Asked by: Damien Moore (Conservative - Southport)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to increase digital learning opportunities across (a) schools and (b) colleges.
Answered by Damian Hinds - Minister of State (Education)
Ensuring that all children, regardless of their background, have the world class computing and digital knowledge and skills that they need for the future is a key priority of this government.
To help meet the demand for people with computing and digital qualifications and competencies, the department introduced computing as a statutory English National Curriculum subject in 2014, from Key Stages 1 to 4 inclusive. Through computing, pupils become digitally literate so that they are able to use, express themselves and develop their ideas through information and communication technology at a level suitable for the future workplace and as active participants in a digital world.
The computer science GCSE and A level were also introduced in 2013, through which students are taught to understand and apply the fundamental principles and concepts of computer science. In addition, there are high quality vocational and technical digital qualifications available that are counted in the Key Stage 4 and Key Stage 5 performance tables, which provide alternative pathways towards digital careers. Information on the Key Stage 4 and Key Stage 5 performance tables can be found here: https://www.gov.uk/government/publications/key-stage-4-qualifications-discount-codes-and-point-scores and https://www.gov.uk/government/publications/16-to-19-qualifications-discount-codes-and-point-scores, respectively.
The department has invested over £100 million 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. The NCCE provides high quality continuing professional development and resources to teachers of all Key Stages and engages with schools and colleges across England to improve their computing provision. This includes facilitating industry-led events for pupils on careers in computing and digital.
The department is also investing to fix the basics by improvinge broadband access and connectivity and sett standards for technology infrastructure to help create an environment where all schools and trusts can use technology effectively. The department is working with the Department for Science, Innovation and Technology and commercial providers to accelerate gigabit capable broadband rollout to schools and investing up to £200 million to upgrade schools that fall below Wi-Fi connectivity standards in Education Investment Areas.
The government recognises that digital skills are important for adults of all ages, and the department is committed to improving their level of digital skills to support active participation in society.
From August 2020, the department introduced a digital entitlement for adults with no or low digital skills to undertake specified digital qualifications free of charge. The new entitlement mirrors the existing legal entitlements for English and maths and puts essential digital skills on an equal footing in the adult education system, as the third essential skill adults need for work, life and further learning.
The department introduced new Essential Digital Skills qualifications (EDSQs) at entry level and Level 1 from August 2020, which are funded under the digital entitlement. EDSQs are based on the national standards for essential digital skills and are designed to meet the diverse needs of adults with no or low digital skills byreflecting different learning needs, motivations and starting points.
To further enhance the essential digital skills offer for adults, from August 2023 the department introduced new digital Functional Skills qualifications (FSQs), which replaced FSQs in Information and Communication Technology. Digital FSQs have standardised content and assessment and provide a benchmark of digital skills for employers. These are based on subject content for digital FSQs that the department published in October 2021.
In addition to formal qualifications, the department 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.
Of course, people may look to progress beyond essential digital skills, through a desire to retrain or upskill. Through the department’s wider skills reforms, which is backed by an additional £3.8 billion in further education and skills over the lifetime of this Parliament, it has continued to ensure learners, whatever their age, can train, retrain and upskill towards better jobs, better wellbeing and better options for the future.
The department has introduced three Digital T Levels, which include Digital Business Services, Digital Production, Design and Development, and Digital Support Services. They are the gold-standard Level 3 technical qualification that are designed with employers to meet industry standards and with a significant industry placement built in to give that all-important experience of work within the digital sector. Digital skills are increasingly important across all occupations and as a result, every T Level has the digital skills necessary for employment embedded into its curriculum.
Additionally, employers have designed over 30 high-quality digital apprenticeships to support them to develop the skilled workforces they need, including Level 3 Information Communications Technician, Level 3 IT Solutions Technician and Level 3 Digital Support Technician. The department is increasing investment in the apprenticeships system in England to £2.7 billion in the 2024/25 financial year to support employers in delivering high-quality apprenticeships.
Employers and learners 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 with an offer of a job interview upon completion. Skills bootcamps in digital form our largest sector and are available in each English region and online with courses ranging from software development to AI and Machine Learning.
More information about digital skills and other government-funded training opportunities can be found at the following link: https://www.skillsforcareers.education.gov.uk/pages/skills-for-life.
Asked by: Thérèse Coffey (Conservative - Suffolk Coastal)
Question to the Department of Health and Social Care:
To ask the Secretary of State for Health and Social Care, what recent assessment she has made of the adequacy of the availability of NHS provision for the diagnosis and treatment of ADHD in Suffolk.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
It is the responsibility of integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including access to assessment and treatment for attention deficit hyperactivity disorder (ADHD), in line with relevant National Institute for Health and Care Excellence (NICE) guidance. The NICE guideline on ADHD does not recommend a maximum waiting time from referral for an assessment of ADHD to the point of assessment or diagnosis.
Whilst the Department has not made a specific assessment, Suffolk and North East Essex ICB advises that it has undertaken a review of children’s ADHD and autism services. As a result of the review, and current demand, the ICB has agreed additional funding of £3.3 million to support the services to not only reduce the time children are waiting for assessment but also increase the service provision to meet future demand. The ICB is also looking at potential new models of delivery and at the current pathways to see how it can utilise them more efficiently to ensure a smoother process for families.
In respect of adult ADHD and autism services, the ICB has worked closely with its local National Health Service provider, Norfolk and Suffolk NHS Foundation Trust, to closely monitor and respond to increases in demand. In March 2024, the ICB agreed to invest £300,000 to support those patients on the waiting list with additional advice and support.
In respect of the adequacy of ADHD service provision nationally, in December 2023, NHS England initiated a rapid piece of work to consider ADHD service provision within the NHS. The initial phase of work identified challenges, including with current service models and the ability to keep pace with demand. Following this initial review, NHS England is establishing a new ADHD taskforce alongside the government, to look at ADHD service provision and its impact on patient experience. The new taskforce will bring together expertise from across a broad range of sectors, including the NHS, education and justice, to better understand the challenges affecting people with ADHD and help provide a joined-up approach in response to concerns around rising demand.
Alongside the work of the taskforce, NHS England has announced that it will continue to work with stakeholders to develop a national ADHD data improvement plan, carry out more detailed work to understand the provider and commissioning landscape and capture examples from local health systems which are trialling innovative ways of delivering ADHD services to ensure best practice is captured and shared across the system.
Asked by: Lord Weir of Ballyholme (Democratic Unionist Party - Life peer)
Question to the Department for Education:
To ask His Majesty's Government what consultations have taken place with the childcare and early years sectors regarding ways to expand childcare provision.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
The department is delivering the largest expansion of childcare in England’s history. Already, over 210,000 two year olds are confirmed to have places for 15 hours a week of free childcare, as part of the largest ever expansion of childcare in England, and the rates for the new entitlements have been independently confirmed by the Institute for Fiscal Studies (IFS) to be well above market rates. The department will continue to support the sector’s expansion with £400 million of additional funding provided to uplift hourly rates next year and a guarantee that rates will increase in line with cost pressures for two years after that.
As part of the expansion, the department has held a number of consultations with the sector, including on proposals to support childminders and childminder agencies (closes 10 May) and on an experience-based route for early years practitioners (closes 20 May). The department is also consulting on proposed changes to safeguarding requirements in the Early Years Foundation Stage (EYFS) statutory framework (closes 17 June). The department has also consulted on the EYFS to seek views on a range of proposals to remove burdens and to offer greater flexibility for providers within the EYFS while maintaining quality and safety standards, which included changes to staff:child ratios. The department is considering all responses as part of ongoing policy development.
The number of childcare places has increased by 40,000 in 2023 compared with 2018. Local authorities are responsible for ensuring that the provision of childcare is sufficient to meet the requirements of parents in their area. The department has regular contact with each local authority in England about their sufficiency of childcare, including supporting them through the department’s childcare delivery support contract where appropriate. The department is in regular contact with all local authorities and none of them are reporting that they have insufficient places to meet local demand.
On top of funding reforms, the department is providing significant support for local authorities to deliver the early years expansion from April, such as:
The department will continue to work closely with the sector on the implementation of these reforms at every stage. In order to make sure there are enough places across the country for everyone that needs them, the department has already begun investing hundreds of millions of pounds to increase hourly funding rates and is allocating £100 million in capital funding for more early years and wrapround places and spaces.
Asked by: Colleen Fletcher (Labour - Coventry North East)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps her Department is taking to tackle educational disadvantage in (a) Coventry North East constituency and (b) Coventry.
Answered by Damian Hinds - Minister of State (Education)
Raising attainment for all pupils, especially disadvantaged pupils, is at the heart of this government’s agenda. Evidence shows that pupils with additional needs are more likely to fall behind and need extra support to reach their full potential.
The department has consistently taken a range of steps to give priority support and deliver programmes that help disadvantaged pupils, including improving the quality of teaching and curriculum resources, strengthening the school system, and providing targeted support where needed.
The Pupil Premium, worth over £2.9 billion in 2024/25 continues to support schools to improve educational outcomes for disadvantaged pupils.
Coventry local authority is a designated Education Investment Area, for which the department has published Trust Development Statements, which can be found here: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1159211/West_Midlands_Trust_Development_Statements_v2.pdf.
The Trust Development Statement for Coventry outlines the department's vision to reduce the attainment gap between disadvantaged and non-disadvantaged pupils across all education phases. In order to raise education standards across Coventry, the department welcomes proposals from high-quality Multi Academy Trusts with experience in supporting communities with higher rates of deprivation.
Schools and trusts can also receive up to 15 days of support from a system leader through the department's Trust and School Improvement Offer. Colleagues within the department work closely with Coventry City Council to identify schools and trusts that may benefit this support.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what steps his Department took to engage with (a) disabled people and (b) disabled people's organisations when developing the Work Well programme.
Answered by Mims Davies - Minister of State (Department for Work and Pensions)
The 15 WorkWell pilot areas, which were announced on 7 May, will receive funding to locally design and lead their integrated work and health support services to meet the needs of their local populations. Pilot areas will be engaging end users, including disabled people, in the design and delivery of these services.
The lessons we learn from WorkWell will be critical to our longer-term work and will bolster the evidence base around what works to support disabled people to start, stay and succeed in work.
Prospective WorkWell pilot areas submitted applications which were scored against four criteria published in the WorkWell Prospectus on gov.uk (www.gov.uk/government/publications/workwell):
- Their understanding of the geography and demography of their chosen footprint;
- Their approach to work and health strategy integration;
- Their proposed delivery model for their WorkWell service;
- Their experience of and approach to, governance and working effectively with delivery partners across local systems.
In addition, a decision was taken to ensure that at least one site was selected in each of the 7 NHS England regions, and at least two of the 15 areas would be classified as predominantly rural.
The Department has commissioned an independent consortium of evaluators to carry out a national evaluation of WorkWell that will look to measure the effectiveness of the pilot, using surveys, interviews and econometric measures of success.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, how his Department plans to measure the effectiveness of the WorkWell programme pilots.
Answered by Mims Davies - Minister of State (Department for Work and Pensions)
The 15 WorkWell pilot areas, which were announced on 7 May, will receive funding to locally design and lead their integrated work and health support services to meet the needs of their local populations. Pilot areas will be engaging end users, including disabled people, in the design and delivery of these services.
The lessons we learn from WorkWell will be critical to our longer-term work and will bolster the evidence base around what works to support disabled people to start, stay and succeed in work.
Prospective WorkWell pilot areas submitted applications which were scored against four criteria published in the WorkWell Prospectus on gov.uk (www.gov.uk/government/publications/workwell):
- Their understanding of the geography and demography of their chosen footprint;
- Their approach to work and health strategy integration;
- Their proposed delivery model for their WorkWell service;
- Their experience of and approach to, governance and working effectively with delivery partners across local systems.
In addition, a decision was taken to ensure that at least one site was selected in each of the 7 NHS England regions, and at least two of the 15 areas would be classified as predominantly rural.
The Department has commissioned an independent consortium of evaluators to carry out a national evaluation of WorkWell that will look to measure the effectiveness of the pilot, using surveys, interviews and econometric measures of success.
Asked by: Vicky Foxcroft (Labour - Lewisham, Deptford)
Question to the Department for Work and Pensions:
To ask the Secretary of State for Work and Pensions, what criteria his Department used to select the pilot areas for the WorkWell programme.
Answered by Mims Davies - Minister of State (Department for Work and Pensions)
The 15 WorkWell pilot areas, which were announced on 7 May, will receive funding to locally design and lead their integrated work and health support services to meet the needs of their local populations. Pilot areas will be engaging end users, including disabled people, in the design and delivery of these services.
The lessons we learn from WorkWell will be critical to our longer-term work and will bolster the evidence base around what works to support disabled people to start, stay and succeed in work.
Prospective WorkWell pilot areas submitted applications which were scored against four criteria published in the WorkWell Prospectus on gov.uk (www.gov.uk/government/publications/workwell):
- Their understanding of the geography and demography of their chosen footprint;
- Their approach to work and health strategy integration;
- Their proposed delivery model for their WorkWell service;
- Their experience of and approach to, governance and working effectively with delivery partners across local systems.
In addition, a decision was taken to ensure that at least one site was selected in each of the 7 NHS England regions, and at least two of the 15 areas would be classified as predominantly rural.
The Department has commissioned an independent consortium of evaluators to carry out a national evaluation of WorkWell that will look to measure the effectiveness of the pilot, using surveys, interviews and econometric measures of success.
Asked by: Alex Sobel (Labour (Co-op) - Leeds North West)
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 average waiting time for people diagnosed with attention deficit hyperactivity disorder to receive their first medication prescription in Leeds.
Answered by Maria Caulfield - Parliamentary Under Secretary of State (Department for Business and Trade) (Minister for Women)
It is the responsibility of the integrated care boards (ICBs) to make available appropriate provision to meet the health and care needs of their local population, including access to attention deficit hyperactivity disorder (ADHD) treatment, in line with relevant National Institute for Health and Care Excellence (NICE) guidance. The NICE guideline on ADHD does not set out a timeframe within which medication for ADHD should be provided. The Department has not made a specific assessment of the implications on departmental policies of the average waiting time from diagnosis of ADHD, to receiving a first medication prescription in Leeds.
In respect of the adequacy of ADHD service provision nationally, in December 2023, NHS England initiated a rapid piece of work to consider ADHD service provision within the National Health Service. The initial phase of work identified challenges, including with current service models and the ability to keep pace with demand. Following this initial review, NHS England is establishing a new ADHD taskforce alongside the Government, to look at ADHD service provision and its impact on patient experience. The new taskforce will bring together expertise from across a broad range of sectors, including the NHS, education, and justice, to better understand the challenges affecting people with ADHD, and help provide a joined up approach in response to concerns around rising demand for assessments and support.
Alongside the work of the taskforce, NHS England has announced that it will continue to work with stakeholders to develop a national ADHD data improvement plan, carry out more detailed work to understand the provider and commissioning landscape, and capture examples from local health systems which are trialling innovative ways of delivering ADHD services to ensure best practice is captured and shared across the system.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, with reference to the findings in the report by Action for Children in their report entitled Above and beyond, published on 25 April 2024 on the number of children that experience barriers to their education due to issues outside school, what steps her Department is taking to provide (a) early and (b) timely help to affected families.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government recognises the importance of providing early and timely help for children to support them to achieve their full potential at school so that they can thrive in adulthood.
At the last spending review, the department announced over £1 billion toward programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple disadvantage through the Supporting Families and Holiday Activities and Food programmes.
The department’s statutory guidance, titled ‘Working together to safeguard children’, which was updated in 2023, confirms the expectation that local areas should have a range of evidence-based services available to provide early support for children and families who need it.
In ‘Stable Homes, Built on Love’, the department announced plans to build on the strengths of early help services through the implementation of Family Help. In the Families First for Children Pathfinder, the department is investigating how multi-disciplinary family help teams can provide targeted support to help children and families overcome challenges at the earliest opportunity.
The department is spending more on children’s mental health services than ever before and working across government to ensure partnerships working across different sectors are delivering for children who need support.
The department is also continuing to roll out Mental Health Support Teams in education settings and supporting schools and colleges to train senior mental health leads, ensuring that as many young people as possible have access to the support they need.
Up to an additional £2.3 billion of additional funding a year since 2018/19 has been allocated to expand and transform mental health services. This is with the aim that 345,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.
The department is making the ‘Working together to improve school attendance’ guidance statutory from September 2024. This sets out how schools, local authorities and other services need to work together to support pupils at risk of poor attendance and how support provided to these families is consistent across the country.
The department’s package of wide-ranging reforms designed to support schools to improve attendance means there were 440,000 fewer children persistently absent or not attending in 2022/23 compared to 2021/22.
Asked by: Rachael Maskell (Labour (Co-op) - York Central)
Question to the Department for Education:
To ask the Secretary of State for Education, if she will make an assessment of the implications for her policies of the findings in the report by Action for Children in their report entitled Above and beyond, published on 25 April 2024, on the number of children that experience barriers to their education due to issues outside school.
Answered by David Johnston - Parliamentary Under-Secretary (Department for Education)
This government recognises the importance of providing early and timely help for children to support them to achieve their full potential at school so that they can thrive in adulthood.
At the last spending review, the department announced over £1 billion toward programmes to improve early help services from birth to adulthood, including delivering on Family Hubs and helping families facing multiple disadvantage through the Supporting Families and Holiday Activities and Food programmes.
The department’s statutory guidance, titled ‘Working together to safeguard children’, which was updated in 2023, confirms the expectation that local areas should have a range of evidence-based services available to provide early support for children and families who need it.
In ‘Stable Homes, Built on Love’, the department announced plans to build on the strengths of early help services through the implementation of Family Help. In the Families First for Children Pathfinder, the department is investigating how multi-disciplinary family help teams can provide targeted support to help children and families overcome challenges at the earliest opportunity.
The department is spending more on children’s mental health services than ever before and working across government to ensure partnerships working across different sectors are delivering for children who need support.
The department is also continuing to roll out Mental Health Support Teams in education settings and supporting schools and colleges to train senior mental health leads, ensuring that as many young people as possible have access to the support they need.
Up to an additional £2.3 billion of additional funding a year since 2018/19 has been allocated to expand and transform mental health services. This is with the aim that 345,000 more children and young people will have been able to access NHS-funded mental health support by March 2024.
The department is making the ‘Working together to improve school attendance’ guidance statutory from September 2024. This sets out how schools, local authorities and other services need to work together to support pupils at risk of poor attendance and how support provided to these families is consistent across the country.
The department’s package of wide-ranging reforms designed to support schools to improve attendance means there were 440,000 fewer children persistently absent or not attending in 2022/23 compared to 2021/22.