Asked by: Lord Kennedy of Southwark (Labour - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government, how many children have moved schools in each year for the past five years in England; and how many school moves were due to families being forced to move due to no fault evictions.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Every year, the department collects and publishes data on the total number of applications and offers made for entry into primary and secondary school. The information is summarised in the table below and can be found at: https://explore-education-statistics.service.gov.uk/find-statistics/secondary-and-primary-school-applications-and-offers.
Number of applications received for primary and secondary schools in England between 2018/19 and 2022/23 | ||||||
| 2018/19 | 2019/20 | 2022/21 | 2021/22 | 2022/23 |
|
Primary | 608,180 | 608,957 | 612,146 | 580,771 | 576,147 |
|
Secondary | 582,761 | 604,496 | 600,352 | 605,206 | 614,059 |
|
Parents may also request for their child to move schools at any other point, for example, due to a house move. These are called ‘in year’ admissions. The department does not hold data on the total number of children admitted to school in-year each year. The department does not hold data on the number of school moves as a result of no fault evictions.
Asked by: Baroness Masham of Ilton (Crossbench - Life peer)
Question to the Department for Education:
To ask Her Majesty's Government how many students wanting to study medicine have been turned down because of a lack of places at universities in England.
Answered by Baroness Barran - Parliamentary Under-Secretary (Department for Education)
Medicine is a hugely competitive course, and consistently has far more applicants than there are places available.
The department has funded an additional 1,500 undergraduate medical school places each year for domestic students in England – a 25% increase over three years. This expansion was completed in September 2020 and has delivered five new medical schools in England. In addition, we temporarily lifted the cap on medical and dental school places for students who completed A levels in 2020 and in 2021 and who had an offer from a university in England to study medicine or dentistry, subject to their grades.
My right hon. Friend, the former Secretary of State for Education, and my hon. Friend, the former Minister for Health, have made clear to all medicine and dental schools, in joint letters in October 2021 and again in March 2022, that there is no room for flexibility this year, and it is the department's firm expectation that all schools will only recruit up to the maximum number of students as set in the Office for Students’ intake targets.
We are confident that providers will make fair decisions around admissions and students who are unable to secure a place in medicine will have a number of other high-quality options, either within higher education or through other post-18 pathways.
Asked by: Caroline Lucas (Green Party - Brighton, Pavilion)
Question to the Department for Education:
To ask the Secretary of State for Education, whether she has made an estimate of how the number of finally unplaced young people at the end of the 2022 university admission round will compare to years prior to the covid-19 outbreak; if she will make it her policy to (a) fund additional and specific careers guidance and pastoral support, (b) make available an additional year of full further education funding, (c) provide additional access provision in Higher Education and (d) undertake any other measures needed to support young people in that position; and if she will make a statement.
Answered by Andrea Jenkyns
The Universities and Colleges Admissions Service (UCAS) operates as an independent charity and is separate from the government. The department will continue to work closely with UCAS, schools, colleges, awarding organisations, and the higher education (HE) sector to support the 2022 intake of students, so they can go on to their next step in life, whether that is university, further training, or work.
In November 2021, my right hon. Friend, the former Minister for Higher and Further Education, wrote to Vice Chancellors to recognise the hard work and dedication that the sector has shown to students throughout the 2021 and 2022 admissions cycles. The former Minister asked that additional resilience is built into strategies for the 2022 HE admissions cycle. HE sector bodies were engaged through the HE Taskforce to commend them on their efforts to date and to ask that they continue to put students first.
In June 2022, UCAS reported that 281,500 UK 18-year-olds were holding a firm offer, up 7,000 on last year and the highest on record. UCAS expect more students than in previous years to gain a place at their firm choice institution. It expects that on A level and T Level Results Day the majority of students are likely to be confirmed at their firm choice. However, it is important to note that the exact numbers will not be known until 18 August, A level and T Level Results Day.
If students do not get the required grades, their preferred HE provider may still offer them a place. In the first instance, students are encouraged to talk to their school or college, or to their preferred university, who may be able to offer some flexibility. Students can also seek advice from the Exam Results Helpline run by the National Careers Service. UCAS will help thousands of students to find places through Clearing or explore other options once they have received their grades and predict that over 30,000 courses will be available. Last year, 56,225 students (10%) entered university via Clearing.
While HE opens many doors for those who study at this level, it is by no means the right option for everyone, including those with the highest grades. There are multiple options for students to progress, including HE but also traineeships, T Levels, apprenticeships, the Kickstart scheme, and higher technical qualifications.
Asked by: Caroline Lucas (Green Party - Brighton, Pavilion)
Question to the Department for Education:
To ask the Secretary of State for Education, whether UCAS plans to analyse its data to track young people who (a) receive lower A Level grades in the 2021-22 academic year than predicted as a result of their academic performance having been adversely affected by lockdown and other restrictions introduced to prevent the spread of covid-19 during 2020 and 2021 and (b) will consequently be without any Higher Education place at the end of the 2022 admission round; what discussions she has had with UCAS on steps to take to support young people in that position; and if she will make a statement.
Answered by Andrea Jenkyns
The Universities and Colleges Admissions Service (UCAS) operates as an independent charity and is separate from the government. The department will continue to work closely with UCAS, schools, colleges, awarding organisations, and the higher education (HE) sector to support the 2022 intake of students, so they can go on to their next step in life, whether that is university, further training, or work.
In November 2021, my right hon. Friend, the former Minister for Higher and Further Education, wrote to Vice Chancellors to recognise the hard work and dedication that the sector has shown to students throughout the 2021 and 2022 admissions cycles. The former Minister asked that additional resilience is built into strategies for the 2022 HE admissions cycle. HE sector bodies were engaged through the HE Taskforce to commend them on their efforts to date and to ask that they continue to put students first.
In June 2022, UCAS reported that 281,500 UK 18-year-olds were holding a firm offer, up 7,000 on last year and the highest on record. UCAS expect more students than in previous years to gain a place at their firm choice institution. It expects that on A level and T Level Results Day the majority of students are likely to be confirmed at their firm choice. However, it is important to note that the exact numbers will not be known until 18 August, A level and T Level Results Day.
If students do not get the required grades, their preferred HE provider may still offer them a place. In the first instance, students are encouraged to talk to their school or college, or to their preferred university, who may be able to offer some flexibility. Students can also seek advice from the Exam Results Helpline run by the National Careers Service. UCAS will help thousands of students to find places through Clearing or explore other options once they have received their grades and predict that over 30,000 courses will be available. Last year, 56,225 students (10%) entered university via Clearing.
While HE opens many doors for those who study at this level, it is by no means the right option for everyone, including those with the highest grades. There are multiple options for students to progress, including HE but also traineeships, T Levels, apprenticeships, the Kickstart scheme, and higher technical qualifications.
Asked by: Damien Moore (Conservative - Southport)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will take steps to ensure that UCAS applicants who have undertaken qualifications that are equivalent to GCSEs are not penalised in their applications.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The government works closely with schools, colleges, awarding organisations and the higher education (HE) sector to ensure that students’ interests are at the centre of decision-making, and to ensure that students have the time to carefully consider their options and make the best choices for their future.
As set out in the International Education Strategy, the government is committed to enhancing the international student experience, from application to employment. We work closely across government and the HE sector to achieve this.
Higher education (HE) providers are autonomous and independent institutions and are therefore responsible for their own admissions decisions. As such, HE providers are used to assessing a wide range of qualifications from domestic and international applicants to make fair admissions decisions.
UCAS is a charity, operating independently of the government. Prospective international and domestic applicants can find a range of information, advice and guidance on their website, and on the websites of their preferred providers.
The department is continuing to work with UCAS and sector bodies to improve transparency, reduce the use of unconditional offers, and reform the personal statement to improve fairness for domestic and international applicants of all backgrounds.
Asked by: Damien Moore (Conservative - Southport)
Question to the Department for Education:
To ask the Secretary of State for Education, if his Department will make an assessment of the adequacy of the UCAS application process for people who attended school outside the UK when they were aged between 11 and 16.
Answered by Michelle Donelan - Secretary of State for Science, Innovation and Technology
The government works closely with schools, colleges, awarding organisations and the higher education (HE) sector to ensure that students’ interests are at the centre of decision-making, and to ensure that students have the time to carefully consider their options and make the best choices for their future.
As set out in the International Education Strategy, the government is committed to enhancing the international student experience, from application to employment. We work closely across government and the HE sector to achieve this.
Higher education (HE) providers are autonomous and independent institutions and are therefore responsible for their own admissions decisions. As such, HE providers are used to assessing a wide range of qualifications from domestic and international applicants to make fair admissions decisions.
UCAS is a charity, operating independently of the government. Prospective international and domestic applicants can find a range of information, advice and guidance on their website, and on the websites of their preferred providers.
The department is continuing to work with UCAS and sector bodies to improve transparency, reduce the use of unconditional offers, and reform the personal statement to improve fairness for domestic and international applicants of all backgrounds.
Asked by: Virendra Sharma (Labour - Ealing, Southall)
Question to the Department for Education:
To ask the Secretary of State for Education, what steps his Department is taking to support adoptive parents with the educational needs of their child.
Answered by Will Quince
Local authorities have a statutory duty to promote the achievement of previously looked-after children, including those who have left care through adoption. They must appoint an officer, the Virtual School Head, who discharges this duty through the provision of expert advice and information to those with parental responsibility, designated teachers and educators.
Previously looked-after children have priority access in school admissions, alongside looked-after children, and schools are required to appoint a designated teacher to promote their achievement. These pupils attract pupil premium plus funding of £2,410 per annum, which is managed by the school. Statutory guidance on the role of the designated teacher sets a clear expectation for schools to involve parents and guardians in deciding how best the funding is used to support their child.
Asked by: Wera Hobhouse (Liberal Democrat - Bath)
Question to the Department for Education:
To ask the Secretary of State for Education, if he will make it his policy to reduce the number of school places offered on a faith basis.
Answered by Robin Walker
Church and faith schools represent a third of all state-funded schools. The department values the contribution that they make to a diverse school system.
Faith schools have played a longstanding and important role in our education system. Faith schools are popular with parents, with many being high-performing and are more likely to be rated good or outstanding by Ofsted than non-faith schools. New academies and free schools that have a faith designation must allow for a minimum of 50% of places to be allocated to children without reference to faith where the school is oversubscribed.
In 2018, the department published ‘Secondary school choice and selection: insights from new national preferences data’. The report found evidence that the smaller proportion of disadvantaged and minority ethnic pupils attending church schools compared to other schools was a result of a range of factors, including admissions oversubscription criteria, as well as parental preference.
The department expects all schools, including faith schools, to be open and inclusive. All schools, including faith schools, must ensure that their admission arrangements are fair and objective, and that the arrangements will not disadvantage unfairly a child from a particular social or racial group.
Many faith schools are oversubscribed, showing that parents value and want these schools. The department also understands that the ability to prioritise children of faith when oversubscribed is important to faith schools and we do not intend to change that.
Asked by: Wera Hobhouse (Liberal Democrat - Bath)
Question to the Department for Education:
To ask the Secretary of State for Education, whether he had made an assessment of the potential impact of religious selection on socioeconomic inclusion in schools.
Answered by Robin Walker
Church and faith schools represent a third of all state-funded schools. The department values the contribution that they make to a diverse school system.
Faith schools have played a longstanding and important role in our education system. Faith schools are popular with parents, with many being high-performing and are more likely to be rated good or outstanding by Ofsted than non-faith schools. New academies and free schools that have a faith designation must allow for a minimum of 50% of places to be allocated to children without reference to faith where the school is oversubscribed.
In 2018, the department published ‘Secondary school choice and selection: insights from new national preferences data’. The report found evidence that the smaller proportion of disadvantaged and minority ethnic pupils attending church schools compared to other schools was a result of a range of factors, including admissions oversubscription criteria, as well as parental preference.
The department expects all schools, including faith schools, to be open and inclusive. All schools, including faith schools, must ensure that their admission arrangements are fair and objective, and that the arrangements will not disadvantage unfairly a child from a particular social or racial group.
Many faith schools are oversubscribed, showing that parents value and want these schools. The department also understands that the ability to prioritise children of faith when oversubscribed is important to faith schools and we do not intend to change that.
Asked by: Rob Roberts (Independent - Delyn)
Question to the Department for Education:
To ask the Secretary of State for Education, how many school places for children with Special Educational Needs his Department has made available in each of the (a) last and (b) next five years.
Answered by Will Quince
Education is a devolved matter, and the response outlines the information for England only.
The department does not collect or hold capacity data for special schools. As special schools sit outside the Admissions Code and mainstream admissions arrangements, there is currently no official methodology for determining a special school’s capacity. Furthermore, if a school is named in a pupil’s education, health and care plan, that school must admit that pupil without regard to the notional capacity of the school.
The statutory duty to provide sufficient school places sits with local authorities. This includes places for children with special educational needs and disabilities (SEND). The government does not currently collect data centrally on available or planned SEND provision, but is continuing to work with local authorities to better understand demand for SEND provision as it considers how it can best support the sector going forwards.
In March 2022, the department announced high needs provision capital allocations amounting to over £1.4 billion of new investment. This funding is to support local authorities to deliver new places for the 2023/24 and 2024/25 academic years and improve existing provision for children and young people with SEND or who require alternative provision. This funding forms part of the £2.6 billion the department is investing between 2022 and 2025 and represents a significant, transformational investment in new high needs provision.