The department is investing in employer led technical skills and education, with courses and training in digital subjects often at the forefront of its reforms. For example, the department has introduced three Digital T Levels. These are gold-standard Level 3 technical qualifications designed with employers to meet industry standards. They have a significant industry placement built in to give experience of work within the digital sector.
There are also over 30 Digital Higher Technical Qualifications (HTQs) now being taught. These are Level 4/5 qualifications developed by awarding bodies in collaboration with employers so students can develop the digital skills that employers want. Additionally, digital apprenticeships continue to grow with over 22,000 starts in 2022/23, which is an increase of 19% from the previous year.
The department is building on these initiatives through the Digital and Computing Skills Education Taskforce which brings together government and external expertise to increase the numbers of individuals taking digital and computing qualifications in mainstream and tertiary education and to attract individuals into digital jobs.
The department’s ambitious skills agenda is backed by an additional £3.8 billion in further education and skills over this Parliament. The department is using this funding to ensure people of all ages can access high quality training and education which addresses skills gaps and boosts productivity. Key examples of how this funding has been used to support digital skills can be seen in the introduction of 21 Institutes of Technology (IoTs) across England, the introduction of the Free Courses for Jobs offer and the national roll out of Digital Skills Bootcamps.
IoTs are leaders in the provision of high quality higher level technical education. They are employer-led collaborations that bring together the best of existing further education provision with higher education partners to develop a high skilled, diverse workforce that is designed to respond to evolving sector needs. IoTs aim to help close skills gaps in STEM sectors, like digital. By establishing IoTs as a permanent network of ‘go to’ providers with deep employer relationships for Level 4/5 higher level STEM training, they play a critical role in boosting local economies and delivering the Lifelong Learning Entitlement and HTQs.
Launched in April 2021, the Free Courses for Jobs offer allows eligible adults to access over 400 Level 3 qualifications (A level equivalent) for free, including those linked with digital careers. These courses are ideal for those adults over 50 without a Level 3 qualification that are looking to improve their digital skills, retrain or upskill to meet their potential.
Skills Bootcamps are free, flexible courses of up to 16 weeks for adults aged 19 or over, with courses available in digital subjects such as software development, cyber security, and data analytics. The majority of the trailblazers in Skills Bootcamps launched in 2020, were Digital. Digital training constituted the biggest element of the department’s provision in the ensuing waves of delivery in the 2021/22, 2022/23 and 2023/24 financial years.
More Skills Bootcamps in Digital are being delivered through the launch of a Dynamic Purchasing System (DPS) which enables the department to procure Skills Bootcamps in response to quickly emerging skills needs and changing employment patterns. The department focused on Skills Bootcamps in digital skills as a priority for the first competition run from the DPS, and Digital skills are further included in the second competition.
Digital skills are increasingly critical for all citizens, enabling them to play a full part in society. Through the Adult Education Budget, the department introduced a new legal entitlement in 2020 for adults to study free, high quality Essential Digital Skills Qualifications and, from August 2023, new digital Functional Skills Qualifications. These qualifications were developed against employer supported National Standards and provide learners with the essential digital skills they need to participate actively in life, work and society.
The government recognises that formal qualifications are not appropriate for everyone, which is why it also funds community learning and other non-regulated learning, such as building confidence in essential digital skills, through the Adult Education Budget. 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 will continue to support both qualification-based learning and tailored learning (which will include non-regulated learning to build digital skills) so adults can retrain and upskill in the most effective way.
Through skills reforms, the government is continuing to ensure learners are supported, including those who need the most support, to train, retrain and upskill so they can climb the ladder of opportunity towards better jobs, better wellbeing, and better options for the future.